Baldwin-Wallace University/School of Education/Universal Lesson Plan

I. Subject: Reading in Content Area – Sci – Dinosaurs Date: 4/10/17 Grade Level: 2/3

II. Alignment to Standards:

A. Ohio’s Learning Standards:

ODE.LS.2.2.1: Some kinds of individuals that once lived on Earth have completely
disappeared, although they were something like others that are alive today.
ODE.RI.2.10: By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 2-3 text complexity band
proficiently, with scaffolding as needed at the high end of the range.

III. Central focus of the learning segment:

During this unit, students will be using reading strategies to aid them as they learn about
dinosaurs. The unit will begin with a guided imagery taking place during the time of the
dinosaurs. The students will then discuss dinosaurs and complete a KWL chart with the teacher
during small group. Students will then have the remainder of class time to look through various
texts about dinosaurs. During the second lesson, the teacher and students will read together the
book, Can You Tell a Brachiosaurus from an Apatosaurus? As the book is read, the students will
work together in small groups to complete a Venn Diagram comparing the two dinosaurs.
Finally, during the final lesson, the students will work in small groups with the teacher to read
pages 26-27 of Monster Dinosaurs, the section of the book that details the theory as to how the
dinosaurs became extinct. The students will work together to complete a cause-and-effect chart
and will discuss how this process happened and hypothesize why certain creatures survived.

IV. Learning Objective(s)/Target/s:

By the end of the 20-minute class/unit, the students will be able to complete a KWL chart in
small groups with at least five facts that they already know and five topics that they want to
know more about.

V. Assessment/s:

A. Formative assessments during the lesson:

-Students will work in small groups to complete a KWL chart with at least five items in the K
column and at least five items in the W column. The teacher will collect the charts to check
for completion and plan the rest of the unit accordingly.

B. Summative assessment:
-There is no summative assessment during this lesson as it is an introduction to the concept.

VI. Academic Language:

A. Function:
 -Because this is an introductory lesson, students simply need to know what the word
“dinosaur” is so that they can complete the KWL chart at the beginning of the unit as we
begin exploring the chart.

B. Content vocabulary:

-Dinosaur: prehistoric reptilian animals that roamed the earth more than 60 million
years ago

VII. Materials/Candidate Resources:

-Audacity Guided Imagery Clip (I can email to Dr. Loudin if necessary)
-KWL Chart
-Markers/pens/pencils
-A variety of children’s books about dinosaurs – fiction/non-fiction, picture books, comic book,
fact guides, etc.

VIII. Behavior Expectations:

-Students are expected to listen quietly with their eyes closed during the guided imagery. During
discussion, students should be respectful of each other and take turns speaking and writing. If
finished early, students should choose a book about dinosaurs and read quietly to self.

IX. PROCEDURES:

A. Motivation/Hook:
The teacher will tell the students that they are going to start learning about a new topic today
and that they are going to begin by going on a journey in their imaginations.

B. Instructional Strategies:

What the teacher will What the student Theorist/ Differentiation Anticipated Time
say/do: is expected to do: Best Practice (one or more of
the following
groups – above
level; below level;
ESL; urban or
rural
disadvantaged)
The teacher will tell the The students will Rogers and Urban students will 2 minutes
students to close their close their eyes and Renard: have the
eyes and listen very listen to the audio learning occurs opportunity to
carefully to the story clip. when students imagine what the
they are about to hear, are actively wide open spaces
using their engaged, create that dinosaurs
imaginations and “fun” learning roamed in looked
pretending that they are experiences like.
a part of the story. The
teacher will then play Students with
the audio clip. auditory disabilities
may be given a
script to read or
special headphones
that may be tuned
to meet their needs.
After the clip has The students will Zemelman: Upper level 2 minutes
ended, the teacher will discuss the clip that learning is students will
tell the students to open they just listened to constructed, answer more in
their eyes. They will and predict what social, and depth questions
then discuss what they might happen next. collaborative about making
think happened next – predictions.
what animal was
behind them, roaring Lower level
and stomping? How students will be
did they get away? The able to answer more
teacher should guide literal level
the students onto the questions.
topic of dinosaurs.
The teacher will tell the The students will Gardner: Logical and spatial 1 minute
students that for the look at the KWL Logical/Spatial learners will benefit
rest of the week, they chart and listen as Learners from the use of a
will be learning about the teacher explains benefit from chart.
dinosaurs. The teacher it. the use of a
will show the students chart Lower level
the KWL chart. students and ESL
students may draw
pictures or icons
next to each
concept as it is
presented.
First, the students will The students will Fogarty: “_” 5 minutes
discuss what they discuss what they learning is
already know about know about constructed,
dinosaurs and will take dinosaurs and will built on prior
turns filling out the K take turns filling out knowledge
column of the chart. the K column of the
chart.
Next, the students will The students will Rogers and “—“ 5 minutes
brainstorm what they discuss what they Renard: offer
want to learn about want to learn about meaningful
dinosaurs (filling out dinosaurs and will choices and
the W column as they take turns filling out valuable work
go). the W column of – asking
the chart. students what
 they want to
learn will help
them direct
their learning
Finally, the teacher will The students will 1 minute
explain that at the end listen as the teacher
of the week, the explains what they
students will fill out the are going to do with
L column with all of the chart during a
the new things that later lesson.
they have learned!

C. Review/Closure: If students have extra time, they will choose one of the provided
dinosaur books and read quietly to self. (4 minutes).

X. REFLECTION (For 300-level courses and beyond)

1. Were today’s learning objectives/targets met for individuals, small groups, and the whole
class?

2. What would you do differently if you could teach the class again to the same students?
(This could include changes in the organization of the lesson plan, strategies used, use of
technology, use of differentiation, formative assessments and closure.)

3. Based on your questions, checks for understanding, and/or assessment data/analysis, what
will happen next for the entire class and for specific groups/individuals in this class?

Cooperating Teacher Signature Date

BAS: 8/31/16