DTT2 task 3 lesson plan.docx

Nd retrieved from 2017 common core state standards

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. (n.d.). Retrieved from 2017 Common Core State Standards Initiative: http://www.corestandards.org/ELA-Literacy/WHST/6-8/
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Suzie Home Education Ideas. (2014, April 19). Life Cycle of a Moth-Free Printables. Retrieved from Suzie Home Eudcation Ideas: http://suzieshomeeducationideas.blogspot.com.au/2014/04/life-cycle-of-moth-free- printables.html INSTRUCTIONAL PLAN Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Identification of Student Prerequisite Knowledge and/or Skills: At this point students have researched information about the life cycle of the butterfly and moth. We have had several lessons comparing and contrasting the insects. We have labeled their body parts, and diagramed their life cycle. The students should be able use unit specific vocabulary correctly in context. Students have also used Pixie for other projects. 2. New Knowledge and/or Skills To Be Taught: o Review how to use Pixie to create a book o What makes a good nonfiction book 3. Modeling: I Do Using one of the books as mentor text, I will point out illustrations, captions, headings, table of contents, sentence structure, and, vocabulary words used. 4. Guided Practice: We Do Students will be assigned a partner. Together they will explore other nonfiction books noting key features we discussed as a class. 5. Independent Student Practice: You Do 1. Create a book about the Life Cycle of a Butterfly 1. The students will be placed in small groups of 4. 2. They will use information from the guided practice and group discussion to create (write and illustrate) a nonfiction book about the life cycle of a butterfly and how it compares to that of a moth. 3. Students will complete a graphic organizer/Adjunct display to help them to organize their research about the stages of the butterfly’s life cycle. 4. Students will be given the guidelines for their books and the rubric. Their book will need to have at least one page for each stage in the life cycle. Develop a first draft of their story. each member of the group will read their rough draft and answer the following questions:
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1. Did I make each stage of life cycle of the butterfly clear? Did I compare it to the moth? 2. Will a reader like my story? Why? 3. What pictures can I add to help tell the story? Students will have time to make edits to their rough draft. 2. Students will use Pixie to design the final book. If they choose to present digitally they will have to narrate the story using Pixie as well. 6. Culminating or Closing Procedure/Activity/Event: To close out the lesson the students will present their books to the class. They can choose to print it out or use the promethean board for the presentation. Pedagogical Strategy (or Strategies): Direct instruction/review on Pixie, students will work in cooperative groups to create the nonfiction butterfly and moth book on Pixie, Think Pair Share (partner work) Technology Integration The use of digital technology is one way to make lessons interesting and engaging. Middle level learners need to feel in control of something because at
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