Edu. 381 Curriculum & Instructional Design Final

Runn ing hea d: First Grade ELA 1 Fin al P ro ject F ir s t G ra de ELA E D U -381 Curr ic u lum a n d In str u ction al D esig n First Grade ELA 2 Fir s t G ra de E LA Le sson 1 Gra de Leve l Gr ade 1 In struction al M od el I would use the Integrative model to f ramework my lesson plan. Acc ording to App en di x D : In str u ctio nal M odel s - T ea ch in g C onte n t a nd T hin ki ng Sk ills of t he Albe marl e C ounty P ubl ic S ch oo ls , "I n t h e I nte gr ative M odel, s tu de nts d eve lop a d eep underst an di ng of or ga niz ed bodie s of know le d ge w hile d ev el opi ng c rit ic al t hi nki ng sk ills. T he m ode l i s de sign ed to t ea ch c om binat ion s of co nce pts, ge ner aliz ation s, pr in ciple s, ru le s, fa cts a n d t he r e lat io nsh ips betw ee n t he m, ty picall y t hro ugh t h e u se of m atrices whi ch m ay be ei th er t e a ch er or s tu d en t- ge ner ate d, d ep en di ng o n stu d en t re adi ness ( e .g. a ch art c om pari ng ch ara cter s i n a lit era ry w or k i n t erm s of person al att ribute s, con flic t, a nd sy m bolis m). S tu d en ts a re e xpec te d to do t he f ollow in g: d esc ri be , com pare, a n d se arc h f o r p att ern s; e xpl ain sim ila riti e s a n d di ffere n ces; hy pothesiz e o utc om es for differ en t co ndi tio ns; a nd g en er aliz e to fo rm br oad rel atio nsh ips" (A lb em arl e C ounty P ubl ic S ch oo ls , App en di x D ). St and ar ds CCSS .E LA-LITE RACY .RL.1.1 As k an d a nsw er qu estion s a bo ut k ey d eta ils in a t ext. CCSS .ELA -L ITE RACY .R L.1.2 Retel l s to rie s, i nc lu di ng key d eta ils , a nd de mon str ate un der sta ndi ng of t heir c e n tr a l m ess age or le sson .

CCSS .ELA -L ITE RACY .R L.1.3 D escri be chara cte rs , se tti ngs , a nd m ajor e v en ts in a s tory, u sin g k ey d eta ils .

CCSS .ELA -L ITE RACY .R L.1.9 Com pare a n d c ontr a st th e a dv en tu re s a nd e xper ie n ces of c hara cter s i n s to rie s.

Obj ec tive s S tu de nts w ill re ad, lis te n , a nd w atch di ffere n t v ers ion s of T he T hre e L it t le P ig s(in wh ole gr oup class s etti ng) a nd com pare/co ntr a st t heir c hara cteri stic s.

St ud ents will und ers tand • There a re s im ila rity a nd di ffere n ces in fic tion lit erat ure . T hey w ill a ls o kn ow t h at t h ere a re di ff er en t v ersio ns of v ery s im ilar s to rie s w it h ch ara cter s a n d pl ots i n com mon. St ud ents will kno w • They w il l kn ow t h at t here a re di ffere n t v ersio ns of v ery sim ilar s to rie s w it h c h ara cter s a nd pl ots in co mmon .

• They w il l kn ow t h e voc abul ary r elat ed to c omparin g a nd co ntr a sti n g. For exa mple same, alike, similar, in comm on, differe nt, contrast, not t he same. St ud ents will be abl e to • Use a g ra p hic o rg an ize r to ill ustr ate c omparin g a nd c ontr a st • Verbally retell key details and events of a story Assessme nt Plan First Grade ELA 3 Fo rma tive: The fo rm ative ass ess m en t w il l be cond ucte d b y watch in g t he s tu de nts pa rtici pat io n du rin g t he g rou p r ea di ng an d b ubbl e g ra ph to c heck for pr ogress a nd un der sta ndi ng.

T he t e a ch er w il l l ook for s tu d en ts to b e p artic ipat ion by c alli ng o n stu d en ts a n d ask in g q uestio ns. T his a ss essm en t w ould be conside re d to be an obs ervat io nal t im e.

Summa tive: T he s u mmat ive a ss essm en t pr oces s w il l i n vol ve a n i n d ep en d en t bu bb le g ra p h be in g completed by t he students about two other works of f iction. Proce du re 1. Rev iew prev iou sly lear ned ma ter ial No pre vious m at eri al 2.St ate obj ec tive s of the less on I would then explain to the students that we were go ing to read some storie s and see how they are alike and different. 3.Prese nt new ma ter ial 1. Hol d u p a c op y of T he T hre e L ittl e Pi gs and a sk stu de nts wh at book is t hi s? 2. Show a n ot he r c o p y of s tory an d ask stu d en ts a bou t it. Is i t the sam e s to ry? D o you t h in k t hey h ave a ny di ffere n ce s or sim ila rit ie s? 3. Ask the c hild re n to r ais e t heir h an ds and s hare w ith t he cl ass w hat t hey re m em be r a bou t the t hre e l ittl e pi gs. 4.Guid ed prac tice 1. Read the first book to t he students aloud.(on carpet in front of rocking c h air ) 2. Whil e re adi ng a sk qu estio ns of t he s tu de nts of t he s tu d en ts to ch ec k for und ers ta nd in g a nd parti ci pat io n. Exa mple s: W hat do you t h in k i s go in g to h app en n ext? 3. At th e c onclu sio n of t he book, u se vol unteer s to retel l t h e s to ry. S caffo ld as n ec ess ary to h elp s tu de nts .

4. Read the s ec ond book in the s a m e m ann er e xcept begin wit h qu estio nin g of wh at t hey t hin k m ay b e d iffere nt. 5. After you have r ead both books use t h e w hit e boa rd to ill ustr ate th e atta ch ed bu bb le m ap. T his s ho uld be don e as a g ro up. 6. Take a b athroom /b ra in bre ak 7. Read the ot her t w o books that a re s im ila r.

8. Have the students talk to t heir reading budd y to discuss the stories. 5.Ind epend ent prac tice During independent practice I would give the stud ents a bubb le map to complete on their o w n. I w ould still m on it o r t he stu d en ts for com prehen sion . I w oul d u se t h is t im e to do s m all gr oup or on e o n one w ork for stu de nts w ho a re str u gg li n g w it h the conce pts. First Grade ELA 4 Lesson 2 Gra de Leve l 1stGra de In struction al M od el Studen t Cen tered Lea rning – This model best fits this lesson because as books are being read and presented to the students , they will be driving the i nterpretation and discussion around the meaning and parts of the story. St and ar ds CC SS .EL A-LITERACY.R L.1.1 Ask a nd a nsw er qu estion s a bou t k ey d eta ils in a te xt.

CCSS.EL A-L IT ER A CY .R L.1.2 R et ell s to rie s, in clud in g ke y d eta ils , a nd dem onstr a te un ders ta nd in g of t h eir ce ntr a l me ssage o r le sso n.

CCSS.EL A-L IT ER A CY .R L.1.3 D esc rib e c hara cter s, s etti ng s, a nd ma jo r ev en ts in a s to ry , us in g ke y de tails .

CCSS. EL A- L ite rac y R L.1.4 Id ent ify w ords a n d p hra se s in sto rie s o r p oem s t hat s ugg est f ee lings or a pp ea l t o th e s e n se s. C SS. EL A- L ite rac y. R L.1.5 E xp la in m ajo r d iffe re n ces bet wee n book s t ha t te ll s tor ies a nd b ook s t hat g ive i nf orma tion, dr aw in g on a w id e r ea din g of a r a n ge of te xt t y p es.

Obj ec tive s T he st ude nts w ill r ea d, an d lis te n t o the f a b le (in w hol e g ro up cla ss s et tin g). The y w ill de sc ribe t he c h ara cte rs , p lot , a nd s etti ng an d ty pe of fic tion read. St ud ents will und ers tand •T he d iff ere n ce be tw ee n s ho rt s to ry a n d fa b le s a s w ell a s c h arac te r, p lo ts , an d s et tin gs . T hey w ill als o lear n vocabu la ry a ss ocia te d wit h f ab le s. St ud ents will kno w • ch aract er, p lo t, an d s etting as ba sic s to ry e le me nts •“The Boy W ho Cried W olf” is fiction beca use it was ma de up to tea ch a lesson St ud ents will be abl e to • Id en tif y t h e m ora l of the f a b le “T he B oy W ho C rie d W olf” • Id en tif y t h e lit era ry t e rm s c haracter s, p lot , a nd s etti ng, an d ex p la in t hose terms as they apply to the fable “T he Boy W ho Cried W olf” Assessme nt Plan Fo rma tive: First Grade ELA 5 M y formative assessment would consist of checking for understanding as I rea d aloud to stud en ts as w ell a s sha re p air p artn er tim e. I w ill g ive stud en ts the opportunity to work together as a pair to answ er and discuss qu estions. Summa tive: M y s umma tive a ss essm en t w ill b e w hen th e s tud en ts a re a sk ed to go ba ck to t heir s its f o r in d ivi dua l w ork . They w ill dr aw a n d write a b ou t t he p lot , c haract ers , a nd me ani ng of s to ry . Proce du re 1.Rev iew prev iou sly lear ned ma ter ial Ask the children if the y ha ve ever read nu rsery rhymes or fab les. M ost likely they ha ve c ov ere d t hem i n s ome form du rin g ki nde rga rten . Ask about t heir f a v orit e s an d i f t he y r e m em be r t he m ean in g beh ind f able s an d fairy t ale s. 2.St ateobj ec tives of the less on I wou ld explain to the studen ts tha t we are go ing to rea d a story an d find the plot, se tt ing , cha ra cte rs, an d m oral o f t h e s tor y.

3.Prese nt new ma ter ial 1. Hold up the book "The Boy W ho Cried W olf" and ask if anyone has ever rea d the b ook? E xp la in t hat i t is a f a b le a n d w hat f a b le s a re ... 2. I w ou ld t hen f lip th ro u gh t h e b ook s p ict ures a n d a sk f or s om e pr ed ict io ns.

3. Stude nts w ou ld r ais e h an ds to a nsw er t he qu estion s t h at a re pr ese n te d. 4.Guid ed prac tice 1. Rea d the first book to the stud ents aloud. (on ca rp et in front of rocking chair) 2. While r ead in g a sk qu estion s of t h e s tud ent s of t he s tude nts t o c h eck f or un ders ta nd in g an d p artic ipa tion. E xam ple s: W hat d o you t hink is g oi ng t o ha ppe n nex t? 3. At t he con clus ion of t h e b ook , use vol untee rs to r et el l t h e s to ry . S ca ffo ld as n ece ssa ry t o h elp s tud en ts .

4. Allo w stud ent s t o ex p la in w hat t h ey t hi nk t he m ora l of t he sto ry i s? W hat is t he l e ss on l earn ed ? 5.Ind epend ent prac tice 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 6 Lesson t h ree Gra de Leve l 1stGra de In struction al M od el Ro le-playing, r eenact me nt – Students will choose pieces of the stories we read and work together t o role play and act out messages, interpretation s and possible scenarios that the St and ar ds CC SS .EL A-LITERACY.R L.1.1 A sk a nd a nsw er qu estion s a bou t k ey d eta ils in a te xt.

CCSS.EL A-L IT ER A CY .R L.1.2 R et ell s to rie s, in clud in g ke y d eta ils , a nd dem onstr a te un ders ta nd in g of t h eir ce ntr a l me ssage o r le sson.

CCSS.EL A-L IT ER A CY .R L.1.3 Describe characte rs, settings, and ma jor events in a story, u sing key details. Obj ec tive s Stude nts w ill read a b ook t o g eth er a loud w it h tea che r an d th en be a b le t o re e n act i t w it h a small group in class. St ud ents will und ers tand • ch aract ers , set tin g s, an d ev en ts fiction al stories come from the author’s ima gination St ud ents will kno w • H ow to E xp la in t hat s to rie s h ave a be ginni ng, mid dle , and en d • folktales are a type of fiction St ud ents will be abl e to R et ell t h e s to ry of C inde re lla Reenact a story in front of a class with a partner or small group Assessme nt P lan Fo rma tive: My f orma tive a ss essm en t w ill c o m e f ro m o b se rv ation dur in g r ead ing a s w ell a s pa rtic ip ation in gro up p la nni ng. 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.

Summa tive: M y s um mative a ss essm en t w ill b e ba se d on th e f in al pro ject. It w ill b e ba se d on the ir p artic ip ation an d c om pr eh en sion prese nte d in the ir g ro up pe rfo rm an ce . I will provide a rubric a nd the students will be aware of what I will be assessing during their performance -based assessment . First Grade ELA 7 Procedure 1.Rev iew prev iou sly lear ned ma ter ial Review with stud ents that stories have a plot, characters, setting, and morals. Review the different types of lite rature fiction and non -fiction. 2.St ateobj ec tives of the less on I would explain to the class that we are going to rea d and ac t out our favorite p art of a s to ry . 3.Prese nt ma terial I would start by showing the book and then asking questions about what they might alrea dy kn ow or pr edict happ ening. 4.Guid ed prac tice 1. Rea d the first book to the stud ents aloud. (on ca rp et in front of rocking chair) 2. While read in g ask question s of th e stude nts of th e stude nts to ch ec k fo r un ders ta nd in g an d partic ipa tion. Exam ple s: W hat d o you thi nk is g oi ng to ha ppe n n ex t? 3. At t he con clus ion of t h e b ook , use vol untee rs to r et el l t h e s to ry . S ca ffo ld as n ece ssa ry t o h elp s tud en ts .

4. Allo w stud ent s t o ex p la in w hat t h ey t hi nk t he m ora l of t he sto ry i s? W hat is t he l e ss on l earn ed ? 5. Co operative Learning I would have the students break up into small groups of three or four stud ents and w ork to g eth er t o ac t o ut a s c e ne f r o m t he sto ry . I w ou ld us e t hi s o pp ortu ni ty t o go a ro u nd an d g uide ea ch gro up int o th e r ig ht d ir ecti on. T hey w ill p erfo rm f o r t he ir c la ss a t t he end of t he le ss on . First Grade ELA 8 The f o cus of m y pr oject wou ld be f o r s tud en ts t o be a b le t o i den tif y s et ting s, c hara c te r, pl ots, a nd le ss on s in sto rie s. I w ou ld a ls o w ant t h em to und ers ta n d t he s im ila rit ie s a n d di ffe re n ces in f ab le s. It is imp orta nt f o r t hem t o be a bl e t o r e te ll a s to ry th ro ug h w ord s, dr aw in g s, gr ap hi c o rg ani zers , a nd r eenac tm ent . I c h ose t h re e f o rm s of i nstru ctiona l m od els t o ma ke s ure t h at I a m pr ese nt in g a di ffe re n tia l lear ning e nvi ron me nt. S om e s tud en ts lea rn form d ir e c t i n stru ctio n. S tude nts a re r ec eivi ng d ir e ct i n stru ction th ro ug h t he c lass room a lo ud r ead in g of t he s to rie s. T he d ir e c t i n str u ction a ls o h elps to i ntro duc e a s ub je c t o r n ew inf orm ation t o stud en ts . It is a ls o i mporta n t f o r s tud ent s t o g et h an ds on e xperie n ce . T his is w here gr ap hi c o rg ani zers com e i nt o pla y. T hey a llo w stud en ts t o t ak e w hat t h ey h av e h ea rd a n d a pp ly i t. T he r ea soni ng b eh ind m y c o ope ra tive lear ning was f o r stude nts t o bu ild r ela tions hips and w ork to g et her. T his ac tivi ty w ill pr epa re t he m f o r t he fut ure w hen t hy n ee d t o be a b le t o pr ese nt i nf orm ation i n fr on t of a g ro up of pe op le .

i t a ls o tea ch es t he s tu de nts t o work as a te am . I w ou ld us e s ev era l d if fe re n t m od es of le sson f or d iv ers e lear ners . F or m y EL L I w ou ld provi de a a lte rn at e l a n gu age v ers ion of t h e s to rie s. I w ou ld us e a lte rn at e gr ap hi c o rg ani zers f o r di ve rs e le arn ers as w ell. A nd la st bu t no t le ast, I w ou ld org ani ze t h e g ro up w it h v arie d de ve lo pme nt t o of fs e t w ea kn ess a n d s tr e n g th s.

T he a ss essm en ts us ed in eac h l ess on will s h ow m aste ry of the o b jec tive s t horo u gh un ders ta nd in g an d p artic ipa tion. I w ou ld us e t h e g ra phi c o rg ani zers , dr aw in g s, an d writ in gs to a ss ess fo r ind ivi du al lea rni ng a n d co m pr eh en sion of fab le s a nd t heir d if fe re n ce s. I w ou ld a ls o us e t he gro up ass essm en ts t o ass ess t heir a b ilit y t o c onvert t h eir t ho ughts in to act ion s.T he a ss essm en t w ill g u ide m e i nt o fut ure le sson p la n s. I w ill b e a ble t o se e w hat i nf orma tion w as r ece ive d an d First Grade ELA 9 what i nfor mation still n eeds to be lear ned. It w ill a ls o h elp m e t o s e e w hat lear ning sty le o r m od el w as m ost e ffect ive f o r m y s tud ent s. I w ill e v alu ate m y u ni t b y t h e a sse ssme nts. I w ill us e t he ass essm en ts to se e i f I c o vere d e ve ry thi ng int en d ed. I m ay h ave t o g o back i nto t he le ss on s a nd t wea k t hem i f u nde rs ta n d ing o f t he u ni t is not a ppa re n t. I m ig ht a ls o ha ve t o g o bac k i n a nd re tea ch so m e pa rt of t he le ss on s if t h e o bject iv es w he re n ot meet . You ca nnot pr ed ic t w het her y our le ss on pla n s w ill b e e ffe ct iv e o r pr oduct iv e. It is m ore of a t r ia l a nd err o r a n d you have t o be pr ep are d fo r b oth . In c on clus ion , I a m an amate ur a n d s till n eed p le n ty of pr actic e a n d lear ning t o be an e xp ert a t le ss on pla n s. I t hi nk th at m y w ea kn ess is e xpe rie n ce. I t hi nk t he m ore le ss on pla n s I w rit e t h e b et te r I w ill beco me. I t hi nk my s tr e n g th s a re m y a b ilit y t o be f le xib le a n d op en m inde d t o ne w o r c h an g in g idea s. T eac hi ng is not s ome thi ng yo u lear n overn ig h t. It t a k es a l ot of t ime a n d d ed ic ation t o ge t b etter a n d s ucces sfu l. First Grade ELA 10 Refe re n ces F rame work f or Q ua lity Lear ning. ( n.d.). R etrie v ed S eptem ber 14, 2015, fr o m h ttps ://www2.k 12alb ema rle .o rg /ac ps/d ivi sion/ fq l/ P ag es/A pp en d ix -D -In str u ctiona l- M ode ls --- Tea chi ng- Con te nt -a n d- Thi nki ng-S ki lls .a spx H an se n , C.B., Bu cz yn ski , S ., & P uck ett, K .S. (2015). Curric ulum and In str ucti on f or the 21s t C ent ur y. B ridg ep oi nt E du cat ion. Read t he S ta nd ard s. (2015). R etrie v ed S ept em ber 14, 2015, f ro m h ttp :/ /www.c ore sta nd ard s.o rg /r ead -th e-s ta n d ard s/