Blog Phase One Reflection
Prior to teaching this lesson, students will need to know how to read a short story and identify basic ideas while reading. For example, students will need to know how to identify the main character, plot, and setting of a story. They will need to understand the concepts of a story having a beginning, middle, and end. Prior knowledge will be assessed on the students reading and comprehension levels during the weeks leading up to the lesson. This assessment data will be used to guide the planning process for this lesson and when it should be taught. The content of this lesson should be taught at this grade level because it practices skills students should be mastering in their reading development. The objectives I put in place for this lesson match closely with the language art standards. Each objective has the student meeting each standard chosen. For example, students will be taking a quiz online asking them questions about key details in the short story. Next, students will be asked to complete a journal entry on identifying and describing their favorite main character and event in the story. In addition, students will be asked to write about what they believe the central message/lesson of story was. Students will also be working towards these objectives throughout the lesson when they are participating in the class and small group discussions. This lesson should likely be taught in middle of the school year. In doing this, it will give the teacher plenty of time to assess the students on their various reading levels. It will also allow time for students to master the needed prior knowledge for the lesson discussed above.
Designing Instruction (InTask Standards 7 and 8):
I chose to use these instructional methods because they allow different opportunities for all students to learn and be consistently engaged. For example, I plan to engage students in small group and whole discussion. I also planned for the storybook to be read aloud by students who volunteer to read. Second, I chose to have the students take a fun online quiz about the story while providing them with an online video on the story being read. This will give students who need extra help an opportunity to listen and follow along with the story again. I also incorporated a creative project with the monster cut outs. These cut outs will be a fun and creative way students can make a deeper connection to the central message of the story. Lastly, I chose to give the students a writing prompt for their journals. This will allow for proper individual closure and reflection by all students.
Planning Assessment (InTask Standard 6):
The assessment aligns with the standards and objectives of this lesson by assessing on the different skills students are being asked to master. Each individual standard/objective has an activity that correlates throughout the lesson. These assessments show the progress of the students in a variety of ways. For example, the online quiz will show if the students were able to read the story and answer multiple choice questions about key details in the text. Second, students will be assessed on discovering the central message of the text when discussing and filling out the monster cut outs. Lastly, students will be assessed on the responses in their individual journals. The variety of assessments planned will give all students an opportunity to practice and master these skills. Individual needs will be met through teacher assistance and class discussions and group work is needed. Students will be assessed and engaged in a variety of ways through group work, online quizzes/videos, creative projects, and writing individually in their journals.
How does your lesson meet each of the ISTE NETs Standards?
My lesson meets standard 1 by providing plenty of opportunities for students to be actively engaged and working with the teacher and with one another. It allows time for students to demonstrate their successfulness in a variety of ways -- through discussion, online games and videos, a creative monster project, and through writing. My lesson meets standard 2 by providing the students time to take a quiz on a fun a website, and also by providing the students with a video on the story being read aloud. In doing this, students are becoming familiar with navigating a computer, being assessed online, and working with online videos. Furthermore, my lesson meets the 3rd standard by the teacher providing all of the website links and activities for the students. The teacher can also help the students learn to navigate the websites by working on a master computer that projects on the board in front of the classroom. For example, the teacher can begin taking the quiz to show the students how to select a correct answer and move on to the next question. The teacher can also show the students how to start and pause the YouTube video in front of the class. Lastly, my lesson meets all four elements of standard 4 by demonstrating for the students how to safely and properly navigate through the websites. This lesson addresses the diverse needs of different students by planning ahead for those who may need extra help on hearing the story again with the YouTube video. It also allows for flexibility if students need to work in partners when completing the different activities. Responsible digital etiquette will be promoted by the teacher when the students are on the computer. The teacher will walk around the room to answer any questions and ensure all students are on task.
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