Sunteți pe pagina 1din 4

FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name: Brooke Kistler

Lesson Number: 2

Subject Area: Research Project and Writing


Level: 2nd

Grade

Date: April 7 2016


11:00

End time:

Start time: 10:00

*This will replace reading/writing time everyday this week, and 3 days of next
week
Cooperating Teachers
Signature_______________________________________________________________________
Topic/Concept/Skill: To learn how to do a research project and to work on writing about
research.
Related Standard:
CCSS.ELA-LITERACY.W.2.7
Participate in shared research and writing projects
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to
answer a question
Background: I have announced our upcoming project, and the students have had a day
of practicing research. (learning how to use google, etc.)
Main Objective of Instruction: In order to learn how to do research and become
better writers, students will be able to define liable facts about their chosen animal
(Knowledge), as well as write one page introducing their animal, given that they see
Miss. Kistlers example of her lapbook in class and are given a day to practice
researching their animals on the laptops or tablets (Application).
Language Objective: Students will write a paper over their research they have
conducted on their chosen animal using the target vocabulary: habitat, prey, predator,
animal (the one the student chose)
Teacher Materials/Resources:
- Colorful manila Folders (used for the lap book)
- Animal Lapbook packet (includes all of the pages students will need to put into
their lapbooks)
- Computers and tablets (for the students to do research on)
- Glue or tape (in case a student doesnt have any to glue their papers into their lap
book)
- Scissors (in case a student doesnt have scissors to cut out their pages with)

Crayons or markers (in case a student has nothing to draw their animal with)
Elmo to present my lapbook to the class on

Student Materials:
- Scissors
- Glue
- Crayons or markers
- Pencil
- Colorful manila folder (provided by the teacher)
- The pages to put in their manila folder (provided by the teacher on the appropriate
days)
- Post-it notes (for the students to write one fact about their animal on a day)
Anticipatory Set (Introductory Approach):
The Monday we start the project I will have the room decorated as a jungle. I have a
large stuffed giraffe I will bring in, a long with any other stuffed animals I may have. I will
hang up leaves around the room. I will also put pictures of all kinds of jungle animals
around the room. The room will stay like this all week as we continue to research our
animals and complete their lapbooks. On Monday, I am going to show this video as well:
https://www.youtube.com/watch?v=GaMylwohL14 (it will show different examples of
jungle animals in a very humorous way)
Instructional Procedures (Whole Group):
1. The students will come in and put their book bags and coats up, make sure
everyone has their bags in the cubbies.
2. Anticipatory Hook: I will show the students this video
https://www.youtube.com/watch?v=GaMylwohL14 and tell them that they are
going to pick their own jungle animal to research. I will then split the students up
into groups and let them do a Walking Tour, and allow them to look at all of the
different animals I have hanging up on the walls (Bodily/Kinesthetic), that way they
have ideas to pick from. Finally, I will bring my big stuffed giraffe to the front of the
room and show them my lapbook I made over giraffes.
3. Once the students have chosen their animal, they will do the first page for their
lapbook, which is to draw their animal (Spatial). This will be considered their
morning work. Once the students finish up I will have them Think-Pair-Share with
the student next to them, I will ask What animal did you decide to do research
on? then allow the students to look at their drawings, then I will say Turn to the
person next to you. Finally, I will say Share what animal you are doing with the
person next to you, and why you chose that animal.
4. Since this project is a week and a half long, the lesson will be broken up into parts.
I have made a schedule that is attached to the back of the lesson. (This schedule
will also be sent out to their parents so that they are updated on what their child is
doing)
5. I will pass out one manila folder to each student.
6. The students will work on the selected pages for each day, since we will start this
on Monday the kids will work on pages one and two, which is drawing the chosen
animal and Appearance, Habitat & Diet, and Interesting Facts Section (Synthesis)

7. I will tell the students, Make sure you are cutting a long the black lines, and
cutting as nicely as you can. I will also make constant reminders about using their
best handwriting as well. I will even say, These will be up in the hallway for
everyone to see, so make sure you show them your best handwriting. I will do
consistent checks throughout our project to make sure everyone is following these
directions and cutting and writing well (Application).
8. I will present my lapbook under the Elmo and show the students the two pages
they will be working on for that day.
9. Once it is 11:00, the students will clean up and we will continue research on the
next day.
Provisions for Individual and/or Group Differences:
Provisions for ENL Student: I will have this student do four-corner worksheets with
key words from our project. Those words include: habitat, predator, prey and their
chosen animal. The 4 corner worksheets are attached to this lesson plan. This student
will start on these worksheets as a substitute for their morning work, before doing the
page where the students draw their chosen animal. This student will sit up by my desk
so that they do not feel left out from the rest of my class, and may return to their seats
once they finish the worksheets.
*Their 4 worksheets are attached to the back of the lesson plan
Provisions for IEP Student:
Condition: This student is eligible for Program 1: EH. This student must have a seat
near the teacher. During reading/writing this student must be allowed incremental
assessment of longer written assignments. If they get upset, they are allowed to see the
ED teacher.
Accommodations: This student will be seated at a desk near me. Throughout research
time I will check on them every 15 minutes to ensure that they are still on task. If the
student is getting restless of the research, I will allow them to cut out their pages for
their lapbook and glue them on as a break from the computer or tablet. If the child gets
too upset, I will allow them to see the ED teacher if they are available. If they are not
available I will sit down with them and have them talk to me about the project, instead of
making them work on the project (reciprocal teaching).
Closure:
The research will end at 11:00 everyday, and I will say Finish up what you are working
on. Then I will say, Hold up what pages you have gotten done for the day as high as
you can! As they are doing this I will circle around and see what they have gotten done
for the day and once I have circled around the whole room I will say, Okay everyone
clean up and we will continue our research tomorrow. During the closure I will make
sure to give lots of encouragement to the students, since some students will work faster
than others will.
Evaluation of Learning:
Since this is a research project that will go one for 8 days, each day I will have the
students write down one interesting fact about their animal on a post-it note and stick it

up on a chalkboard in the room. This will allow me to evaluate how well each student is
absorbing their research they are doing.
Remediate: If someone does something completely wrong I will give them a new manila
folder (if need be), whatever page they did wrong, and I will walk them through what
they did wrong.
Extend/Enrich: If students are moving quickly through their research and lapbook, I will
look over their work to make sure they are doing it right and nicely, and then allow them
to work on whatever pages come next. If they get everything done before the last day of
our project, they are allowed to read their library book.
ENL Learner: This student will be monitored by me constantly, and I will check his work
throughout the research time to make sure he is grasping the concept of different words
in our project.
IEP Learner: I will talk to this student every 15 minutes to give them a break from
researching and to ensure that they are not getting upset.
Homework: No homework will be given, unless the students want to do research at
home that they did not finish that day.
Independent Practice:
If students finish their research early for the day, they may work ahead on the next
research pages. If they do not want to work ahead, they may sit wherever they want in
the room and silently read.
*All highlighted items are the blooms taxonomy levels, multiple intelligences,
and textbook activities included in my lesson.

S-ar putea să vă placă și