Micro Lesson #2

 

Micro Lesson 2

I. RATIONALE:

Reading comprehension is an essential skill that helps students to gain meaning from what they read. When students understand the text, they become active readers by engaging with the story.

II. OVERVIEW

Grade Level: Kindergarten

Subject(s): English Language Arts

Topic of Study: Reading Comprehension “The Three Little Pigs”

Time Allotment: 30 mins.

Standards:

K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.2 With prompting and support, retell familiar stories, including key details.

K.RL.3 With prompting and support, identify characters, settings, and major events in a story.

K.RL.4 With prompting and support, ask and answer questions about unknown words in a text.

Objectives:

The student will be able to answer questions about the story.

The student will be able to retell the story and identify characters and settings.

The students will 

be able to say and make the physical representation for the new vocabulary words.

Reflection: Assessing Prior Knowledge and Planning Instruction

 What do the students need to know prior to the lesson?

This lesson is the last one of a 5-lessons unit plan. By this day, students should had already read the “The Three Little Pigs” book by Patricia Seibert. In addition, they should know the new vocabulary words from the story in order to be able to comprehend and retell the story. At the end of the lesson, students will work on a google slide worksheet; therefore, it is important for them to already know how to use their computers.

 How will prior knowledge and experience be assessed?

During the week, we will be working on a picture map where they will illustrate important details from the story. By this day, students should have illustrated the introduction and three important events from the story. I will assess their knowledge by checking their picture map.

 How will you use this information in the planning process?

I will look at their picture maps and use this information to plan or replan my last lesson for this unit. Depending on my students' understanding, I will continue the lesson with the last part of the picture map or reteach some concepts in order to continue to the next and last part of the unit plan.

III. IMPLEMENTATION

Procedure:

I will start the fifth lesson by reviewing our vocabulary words. I will show my students cards with a picture and a word. By looking at the picture, they will be able to tell the word. We will practice the physical representation for each word.

Next, I will ask questions about the story to make sure they remember the important events from the story. Example of questions: What was the material that the first pig used to build his house? Was the house strong? Was the wolf able to blow it away? What happened with the second pig's house? Was it strong enough? Was the wolf able to blow it away?

Then we will review the introduction and the 3 important events, referring to the picture map.

Lastly, I will ask questions about the end of the story. “How did the three little pigs feel at the end of the story?

I will model how to draw the conclusion on the picture map and write the vocabulary word for that part.

I will ask my students to retell the story with a partner.

For the last activity, students will arrange a series of pictures in order to retell the story. They will be working on a google slide by dragging the pictures and dropping them in a correct order.

Technology Integration:

On this lesson, students will be working on google slides. They need to know how to use their computers in order to be able to drag and drop the pictures related to the story.

Differentiated Instruction:

Students will arrange a series of pictures, in order to retell the story. Cognitive delay students will arrange 4 pictures. Gifted students will arrange 8 pictures. This lesson won't need ELL differentiation, because there will be a lot of pictures that will help ELL's students to understand the story.

Reflection: Designing Instruction (InTask Standards 7 and 8):

 How do the instructional methods align with what you know about best practices (think about your methods classes)? On this lesson, I am using the retell picture map. Some kindergarteners struggle with writing and a picture map is an excellent tool to enhance memory retention and comprehension.

 How are you engaging students in creative and higher order thinking?

For this activity, students will be working at the third level of Costa's level of thinking.

Students will gather information from the story by listening to their teacher and by looking at the book's pictures. Then, they will process the information and classify it by working on their retell picture map. They will apply what they learn by arranging the pictures on the google slide.

IIV. MATERIALS AND RESOURCES In this section include any examples you have created for the students, resources (software, web links, books, crafting items, etc.) and other necessary items

• Book “The Three Little Pigs” book by Patricia Seibert

• computers

• google slides

How does your lesson meet ISTE Standards?

 ISTE Standards for Educators:

5. Designer

2.5.a Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

2.5.b Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

 ISTE Standards for Students:

1. Empowered Learner

1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways..