Explore/Instructional Strategies

 Created by Alayna Nichols DAILY LESSON PLAN TEMPLATE (CORE) Date developed06/10/15Preliminary InformationLESSON: Working Together with StoryJumperDate of Lesson: Grade: 4thNumber of Students: 18Course/Subject: ELAUnit/Theme: Fractured Fairy TalesPeriod/Time: Estimated Duration: 45 minute ELA blockWhere in the unit does this lesson occur?Beginning of the unitMiddle of the unitEnd of the unitStructure(s) or grouping for the lesson (underline any that apply):Whole classSmall group1. GOALS: What are your goals for student learning, and why are they appropriate for these students at this time?Big Idea or Concept Being TaughtThe final step of the writing process is publishing, and it takes a team of collaborators to publish a book. 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.)I can work with my partner and my classmates to solve problems and learn new things.I can create and publish my own fairy tale spin-off using the entire writing process.Standards(List the Common Core Learning Standards or other discipline-specific standards addressed in this Common lesson.)Common Core StandardsSL.4.1 Participate in collaborative conversations with diverse partners about grade 4 topics and texts with peers and adults in small and larger groups.ISTE StandardsStandard 2: Communication and Collaborationa. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and mediad. Contribute to project teams to produce original works or solve problems2. 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]?)Informal assessment will include circulating the room to ensure that students are remaining on task. As I walk around, I will have a checklist of goals for collaboration. As I listen to each partner group working, I will mark down the qualities of collaboration I see to discuss with the, in a later conference. These qualities include solving problems, asking for help, settling disagreements, providing encouragement, taking turns, constructive criticism, etc. Students’ exit tickets will be a self-reflection of their collaboration skills for the lesson. Obviously in this lesson, students will be working to create their final story product for publication, so that will be a huge indicator of how successfully they met their goal of completing the entire writing process. 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?)To begin the lesson, I will call students to the front rug and we will review the writing process and the steps involved. Quickly, we will review the stage we are currently on, the publication stage. We will read the learning objectives together and I will explain the sequence of events for the day. 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.)Students have already been working in a small groups of 4 to write their own fractured fairy tale (a spinoff of a traditional tale). First, model for students using the Smartboard how to log in to Story Jumper, and how to begin editing and creating their books. Provide your sample page, and allow students to ask questions and suggest ideas on how to complete the guided example. Explain to students your goals for both their task and their work with their partners. Once students feel more confident, call them up by partner pairs to get a laptop from the mobile lab. Review expectations for group work and remind students of the qualities you are looking for in their collaboration efforts. Work time = approx. 30 minutes. Answer questions and support students as they discover with their peers. Their storybooks will not be done today; this project will likely take several days to complete. Closure(How will you bring closure to the lesson?)At the end of the lesson, direct students by partner pair to put away their laptops in the mobile lab and return to their seats. As a whole group, use thumbs up/thumbs down for students to rate their work time, collaboration, and story production. If there were issues, have students turn and talk to brainstorm solutions for tomorrow. Pass out their exit ticket (collaboration self-rating). Have students turn it in as closure to the lesson. 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?)The beautiful thing about this lesson is that students can work at their own pace with the support of a partner. Accommodating the different levels of learners will be simple through careful group planning. 4 students of differing levels have worked together to collaboratively write a story, then each group of 4 splits into 2 groups of 2. This kind of structure provides plenty of support for struggling learners, and a chance for higher level students to help their peers. Some students will come in with tons of experience with computers, others may have none. This can all be accommodated for in careful groupings and placements of students. As I mentioned, students are working at their own pace on this creative and collaborative project. Resources and collaboration checklistexit ticketlaptopsmodel writing sample ................
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