Name: LaShonda Cuffie
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 2
Real-World Activity
Title of Mini-Research eBook Lesson: So Many Reasons to Learn the Four Seasons!
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: Students will be able to name and
discuss the four seasons spring, summer, fall, and winter.
Assessed Standards
Georgia Performance Standard (GPS)
Math Performance Standard
Grade: K
Standard MKM2. Students will understand the
measurement of calendar time.
c. Know the
four seasons.
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Paper for drawing
3. Crayons and/or color markers
4. Pencil & paper (to make notes for lesson plan assessment and
reflections)
5. Modification of a lesson developed by Dr. Diane L. Judd
Technology Connection:
Technologies that will be used in this lesson include:
Procedures:
Step One:
Introduction
Have a small group of students go to a computer. Explain to
students that you are going to use the computer to read an
Mini-Research eBook
about the four seasons spring,
summer, fall, and winter.
List 2 or more
questions that introduce students
to your Mini-Research eBook that will establish a
connection to students' prior knowledge by asking them:
1. "Can you tell me one of the four
seasons? ''
2. "Can you tell
me what season it is now?"
Today we are going to read an eBook on the Internet. I have made a special Mini-Research eBook on the Internet for your class. (During discussion have students turn around away from the computer to interact.)
Estimated Time for Step One:
5 minutes
Step Two
Teaching the Primary Learning Outcomes:
(Students will sit at the computer where they can control the mouse
and computer.) (Explain to students the process of the
lesson.) We are going to read my Mini-Research eBook and visit
several websites.
Check for understanding
Students with teacher assistance will read the Mini-Research eBook,
explore, and
discuss
the information in the four linking websites that go with the
Mini-Research eBook. Ask
students guiding
questions about the important concepts in the Mini-Research eBook and
the linking
websites. List four or more questions from each of your
linking websites that will guide your students to gain information for
your PLO.
1. What season is known as
the most colorful season?
2. What season is
known as the hottest season?
3. What season is known for its
red, green, yellow, brown, and orange leaves?
4. What season is known as the
coldest season?
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that
they
are going to name the four
seasons, draw a
picture of themselves wearing proper clothing for their favorite season, and draw pictures of objects that
they might see during their selected seasons. Tell
the
students that the information that they will need to complete
their Mini-Research eBook project is listed and connected in
the Mini-Research eBook
activity. Review the
information in the linked website in
the Mini-Research eBook activity with the students to emphasize
interesting and important information students will need to complete
mission
project.
|
Mini-Research
eBook Real World Activity
|
[Students will write (or dictate to teacher) information to be included
in
their Mini-Research eBook
project.
While
students are completing Mini-Research eBook project, teacher
will observe students and give assistance when needed.]
Step Three
Closure:
Have students discuss their Mini-Research eBook activity and
information they found on the Internet.
Tell students that your Mini-Research eBook Website is on the Internet
and
they can
visit the website at school or home. Explain to students
that you are going to put their pictures and information
on the Internet and they will be able to share their mission
projects with
their friends and family. (If possible teacher should take
brief
notes during the lesson and concluding discussions to be added
later
to the assessment and reflections in lesson plan.)
Estimated Time for Step Three:
5 minutes
Accommodation:
This will be turned in as an in-class activity.
Comments & Reflections:
Assessment for the
Primary Learning Outcomes (PLOs)
Student will be assessed through
observation, oral discussion, and developed product to
evaluate if student: named the four seasons, correctly drew
a
self-portrait wearing proper clothing for his or her favorite
season, and drew objects that he or she might see
during the student's selected season.
| Level 3 | Level 2 | Level 1 | |
|
(List
your PLO from top of page of this lesson.) PLO: Students will be able to name and discuss the four seasons spring, summer, fall, and winter. |
Student with teacher guidance is able to name the four seasons, draw a self-portrait wearing proper clothing for his or her favorite season, and draw objects that would be around the student in his or her selected season. | Student
with teacher
guidance is able to name two of the
four seasons, draw a self-portrait wearing some proper clothing
for
his or her favorite
season, and draw objects
that would be around the student in his or her selected season. |
Student is not able to name any of the seasons, does not draw a self-portrait wearing proper clothing for his or her favorite season, or does not draw objects that would be around the student in his or her selected season. |
*********
To here for lesson
plan
evaluation. Information below will be entered after teaching
your lesson.
**********
***************************************************************************************************
| Student | Performance
Level |
Descriptions
of Students' Evidence that Illustrate the Achieved Performance Level of
the PLO (* To receive full credit description must include minimum of two sentences and a detailed example of the students' evidence.) |
| 1 |
3 |
The student was able to name the four seasons. The student drew a self-portrait wearing proper clothing for her favorite season. The student also drew objects that would be around the student in her selected season. For example, the student's favorite season is fall, so the student drew a self-portrait wearing pants and a long sleeve shirt. |
| 2 |
3 |
The student was able to name the four seasons. The student drew a self-portrait wearing proper clothing for her favorite season. The student also drew objects that would be around the student in her selected season. For example, the student's favorite season is summer, so the student drew a self-portrait wearing shorts and a short sleeve shirt. |
1.
Comment
on your
teaching of how your
Mini-Research eBook
Lesson created learning experiences and activities that
implemented the use a variety of resources and technologies. (*
To receive full credit description must include a minimum of two
sentences and a detailed example.)
The students enjoyed learning about the four seasons. The
students loved drawing self-portraits of themselves wearing proper
clothing for their favorite season. I had a variety of resources,
such as a springtime alphabet, games, and a video. In addition, I
had a website that listed a variety of tips on how to protect yourself
from the sun during the summer. The students really enjoyed the
website on the springtime alphabet. They were able to see
different objects that related to spring for each letter of the
alphabet.
2. State evidence to show that
your students gained knowledge during your Mini-Research eBook
Lesson. (*
To receive full credit description must include a minimum of two
sentences and a detailed example.)
The students were able to name the four seasons. The students
drew self-portraits wearing proper clothing for their favorite
seasons.
The students also drew objects that would be around the students in
their selected seasons. For example, for objects that you would see
during the fall, student 1 drew a variety of colorful leaves.
3. Give at least one suggestion that
would lead to improving your teaching practices and student
achievement. (*
To receive full credit description must include a minimum of two
sentences and a detailed example.)
During
my second lesson, I felt that I let the students spend too much time on
their drawings. The students were having a lot of fun drawing
their pictures. For future lessons, I will have to manage my time more
wisely.
| Link to your Class Page |
Link to your
Email ldcuffie@valdosta.edu |
Title &
Link of your Mini-Research eBook So Many Reasons to Learn the Four Seasons |