Grade: First Grade
Common Core State Standard(s):Common Core State Standards
·Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
·With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
·Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
·Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
·Students will learn comperhension by recalling details.
·Will correctly define 9/10 vocabulary words by writing the definition of each.
- Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman)along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket forCorduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will alsoprovide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
·Free choice of resource materials,
·Free choice of access (text, digital, audio),
·Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly geared towards students who struggle with hearing or some type of communication loose. The AAC devices will support the students in communicating themselves, and since one of the assisgnments require the students to develop an electronic picture this would be a great way to help them. The AAC device will be used in the form of a picture board, so all the students will be able to participate in the activities and properly get their point across while doing it.
For this activity, I would like to implement a “Smart Board.” The smart board would be beneficial across the board. Everyone in the classroom would benefit from this device that allows students and teachers to be interactive. The board will allow the students to give unqiue presentations that would ultimatly keep others interested.
Formative Assessment (Describe the closure of the lesson and the final assessment used to provide evidence that students have met the learning objectives. Be sure to provide choice related to interest and multiple, flexible means for completion that support learning preferences. Include an explicit description of the criteria for quality work):
I think classroom discussions are a great way to observe what the students may or may not know. It’s also a great way for everyone to be involved and bounce ideas off of one another. This lesson calls for open-ended questions that will challenge the students thinking process. The ultimate goal is to help increase the student’s critical thinking skills. The student’s responses will be closely examined, while taking anecdotal notes.
Teacher Self-Assessment (Even lessons that fail to produce the intended results are an excellent opportunity for reflection, adjustment, and growth. What problems do you anticipate with the lesson? What did you learn about instructional technology and UDL from creating this unit? What would you change about the lesson based on its impact on student outcomes?)
The problems that I anticipate with this lesson are students having a difficult time grasping on to the concept of developing their own adventures using technology. Although, technology is widely used and advancing I feel like many students will have a difficult time getting started. The questions I would ask myself are, “How can I get them to understand their story is different from the story we have read?” “What things could I do to help my students comprehend the lesson? Is there a better way that this lesson could’ve been presented? How?
Resources (you may list and describe any resources that will be used over the course of the lesson)
Dolan, R. P., & Hall, T. E., (2001). Universal Design for Learning: Implications for large-scale assessment. IDA Perspectives, 27(4), 22-25.