Prior to beginning work on this assignment, review the know, understand, and do (KUD) lesson, which you completed in your Week 3 assignment and watch the EDU 352 Lesson Planning Template Video (Links to an external site.).
You will use the KUD Lesson Planning Template again this week to outline the second of the three lessons that you outlined on the KUD Unit Plan Template in your assignment for Week 2 of this course.
I have attached week 2 unit markup, week 3 and template for this assignment.
Remember, your lesson plan is an expanded version of what you outlined in your unit plan. The lesson plan provides the details that you will need to effectively deliver the lesson, step by step in a live classroom.
Try to create your lesson plan so a substitute teacher could step in and follow your plan with little to no difficulty.
Keep in mind that you will be using Google Classroom to develop these lessons, so plan accordingly.
In your lesson plan for this week, refer to and incorporate the guidance and feedback your instructor provided on your first lesson plan.
- Describe how the lesson is developmentally appropriate for the grade level the lesson addresses.
- Describe the instructional model you plan on utilizing.
- Identify the standard being taught (please include the full nomenclature of the standard).
- Outline five objectives:
- Two, “Students will know” objectives
- One, “Students will understand” objective, and
- Two, “Students will be able to do” objectives
- Describe both the formative and the summative assessments that will be utilized to measure students’ mastery of the objectives.
- Explain any accommodations you are embedding to serve English as a second language (ESL) learners or learning support students you may have in your class.
- Explain any enrichments you are embedding to further the thinking of any gifted students you may have in your classroom.
- Summarize 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.
- Explain how the technology tool or tools included in the lesson plan reinforce the learning opportunities described in the procedures.
The KUD Lesson Plan #2
- Must be two to four double-spaced pages in length within the template (not including title and references pages and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)
- Must include a separate title page with the following:
- Title of lesson
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
KUD Unit Plan Template
EDU352 Foundation of Educational Technology
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[no notes on this page]
The following paper presents a unit planning template that was developed on literature for the
first grade. At the same time, it looks at the state standards for literature and they act as a guide in
the various aspects. It is this template that will be later used as a lesson plan. The lesson plan will
also use various types of technology that will help in instruction in the classroom. It is important
to have a lesson plan that assists students in learning, making mistakes, and later learning from
them (Donovan, 2018). The lesson plan that is well prepared guides the teacher through
instruction and helps in satisfaction of the state standards.
UNIT PLAN TEMPLATE NAME CLASSROOM INFORMATION Content Literature Grade level 1 UNIT OVERVIEW Unit Title The Ugly Duckling Unit Summary The students in the first grade have most probably come across the “The Ugly Duckling” before at the beginning of their education. The students have, however, not tried to put the events that happen in the story in a particular order. It is important to get the young readers to match various forms of illustration in the text and arrange them in the right order. The students at this point will learn how to retell a story through proper sequencing of images and text. The lesson will begin by gathering the students together and displaying the title [page of the story. Then the students will be asked to explain how they know the story and what they might remember from when they last interacted with the text. At the same time, the students will be told that they will be using words and pictures to bring the story together on their owner. The teacher will point to the students on the board and remind them that a picture in a book such as the one they are studying is referred to as an illustration. The students are also told that the illustrations in the book are in line with the story and are arranged in a particular order. There will be a definition of words and explanation to the students on how illustrations help in the story. The students will have Ugly Duckling story cards sheet which they will use as the teacher reads the story again. It is important for the teacher to watch and ensure that the students are pointing to the right picture. At the end of these exercises the students will be tasked on arranging illustrations as per the story on their own. BUILDING A FOUNDATION Standards (the goal of the lesson; Common Core or State Standards) CCSS.ELA-LITERACY.RI.2.1 Ask and answer questions: who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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The first part of this is a good
summary. However, you then
share very specific details
which actually belongs in your
procedural section. [Shelly
This is where you need to
take out the remaining
paragraph and use it in your
procedure section. [Shelly
Thank you for including your
standards: nomenclature and
definition. [Shelly Mize]
CCSS.ELA-LITERACY.RI.2.2 Identify the main topic of a text as well as the focus of specific paragraphs within the text. CCSS.ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
KUD Objectives (identify and explain what students will K- know; U- understand; D- be able to do after the unit is taught) K- students will know how what illustrations are, how to organize them according to the text, and how to sequentially arrange events in a story. U- students will understand illustrations and what they are about. The students will also understand why illustrations are important in a story. D- The students will have charts to practice what they have learned in class. At the same time, they will work together with teachers and their friends on this task. The students will only complete worksheets and exercises on what has been covered in class. The students will take a test at the end of the week to know how they have understood the concepts. ASSESSMENT PLAN
Formative Assessments There are various formative assessments that will be carried out during the course of the class. The first one is to call on every student when reading the story. Every student should be able to describe something which they have seen in the illustrations during the reading. At the same time, the students will be requested to describe the action and the characters as they are reading them in the class. If the student is focusing on the wrong details, it is important to prompt them to say what they are seeing happen in the illustration. At the same time, the teacher should ensure that one is checking the students who are hesitant in pointing at the pictures. When some students are struggling, one needs to slow down and give them the opportunity to identify the right illustration before moving forward. It is also critical to sit down with the struggling students making an observation at the same time identifying any areas that they may have in common in terms of difficulty. The teacher should also take note of students who might require further instruction. Summative Assessments The students will go through a daily assessment to arrange various sequences of illustrations based on various books that are led in class. Each student should complete their daily tasks to enable the teacher to identify the level of understanding. At the end of the week, there will be a final assessment with 10 written questions on illustrations. The teacher will be looking for the most accurate answers. A score of more than 6 will show that students understood the unit while one below that is an indication that it was not taught effectively. PROCEDURES AND ACTIVITIES Procedures Teachers should point to pictures as one reads the story to them again. Every student will have cards sheets from the Ugly Duckling story. The students will be informed that the pictures are mixed up. The students will be instructed to give thought to the words that are being read and point to those pictures that are matching the words. The teacher reads the story aloud and there is a pause after every main event. It is important to observe that students are placing their fingers on the right pictures during the reading.
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Separate all of your
objectives with bullets.
You have described 3 dif
KUD objectives. They need to
be separated in bullet form.
Thank you for thinking
through both HOW you will
formatively assess student
understanding and WHAT
you will do with the data you
collect in order to increase
Very nice! [Shelly Mize]
This is the section where you
need more detail. This section
should describe what you will
do (steps) for each lesson.
INTEGRATION OF TECHNOLOGY TO ENHANCE INSTRUCTION Technology Integration One of the technologies to be used in the class is smart boards. The smart board will be used to ensure that the readings are taking place on a board that all students can see and which is interactive. The smart board will make things such as highlighting of important words easy. There will also be tablets used to access the various illustrations during the summative assessment. The students will be given enough time on the various illustrations to enhance their understanding.
Materials and Resources Required for the Unit Smart Board Tablets Printed Charts Worksheets. Sequencing boxes Labeled graphic organizer. Colored pencils. Scissors Story cards The Ugly Duckling interactive story Glue sticks.
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Remember to include these
details in your procedure
section so that others know
when you plan to use each
type of technology. [Shelly
Donovan, J (2018). Enhancing learning through technology. San Diego, CA: Bridgepoint Education, Inc.
Common Core State Standards Initiative. (2020). English language arts standards » reading: Literature » grade 1. https://www.corestandards.org/ELA-Literacy/RL/1/
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Make sure that you cite all of
your references in the body of
your plan. [Shelly Mize]
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