This is my Title.

Lesson Plan Title

Author:
Type your name here if you created the lesson plan. If the author’s name was posted, type that here. Be sure to also list where you found this lesson plan and a URL if known.

Grade Level:
Select just one grade level, and cater the lesson plan to those standards.

Timeframe:
Class periods?
Think about how long the lesson will take and allow extra time. Delete the information in black and give the specifics.

Lesson Description or Explanation

This is where you’ll type a paragraph summarizing what students will be doing, learning, etc. Remember, it’s a summary. You will type your procedures later.

i.e. “Meet my Character” (by: Amber Monserez)
Students will be reading the novel, Maniac Magee, by Jerry Spinelli. Some of the novel will be read aloud in class, but the majority of the novel will be read either during silent reading time or on their own outside of class. There are a number of characters in this novel with a variety of personalities. Students will be allowed to choose one of these characters to focus on. They will create a Power Point presentation about that character to present to the class. The presentation should focus on their character’s traits, situation in the story, feelings, and why they think that character acted the way he/she did in the story

Indiana Curricular Standards

Find the most important standards covered, and list no more than two. If your lesson plan is cross-curricular, list no more than two standards per subject. (i.e. Two for math, two for science).

IMPORTANT: If you cut/paste the standards, be sure to change the font so it’s consistent with the rest of your lesson plan.

ISTE Standards

Find the most important ISTE standards for this lesson plan. Again, list no more than two. If you can not find standards that work with your lesson plan, you will need to find another lesson plan.

Prior Knowledge

Curricular Knowledge or Skills:

Technology Knowledge:
List the prior knowledge students will have about this content. Think of ways to assess that prior-knowledge in your “pre-assessment.”

Assessments:
Pre-Assessment:
Formative

Summative

Be specific here. Describe HOW you will assess your students for THIS lesson. You will need to include all three. Type one paragraph for each.

i.e. Lesson Plan, “Who Are You, Butterfly?” (by: Julia Metcalf)

Pre-assessment: Whole-class KWL chart: “ Insects”; individual students complete “Is It an Insect?” using Kidspiration; student drawings of their conception of an insect.

Formative assessment: Four-fold sequencing activity: butterfly life cycle; mystery box (classification); geometric shape center (insect models) Then describe how you will assess this project.

Summative assessment: Kidspiration-created whole class book of insect facts, with individual student pages for individual assessment. Again, describe how you will assess this project.

Technology and Other Materials

List everything, including “computers with internet access” if needed.
Internet Resources: (please list specific URLs)

Hardware:

Software:

Materials:

Procedure

This is the “meat and potatoes” of your assignment. Procedures will need to be clearly written in complete sentences. Use bullets or numerals to organize. Be detailed.

i.e. Lesson Plan, “Who Are you, Butterfly?” (by: Julia Metcalf)
Prior to beginning unit, computers will be loaded with a teacher-created Kidspiration page, “Is It an Insect?”; students will have an option to complete the activity during center time, and results will be noted by the teacher.

Day One:
Students will gather at the carpet, where prior knowledge and student questions about insects will be assessed using a whole-class KWL chart.
The teacher will read, Bugs Are Insects, by Anne Rockwell (2001).
Students will move to tables. The teacher will use the chalkboard to model a page with the heading, “Insects” and with a drawing of an insect. Key vocabulary (insect body parts) will also be listed. Students will be given drawing paper, where they will write their names and the heading. They will then draw their idea of an insect, using pencil and crayon.
At center time, a center will include various books about insects; a computer center will include internet links to web pages about insects.


Day Two:
At carpet, Bugs Are Insects will be revisited to pull out facts about insect anatomy.
The teacher will have a mystery box, containing pictures and models of various animals, some of them insects. As the teacher pulls out objects, students will give a thumbs up or thumbs down to indicate which are insects, and they will discuss how they know.
Students will learn the piggyback song, “Head, Thorax, Abdomen”(to the tune, “Head, Shoulders, Knees, Toes”).
Center time: same centers as day one, with the addition of a shape center: die-cut geometric shapes and short pieces of yarn (for antennae, legs) are arranged to create insects, using construction paper and glue sticks.

Day Three:
Students will gather on the carpet for a whole-class read aloud of Eric Carle’s, The Very Hungry Caterpillar (1994).
The KWL will be revisited and updated with new information learned from the reading, as well as any new questions.
Students will move to tables, where they will create a four-fold sequencing activity: a long rectangle of white construction paper will be hot dog-folded in half, then half again, to create four linear squares. Students will number the squares from left to right, numbers 1 – 4. Within each square, students will draw the stages of the butterfly life cycle.
Reprise song from day two.
Center time: same centers as day two, plus tape and copies of The Very Hungry Caterpillar at the listening station; at puzzle center, an matching activity includes matching life cycle pictures with correct terms.

Day Four:
Reprise song from day two.
Read From Caterpillar to Butterfly, by Deborah Heiligman (1996).
Students move to tables to create interactive caterpillar to butterfly model: students color a butterfly using heavy paper, and color a toilet roll tube to look like a chrysalis; a piece of pipe cleaner forms
the antennae; the butterfly is glued to one end of a large craft stick/tongue depressor, and the butterfly wings are curled so that it can slide into the chrysalis. Students can manipulate the stick so that the butterfly enters and “hatches out” from the chrysalis.
As students create their models, teacher writes key vocabulary on chalkboard.
Students move to carpet to use their bodies to mimic the changes from egg to caterpillar, chrysalis to butterfly.
Students will learn “The Butterfly Song,”to the tune of “Frere Jacques.”
Center time: same centers as day three, plus paper and supplies for creating students’ own version of “Hungry Caterpillar” book.

Days Five and Six:
Reprise both songs from days two and four.
Revisit KWL chart, and update with answers to questions and additional insect facts learned during the week.
Throughout the day, students will rotate through the classroom computer station to create a classroom Kidspiration book of facts about insects, using drawings, text, and sound. Students will have choice in making their contributions, but the teacher will monitor evidence of learning in each. Students will be supported by the teacher and parent volunteers in using features of the software that are unfamiliar. Individual student pages can be printed, if applicable. The finished product will be presented to the class at a later date via a Smart Board and burned onto a CD.
Center time: thematic Insect centers continue until culminating product presentation.

Differentiated Instruction


ESL
This is your chance to “show-off” the great skills you learned in W401. Be specific. Think about how you truly would modify this lesson for ESL students.

Challenge/Extend

This is your chance to “show-off” the great skills you learned in W401. Be specific. Think about how you would make this lesson plan more enriching for students needing a challenge.

Special Needs

This is your chance to “show-off” the great skills you learned in W401. Be specific. Think about how you truly would modify this lesson for students with special needs. Think about students with blindness, deafness, learning disabilities, handicap disabilities, etc.