Keystone- Lesson Plan

Candidate’s Name: Sarah Kovalenko

Grade Level: 3

Title of the lesson: ELA/Sequence of Events

Length of the lesson: 2 lessons of 45 minutes each

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: ●     what do you want your students to learn? ●     what are the important understandings and core concepts you want students to develop within the learning segment? Students will learn about sequence of events. They will learn how to comprehend a given story and understand the different events in the order that they occur in the story. Students will also practice writing a UDL book, as well as explore important vocabulary words.

Theory Base:   Focus on the educational theories that are the foundation for this lesson. ·         The Zone of Proximal Development ·         Scaffolding ·         Gradual Release Framework ·         New Literacies ·         Differentiation

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     What do students know, what can they do, what are they learning to do? ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Students know how to read grade level texts, and write basic paragraphs. Now, they are learning how to take apart a story in order to comprehend it fully. They are learning how to comprehend a text by studying sequence of events. In addition, students are learning how to write a UDL book. Students come from similar backgrounds and cultures. They have different needs, abilities, and strengths which need to be addressed by differentiation.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) Writing: CCSS.ELA-LITERACY.W.3.3.A Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-LITERACY.W.3.3.C Use temporal words and phrases to signal event order. CCSS.ELA-LITERACY.W.3.3.D Provide a sense of closure. CCSS.ELA-LITERACY.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. Speaking and Listening: CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

Support literacy development through language (academic language) ·         Analyze a text based on sequence of events ·         Comprehend a text ·         Write grade level text ·         Describe/retell story ·         Explain vocabulary words ·         Sentence structure, flow of story, spell

Learning objectives 1.    Students will analyze the sequence of events of a story. 2.    Students will create a UDL book based on the events of the given story. 3.    Students will work collaboratively and with technology.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Formally, the teacher will assess the UDL book of each group of students using a rubric. Informally, the teacher will circulate the group while they are working on their UDL book. She will offer assistance, answer questions, and assess that they are doing what is expected of them.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing)  using the gradual release framework that support diverse student needs. Anticipatory Set: The teacher will read the book, The Little Engine that Could, by Watty Piper aloud to the class. Next, the teacher will prompt a discussion in order to have the students retell and summarize the story. Then, the teacher will tell the students what a UDL book is, that they will be creating one, and how it’s done. She will model one for the students. The students will be divided into groups of 4 for this activity. Each student will be assigned a different task for the project (Images, text, vocabulary coach, etc.) The book will need to be a retelling of the story in the correct sequence, with on event on each page. Students will work collaboratively to create their UDL book. They will be given a copy of the book and will be able to use the Internet to search for images or information. Students will publish their book and present to the class.  (the next day)

Instructional resources and materials used to engage students in learning. UDL Book Builder Laptops The Little Engine that Could by Watty Piper

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? This lesson supports learning for all students. There is tremendous differentiation and multiple intelligences (Gardner’s Theory of Multiple Intelligences). Students will be assigned roles based on their specific needs, abilities, strengths, and skills. There are many different areas that students can choose from and thus learn in the best way possible.