For this Project,
- Complete your third and final lesson plan, KUD Lesson Plan #3, using the KUD Lesson Planning Template. (Create
your third plan following the specifications provided for Plans #1 and #2 in Weeks 3 and 4.)
- Develop your Google Classroom by completing the following:
Draft a message to the students for whom the Google Classroom was created that includes a welcome message and an introduction to the unit, and provides means to get support at any time.
Provide engaging questions and activities in which students must participate. Be sure to incorporate all three KUD lesson plans.
- Synthesize opportunities to utilize educational technology other than Google Classroom.
- Establish a system to assess your students.
- Provide a written summary of the design of your completed Google Classroom plan and a link to your completely populate Google Classroom. In your written summary,
- Provide a class code to your Google Classroom.
- Produce a table of contents for your Google Classroom.
- Produce KUD Lesson Plans #1, #2, and #3.
- Justify the benefits of using Google Classroom for delivering the unit.
- Evaluate the level of difficulty you encountered in the process of constructing the Google Classroom.
- Summarize what you perceive as the strengths and weaknesses of the Google Classroom.
- Explain what you would do differently if you were to do this project again.
The Google Classroom Unit Plan Project written summary,
- Must be eight to ten double-spaced pages in length (not including title and references pages and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.).
- Must include a separate title page with the following:
Title of project
Student’s name
Course name and number
Instructor’s name
KUD Lesson Planning Template
|
Grade Level |
|
What grade is your lesson designed for and why? |
|
Instructional Model |
|
Describe the instructional model you will use to deliver your lesson and tell why you think it fits. |
|
Standards |
|
(example… |
|
Objectives |
|
Students will KNOW · · |
|
Students will UNDERSTAND · |
|
Students will be able to DO · · |
|
Assessment Plan |
|
Formative: Describe your Formative Assessment process. How will you assess what your students know and understand AS instruction is taking place? What will your formative process look like? What will you be looking for? When will it occur? (Formative assessment is NEVER graded. It is for you to constantly be aware of what your students know and how you need to adjust to ensure they are mastering the content you are teaching.) |
|
Summative: Describe your Summative Assessment process. How will you assess what your students know and understand AFTER instruction has taken place? What will it look like? What will you be looking for? How will you use the Summative Assessment process? When will it occur? Is there a rubric to describe the expectations? Is this assessment grades? (Summative assessment is ALWAYS graded. It is for you to measure what your students know and have mastered AFTER you have taught the content and standards.) |
|
Accommodations |
|
Explain the accommodations you will embed in your lesson plan to ensure that students who are ESL and/or learning support are able to grasp the content you are teaching? |
|
Enrichments |
|
Provide a description of how you will challenge students who are excelling |
|
Procedure |
|
1. Review previously learned material |
|
Describe your process |
|
2. State objectives of the lesson |
|
How will you present your objectives to your students? |
|
3. Present new material |
|
Describe how you will unveil your new material to your students |
|
4. Guided practice |
|
What will your guided practice exercise entail? What questions will you ask? What will you have your students do? |
|
5. Independent practice |
|
What will your independent practice time look like? What task will you have students practice independently? What strategies will you use to help students master content during this time of instruction? |
|
Technology Tools |
|
Explain how the technology tool or tools included in the lesson plan reinforce the learning opportunities described in the procedures. |
KUD Unit Plan Template
Lori Sanchez
Professor Mize
EDU352 Foundation of Educational Technology
04/29/2020
– 1 –
[no notes on this page]
The following paper presents a unit planning template that was developed on literature for the
first grade. At the same time, it looks at the state standards for literature and they act as a guide in
the various aspects. It is this template that will be later used as a lesson plan. The lesson plan will
also use various types of technology that will help in instruction in the classroom. It is important
to have a lesson plan that assists students in learning, making mistakes, and later learning from
them (Donovan, 2018). The lesson plan that is well prepared guides the teacher through
instruction and helps in satisfaction of the state standards.
UNIT PLAN TEMPLATE
NAME
CLASSROOM INFORMATION
Content Literature Grade level
1
UNIT OVERVIEW
Unit Title The Ugly Duckling
Unit Summary The students in the first grade have most probably come across the “The Ugly
Duckling” before at the beginning of their education. The students have, however, not tried to
put the events that happen in the story in a particular order. It is important to get the young
readers to match various forms of illustration in the text and arrange them in the right order.
The students at this point will learn how to retell a story through proper sequencing of images
and text. The lesson will begin by gathering the students together and displaying the title [page
of the story. Then the students will be asked to explain how they know the story and what they
might remember from when they last interacted with the text. At the same time, the students
will be told that they will be using words and pictures to bring the story together on their
owner. The teacher will point to the students on the board and remind them that a picture in a
book such as the one they are studying is referred to as an illustration. The students are also
told that the illustrations in the book are in line with the story and are arranged in a particular
order. There will be a definition of words and explanation to the students on how illustrations
help in the story. The students will have Ugly Duckling story cards sheet which they will use
as the teacher reads the story again. It is important for the teacher to watch and ensure that the
students are pointing to the right picture. At the end of these exercises the students will be
tasked on arranging illustrations as per the story on their own.
BUILDING A FOUNDATION
Standards (the goal of the lesson; Common Core or State Standards)
CCSS.ELA-
LITERACY.RI.2.1
Ask and answer questions: who, what, where, when, why, and how to demonstrate understanding of key
details in a text.
– 2 –
1
2
3
1. before
The first part of this is a good
summary. However, you then
share very specific details
which actually belongs in your
procedural section. [Shelly
Mize]
2. The
This is where you need to
take out the remaining
paragraph and use it in your
procedure section. [Shelly
Mize]
3. CCSS.ELA-
LITERACY.RI.2.1
Thank you for including your
standards: nomenclature and
definition.
[Shelly Mize]
CCSS.ELA-LITERACY.RI.2.2
Identify the main topic of a text as well as the focus of specific paragraphs within the text.
CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
KUD Objectives (identify and explain what students will K- know; U- understand; D- be able
to do after the unit is taught)
K- students will know how what illustrations are, how to organize them according to the text,
and how to sequentially arrange events in a story.
U- students will understand illustrations and what they are about. The students will also
understand why illustrations are important in a story.
D- The students will have charts to practice what they have learned in class. At the same time,
they will work together with teachers and their friends on this task. The students will only
complete worksheets and exercises on what has been covered in class. The students will take a
test at the end of the week to know how they have understood the concepts.
ASSESSMENT PLAN
Formative Assessments
There are various formative assessments that will be carried out during the course of the class.
The first one is to call on every student when reading the story. Every student should be able to
describe something which they have seen in the illustrations during the reading. At the same
time, the students will be requested to describe the action and the characters as they are
reading them in the class. If the student is focusing on the wrong details, it is important to
prompt them to say what they are seeing happen in the illustration. At the same time, the
teacher should ensure that one is checking the students who are hesitant in pointing at the
pictures. When some students are struggling, one needs to slow down and give them the
opportunity to identify the right illustration before moving forward. It is also critical to sit
down with the struggling students making an observation at the same time identifying any
areas that they may have in common in terms of difficulty. The teacher should also take note of
students who might require further instruction.
Summative Assessments
The students will go through a daily assessment to arrange various sequences of illustrations
based on various books that are led in class. Each student should complete their daily tasks to
enable the teacher to identify the level of understanding. At the end of the week, there will be a
final assessment with 10 written questions on illustrations. The teacher will be looking for the
most accurate answers. A score of more than 6 will show that students understood the unit
while one below that is an indication that it was not taught effectively.
PROCEDURES AND ACTIVITIES
Procedures
Teachers should point to pictures as one reads the story to them again.
Every student will have cards sheets from the Ugly Duckling story.
The students will be informed that the pictures are mixed up. The students will be instructed to
give thought to the words that are being read and point to those pictures that are matching the
words.
The teacher reads the story aloud and there is a pause after every main event. It is important to
observe that students are placing their fingers on the right pictures during the reading.
– 3 –
1
2
3
4
1. KUD
Separate all of your
objectives with bullets.
[Shelly Mize]
2. students
You have described 3 dif
KUD objectives. They need to
be separated in bullet form.
[Shelly Mize]
3. Formative
Thank you for thinking
through both HOW you will
formatively assess student
understanding and WHAT
you will do with the data you
collect in order to increase
student understanding/drive
instruction.
Very nice! [Shelly Mize]
4. Procedures
This is the section where you
need more detail. This section
should describe what you will
do (steps) for each lesson.
[Shelly Mize]
INTEGRATION OF TECHNOLOGY TO ENHANCE INSTRUCTION
Technology Integration
One of the technologies to be used in the class is smart boards. The smart board will be used to
ensure that the readings are taking place on a board that all students can see and which is
interactive. The smart board will make things such as highlighting of important words easy.
There will also be tablets used to access the various illustrations during the summative
assessment. The students will be given enough time on the various illustrations to enhance
their understanding.
Materials and Resources Required for the Unit
Smart Board
Tablets
Printed Charts
Worksheets.
Sequencing boxes
Labeled graphic organizer.
Colored pencils.
Scissors
Story cards
The Ugly Duckling interactive story
Glue sticks.
– 4 –
1
1. Technology
Remember to include these
details in your procedure
section so that others know
when you plan to use each
type of technology. [Shelly
Mize]
References
Donovan, J (2018). Enhancing learning through technology. San Diego,
CA: Bridgepoint Education, Inc.
Common Core State Standards Initiative. (2020). English language arts
standards » reading: Literature » grade
1. https://www.corestandards.org/ELA-Literacy/RL/1/
– 5 –
1
1. References
Make sure that you cite all of
your references in the body of
your plan. [Shelly Mize]
KUD Lesson Planning Template
Lori Sanchez
Instructor Mize
KUD Lesson Plan
05/02/2020
– 1 –
[no notes on this page]
The following lesson plan is for First grade students and it is supposed to help them increase
their knowledge on reading and writing. The students will gain more knowledge about ‘The Ugly
Duckling’. In this lesson, the students are supposed to learn more about the characters and areas
such as morality. At the same time, the students should be able to learn about the central message
of the story.
Grade Level
The following lesson plan is designed for the first-grade students and will act as a tool
for teaching them more about the Ugly Duckling. The students will build on to the
previous knowledge that they have on the book and help them in understanding the
story, the characters, as well as the central message.
Instructional Model
Teacher Modelling
The students will be invited to recall what they have previously led about the Ugly Duckling.
The students will be called taught about the new terms and concepts that will be covered in the
class. At the same time, the teacher will read aloud and engage the students in a question and
answer session. the students will be told what is required of them and what they need to
remember from the story.
Independent Working Time
The students will be provided with pencils, highlighters, and charts on the Ugly Duckling. The
students will be required to work at highlighting the major characters at various parts of the
story. At the same time, the students will be required to write short notes on the behavior of the
students and why they acted in such a way. The students are also required to write notes on
how their behavior affected the other characters in the story.
Standards
CCSS.ELA-LITERACY.RL.3.
1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
CCSS.ELA-LITERACY.RL.3.
2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.RL.3.
3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events.
Objectives
Students will KNOW
• That analysis of behaviors helps in
understanding of a story.
– 2 –
1
2
3
4
1. The students will gain
more knowledge about ‘The
Ugly Duckling’.
Question to think about: Is it
important that your students
gain more knowledge about
The Ugly Duckling OR that
they learn to ask/answer
questions to demonstrate an
understanding of a text,
recount stories, and describe
characters in a story?
Remember that the purpose
of a lesson plan is to organize
activities in a sequential
manner so that students
master the standards.
[Shelly
Mize]
2. help them in
understanding the story,
the characters, as well as
the central message.
Good justification for why this
lesson is important to first
graders.
[Shelly
Mize]
3. Modelling
Showing examples and non-
examples or exemplars of
your expectations is a great
tool to use with first graders.
[Shelly Mize]
4. That analysis of
behaviors helps in
understanding of a story.
I’m not sure that first graders
(or their parents) would
understand what this means.
[Shelly Mize]
• The ugly Duckling is more than a story but a lesson on literature and behavior.
Students will UNDERSTAND
• That each story has a moral.
Students will be able to DO
• Students will be able to analyze the behavior of the characters.
• Students will be able to relate one characters behavior and the effect it has on the others
in the story.
Assessment Plan
Formative:
During the reading of the story, it is important to assess that no student has been left
behind and that each one of them is following the story keenly. The way to do this is
engaging the students through a series of questions as one reads. There should be a
question at the end of every 3 pages to gauge understanding. Questions such as “What
causes the ugly duckling’s transformation” will lead to understanding whether the
students are following. The students will also be required to answer questions on the
behaviors of characters along the way. The critical sentences will be followed by
questions on the characters. The students who do not understand the role of the
exercise will be assisted through reading again and working with them along the way.
Summative:
At the end of the lesson, every student will read the book again by themselves using
pencils and highlighters to indicate the main points. At the same time, each student will
be required to write down notes describing each of the characters. The students will
also explain the behavior of the characters and how it ended up affecting the others.
The students will at the same time be required to highlight all of the characters in the
book in the main charts. If any of the students struggle in this exercise, they will be
guided by the teacher in completing it and understanding what it is about.
Accommodations
The teacher will ensure that reading is slow to accommodate the students who are ELs
and those who are slow in understanding.
There will be small groups among the students so that the Els can be assisted by the
non-ELs in completing of the given tasks.
The teacher will go round the class checking the students who are unable to complete
the tasks in class and offer guidance.
Enrichments
The students who are excelling in class can write a short essay on the Ugly Duckling
and how the character evolved throughout the story.
The students can also be challenged to additional complete additional questions on the
book that will eb provided.
Procedure
1. Review previously learned material
The students will be gathered in small groups of three who will be working together.
– 3 –
1
2
3
4
5
1. The ugly Duckling is
more than a story but a
lesson on literature and
behavior.
This is not measurable.
[Shelly Mize]
2. That each story has a
moral.
Every story does not have a
moral. [Shelly Mize]
3. Students
Your objectives need to tie
back to your standards and
must be measurable. [Shelly
Mize]
4. The teacher will go round
the class checking the
students who are unable to
complete the tasks in class
and offer guidance.
This is a great strategy and
ALSO formative
assessment!!!! 🙂 [Shelly
Mize]
5. short essay
Remember this is first grade.
Do you really anticipate that
they can write an essay?
Could they do a character
assessment using a different
book?
Think about enrichment as
extending learning, digging
deeper, needing a bit more
challenge but not necessarily
more work (being smart
shouldn’t be a
punishment)…these are
students who would be
capable of focusing on
another DO objective. It could
be taking the learning to a
different level by creating a
how-to video, etc. [Shelly
Mize]
The small groups will be asked questions on what they remember regarding the last
lesson on the Ugly Duckling.
The students will answer questions on the characters whom they remember from the
story.
2. State objectives of the lesson
The students will be introduced to several words that help explain the behavior of
several characters.
The students will know that they should understand what is moral and how the
behavior of each character affects the others.
3. Present new material
The students should be divided into small groups.
Each group needs to be provided with markers and a chart paper.
Each of the groups will summarize the story in 3 sentences.
They can also sketch various parts of the story.
4. Guided practice
The students should answer the following questions:
– What leads to the Ugly Duckling being transformed?
– What is the moral behind the story?
– How does the author get his ideas and develop them to make the story?
5. Independent practice
Each student will be provided with pencils and highlighters.
The students should highlight all the characters who have been mentioned at all stages
of the story, beginning, middle, and the end charts.
The students should put down notes on the behavior of the characters including reasons
why they are behaving in such a manner.
The students should also show how the behavior of some characters affects others.
Technology Tools
The teacher will make use of a smartboard when reading the story.
The students will be provided with interactive books including audio books so that they can
understand the story better (Donovan, 2018).
Conclusion
The students will learn how to identify the behavior of different characters as well as morality in
stories. The students will get guided practice in understanding the story and identifying the
behaviors of several characters and how they affect the others in the story. The objective is to
make sure that the students identify the moral of the story, analyze the characters, and make a
summary.
– 4 –
1
2
1. The
There is no mention of
technology at all in the
procedure section of your
lesson plan. Remember this
is a technology integration
class, so your lesson plan
should “ooze” with cool tech
integration. [Shelly Mize]
2. Technology
Lori, I really need for you to
“dig deeper” in terms of tech
integration. Using a smart
board and audio books is
barely scratching the surface.
Think creatively. Think
outside of the box. Have you
looked for any videos that
compliment your standards?
GoNoodle has some cute
ones! You might also be able
to find something on
TeacherTube. [Shelly Mize]
– 5 –
[no notes on this page]
References
Donovan, J (2018). Enhancing learning through technology. San Diego, CA: Bridgepoint
Education, Inc.
Common Core State Standards Initiative. (2020). English language arts standards » reading:
Literature » grade1. https://www.corestandards.org/ELA-Literacy/RL/1/
– 6 –
1
1. References
I saw that you cited one of
your references in the body of
your paper but didn’t find your
second citation. [Shelly
Mize]
Runninghead: KUD LESSON PLAN
1
KUD Lesson Plan
Lori Sanchez
Instructor Shelly Mize
EDU 352 Foundations of Educational Technology
Date 05/08/2020
KUD LESSON PLAN 2
KUD Lesson Planning Template
The following represents a lesson plan that will help students improve on their literature in the
first grade. The students will understand the Ugly Duckling and other books based on the
illustrations and how they relate to the story. This template is based on the core standards to
make sure that students learn what is illuystration and how it is part of the story. The lesson plan
is prepared as a guide to the teacher on how best to offer instruction for achievement of the set
goals.
Grade Level
This lesson plan is designed for the first grade students and it will help add on to their previous
knpowldge on literature and particularly the Ugly Duckling. The students will be introduced to
the role of illustrations and how they fit inot the story. The students will understand the
contribution of illustrations as well as learn how to arrange them accordingly.
Instructional Model
Explicit/Teacher Modelling
The students will be invited to recall their knowlge on the Ugly Duckling and the book. The
studetns at the same time will be introduced to the concepts of the lesson as well as their
objective. It is important fr the students to know what is expcetd of them so that they can
devcelop individual goals in the class.
Guided Practice
The teacher will guide the students by explaining to them what they can do while you read the
students. In this case, the students are required to point to the pictures as one goes the student.
There will also be guided instruction through learning how to use the cards sheets. At the same
time, the teacher will show them how to point to the illustrations during the reading. The
teacher will also watch to check whether students have learned how to indicate to the correct
illustrations.
Independent Working Time
KUD LESSON PLAN 3
The students will be asked to use the sequencing boxes to match the illustrations which are
corresponding with the text. The independent working will be at the end of the story. At the
same time, the students will be asked various questions to show if they have understood what
illustrations are and how to arrange them properly.
Standards
CCSS.ELA-LITERACY.RI.2.1
Ask and answer questions: who, what, where, when, why, and how to demonstrate
understanding of key details in a
text.
CCSS.ELA-LITERACY.RI.2.2
Identify the main topic of a text as well as the focus of specific paragraphs within the
text.
CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or
concepts, or
steps in technical procedures in a text.
Objectives
Students will KNOW
• What illustrations are and their role in stories.
• How to arrange illustrations sequentially.
Students will UNDERSTAND
• Students will understand that stories can be told effectively through illustrations.
Students will be able to DO
• Use the illustrations in the story in their context.
• Read stories taking into consideration the meaning of illustrations and their use in the
story.
Assessment Plan
KUD LESSON PLAN 4
Formative:
During the reading of the story, the student will be required to identify the illustrations
which fit into particular parts of the story.
The student will alkso be required to describe things that they have identified during
the reading on the smart board.
During reading, the students will be required to describe the characters as well as
various actions.
Each student will also be prompted to say what they are seeing in the illustration and
what they think it means.
Students who seem to hesitate to point at pictures should be identified.
It is important to check how a studentis describing the action and characters in the
story. Students who focus on the wrong details of the story should be guided.
The teacher will pause at certain points to check and see if any of the students are
struggling.
Summative:
The students will use the sequecking boxes to match the illustrations with the
corresponding text.
The students should cut out the story cards sheet and fix them into the correct place in
the boxes.
Accommodations
The teacher should give simple clues to the students who are struggling to know where
the illustrations will go into the story.
Students should check one another’s work through pairing the ELs with the non-ELs.
The pairs should practice reading aloud together to see if the stories are in the correct
sequence.
The teacher should read at a slow pace to avoid leaving some students behind.
Enrichments
– The students can color the illustrations when they are able to finish their tasks
early.
KUD LESSON PLAN 5
– The students can also be encouraged to illustrate and write their short stories as
opposed to coloring.
Procedure
1. Review previously learned material
The lesson will begin by gathering the students around.
Display the title page of the story to the students.
Tell to the students as one is displaying that the story is of “The Speedy Worm.”
When the students object, tell them it is the story of “The Angry Goldfish.”
When the students continue to object, tell them to explain how they knew it was The
Ugly Duckling.
2. State objectives of the lesson
Tell the students that they will be using words and pictures to put the story of the Ugly
Duckling in the given order.
The students will know what they are supposed to do with the story.
3. Present new material
The students will be introduced to the illustrations and how they will be used in the
class.
The teacher will hold up the materials and show how each of them relates to the story.
The teacher will name each material so that students understand the objectives of the
lesson.
4. Guided practice
It should be explained to the students that they will be poiting to the illustrations during
the reading of the story.
Hand every student the cards sheets of the Ugly Duckling story.
Explain to them that the pictures are mixed up. Talk to the students about thinking how
words can match to the pictrures.
Read aloud and pause at main events in the story.
Ensure all of the sutdents are pointing at the correct illustrations.
KUD LESSON PLAN 6
5. Independent practice
The students will use the sequencing boxes to match text with illustrations.
The students will cut out the cards sheets and glue them into the boxes which have the
relevant text.
An explanation will be given to students on how to put numbers in order with the
illustrations.
Remind students to lay all the illustrations into the text boxes before they begin
gluding.
This helps avoid frustration when they find a few that are out of order.
Walk around making observations and giving assitacne where necessary.
Technology Tools
The teacher will use the smartboard in reading out the story and explaining the
illustrations.
The smart board is interactive and offers severak solutions.
The students will use tablets during the teacher guidance to illustrate the illustrations
which relate to various parts of the story.
Interactive books on The Ugly Duckling will be used for various levels of the students
for additional practice.
Conclusion
The students will get to learn more about the story of the Ugly Duckling and how illustrations
are used during this lesson. It is important to offer both guided practice as well as independent
practicefor the students to enahcen their understanding of illustrations. The goal is to make sure
each student can arrange the illustrations in their sequence through the understanding they have
on the story. Students will learn how to think beyond understanding of the story.
KUD LESSON PLAN 7
References
Donovan, J (2018). Enhancing learning through technology. San Diego, CA: Bridgepoint
Education, Inc.
Common Core State Standards Initiative. (2020). English language arts standards » reading:
Literature » grade1. https://www.corestandards.org/ELA-Literacy/RL/1/
https://www.corestandards.org/ELA-Literacy/RL/1/
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