Amanda Wachter's Project 2 For Edu 528

Lesson Title: Integrating “Peace at Last” by Jill Murphy & “Sleepy time” Poetry Teacher Name: Amanda Wachter Subject: English Language Arts Grade Level: 1 Time Required (days; time/day): 1 day; ELA Session; 25-30 minutes Topic: Bedtime Discussion and Dreams Essential Question: Will students be able to take the bedtime situation in the story “Peace

at Last” and apply it to their life?

Pre-requisites (Prior Knowledge):

Students will need to be able to comprehend the story “Peace at Last” in the Harcourt text. Students will need to know their five senses (hearing, seeing, touch, smell, taste). Students will need to be able to organize their thoughts in a picture and chart format. STAGE 1 - DESIRED RESULTS A. Content Area Standard(s): (include complete standard, not just standard #)

NYS ELA Standards: Standard 1: Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information. Standard 2: Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation. Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues. Standard 4: Students will read, write, listen, and speak for social interaction. Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views. B. Intended Learning Outcome Define what students will know and be able to do and at what level of mastery they should be able to do it. NOTE: Add/subtract rows from below each column heading, Student will know… Student will be able to… -the plot and situational problem in the story -share their bedtime experience to the class and “Peace at Last” teacher -their past experiences at bedtime when they -listen to peer experience when they couldn’t couldn’t fall right to sleep get to sleep at bedtime -what a poem looks like and sounds like -figure out who had similar experiences to their -the purpose of a poem own experience at bedtime

-the description of their perfect dream

-pin point who has different experiences than they do at bedtime -chart similarities and differences by the end of the lesson

STAGE 2 - ASSESSMENT EVIDENCE Students will demonstrate their learning/understanding in the following way(s): A. Teacher-Created Assessments: Pre-test: Post-test:

Teacher will informally assess by creating a chart entitled ‘Awake at Bedtime’. The teacher will assess students as they help fill in chart with responses generated from a journal entry read prior. They will explain what Miss Wachter did when she couldn’t sleep, what she heard at night while she was wide awake, and what she saw as she laid awake.

Teacher will give students a chart to fill in as they converse with peers about a time when they couldn’t fall asleep. Students will fill in three different columns of information that will ask them to discuss their experiences, experiences that are the same as theirs, and experiences that contrast their own.

B. Performance Assessments:

Pre-test: Students will be informally assessed on their comprehension of the journal entry read to them at the opening of the lesson. Post-test: The teacher will assess student ability to apply the situation in the story “Peace at Last” to their own life. Students will be asked to think of their own strategy when they can’t seem to fall asleep at night. After students record their experience, they will meet in small groups to discuss all experiences together. Students will need to take what was said in the conversation and decide who had similar experiences as them and who had different experiences as them. They will need to fill in the last two columns of the chart with information gathered from the small group discussion. Students will be assessed on application of real life events to the story read prior and the ability to differentiate between similarities and differences. C. Other Assessments (e.g., Peer, Self): None D. Assessment Adaptations:

-Students will be allowed to pictorially draw their information in on the chart sheet if specified as best practice in the IEP. (Adaptation for visual learner) -Students will also be allowed to conference with the teacher and orally tell their information for each column in the table if specified as best practice in the IEP. (Adaptation for audio learner) -Students will be able to role play their experience, experiences that are the same as theirs, and experiences that are different than their own if specified as best practice in the IEP. (Adaptation for mobile learner) STAGE 3 - LEARNING PLAN A. Learning Activities 1. Instructional Strategies/Learning Activities:

(e.g., demonstration, discussion, small groups, role play, etc.)

-Whole group discussion *Charting responses *Discussing poetry examples and its meaning *Listening to poems off of the C.D. player -Small group discussion *Charting responses to be turned in (adaptations include drawing, orally conferencing, and role play) -Wrap-up extension activity about dreams 2. Introducing the Lesson: (capturing students’ attention, activating students’ prior knowledge).

The teacher will have the children gather around as she turns out the lights and grabs a flashlight. She will explain that the following journal entry was written by her when she was a little girl. The journal entry will describe a night when she couldn’t fall asleep. Her entry will help children recall a time when they were in a similar situation. 3. Instructional Sequence: (Representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.) Complete the following two columns, showing teacher activity in correspondence with student activity. Add/subtract rows as needed. Teacher activity (The teacher is doing….) 1. Teacher will gather students on the floor and open the lesson by reading a journal entry from her diary. 2. Teacher will chart responses that students give to her during whole class discussion. 3. Teacher will discuss the significance of a poem. 4. Teacher will play a few examples of what a poem sounds like off of the C.D. player. 5. Teacher will assign children to small groups to hold discussions about bedtime experiences. She will hand out the three column chart to be completed by the end of the discussion. 6. Teacher will move around the room and monitor student discussions; redirecting if necessary. Teacher will do an over the shoulder check to see that students are filling out their charts. 7. Teacher will collect and check to make sure that all columns are filled in. Teacher will be available to hear oral adaptations to the chart. Teacher will

Student activity (The student is doing…) 1. Students will listen to the teacher read her journal entry about a night time experience she had when she was a little girl. 2. Students will respond with a raised hand to chart prompts addressing comprehension of the journal entry read to them. 3. Students will respond to poem discussion by asking any further questions they may have about poetry. 4. Students will listen to the few poetry examples played on the C.D. player. 5. Students will move to groups assigned and begin by filling out the middle column about their own experiences. 6. Students will share each of their bedtime experiences by going around the table and giving each person a turn to speak. 7. Students will fill in the remaining two columns on their chart worksheet and turn in when finished. 8. Students will begin working on their “Sweet Dreams” pillow pattern

also take this time to take role players worksheets if they finish early. aside and watch their role playing response. 8. Teacher will hand out pillow pattern worksheet to early finishers. B. Adaptations to the Instructional Sequence to Differentiate:

Instructional sequence was created while keeping the multiple intelligences in mind. Delivery methods such as having directions read to the student or extra time given for lesson segments will be used throughout the lesson for students in need. If the child tends to not work well in groups then the child may discuss with an aide if present or the teacher. C. Discussion and Assessment of Learning: (Pointing out to students how what they are learning is related to the driving question; assessing students’ learning as a result of the lesson)

Driving Question: Will students be able to take the bedtime situation in the story “Peace at Last” and apply it to their life? -Teacher will make a point to mention to the students that they are applying the story’s content to their lives and that is an important skill to be learned. They will be told that their ability to compare their experiences to other’s experiences is another needed skill. This will all be stated before students move to their small discussion groups. -Students’ learning will be assessed by reviewing the post-test chart worksheet. The information present on that handout will help the teacher see what the student got out of the lesson and peer discussion. D. Closure: 1. Overall Closure Plans:

The lesson will close with students finishing up their post-test worksheet and by starting the pillow pattern handout. This pillow pattern sheet will show illustrations of what their sweetest dream includes. This activity is a contrasting extension to the trouble sleeping lesson. 2. Extensions for Early Finishers:

Students will begin drawing images in their “Sweet Dream” pillow handout. 3. Alternate strategies for struggling students or those who learn differently:

Students may start to brainstorm their “Sweet Dream” ideas and orally tell a classroom aid or teacher. The aid or teacher can take note of their ideas so that the student has record of their thinking. E. Procedures: (both already established procedures to be used, and procedures to be taught for this lesson)

Already established: -Whole group discussion procedures -Group work procedures -Completing assignments to be graded -Early finisher procedures Procedures to be taught: -Poetry concepts

LESSON DEVELOPMENT RESOURCES A. Technology Tools and Materials: (classroom set-up, preparations, resources, etc.) C.D. player for poetry listening segment of the lesson B. Parent/Community Resources:

Teacher’s journal from her childhood C. Contact Information:

Teacher Contact: [email protected] D. Resources:

English Language Arts Standards. Retrieved April 1, 2008, from Web site: http://www.emsc.nysed.gov/ciai/ela/elastandards/elamap.html. Harcourt, (1995). Treasury of Literature. New York: Harcourt Brace.

Lesson Title: Integrating “Peace at Last” by Jill Murphy, Dreaming & Digital Booking Teacher Name: Amanda Wachter Subject: English Language Arts, Technology Grade Level: 1 Time Required (days; time/day): 1 day (or additional 2 days depending on teacher) ELA

Session 1; 25-30 minutes; ELA Session 2 Lab 30 minutes; Session 2 Digital Booking 30-45 minutes Topic: Bedtime Discussion and Dreams Essential Question: Will students be able to take the bedtime situation in the story “Peace at Last” and apply it to their life? Will students successfully take their pillow pattern ideas and insert them electronically on a digital booking Internet site? Pre-requisites (Prior Knowledge):

Students will need to be able to comprehend the story “Peace at Last” in the Harcourt text. Students will need to know their five senses (hearing, seeing, touch, smell, taste). Students will need to be able to organize their thoughts in a picture and chart format. Students will need to be familiar with navigating through the CAST UDL Book Builder site. STAGE 1 - DESIRED RESULTS A. Content Area Standard(s): (include complete standard, not just standard #)

NYS ELA Standards: Standard 1: Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information. Standard 2: Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation. Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues. Standard 4: Students will read, write, listen, and speak for social interaction. Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views. ISTE NETS*T Standards: 1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both faceto-face and virtual environments. Teachers: a.

promote, support, and model creative and innovative thinking and inventiveness.

b.

engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

promote student reflection using collaborative tools to reveal and c. clarify students' conceptual understanding and thinking, planning, and creative processes. model collaborative knowledge construction by engaging in d. learning with students, colleagues, and others in face-to-face and virtual environments. 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: design or adapt relevant learning experiences that incorporate a. digital tools and resources to promote student learning and creativity. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become b. active participants in setting their own educational goals, managing their own learning, and assessing their own progress. customize and personalize learning activities to address students' c. diverse learning styles, working strategies, and abilities using digital tools and resources. provide students with multiple and varied formative and d. summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. B. Intended Learning Outcome Define what students will know and be able to do and at what level of mastery they should be able to do it. NOTE: Add/subtract rows from below each column heading, Student will know… Student will be able to… -the plot and situational problem in the story -share their bedtime experience to the class and “Peace at Last” teacher -their past experiences at bedtime when they -listen to peer experience when they couldn’t couldn’t fall right to sleep get to sleep at bedtime -what a poem looks like and sounds like -figure out who had similar experiences to their

-the purpose of a poem -the description of their perfect dream

own experience at bedtime -pin point who has different experiences than they do at bedtime -chart similarities and differences by the end of the lesson -take “Sweet Dream” items in their pillow pattern and transfer it to a digital book page on the CAST UDL Book Builder site

STAGE 2 - ASSESSMENT EVIDENCE Students will demonstrate their learning/understanding in the following way(s): A. Teacher-Created Assessments: Pre-test: Post-test:

Teacher will informally assess by creating a chart entitled ‘Awake at Bedtime’. The teacher will assess students as they help fill in chart with responses generated from a journal entry read prior. They will explain what Miss Wachter did when she couldn’t sleep, what she heard at night while she was wide awake, and what she saw as she laid awake. Session 2 Pre-test: An informal assessment will take place in the school computer lab as the CAST UDL site is explained to the students. Teacher will conclude if students understand how to navigate around the site based on their observations.

Teacher will give students a chart to fill in as they converse with peers about a time when they couldn’t fall asleep. Students will fill in three different columns of information that will ask them to discuss their experiences, experiences that are the same as theirs, and experiences that contrast their own. Session 2 Post-test: A checklist assessment will take place after the student finishes their page in a digital book created by every member of the class. The checklist will have the following criteria: Page reflected what was drawn on the pillow pattern ______ Page was creative _______ Page expressed mood of dream effectively ______ Page was original ______ Page included a sentence or two describing their sweetest dream _______

B. Performance Assessments:

Pre-test: Students will be informally assessed on their comprehension of the journal entry read to them at the opening of the lesson. Pre-test 2: Students will be assessed on their ability to pay attention during the CAST UDL Book Builder tutorial session. Post-test: The teacher will assess student ability to apply the situation in the story “Peace at Last” to their own life. Students will be asked to think of their own strategy when they can’t

seem to fall asleep at night. After students record their experience, they will meet in small groups to discuss all experiences together. Students will need to take what was said in the conversation and decide who had similar experiences as them and who had different experiences as them. They will need to fill in the last two columns of the chart with information gathered from the small group discussion. Students will be assessed on application of real life events to the story read prior and the ability to differentiate between similarities and differences. Post-test 2: The student created digital book page will be assessed using the following criteria stated above. The checklist will have the following criteria: Page reflected what was drawn on the pillow pattern ______ Page was creative _______ Page expressed mood of dream effectively ______ Page was original ______ Page included a sentence or two describing their sweetest dream _______ C. Other Assessments (e.g., Peer, Self):

An extended activity in response to Session 2 could have students peer evaluate the class made digital book. They could describe what they liked about the book, what their favorite page was, etc. D. Assessment Adaptations:

-Students will be allowed to pictorially draw their information in on the chart sheet if specified as best practice in the IEP. (Adaptation for visual learner) -Students will also be allowed to conference with the teacher and orally tell their information for each column in the table if specified as best practice in the IEP. (Adaptation for audio learner) -Students will be able to role play their experience, experiences that are the same as theirs, and experiences that are different than their own if specified as best practice in the IEP. (Adaptation for mobile learner) -Criteria set up for evaluating the digital book page can be omitted or modified depending on the student assessed. This modification would be done on a case by case basis. STAGE 3 - LEARNING PLAN A. Learning Activities 1. Instructional Strategies/Learning Activities: (e.g., demonstration, discussion, small groups, role play, etc.)

-Whole group discussion *Charting responses *Discussing poetry examples and its meaning *Listening to poems off of the C.D. player -Small group discussion *Charting responses to be turned in (adaptations include drawing, orally conferencing, and role play) -Wrap-up extension activity about dreams Session 2 Lab: -Whole group CAST UDL Book Building demonstration Session 2 Book Building: -Independent work time on the computer

2. Introducing the Lesson: (capturing students’ attention, activating students’ prior knowledge).

The teacher will have the children gather around as she turns out the lights and grabs a flashlight. She will explain that the following journal entry was written by her when she was a little girl. The journal entry will describe a night when she couldn’t fall asleep. Her entry will help children recall a time when they were in a similar situation. Session 2 Lab: The teacher will have students watch on their computer screens as the teacher controls where the tutorial leads. The teacher will start off by showing the students some model digital books that other classes have done and posted on the site. 3. Instructional Sequence: (Representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.) Complete the following two columns, showing teacher activity in correspondence with student activity. Add/subtract rows as needed. Teacher activity (The teacher is doing….) 1. Teacher will gather students on the floor and open the lesson by reading a journal entry from her diary. 2. Teacher will chart responses that students give to her during whole class discussion. 3. Teacher will discuss the significance of a poem. 4. Teacher will play a few examples of what a poem sounds like off of the C.D. player. 5. Teacher will assign children to small groups to hold discussions about bedtime experiences. She will hand out the three column chart to be completed by the end of the discussion. 6. Teacher will move around the room and monitor student discussions; redirecting if necessary. Teacher will do an over the shoulder check to see that students are filling out their charts. 7. Teacher will collect and check to make sure that all columns are filled in. Teacher will be available to hear oral adaptations to the chart. Teacher will also take this time to take role players aside and watch their role playing response. 8. Teacher will hand out pillow pattern worksheet to early finishers. 9. Teacher will show the students a few

Student activity (The student is doing…) 1. Students will listen to the teacher read her journal entry about a night time experience she had when she was a little girl. 2. Students will respond with a raised hand to chart prompts addressing comprehension of the journal entry read to them. 3. Students will respond to poem discussion by asking any further questions they may have about poetry. 4. Students will listen to the few poetry examples played on the C.D. player. 5. Students will move to groups assigned and begin by filling out the middle column about their own experiences. 6. Students will share each of their bedtime experiences by going around the table and giving each person a turn to speak. 7. Students will fill in the remaining two columns on their chart worksheet and turn in when finished. 8. Students will begin working on their “Sweet Dreams” pillow pattern worksheets if they finish early. 9. Students will follow along with the teacher’s digital book tutorial on their computer screen. 10. Students will begin working on their digital book page and will wait until the

examples of what digital books look teacher saves their work before closing like. out of the CAST UDL Book Building site. 10. Teacher will show students how to get 11. Students will have free time on a to a blank digital book page template. teacher-approved gaming site until all 11. Teacher will show students where they students are done with their digital can find tools to jazz up their digital book page. book page. 12. Teacher will give students 30-45 minutes to create their digital book page. 13. Teacher will save each student’s page as they finish so that she can upload and combine all student work to create one class-written “Sweet Dreams” digital book. B. Adaptations to the Instructional Sequence to Differentiate:

Instructional sequence was created while keeping the multiple intelligences in mind. Delivery methods such as having directions read to the student or extra time given for lesson segments will be used throughout the lesson for students in need. If the child tends to not work well in groups then the child may discuss with an aide if present or the teacher. Session 2 Lab & Book Building: Close monitoring by teacher or class aid will be done for students needing extra assistance during the lab tutorial and book building segment. Re-explanation will be made available to students that need extra scaffolding and academic support. C. Discussion and Assessment of Learning: (Pointing out to students how what they are learning is related to the driving question; assessing students’ learning as a result of the lesson)

Driving Question: Will students be able to take the bedtime situation in the story “Peace at Last” and apply it to their life? -Teacher will make a point to mention to the students that they are applying the story’s content to their lives and that is an important skill to be learned. They will be told that their ability to compare their experiences to other’s experiences is another needed skill. This will all be stated before students move to their small discussion groups. -Students’ learning will be assessed by reviewing the post-test chart worksheet. The information present on that handout will help the teacher see what the student got out of the lesson and peer discussion. Session 2 Lab & Book Building: Driving Question: Will students successfully take their pillow pattern ideas and insert them electronically on a digital booking Internet site? The teacher will explain to students that they will take their ideas from a previous activity and transfer them onto a new platform. D. Closure: 4. Overall Closure Plans:

The lesson will close with students finishing up their post-test worksheet and by starting the pillow pattern handout. This pillow pattern sheet will show illustrations of what their sweetest dream includes. This activity is a contrasting extension to the trouble sleeping lesson. Session 2 Book Building:

The teacher will end the computer lab activity by saving all student work manually. She will upload every student’s page and put the class-made book together during prep periods. She will have students play quietly on approved gaming sites until all students are done with the digital book task. 5. Extensions for Early Finishers:

Students will begin drawing images in their “Sweet Dream” pillow handout. Session 2 Book Building: Students will be allowed to have free time on teacher-approved gaming sites until the whole class has finished their task. 6. Alternate strategies for struggling students or those who learn differently:

Students may start to brainstorm their “Sweet Dream” ideas and orally tell a classroom aid or teacher. The aid or teacher can take note of their ideas so that the student has record of their thinking. *If students are not hands on or visual learners, they may opt to showcase their book page in another way. A conference with the teacher is needed to gain approval of alternate route.* E. Procedures: (both already established procedures to be used, and procedures to be taught for this lesson)

Already established: -Whole group discussion procedures -Group work procedures -Completing assignments to be graded -Early finisher procedures Procedures to be taught: -Poetry concepts -Navigation throughout CAST UDL Book Builder site -Building a digital book page (Session 2 Lab & Book Building) LESSON DEVELOPMENT RESOURCES A. Technology Tools and Materials: (classroom set-up, preparations, resources, etc.) C.D. player for poetry listening segment of the lesson Prep: Scheduling computer lab sessions Planning tutorial demonstration before involving students

http://bookbuilder.cast.org/ B. Parent/Community Resources:

Teacher’s journal from her childhood Session 2 Lab & Book Building: Parent permission to have their child access the Internet and work on the computer C. Contact Information:

Teacher Contact: [email protected] Digital Booking Website: http://bookbuilder.cast.org/ D. Resources:

CAST UDL Book Builder Web site: http://bookbuilder.cast.org/ English Language Arts Standards. Retrieved April 1, 2008, from Web site:

http://www.emsc.nysed.gov/ciai/ela/elastandards/elamap.html. Harcourt, (1995). Treasury of Literature. New York: Harcourt Brace. ISTE NETS*T Standards. Retrieved October 20, 2009, from Web site: http://www.iste.org/AM/Template.cfm?Section=NETS

Student Handout:

“Sweet Dreams” Pillow Pattern for end of Lesson 1/Beginning of Lesson 2 (Will be enlarged for student use.)

Name: ________________

Student Handout: Group Comparison Chart for Lesson 1

Same as Me

Who?

Name: __________________________________________

My Bedtime Experience

Why couldn’t I sleep?

Different than Me

Who?

What did I see? How is your classmate the same as you during times when you can’t sleep?

What did I hear?

Other interesting information:

How is your classmate different from you during times when you can’t get to sleep?

*****Snips taken from CAST UDL Book Building site for Session 2****