Teacher Candidate Andrea Overman

Name:
Grade Level: 2nd
Subject: Viewing and Visually Representing
Date:

Millicent Atkins School of Education: Common

Lesson Plan Template

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

CCSS.ELA-LITERACY.SL.2.5
Create audio recordings of stories or poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify
ideas, thoughts, and feelings.
CCSS.ELA-LITERACY.W.2.7
Participate in shared research and writing projects (e.g., read a number of
books on a single topic to produce a report; record science observations).
CCSS.ELA-LITERACY.W.2.6
With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
List the Learning Objective(s) to be addressed in this lesson. Use the
following format: Students will be able to

Students will be able to gather information on presidents to be used in

creating a story or informational text using the website Storyjumper.com.

Describe how the objective is relevant to students lives.

The teacher is enhancing their written and oral language and

communication skills.

List the words relevant to the content area that you will either introduce
and/or review during your lesson.

President, Vice President, Term, Office.

List the materials you will need to teach the lesson.

Laptop, Story jumper website, books on president and research material.

 ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.

The teacher will ask 5 questions about presidents and their roles in which
the students will write down their answers on a piece of paper. Before
starting research, the teacher will go through and analyze the results of
pre-assessment to see how much needs to be taught explicitly in the I do
section of the lesson.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if
applicable)

Is your pre-assessment included at the end of this lesson plan?

- What is a president?
- What is a vice-president?
- What is a presidents job?
- Why are they important?
- How does a president get his/her job?
Describe the timeline as to when you plan to administer the pre-
assessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).

The questions will be given to the students a few days prior so that the
students will have time to think about the information before they start
researching. The student will also have a classroom discussion over these
questions the day before to get the ready to research and make sure
everyone is on the same page.

Create and insert a table/chart/graph that shows the pre-assessment data

results. (if applicable)
 Insert an image of your table/chart/graph here.
Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.

After the teacher analyzes the results of the pre-assessment, he/she will be
able to measure how much needs to be explicitly taught within the lesson
and how the results will compare to the post-assessment.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment

you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.

Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which

provides a model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.

The students will have a computer that they use to create the book on
their president through the website storyjumper.com to enhance their
technology skills along with giving them more research opportunities.
Making something with the students research helps them remember the
content and helps them relate the materials in future events.
 ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information
(Task I).

Students IEPs will be followed. The teacher will split the students into
small groups. The student groups will be arranged so that there will be
model students with students who may need a little extra help. Peer
mentoring is something that will be encouraged. All of this will help with
the individualized approach for the assignment.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

The teacher will split all of the students into smaller groups to begin with
so that the behaviors are already decreased. The teacher has also asked
for some assistance from us to help the students with the project so that
the teacher can manage the class better. The teacher has allowed the
students to choose the president that they are working on which increases
motivation. The teacher will have modeled the material beforehand and we
will do some more modeling which will make the entire lesson go more
smoothly.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
I will introduce myself and start off by sharing my favorite president and
then I will ask the students to do the same. This will help introduce the
lesson and help the students and I get to know one another.

Describe how you will communicate (to students) how the objective is
relevant to their lives.
The teacher will explain to the students that it is necessary to be able to
express yourself in society as well as using story jumper for technology and
writing skills

Describe what instructional strategies you will use to

model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
- The students will be split up and assigned to work with one of the college
students.
- Students will get out all of the materials for the project including their
laptops and research materials.
- Students will find a place to work in the classroom.
- Introduce the site to the students by having them go to Storyjumper.com
- After all students are at the site, they are going to click on the login and
continue to login to the website with the information the cooperating
teacher has previously given to them
- Next, the teacher will model using one of the students computers to show
the different features of the website. The main things the teacher will show
them would be an example story so they can see what their end product
may look like, how to start a story, how to add different features like a
textbox, picture, or scene so they can see how the process works
-
- Go #1 in we do
Describe how you will check for students understanding before moving on
to guided practice.
- Students will show the teacher on their own how to get to the
website in a different tab as well as how to login and start a new
story before going

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
1. The students will create an example page with the teacher guiding them
the whole way. They will add a textbox with their presidents name and
then add a picture. This could be edited or deleted later on.
 2. Teacher will be guiding the entire process and answering questions any
students have as well as guiding to what information would on which page
of the story and how to split up their notes and graphic organizer
3. While the students put the information on the website the teacher will ask
the students questions about the presidents to test their knowledge.
4. Go back to I do

Describe how you will check for students understanding before moving on to independent
practice.
I will walk around and check that all the students are understanding by
looking at their story book. I will have them create a blank page and I will
ask them to show me how to add text, a picture and any other notes.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
Students will be using the website Storyjumper.com to create their project.
They will use their research to fill out the different pages on story jumper.
The students will complete the rest of their project until it is complete. The
teacher will be there to help and answer questions if they need.

APPENDIX: Include a blank copy of your post-assessment.

Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small
group, etc.).
The teacher will prompt the students to finish their project and save it.
Before they continue on the students will share things they found
interesting about their president. They will then pick a partner and do a
compare and contrast project with one anothers presidents.

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
 Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Insert an image of your table/chart/graph here.

Description:

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.