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Created by

Emma King

DAILY LESSON PLAN TEMPLATE(CORE) Date developed 6/18/15

 

Preliminary Information

LESSON Web 2.0 Lesson Plan

Date of Lesson:

Grade: 2nd Number of Students: 16

Course/Subject: Writing

Unit/Theme: Narrative Writing

Period/Time: ELA Estimated Duration: 90-120 minutes

Where in the unit does this lesson occur?

Structure(s) or grouping for the lesson (underline any that apply):

End of the unit

The lesson will be for the entire class, but they will work individually, with partners, and with myself

1. GOALS: What are your goals for student learning, and why are they appropriate for these students at this time?

Big Idea or Concept Being Taught

Final draft of their narrative pieces.

Student Learning Goal(s)/Objective(s):

(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to students.)

At the end of this lesson, student will:

1.Complete the final draft of their narrative story 2.Publish the story on storybird.com

Standards (List the Common Core Learning Standards or other discipline-specific standards addressed in this Common lesson.)

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

ISTE Standard #1b - Create original works as a means of personal or group expression

ISTE Standard #6a - Understand and use technology systems

2. ​ ASSESSMENT: How will you know and document the extent to which students make

2. ASSESSMENT: How will you know and document the extent to which students make progress towards or meet your goals?

Evidence and Assessment of Student Learning (How will you know whether students are making progress toward your learning goal[s], and/or how will you assess the extent to which they have met your goal[s]?)

I will grade their final writing pieces that are published to the class page.

3. THE LESSON: How will you support students to meet your goals?

Launch/Hook/Anticipatory Set (How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?)

“I’d like everyone to take out their narrative writing. Today we are going to make final edits to these stories and then begin publishing them!”

Explore/Instructional Strategies (How will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson.)

-Anticipatory Set -Each student will work on finishing their final draft of their pieces (at this point, most have finished and the rest are finishing). -As each student finishes their writing, they will be paired up to peer edit their final drafts. Partners will be checking for punctuation and spelling errors. Since this is the final draft, content will not be edited. I would have already met with the students about content. -Once all students are done peer editing, we will then go to the computer lab. -Students will log onto the computer and into storybird.com (students are familiar with this story-making web 2.0 tool). -They will then design their story into a picture book. -Once they are finished designing their book and writing it, they will save it. -Before they publish it to our class site, I will review their story and be sure they have all the components they need. -Students will then get to publish the book for the whole class to see! -Closure

Closure (How will you bring closure to the lesson?)

“I believe everybody did a fantastic job on their picture books! Tomorrow we are going to share our creations with the whole class!”

Differentiation/Extension (How will you address the needs of all learners in this lesson, i.e., how will you respond to diversity among students in such areas as prior knowledge, ability level, learning needs, cultural background, and English language proficiency?)

If students need help with the technology aspect of this lesson, there will be extra adults in the computer lab to assist.

If students are ELL, I,along with their ELL teacher, will work closely with them during this narrative writing unit to be sure they understand and are able to complete the necessary tasks.

Resources and Materials

Storybird.com

The student’s writing pieces