SETON HILL UNIVERSITY Lesson Plan Template Abridged (Ma be adapted based on instr!

"tor#s needs$

Pre%Planning
TOPI& Name S!b*e"t -rade Le.el 'ate+'!ration Standards+ an",ors+ "ompeten"ies PA+&ommon &ore+Standards (Pl!s an ot,ers as ma be re0!ired$ 'ETAILS Lai)en E")enrod Reading+Resear", /nd &(

Standard: 1.1.2.D. Demonstrate comprehension / understanding before reading, during reading, and after reading on grade level texts through strategies such as think aloud, retelling, summarizing, note taking, connecting to prior knowledge, supporting assertions about text with evidence from text, and nonlinguistic representations. Standard: 1.2.2. . !se text organization and content to derive meaning from text using criteria. Standard: 1.2.2.". #dentif$ essential and nonessential information within and across a variet$ of texts. Standard: 1.%.2.&.1. 'ather and organize information, incorporating details relevant to the topic. Standard: 1.%.2.&.2. (rite a series of related sentences or paragraphs with one central idea. Standard: 1.).2. . 'enerate *uestions and locate answers about a specific topic. +#.2.1. sk and answer such *uestions as who, what, where, when, wh$, and how to demonstrate understanding of ke$ details in a text. +#.2.,. "ompare and contrast the most important points presented b$ two texts on the same topic. -..2.1. /articipate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. -..2.10b1 &uild on others2 talk in conversations b$ linking their comments to the remarks of others. -..2.2. +ecount or describe ke$ ideas or details from a text read aloud or information presented orall$ or through other media.
1ormati.e Assessment Ro!tinel ",e") st!dents sa2ari *o!rnals t,ro!g,o!t t,e pro"ess to ma)e s!re st!dent is on tra")3 I2 st!dent is missing a se"tion or t,e didn#t seem to grasp t,e "on"ept4 tea",er 5ill ma)e e6tra time 2or st!dent to ,elp one%on%one3 S!mmati.e Assessment Tea",er 5ill "olle"t sa2ari *o!rnals at t,e end 5it, data4 resear",4

1ormati.e AN'+OR S!mmati.e Assessment E.iden"e

dra5ings4 and organi7ers "ompleted3 Ob*e"ti.e A%8%&%' 8loom9s Ta6onom :ebb9s 'ept, o2 (no5ledge ('O($ '!ring open dis"!ssion ("$4 all st!dents (a$4 5ill Identi2 (b$ ",ara"teristi"s o2 non2i"tion te6t and &ompare and "ontrast ma)e belie.e and tr!e 2indings (d$ Remembering; st!dents 5ill be as)ed i2 t,e )no5 somet,ing interesting abo!t one real animal Understanding; A2ter reading t,e stor 4 st!dents 5ill identi2 di22eren"es bet5een t,e mo!se in t,e stor and real mi"e Applying; st!dents 5ill appl t,eir )no5ledge .erball b ",arts and diagrams Analyzing; st!dent 5ill anal 7e 2rom .ario!s te6ts t,e di22eren"e 2rom t,e ",ara"ters in t,e stories and ,o5 t,e reall are3 Evaluating; st!dents 5ill "reate a <sa2ari= resear", *o!rnal on t,eir 2inding t,ro!g,o!t t,e 5ee)3 &(

Step%b %Step Pro"ed!res

RATIONALE 2or t,e Learning Plan >3 S,are 5it, t,e st!dents <I2 o! -i.e a Mo!se a &oo)ie= /3 Ha.e st!dents "ompare and "ontrast t,e Mo!se 2rom t,e boo)s a"tion to a real%li2e mo!se a"tion a3 Re"ord obser.ations !sing a diagram b3 Tr!e .s3 Ma)e 8elie.e ?3 Prompt st!dents to !se e6amples 2rom ot,ers boo)s 5it, animals4 "omparing and "ontrast tr!e 2rom ma)e%belie.e a3 Re"ord t,ese ideas as 5ell @3 As a "lass4 ,a.e t,e st!dents t,in) o2 0!estions to as) real animals a3 Use general 0!estionsA e63 :,ere do t,e li.eB :,at does t,e animal loo) li)eB :,at does t,e animal eatB Ho5 does t,e animal mo.eB :,at is t,e animal#s bab li)eB Et"3 C3 Ma)e anot,er ",art4 <I2 5e "o!ld as) an Animal= and t,en "olle"t t,eir 0!estions on t,e ",art Activating Prior Knowledge Prompting t,e st!dents to !se )no5ledge o2 animals 5,en "omparing and "ontrasting3 Hook/Lead !n/Anticipatory "et Reading <I2 o! gi.e a mo!se a &oo)ie= #ig !dea "tatement Seeing t,e di22eren"e bet5een a ma)e%belie.e and a real animal Essential $uestions Ho5 do animals in t,e stories di22er 2rom real animalsB %b&ective "tatement St!dents 5ill be able to "ompare and "ontrast animals in stories and animals in real li2e3 Key 'ocabulary Resear",4 sa2ari Pre Assessment o( "tudents As) st!dents i2 t,e )no5 an t,ing spe"ial abo!t a real animalB )odeling o( t*e +oncept Mo!se 2rom <I2 o! -i.e a mo!se a &oo)ie= .s3 Real Mi"e

Introd!"tion

E6pli"it Instr!"tions 8ig Ideas Essential D!estions

Lesson Pro"ed!re M!st in"l!de adaptations E a""ommodations 2or st!dents 5it, spe"ial

needs A""ommodations4 Modi2i"ations

Materials (reading4 te",nolog 4 e0!ipment4 s!pplies4 et"3$ &los!re

,ransition Mo.e 2rom t,e di22erent ",arts 5it, 0!estions and ans5ers -uiding t*e Practice Prompt st!dents t,ro!g,o!t 0!estion and ans5er to get t,em on t,e rig,t tra") Providing t*e !ndependent Practice Allo5 st!dents to t,in) o2 0!estions on t,eir o5n4 !sing t,eir prior )no5ledge and 5ording to des"ribe animals Adaptations/Accommodations (or "tudents wit* "pecial .eeds 8ig diagram (board$ <I2 o! -i.e a Mo!se a &oo)ie= &,art; <I2 5e "o!ld as) an Animal= "ummary / Review o( t*e Learning Ha.e st!dents name a stor 5it, an animal in it4 sa one a"tion t,e animal did in t,e stor .s3 a t,at animal in real li2e3 Homework/Assignments Ha.e st!dents t,in) o2 an animal t,e 5o!ld li)e to e6plore more abo!t3 '!e Ne6t &lass3

Ot,erF(T,is area is to be determined b instr!"tor OR st!dent as needed$ S!per.ising tea",er "omments and signat!re Tea",er Sel2%re2le"tion :,at 5or)edB :,at 5o!ld o! ",angeB

SETON HILL UNIVERSITY Lesson Plan Template Abridged (Ma be adapted based on instr!"tor#s needs$

Pre%Planning
TOPI& Name S!b*e"t -rade Le.el 'ate+'!ration Standards+ an",ors+ "ompeten"ies PA+&ommon &ore+Standards (Pl!s an ot,ers as ma be re0!ired$ 'ETAILS Lai)en E")enrod Reading+Resear", /nd &(

Standard: 1.2.2. . !se text organization and content to derive meaning from text using criteria. Standard: 1.%.2. . (rite with a focus, with an understanding of topic and audience. Standard: 1.%.2.&.1. 'ather and organize information, incorporating details relevant to the topic. Standard: 1.%.2.&.2. (rite a series of related sentences or paragraphs with one central idea. Standard: 1.).2. . 'enerate *uestions and locate answers about a specific topic. Standard: 1.,.2. . !se media and technolog$ resources for directed and independent learning activities. +#.2.1. sk and answer such *uestions as who, what, where, when, wh$, and how to demonstrate understanding of ke$ details in a text. (.2.). +ecall information from experiences or gather information from provided sources to answer a *uestion. -..2.1. /articipate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. -..2.10c1 sk for clarification and further explanation as needed about the topics and texts under discussion.
1ormati.e Assessment Ro!tinel ",e") st!dents sa2ari *o!rnals t,ro!g,o!t t,e pro"ess to ma)e s!re st!dent is on tra")3 I2 st!dent is missing a se"tion or t,e didn#t seem to grasp t,e "on"ept4 tea",er 5ill ma)e e6tra time 2or st!dent to ,elp one%on%one3 S!mmati.e Assessment Tea",er 5ill "olle"t sa2ari *o!rnals at t,e end 5it, data4 resear",4 dra5ings4 and organi7ers "ompleted3

1ormati.e AN'+OR S!mmati.e Assessment E.iden"e

Ob*e"ti.e A%8%&%' 8loom9s Ta6onom :ebb9s 'ept, o2 (no5ledge ('O($

'!ring an open dis"!ssion("$4 all st!dents(a$4 5ill "reate(b$4 di22erent 0!estion 2or di22erent se"tions(d$ abo!t t,e ",osen animal3 Remembering: Students will be asked to recall questions made the previous day from If you Could Ask an Animal chart Understanding: After making the graphic organi er chart! students will start to think more about how to answer their questions" Applying: Students will be applying this knowledge verbally by asking questions to place on the websites organi er" Analyzing: Students will work together to analy e their chosen animal more" Evaluating: students will create a safari research #ournal on their finding throughout the week" &(

Step%b %Step Pro"ed!res

RATIONALE 2or t,e Learning Plan >3 Tea",er 5ill pass o!t paper 2or st!dents to 5rite do5n or s)et", an animal t,at t,e 5ant to learn more abo!t3 a3 'is"!ss .ario!s animals t,e mig,t ",ooseA lion4 elep,ant4 tiger4 dolp,in4 t!rtle4 2rog b3 E6plain to t,e st!dents t,at t,e need to t,in) abo!t animals 5e don#t !s!all deal 5it,A steer t,em a5a 2rom dog4 "at4 2is, (,o!se,old animals$3 /3 Ha.e a st!dent "olle"t t,e papers and t,en ma)e a tall ",art ?3 Read ea", paper alo!d and t,en mar) it on t,e ",art @3 A2ter e.er paper is read ,a.e a st!dent4 !sing t,e tall ",art4 2ig!re o!t 5,i", animal re"ei.ed t,e most .otes3 C3 A2ter an animal ,as been ",osen4 re.ie5 t,e ",art <I2 5e "o!ld as) an Animal= a3 &,ange t,e 5ord <animal= to t,e a"t!al animal t,e "lass .oted on and is no5 resear",ing G3 On t,e smartboard go to; a3 ,ttps;++5553te6t/mindmap3"om H3 Ha.e t,e st!dents as) more 0!estions to add sin"e t,e ,a.e a ",osen animal no5 a3 Add re.ised+ne5 0!estions to online site organi7er b3 8rea) 0!estion into gro!p on t,e 5ebsite i3 E63 Ha.e <1ood= one areaI=Habitat= 33et" ii3 -et t,em t,en to as) e.en more 0!estion abo!t t,e spe"i2i" se"tion iii3 8rea) do5n areas more i2 need be3 A"ti.ating Prior (no5ledge 8ringing in prior )no5ledge o2 animals names to ",oose one 2or t,is pro*e"t3 Hoo)+Lead%In+Anti"ipator Set As) st!dents i2 t,e "o!ld li.e along side an animal and as) t,em an t pe o2 0!estions to 2ind o!t more abo!t t,em4 5,at animal 5o!ld it beB 8ig Idea Statement 8rea) do5n a real animal to b!ild )no5ledge Essential D!estions :, is learning abo!t JJJJJJJJ so importantB

Introd!"tion

E6pli"it Instr!"tions 8ig Ideas Essential D!estions

Lesson Pro"ed!re M!st in"l!de adaptations E a""ommodations 2or st!dents 5it, spe"ial needs A""ommodations4 Modi2i"ations

Materials (reading4 te",nolog 4 e0!ipment4 s!pplies4 et"3$ &los!re

:,at 5a s "an o!r organi7e 0!estions 2or better !nderstandingB (e Vo"ab!lar In.estigate4 organi7e Pre%Assessment o2 St!dents As) st!dents 5,at t,e t,en )no5 alread ab!t t,e animal ",osen Modeling o2 t,e &on"ept :,en !sing 5ebsite on smart board4 gi.e an e6ample in se"tions Transition -!iding t,e Pra"ti"e Prompt st!dents to as) 2!ll 0!estions 5,en 2illing in grap,i" organi7er3 Pro.iding t,e Independent Pra"ti"e :rite do5n t,e animal t,e 5ant to t,eir abo!t or dra5 t,e animal independentl 4 spelling to t,eir best abilit 3 Adaptations+A""ommodations 2or St!dents 5it, Spe"ial Needs Smart board Paper <I2 o! &o!ld As) an Animal= ",art Tall ",art S!mmar E Re.ie5 o2 t,e Learning Ha.e st!dents go o.er t,e 0!estions again to ma)e s!re t,e 2it t,e animal t,e are going to resear", no53

Ot,erF(T,is area is to be determined b instr!"tor OR st!dent as needed$ S!per.ising tea",er "omments and signat!re Tea",er Sel2%re2le"tion :,at 5or)edB :,at 5o!ld o! ",angeB

SETON HILL UNIVERSITY Lesson Plan Template Abridged (Ma be adapted based on instr!"tor#s needs$

Pre%Planning
TOPI& Name S!b*e"t -rade Le.el 'ate+'!ration Standards+ an",ors+ "ompeten"ies PA+&ommon &ore+Standards (Pl!s an ot,ers as ma be re0!ired$ 'ETAILS Lai)en E")enrod Reading+Resear", /nd &(

Standard: 1.2.2.". #dentif$ essential and nonessential information within and across a variet$ of texts. Standard: 1.%.2.&.1. 'ather and organize information, incorporating details relevant to the topic. Standard: 1.).2.&. "onduct research on self3selected or assigned topics using specified sources. Standard: 1.,.2. . !se media and technolog$ resources for directed and independent learning activities. -..2.10a1 4ollow agreed3upon rules for discussions 0e.g., gaining the floor in respectful wa$s, listening to others with care, speaking one at a time about the topics and texts under discussion1. -..2.2. +ecount or describe ke$ ideas or details from a text read aloud or information presented orall$ or through other media. (.2.). +ecall information from experiences or gather information from provided sources to answer a *uestion. (.2.5. /articipate in shared research and writing pro6ects 0e.g., read a number of books on a single topic to produce a report7 record science observations1. +4.2.80a1 +ead on3level text with purpose and understanding. +#.2.%. 9now and use various text features 0e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons1 to locate ke$ facts or information in a text efficientl$.
1ormati.e Assessment Ro!tinel ",e") st!dents sa2ari *o!rnals t,ro!g,o!t t,e pro"ess to ma)e s!re st!dent is on tra")3 I2 st!dent is missing a se"tion or t,e didn#t seem to grasp t,e "on"ept4 tea",er 5ill ma)e e6tra time 2or st!dent to ,elp one%on%one3 S!mmati.e Assessment Tea",er 5ill "olle"t sa2ari *o!rnals at t,e end 5it, data4 resear",4 dra5ings4 and organi7ers "ompleted3 All st!dents(a$4 5ill "orre"tl identi2 (b$4 boo)s to !se 2or t,eir

1ormati.e AN'+OR S!mmati.e Assessment E.iden"e

Ob*e"ti.e

A%8%&%' 8loom9s Ta6onom :ebb9s 'ept, o2 (no5ledge ('O($

resear",(d$4 5,ile at t,e librar ("$ Remembering; st!dents 5ill be as)ed to re"all in2ormation 5e dis"!ssed 2rom pre.io!s "lasses Understanding; st!dents 5ill ,a.e to ",oose bet5een di22erent boo)s and sort t,ro!g, t,e "orre"t boo)s to ",ose .s3 in"orre"t boo) 2or t,eir resear", Applying; st!dents 5ill appl t,eir )no5ledge b ",oosing t,e "orre"t boo) and 2inding appropriate sites or .ideos to !se d!ring resear", Analyzing; st!dent 5ill anal 7e t,e di22erent te6t 2or t,eir resear", Evaluating; st!dents 5ill "reate a <sa2ari= resear", *o!rnal on t,eir 2inding t,ro!g,o!t t,e 5ee)3 &(

Step%b %Step Pro"ed!res

RATIONALE 2or t,e Learning Plan Pre.io!s arrangements 5it, librarian ,a.e been made 2or ,im or ,er to pi") o!t a 2e5 boo)s t,e st!dents are going to !se 2or t,eir resear", on t,e animal t,e ,a.e ",ose3 Also4 ,a.e t,e librarian pi") o!t a 2e5 boo)s t,at don#t pertain to t,e animal3 >3 Hand%o!t st!dents t,eir sa2ari *o!rnals to loo) o.er /3 E6plain se"tions o2 t,e *o!rnals so st!dents "an start t,in)ing on ,o5 t,e 5ant to do it and 5,at t,e need to be loo)ing 2or3 ?3 Re.ie5 t,e r!les o2 t,e librar 5it, t,e st!dents a3 Lips sealed b3 D!iet 2eet "3 Sit on "ir"le @3 :,en in t,e "ir"le4 0!i")l re.ie5 some o2 t,e 0!estions 5it, t,e st!dents t,at t,e 5anted to as) t,e ot,er da 3 C3 T,e tea",er or t,e librarian 5ill introd!"e all o2 t,e boo)s bro!g,t o!t 2or st!dents to see G3 A2ter tea",er or librarian 5ill go t,ro!g, boo)s again one b one and as) st!dents i2 t,is boo)s seems li)e it 5ill 5or) 2or t,eir resear", on t,e animal t,e ,a.e ",ose3 H3 A2ter t,e "orre"t boo)s are ",osen4 pair / st!dents !p to loo) at one boo) a3 Ha.e t,em go o22 into "orners 5it, t,eir partner b3 Remind t,em t,e need to 5,isper 5,ile dis"!ssing t,e boo) K3 Some st!dents 5on#t ,a.e boo)s4 send t,em to "omp!ter se"tion 5it, tea",er to resear", .ideos on animals a3 S5it", gro!ps bet5een boo)s and Internet3 b3 Sa.e sites or .ideos st!dents 2ind 2or 2!t!re sessions L3 At t,e end4 ",e") o!t t,e "orre"t boo)s 2or st!dents to !se as re2eren"e in later "lasses A"ti.ating Prior (no5ledge Using "onte6t "l!es 2rom t,e "o.ers o2 t,e boo)s and titles to ma)e ed!"ated g!esses 2or 5,i", boo)s to ",oose 2or resear", Hoo)+Lead%In+Anti"ipator Set 8ig Idea Statement St!dent 5ill parti"ipate in resear", !sing a .ario!s materials Essential D!estions

Introd!"tion

E6pli"it Instr!"tions 8ig Ideas

Essential D!estions

Lesson Pro"ed!re M!st in"l!de adaptations E a""ommodations 2or st!dents 5it, spe"ial needs A""ommodations4 Modi2i"ations

Materials (reading4 te",nolog 4 e0!ipment4 s!pplies4 et"3$ &los!re

:,at )no5ledge "an be gained b 2inding boo)sB (e Vo"ab!lar Resear", Pre%Assessment o2 St!dents As) st!dents i2 t,e ,a.e e.er been to t,e librar be2ore and Internet 2or resear", materials3 Modeling o2 t,e &on"ept Model ,o5 to 2ind or 5,at to loo) 2or 5,en sear",ing 2or appropriate sites and .ideos 2or resear", Transition Mo.e 2rom boo)s station to "omp!ter station prompted b tea",er -!iding t,e Pra"ti"e In t,e "omp!ter station4 tea",er 5ill monitor and g!ide st!dents to 2inding good 5ebsites or .ideos d!ring resear", Pro.iding t,e Independent Pra"ti"e Allo5 st!dents to read t,e material 5it, t,eir partner and to t pe and sear", on t,e "omp!ters independentl 5it, monitoring Adaptations+A""ommodations 2or St!dents 5it, Spe"ial Needs I2 st!dent ,as a ,ard time sta ing on tas) or reading4 librarian+Aid 5ill partner 5it, t,is st!dent to ,elp t,em t,ro!g, it3 &omp!ters Vario!s te6t (done b librarian$ S!mmar E Re.ie5 o2 t,e Learning Ha.e st!dents go o.er t,eir *o!rnal pa")ets again and re.ie5 t,eir 2inding 2rom t,e boo)s and 5ebsites t,e 2o!nd4 to see 5,ere t,e 2it 5it,in t,e *o!rnals3

Ot,erF(T,is area is to be determined b instr!"tor OR st!dent as needed$ S!per.ising tea",er "omments and signat!re Tea",er Sel2%re2le"tion :,at 5or)edB :,at 5o!ld o! ",angeB

SETON HILL UNIVERSITY Lesson Plan Template Abridged (Ma be adapted based on instr!"tor#s needs$

Pre%Planning
TOPI& Name S!b*e"t -rade Le.el 'ate+'!ration Standards+ an",ors+ "ompeten"ies PA+&ommon &ore+Standards (Pl!s an ot,ers as ma be re0!ired$ 'ETAILS Lai)en E")enrod Reading+Resear", /nd &(

1.2.2.". #dentif$ essential and nonessential information within and across a variet$ of texts. 1.2.2.:. +ead, understand, and respond to essential content of text in all academic areas. 1.8.2.&. (rite informational pieces using illustrations when relevant 0e.g., descriptions, letters, single3topic reports, instructions1. 1.%.2. . (rite with a focus, with an understanding of topic and audience. 1.%.2.&.2. (rite a series of related sentences or paragraphs with one central idea. 1.).2.&. "onduct research on self3selected or assigned topics using specified sources. 1.,.2. . !se media and technolog$ resources for directed and independent learning activities. +..2.5. !se information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. +#.2.8. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or sub6ect area. +#.2.%. 9now and use various text features 0e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons1 to locate ke$ facts or information in a text efficientl$.
1ormati.e Assessment Ro!tinel ",e") st!dents sa2ari *o!rnals t,ro!g,o!t t,e pro"ess to ma)e s!re st!dent is on tra")3 I2 st!dent is missing a se"tion or t,e didn#t seem to grasp t,e "on"ept4 tea",er 5ill ma)e e6tra time 2or st!dent to ,elp one%on%one3 S!mmati.e Assessment Tea",er 5ill "olle"t sa2ari *o!rnals at t,e end 5it, data4 resear",4 dra5ings4 and organi7ers "ompleted3 '!ring partner 5or) ("$4 st!dents (a$4 5ill 2ill o!t (b$ / or ? se"tions o2 t,eir *o!rnals (d$ Remembering; st!dents 5ill be as)ed to re"all t,e di22erent materials t,e 2o!nd 2rom a pre.io!s "lass Understanding; st!dents 5ill ,a.e to 2ind di22erent in2ormation to

1ormati.e AN'+OR S!mmati.e Assessment E.iden"e

Ob*e"ti.e A%8%&%' 8loom9s Ta6onom

:ebb9s 'ept, o2 (no5ledge ('O($

"orre"tl 2ill o!t di22erent se"tions o2 t,eir *o!rnals Applying; st!dents 5ill appl t,eir )no5ledge b ",oosing t,e "orre"t in2ormation 2rom t,e .ario!s materials 2or t,eir *o!rnals Analyzing; st!dents 5ill anal 7e t,e di22erent te6t 2or t,eir resear", 5it, t,eir partner Evaluating; st!dents 5ill "reate a <sa2ari= resear", *o!rnal on t,eir 2inding t,ro!g,o!t t,e 5ee)3

Step%b %Step Pro"ed!res

RATIONALE 2or t,e Learning Plan Set boo)s in one station4 "omp!ter station in anot,er4 or partner 5or) at des)3 >3 Ha.e st!dents 2ind t,eir partners t,e 5or)ed 5it, t,e ot,er da /3 Tea",er 5ill instr!"t t,em to get read be"a!se it is time to go on a <sa2ari= ?3 S,o5 t,e st!dents t,e 2irst station (boo)s$A go o.er 0!i")l on ,o5 to treat t,e boo)s and s,aring is needed bet5een t,e gro!ps3 T,en go to t,e se"ond station ("omp!ters$ and re.ie5 again on ,o5 to treat t,e "omp!ters3 Last4 (des)s+partner 5or)$ and re.ie5 to !se inside .oi"es and to ma)e s!re to ,ear and listen to t,eir partner#s opinions3 a3 Tea",er 5ill alread ,a.e t,e sites+.ideos t,e st!dents 2o!nd on t,e "omp!ter 2or st!dents to loo) at3 @3 Re.ie5 t,e sa2ari *o!rnalsA point o!t t,e t5o se"tions t,e 5ill mostl be 5or)ing 5it, toda 3 (0!estion se"tion4 pi"t!re se"tion$ C3 E6plain to st!dents t,at t,e m!st sta 5it, t,eir partner on t,eir sa2ari and 5ill s5it", t,ro!g, se"tions 5,en t,e ,ear t,e *eep ,orn (in radio$ a3 Allo5 st!dents ,ear ,orn be2ore starting G3 Appoint st!dents to t,e "omp!ter station4 des) station4 or boo) se"tion4 5,en t,e ,orn beeps t,e ma mo.e to t,eir appointed station3 a3 M8eep ,ornM H3 Repeat !ntil all st!dents ,a.e e6plored ea", station 5it, partner A"ti.ating Prior (no5ledge Partner 5or) to 2inis, *o!rnals Hoo)+Lead%In+Anti"ipator Set D!estion st!dents i2 t,e remember 5,at t pe o2 materials t,e are !sing 2or t,eir sa2ari resear",3 8ig Idea Statement Organi7e materials 2or better !nderstanding on di22erent se"tions3 Essential D!estions :,at materials are most !se2!l 5,en doing resear",B :, is it important to 5or) 5it, a partnerB (e Vo"ab!lar Pre%Assessment o2 St!dents As) st!dents i2 t,e ,a.e e.er !sed di22erent materials to 2ind t,ings o!t Modeling o2 t,e &on"ept Re.ie5 *o!rnals 5it, e6amples o2 se"tions Transition M*eep ,orn to mo.e abo!t t,e di22erent stations in t,e room3 &(

Introd!"tion

E6pli"it Instr!"tions 8ig Ideas Essential D!estions

Lesson Pro"ed!re M!st in"l!de adaptations E a""ommodations 2or st!dents 5it, spe"ial needs

A""ommodations4 Modi2i"ations

Materials (reading4 te",nolog 4 e0!ipment4 s!pplies4 et"3$

-!iding t,e Pra"ti"e $hile students are in their stations trying the #ournals! the teacher will be visiting each station to give help to any students who may need it" Pro.iding t,e Independent Pra"ti"e Allow students to work in stations to be able to independently try the different parts of the #ournal" Adaptations+A""ommodations 2or St!dents 5it, Spe"ial Needs 'i22erent stations 8oo)s &omp!ters Pen"ils No!rnals S!mmar E Re.ie5 o2 t,e Learning Re.ie5 t,ro!g,o!t t,e *o!rnals3 Ha.e a 2e5 st!dents gi.e e6ampled o2 5,at t,e 5rote in a se"tion o2 t,e *o!rnals3 Home5or)+Assignments

&los!re

Ot,erF(T,is area is to be determined b instr!"tor OR st!dent as needed$ S!per.ising tea",er "omments and signat!re Tea",er Sel2%re2le"tion :,at 5or)edB :,at 5o!ld o! ",angeB

SETON HILL UNIVERSITY Lesson Plan Template Abridged (Ma be adapted based on instr!"tor#s needs$

Pre%Planning
TOPI& Name S!b*e"t -rade Le.el 'ate+'!ration Standards+ an",ors+ "ompeten"ies PA+&ommon &ore+Standards (Pl!s an ot,ers as ma be re0!ired$ 'ETAILS Lai)en E")enrod Reading+Resear", /nd &(

1.2.2.". #dentif$ essential and nonessential information within and across a variet$ of texts. 1.2.2.:. +ead, understand, and respond to essential content of text in all academic areas. 1.8.2.&. (rite informational pieces using illustrations when relevant 0e.g., descriptions, letters, single3topic reports, instructions1. 1.%.2. . (rite with a focus, with an understanding of topic and audience. 1.%.2.&.2. (rite a series of related sentences or paragraphs with one central idea. 1.).2.&. "onduct research on self3selected or assigned topics using specified sources. 1.,.2. . !se media and technolog$ resources for directed and independent learning activities. +..2.5. !se information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. +#.2.8. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or sub6ect area. +4.2.80a1 +ead on3level text with purpose and understanding. +#.2.%. 9now and use various text features 0e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons1 to locate ke$ facts or information in a text efficientl$.
1ormati.e Assessment Ro!tinel ",e") st!dents sa2ari *o!rnals t,ro!g,o!t t,e pro"ess to ma)e s!re st!dent is on tra")3 I2 st!dent is missing a se"tion or t,e didn#t seem to grasp t,e "on"ept4 tea",er 5ill ma)e e6tra time 2or st!dent to ,elp one%on%one3 S!mmati.e Assessment Tea",er 5ill "olle"t sa2ari *o!rnals at t,e end 5it, data4 resear",4 dra5ings4 and organi7ers "ompleted3 '!ring partner 5or) ("$4 st!dents (a$4 5ill 2ill o!t (b$ all se"tions (d$ o2 *o!rnals 2or presentation

1ormati.e AN'+OR S!mmati.e Assessment E.iden"e

Ob*e"ti.e A%8%&%'

8loom9s Ta6onom :ebb9s 'ept, o2 (no5ledge ('O($

Remembering; st!dents 5ill be as)ed to re"all t,e di22erent materials t,e 2o!nd 2rom a pre.io!s "lass Understanding; st!dents 5ill ,a.e to 2ind di22erent in2ormation to "orre"tl 2ill o!t di22erent se"tions o2 t,eir *o!rnals and "reate a mini stor on t,e animal Applying; st!dents 5ill appl t,eir )no5ledge b ",oosing t,e "orre"t in2ormation 2rom t,e .ario!s materials 2or t,eir *o!rnals Analyzing; st!dents 5ill anal 7e t,e di22erent te6t 2or t,eir resear", 5it, t,eir partner and t,en "reating a presentation Evaluating; st!dents 5ill "reate a <sa2ari= resear", *o!rnal on t,eir 2inding t,ro!g,o!t t,e 5ee)3

Step%b %Step Pro"ed!res

RATIONALE 2or t,e Learning Plan T,is "lass is mostl 2or 2inis,ing parts o2 t,e *o!rnals t,e did not get to t,e ot,er da and 5or)ing on t,eir stor (done alone$ and re2le"tion+presentation se"tion3 Set boo)s in one station4 "omp!ter station in anot,er4 or partner 5or) at des)3 K3 Ha.e st!dents 2ind t,eir partners t,e 5or)ed 5it, t,e ot,er da a3 Tea",er 5ill sit alone 5it, a 2e5 partners to go o.er t,eir *o!rnals and ma)e s!re t,e are on tra") b3 Redire"ting t,em to se"tions t,e need to 5or) more on toda or re.ise L3 Tea",er 5ill instr!"t t,em to get read be"a!se it is time to go on a <sa2ari= again >O3 Tea",er 5ill re.ie5 ea", station 0!i")l A boo)s4 "omp!ters4 des)3 a3 Tea",er 5ill alread ,a.e t,e sites+.ideos t,e st!dents 2o!nd on t,e "omp!ter 2or st!dents to loo) at3 >>3 Re.ie5 t,e sa2ari *o!rnalsA point o!t t,e se"tions t,e 5ill mostl be 5or)ing 5it, toda 3 a3 Se"tions t,at are !n2inis,ed 5it, partner 2rom t,e pre.io!s "lass (0!estions and dra5ings$ b3 Re2le"tion+Presentation se"tions i3 Partners 5ill 5or) toget,er on C 2a"ts t,e 2o!nd interesting to present to t,e "lass3 ii3 8ot, st!dents m!st 5rite t,e C do5n in t,eir *o!rnals "3 T,eir stor i3 St!dents 5ill "reate a mini stor abo!t t,e animal t,e are resear",ing !sing ? 2a"ts t,e 2o!nd o!t abo!t it3 In pre.io!s "lass 5e !sed t,e M*eep ,orn to transition bet5een t,e stations3 Toda s "lass is more 2ree and ,orn 5ill not be !sed >3 St!dents m!st still be 5it, t,eir partner i2 5or)ing in t,e boo)4 "omp!ter or des) station3 a3 Tea",er 5ill monitor st!dents t,ro!g,o!t ma)ing s!re t,e are sta ing on tas) and getting t,eir *o!rnals done b3 Re.ie5 5it, st!dents t,at t,e m!st <ma)e good ",oi"es= 5,en at stations and get t,eir 5or) done3 Onl tal)ing to partner or tea",er+aid Introd!"tion A"ti.ating Prior (no5ledge Partner 5or) to 2inis, *o!rnals &(

E6pli"it Instr!"tions 8ig Ideas Essential D!estions

Lesson Pro"ed!re M!st in"l!de adaptations E a""ommodations 2or st!dents 5it, spe"ial needs A""ommodations4 Modi2i"ations

Materials (reading4 te",nolog 4 e0!ipment4 s!pplies4 et"3$

(no5ledge 2rom resear", to 5rite stor and re2le"tion Hoo)+Lead%In+Anti"ipator Set D!estion st!dents i2 t,e remember 5,at t pe o2 materials t,e are !sing 2or t,eir sa2ari resear",3 8ig Idea Statement Organi7e materials 2or better !nderstanding on di22erent se"tions3 Essential D!estions :,at materials are most !se2!l 5,en doing resear",B :, is it important to 5or) 5it, a partnerB (e Vo"ab!lar Presentation Pre%Assessment o2 St!dents As) st!dents i2 t,e ,a.e e.er !sed di22erent materials to 2ind t,ings o!t Modeling o2 t,e &on"ept Re.ie5 *o!rnals 5it, e6amples o2 se"tions Transition Independentl 5it, tea",er+aid monitoring -!iding t,e Pra"ti"e $hile students are in their stations trying the #ournals! the teacher will be visiting each station to give help to any students who may need it" Pro.iding t,e Independent Pra"ti"e Allow students to work in%between stations to be able to independently try the different parts of the #ournal" Adaptations+A""ommodations 2or St!dents 5it, Spe"ial Needs 'i22erent stations 8oo)s &omp!ters Pen"ils No!rnals S!mmar E Re.ie5 o2 t,e Learning Re.ie5 t,ro!g,o!t t,e *o!rnals3 Ha.e partners sa one interesting 2a"t t,e 2o!nd d!ring resear",3

&los!re

Ot,erF(T,is area is to be determined b instr!"tor OR st!dent as needed$ S!per.ising tea",er "omments and signat!re Tea",er Sel2%re2le"tion :,at 5or)edB :,at 5o!ld o! ",angeB

SETON HILL UNIVERSITY Lesson Plan Template Abridged (Ma be adapted based on instr!"tor#s needs$

Pre%Planning
TOPI& Name S!b*e"t -rade Le.el 'ate+'!ration Standards+ an",ors+ "ompeten"ies PA+&ommon &ore+Standards (Pl!s an ot,ers as ma be re0!ired$ 'ETAILS Lai)en E")enrod Reading+Resear", /nd &(

1ormati.e AN'+OR

1ormati.e Assessment En"o!rage st!dents to re2le"t on t,eir o5n 5or) and pro"ess

1.%.2. . (rite with a focus, with an understanding of topic and audience. 1.%.2.&.1. 'ather and organize information, incorporating details relevant to the topic. 1.%.2.&.2. (rite a series of related sentences or paragraphs with one central idea. 1.;.2.&. !se appropriate volume, clarit$, and gestures in individual or group situations. Deliver an oral report on an assigned topic. 1.).2. . 'enerate *uestions and locate answers about a specific topic. 1.).2.&. "onduct research on self3selected or assigned topics using specified sources. 1.).2.". -hare and explain the results of research using visual aids. 1.2.2.D. <ake inferences from text when stud$ing a topic 0e.g., science, social studies1 and draw conclusions, citing evidence from the text to support answers. 1.2.2.:. +ead, understand, and respond to essential content of text in all academic areas. 1.8.2.&. (rite informational pieces using illustrations when relevant 0e.g., descriptions, letters, single3topic reports, instructions1. 1.;.1.&. !se appropriate volume and clarit$ in individual or group situations. Deliver brief oral presentations on a topic supported b$ visual aids. +#.2.,. "ompare and contrast the most important points presented b$ two texts on the same topic. +#.2.1=. &$ the end of $ear, read and comprehend informational texts, including histor$/social studies, science, and technical texts, in the grades 23> text complexit$ band proficientl$, with scaffolding as needed at the high end of the range.

S!mmati.e Assessment E.iden"e

S!mmati.e Assessment Tea",er 5ill "olle"t sa2ari *o!rnals at t,e end 5it, data4 resear",4 dra5ings4 and organi7ers "ompleted3 /nd grade st!dents (a$4 5ill identi2 (b$4 5it, t,eir partner ("$ C 2a"ts (d$ t,e 2o!nd most interesting d!ring t,eir resear", and present it to t,e "lass3 Remembering; st!dents 5ill be as)ed to re"all t,e di22erent materials t,e 2o!nd 2rom a pre.io!s "lass Understanding; st!dents 5ill present t,eir 2indings and 2a"ts to t,e "lass Applying; st!dents 5ill appl t,eir )no5ledge b ",oosing C 2a"ts t,e 2o!nd most interesting Analyzing; st!dents 5ill anal 7e t,eir 2indings to t,eir peers Evaluating; st!dents 5ill ,a.e 2inis,ed t,eir sa2ari *o!rnal and presentation

Ob*e"ti.e A%8%&%' 8loom9s Ta6onom :ebb9s 'ept, o2 (no5ledge ('O($

Step%b %Step Pro"ed!res

RATIONALE 2or t,e Learning Plan &( >3 Tea",er 5ill ma)e a ",art on t,e board 5it, t,e di22erent partners in ea", se"tion a3 :rite t,e st!dents 2a"ts on t,e board 2or all to see /3 Tea",er 5ill "all !p parts one at a time and ,a.e t,em present t,eir C 2a"ts to t,e "lass ?3 A2ter all st!dents ,a.e 5ent and all 2a"ts ,a.e been 5ritten on t,e ",art on t,e board ,a.e st!dents "ompare and "ontrast t,eir 2indings a3 Allo5 st!dents to pi") o!t 2a"ts t,at are t,e same and di22erent b3 :rite t,ese on anot,er ",art labeled Same+'i22erent @3 Ha.e st!dents e6plain t,eir 2indings a3 :, do o! t,in) t,ese ? gro!ps 2o!nd o!t JJJJJJJJB b3 :, do o! t,in) t,is gro!p 2o!nd JJJJJJJJ o!t4 b!t no one else didB "3 Prompt st!dents to elaborate on t,eir 2indings more d3 Or 5,ere t,e 2o!nd t,ese 2a"ts at (boo)s4 internet4 prior )no5ledge4 et"3$ e3 Tea",er 5ill prompt st!dents into 2inding o!t 5,i", 2a"ts are more !se2!l t,an ot,ers (celebrate everyone0s answers$ A"ti.ating Prior (no5ledge As) i2 t,e st!dents ,a.e e.er done a presentation be2ore Hoo)+Lead%In+Anti"ipator Set Tea",er 5ill e6plain to t,e st!dents t,at 5,en people go on sa2ari#s t,e li)e to ta)e pi"t!res and tell stories abo!t 5,at t,e sa53 St!dents 5ill be doing *!st t,at 5it, t,eir *o!rnals and partners 8ig Idea Statement Organi7e material b !sing .ario!s met,ods to better !nderstand a spe"i2i" animal3 Essential D!estions Ho5 do resear",ers di22erentiate t,eir ideas 2rom t,e ideas o2 ot,ersB (e Vo"ab!lar

Introd!"tion

E6pli"it Instr!"tions 8ig Ideas Essential D!estions

Lesson Pro"ed!re M!st in"l!de adaptations E a""ommodations 2or st!dents 5it, spe"ial needs A""ommodations4 Modi2i"ations

Materials (reading4 te",nolog 4 e0!ipment4 s!pplies4 et"3$ &los!re

Pre%Assessment o2 St!dents Modeling o2 t,e &on"ept -i.e e6amples to t,e st!dents abo!t t,e t5o ",arts "omparing and "ontrasting t,eir 2indings3 Transition -ro!ps 5ill ",ose anot,er gro!p to present !ntil all gro!ps ,a.e 5ent -!iding t,e Pra"ti"e Prompt st!dents into ans5ering more in%dept, abo!t t,eir 2indings Pro.iding t,e Independent Pra"ti"e St!dents 5ill present onl 5it, t,eir partner in 2ront o2 t,eir peers Adaptations+A""ommodations 2or St!dents 5it, Spe"ial Needs 8oard

S!mmar E Re.ie5 o2 t,e Learning Re2le"t on t,e di22erent gro!ps 2indings and 5,at t,e ,a.e learned t,ro!g,o!t t,is pro"ess (resear",4 animals4 et"$

Ot,erF(T,is area is to be determined b instr!"tor OR st!dent as needed$ S!per.ising tea",er "omments and signat!re Tea",er Sel2%re2le"tion :,at 5or)edB :,at 5o!ld o! ",angeB