Week 5 - Final Project
Final Project
[CLOs: 1, 2, 3, 4, 5]
Part One: Lesson Plan
Review the Common Core State Standards website (Links to an external site.)Links to an external site..
Select two to three academic standards on which a unit of study can be developed. Create three lesson
plans that could be used in this unit using three different instructional models (select from models that
have been covered in this course) and can be utilized effectively to create objectives to meet the
standard you have chosen. Be sure to address each of the items below in each of your lesson plans:
Identify the instructional model you have chosen.
State the academic standard on which the lesson is based.
Describe the grade level for which your lesson is written.
Write one students will understand objective, at least two students will know objectives, and at least
two students will be able to do objectives to meet the academic standard you have chosen.
Describe assessments that will be utilized to measure students’ mastery of objectives.
Explain the procedures you will use to teach the lesson. Be as specific as possible. Pretend you are
writing plans for a substitute teacher. Your lesson must be explicit enough for the substitute teacher to
be able to implement.
Your lesson plans should be written using the KUD format as shown in your course textbook (See
examples in Chapters 4 through 10). One of your lessons can be a revision of your Week 3 assignment.
Make sure to incorporate your instructor’s feedback. All three of your lessons must build on and/or
support each other.
Part Two: Rationale
You may begin working on these areas through weekly assignments throughout the course. Address
each of the following bullet points in your Final Project:
Introduction: Describe the focus of your project (unit of study).
Rationale for selection of instructional models: Explain how and why each selected model will be
effective in meeting instructional objectives for that lesson.
Meeting the needs of diverse learners: Describe how individual needs can be met in each model/lesson
plan.
Assessment and accountability: Describe types of assessment that will be used in each lesson and how
they measure students’ mastery of objectives. Describe how you will use assessment data to guide your
instruction.
Evaluation plan: Explain how you will evaluate the effectiveness of your unit of study. Describe
adjustments you might have to make during implementation.
Conclusion: Describe how you feel about lesson planning. What do you think are your strengths? What
do you need more support with?
The entire project must be a minimum of 10 double-spaced pages in length, not including title and
reference pages, and formatted according to APA style (where appropriate) including a title and
reference page. You must use a minimum of four sources, in addition to the course text. The sources do
not have to be scholarly.
Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria
that will be used to evaluate your assignment.
Docicon.png Click to view an example of this week's final project.
Running head: First Grade ELA
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Final Project First Grade ELA
EDU-381 Curriculum and Instructional Design
First Grade ELA
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First Grade ELA
Lesson 1
Grade Level
Grade 1
Instructional Model
I would use the Integrative model to framework my lesson plan. According to
Appendix D: Instructional Models - Teaching Content and Thinking Skills of the Albemarle
County Public Schools, "In the Integrative Model, students develop a deep understanding of
organized bodies of knowledge while developing critical thinking skills. The model is
designed to teach combinations of concepts, generalizations, principles, rules, facts and the
relationships between them, typically through the use of matrices which may be either teacher
or student-generated, depending on student readiness (e.g. a chart comparing characters in a
literary work in terms of personal attributes, conflict, and symbolism). Students are expected
to do the following: describe, compare, and search for patterns; explain similarities and
differences; hypothesize outcomes for different conditions; and generalize to form broad
relationships"(Albemarle County Public Schools, Appendix D).
Standards
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
Objectives
Students will read, listen, and watch different versions of The Three Little Pigs(in
whole group class setting) and compare/contrast their characteristics.
Students will understand
• There are similarity and differences in fiction literature. They will also know that
there are different versions of very similar stories with characters and plots in
common.
Students will know
• They will know that there are different versions of very similar stories with
characters and plots in common.
• They will know the vocabulary related to comparing and contrasting. For
example same, alike, similar, in common, different, contrast, not the same.
Students will be able to
• Use a graphic organizer to illustrate comparing and contrast
• Verbally retell key details and events of a story
Assessment Plan
First Grade ELA
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Formative:
The formative assessment will be conducted by watching the students participation
during the group reading and bubble graph to check for progress and understanding.
The teacher will look for students to be participation by calling on students and asking
questions. This assessment would be considered to be an observational time.
Summative:
The summative assessment process will involve an independent bubble graph being
completed by the students about two other works of fiction.
Procedure
1. Review previously learned material
No previous material
2.State objectives of the lesson
I would then explain to the students that we were going to read some stories and see how
they are alike and different.
3.Present new material
1. Hold up a copy of The Three Little Pigs and ask students what book is this?
2. Show another copy of story and ask students about it. Is it the same story? Do you
think they have any differences or similarities?
3. Ask the children to raise their hands and share with the class what they
remember about the three little pigs.
4.Guided practice
1. Read the first book to the students aloud.(on carpet in front of rocking
chair)
2. While reading ask questions of the students of the students to check for
understanding and participation. Examples: What do you think is going to
happen next?
3. At the conclusion of the book, use volunteers to retell the story. Scaffold as
necessary to help students.
4. Read the second book in the same manner except begin with questioning of
what they think may be different.
5. After you have read both books use the whiteboard to illustrate the
attached bubble map. This should be done as a group.
6. Take a bathroom/brain break
7. Read the other two books that are similar.
8. Have the students talk to their reading buddy to discuss the stories.
5.Independent practice
During independent practice I would give the students a bubble map to complete on their
own. I would still monitor the students for comprehension. I would use this time to do
small group or one on one work for students who are struggling with the concepts.
First Grade ELA
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Lesson 2
Grade Level
1stGrade
Instructional Model
Student Centered Learning – This model best fits this lesson because as books
are being read and presented to the students, they will be driving the
interpretation and discussion around the meaning and parts of the story.
Standards
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS. ELA- Literacy RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
CSS. ELA- Literacy. RL.1.5
Explain major differences between books that tell stories and books that give
information, drawing on a wide reading of a range of text types.
Objectives
The students will read, and listen to the fable(in whole group class setting). They will describe
the characters, plot, and setting and type of fiction read.
Students will understand
•The difference between short story and fables as well as character, plots, and
settings. They will also learn vocabulary associated with fables.
Students will know
• character, plot, and setting as basic story elements
•“The Boy Who Cried Wolf” is fiction because it was made up to teach a lesson
Students will be able to
• Identify the moral of the fable “The Boy Who Cried Wolf”
• Identify the literary terms characters, plot, and setting, and explain those
terms as they apply to the fable “The Boy Who Cried Wolf”
Assessment Plan
Formative:
First Grade ELA
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My formative assessment would consist of checking for understanding as I read
aloud to students as well as share pair partner time. I will give students the
opportunity to work together as a pair to answer and discuss questions.
Summative:
My summative assessment will be when the students are asked to go back to their
sits for individual work. They will draw and write about the plot, characters, and
meaning of story.
Procedure
1.Review previously learned material
Ask the children if they have ever read nursery rhymes or fables. Most likely they
have covered them in some form during kindergarten. Ask about their favorites and
if they remember the meaning behind fables and fairy tales.
2.Stateobjectivesof the lesson
I would explain to the students that we are going to read a story and find the plot,
setting, characters, and moral of the story.
3.Present new material
1. Hold up the book "The Boy Who Cried Wolf" and ask if anyone has ever read
the book? Explain that it is a fable and what fables are...
2. I would then flip through the books pictures and ask for some predictions.
3. Students would raise hands to answer the questions that are presented.
4.Guided practice
1. Read the first book to the students aloud.(on carpet in front of rocking chair)
2. While reading ask questions of the students of the students to check for
understanding and participation. Examples: What do you think is going to
happen next?
3. At the conclusion of the book, use volunteers to retell the story. Scaffold as
necessary to help students.
4. Allow students to explain what they think the moral of the story is? What is the
lesson learned?
5.Independent practice
1. Students draw a picture of the setting and characters. They will then also write a
summary of what they learned from the book.
First Grade ELA
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Lesson three
Grade Level
1stGrade
Instructional Model
Role-playing, reenactment – Students will choose pieces of the stories we read and work
together to role play and act out messages, interpretations and possible scenarios that the
Standards
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
Objectives
Students will read a book together aloud with teacher and then be able to reenact it with
a small group in class.
Students will understand
• characters, settings, and events
fictional stories come from the author’s imagination
Students will know
• How to Explain that stories have a beginning, middle, and end
• folktales are a type of fiction
Students will be able to
Retell the story of Cinderella
Reenact a story in front of a class with a partner or small group
Assessment Plan
Formative:
My formative assessment will come from observation during reading as well as
participation in group planning. I will look for things students are having difficulty with
and I will ask clarifying questions to redirect the thinking of the students, on the spot.
Summative:
My summative assessment will be based on the final project. It will be based
on their participation and comprehension presented in their group performance. I
will provide a rubric and the students will be aware of what I will be assessing
during their performance-based assessment.
First Grade ELA
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Procedure
1.Review previously learned material
Review with students that stories have a plot, characters, setting, and morals.
Review the different types of literature fiction and non-fiction.
2.Stateobjectivesof the lesson
I would explain to the class that we are going to read and act out our favorite part of a
story.
3.Present material
I would start by showing the book and then asking questions about what they might
already know or predict happening.
4.Guided practice
1. Read the first book to the students aloud.(on carpet in front of rocking chair)
2. While reading ask questions of the students of the students to check for
understanding and participation. Examples: What do you think is going to happen
next?
3. At the conclusion of the book, use volunteers to retell the story. Scaffold as
necessary to help students.
4. Allow students to explain what they think the moral of the story is? What is the
lesson learned?
5.
Cooperative Learning
I would have the students break up into small groups of three or four students and
work together to act out a scene from the story. I would use this opportunity to go
around and guide each group into the right direction. They will perform for their class
at the end of the lesson.
First Grade ELA
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The focus of my project would be for students to be able to identify settings, character,
plots, and lessons in stories. I would also want them to understand the similarities and
differences in fables. It is important for them to be able to retell a story through words,
drawings, graphic organizers, and reenactment.
I chose three forms of instructional models to make sure that I am presenting a
differential learning environment. Some students learn form direct instruction. Students are
receiving direct instruction through the classroom aloud reading of the stories. The direct
instruction also helps to introduce a subject or new information to students. It is also important
for students to get hands on experience. This is where graphic organizers come into play. They
allow students to take what they have heard and apply it. The reasoning behind my cooperative
learning was for students to build relationships and work together. This activity will prepare
them for the future when thy need to be able to present information in front of a group of people.
it also teaches the students to work as a team.
I would use several different modes of lesson for diverse learners. For my ELL I would
provide a alternate language version of the stories. I would use alternate graphic organizers for
diverse learners as well. And last but not least, I would organize the group with varied
development to offset weakness and strengths.
The assessments used in each lesson will show mastery of the objectives thorough
understanding and participation. I would use the graphic organizers, drawings, and writings to
assess for individual learning and comprehension of fables and their differences. I would also use
the group assessments to assess their ability to convert their thoughts into actions.The assessment
will guide me into future lesson plans. I will be able to see what information was received and
First Grade ELA
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what information still needs to be learned. It will also help me to see what learning style or
model was most effective for my students.
I will evaluate my unit by the assessments. I will use the assessments to see if I covered
everything intended. I may have to go back into the lessons and tweak them if understanding of
the unit is not apparent. I might also have to go back in and reteach some part of the lessons if
the objectives where not meet. You cannot predict whether your lesson plans will be effective or
productive. It is more of a trial and error and you have to be prepared for both.
In conclusion, I am an amateur and still need plenty of practice and learning to be an
expert at lesson plans. I think that my weakness is experience. I think the more lesson plans I
write the better I will become. I think my strengths are my ability to be flexible and open minded
to new or changing ideas. Teaching is not something you learn overnight. It takes a lot of time
and dedication to get better and successful.
First Grade ELA
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References
Framework for Quality Learning. (n.d.). Retrieved September 14, 2015, from
https://www2.k12albemarle.org/acps/division/fql/Pages/Appendix-D-Instructional-Models--Teaching-Content-and-Thinking-Skills.aspx
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
Read the Standards. (2015). Retrieved September 14, 2015, from
http://www.corestandards.org/read-the-standards/
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