Lesson Plan Format Form Please download a copy of this

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First Name Last Name Email Date

Corey Gushikuma coreygus@hawaii.edu 4/1/2017

Semester Year Grade Level/Subject Lesson Duration
Spring 2017 2nd/Reading Three lessons-45 min
each
Title
Weather

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)
Weather Enduring Understanding: Weather affects everything

Essential Question: What is weather?

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that
align with the central focus and address essential understandings, concepts, and skills

CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of
key details in a text.

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).

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning
segment
The students will:
Research characteristics, causes and effects.

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Create a poster that displays the various information.

Present their poster to the class as a group.

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative
(informal) assessments applied throughout the lesson and a summative assessment (formal) of what students
learned by the end of the lesson (include any assessment tools)
Formative Assessment
I will observe all students during all parts of the lesson. In addition, I will be checking in with each group to
see if everyone is effectively communicating with each other and understands the expectations of the lesson.
Summative Assessment
In order to wrap up the lesson I will have students break up into groups of 4-5. Each group will present their
work from beginning to the end of the book. We will end by responding as a group and I will create questions
to discuss, as well as giving them a final written assignment that will be the summative assessment.I will ask
them how much they enjoyed the lesson, on a scale of 1-10, 10 being I loved this lesson!

Assessment Rubric 1- 2- 3-
Not Yet Almost Got It

Content and I included only a I included all the I included all the required information
Details few facts in each required and also other interesting facts, as well
section of my information. how to be prepared for this specific
weather. weather.

Organization Project was not Project was Project was neat, organized, and
organized and did somewhat neat and included a variety of information
not include any organized, but only about their weather on their poster.
important included some
information on their information on their
weather. weather.

Presentation We were not fully We rehearsed for our We rehearsed for our presentation and
prepared for our presentation/ provided any past experiences or thoughts
presentation. we may have had on the weather.

Students Prior Academic Knowledge and Assets

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The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets
to draw upon to support learning
The class has had prior instruction and i. Although they havent had a lot of instruction in the elements of
music, most have had exposure to music through their familys cultural backgrounds.

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content.
The planned instructional supports to help students understand, develop, and use academic language.
Vocabulary Words: To be projected in a PowerPoint along with the EQ and EU.
Research
Pollution
Tornado
Hurricane
Tsunami
Earthquake
I have chosen the book Storms by Miriam Busch Goin. The various elements of weather in the book make it
ideal for students in the second grade to learn about the causes and effects of weather and be able to create
their own chart. We will begin as a whole class learning about weather. Next we will discuss weather in
general, rain, lightning, earthquakes, and etc. I will ask them for examples of what they think can happen
when it rains or snows.
Students will then break up into groups of 4-5. Then I will assign each group a different weather from the
book. They will put their heads together and research on that specific weather. Then they will create a poster
that will include information such as, what causes it, how it's created, the damage it does and etc. They will
start with a rough draft first on a piece of paper, then move it to a chart paper, which will be their final draft.
Lastly they will have 3 minutes to rehearse, before they present their posters to the rest of the class. We will
end by providing feedback on what they liked and one thing they learned or found most interesting.

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses
clear steps that convey the use of multiple strategies, supports, and resources and 2) list opportunities offered
for multiple modes of participation

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Day 1:
Introduction (10 minutes).
Introduction: First I will inform the students the purpose of today's lesson and what our objectives are.
Say Today I will be furthering your knowledge about weather.
Ask Who can tell me what they remember about weather?
Possible Responses:
Lightning
Tornadoes
Earthquakes
Blizzards
Hurricanes
Ask What is a Hurricane?
Students Say A storm that has strong winds and rain
Ask What is a Tornado?
Students Say A twirling strong wing
Read Aloud (5 minutes
I will read the book first, and while I am reading I will be stopping occasionally and instructing students to
turn and talk to their partner.
Say knee-to-knee, eye-to-eye, discuss with your partner what types of damage a lighting storm can cause.
Say eyes on me in 5, showing me respect in 4, active listening 3, 100% participation in 2 and 1.
Say who would like to share what they learned and discussed with their neighbor?.
Possible Answers
lightning can cause fires
Destroy homes
Respond you are absolutely right
I will continue the same process throughout the book, in order to scaffold the lesson and allow students the
chance to bounce ideas off of each other. This will also give them the chance to ask questions and clear up
any misunderstanding or confusion that they may have.
Research Activity (25 minutes):
After reading the book aloud to them and having a full class discussion about it, I will prompt students to let
them know that they will break up into groups of 4-5. I will assign each group a different weather and instruct
them to do a research on it.
Say I am going to be breaking you up into groups of 4-5.
Say I will assign each group a different weather.
Say I want each group to work together and research on their weather.
Say You will research on everything, such as what causes it, how they form, how much damage it can do,
where are they most common and what someone can do to protect themselves from it.
Each group will research on their assigned weather and then present what they found so far. I will give them 5
minutes to do this. This will allow me check where they are in their research, if they have a clear
understanding and if they are on the right track.
Conclusion/presentation
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Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the
needs of students who require further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)
ELL: I will use visual aides.
Struggling: I will use small group support, point and define any vocabulary words that are unknown to them
prior to beginning the lesson.
SPED: I will have preferential groups, do frequent check-ins and chunk information for easier
comprehension.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson
Teaching Materials:
Posters
Laptops, ipads and apple desktops
Sharpie
Read aloud book: Storms by Miriam Busch Goin
Weather books

Lesson Plan Reflection (if lesson is carried out)

An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for students who needed
greater support or challengeto better support student learning?
o Why do you think these changes would improve student learning? Support your explanation with evidence
of student learning AND principles from theory, recommended practices, and/or research.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to
support students learning.

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