Blogging with Micro Lesson 1 : Phase One

PHASE 1

Reflection: Assessing Prior Knowledge and Planning Instruction

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

Students need to have some brief knowledge about fairy tales, tall tales, and folk tales.  They will also need to understand the structure of a story.  This will help me to know how much information the students actually know about fairy tales, tall tales, and folk tales and I will be able to adjust my lesson content based on the prior knowledge of the students.  I chose to create a second grade lesson plan on fairy tales, tall tales, and folk tales because 

• How will prior knowledge and experience be assessed?

The students prior knowledge and experience with fairy tales, tall tales, and folk tales will be assessed during the anticipatory set of the lesson.  Students will be asked to share what they know about fairytales, their characters, magical creatures or if they know any titles to any fairy tales, tall tales, and folk tales.  

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

Assessing the students prior knowledge will help me to know how much information the students actually know about fairy tales, tall tales, and folk tales and I will be able to adjust my lesson content based on the prior knowledge of the students.  I chose to create a second grade lesson plan on fairy tales, tall tales, and folk tales because 

• Why should the content of this lesson be taught at this grade level?

This lesson is grade level appropriate because it follows the Arizona English Language Arts Standards for the second grade level.  

• How do the objectives that you have for the lesson align with the standards?

I have created this lesson plan, it's objective, and assessment based on the second grade level English Language Arts standards.  It is important to align the objectives and assessment of a lesson plan with the appropriate grade level standards.

• When will the lesson be taught in the course of the school year? Why?

This lesson would hopefully be taught around the Halloween or Holiday Season because this story is about learning to be thankful for what you have.  There are many different fairy tales, tall tales, and folk tale stories from different cultures which correlate with the holiday season.  I also believe it is a great starting point for students to build and grow on through out the year.  Students will also be able to refer back to their knowledge of fairy tales, tall tales, and folk tales later in life.   

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

• Why are you using the instructional methods you have described?

I chose to incorporate whole group and individual or small group work into my lesson.  I chose this because cooperative learning in the classroom is very important because students need to learn to listen, work with, and respect others ideas and opinions.  I also believe it is important to learn from others cultures through the sharing of stories and that is why I chose to create the lesson that I did.  

• How do the instructional methods align with what you know about best practices (think about your methods classes)?

My instructional methods align with best practices because they help students to meet the learning objective.  My instructions address a variety of learning styles for different students.

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

I am engaging my students in creative thinking by having them create their own written and illustrated version of the story "The Fisherman and His Wife".  I will also be engaging students in higher order thinking by having them identify and describe the steps of a story by having them write narratives in which they can describe actions, thoughts, feelings, as well as provide an introduction and conclusion.  

Reflection: Planning Assessment (InTask Standard 6):

• How does the assessment align with the standards and objectives of this lesson?

2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.  (2.W.3)

2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (2.RL.5)

My assessment for this lesson is having students recreate their own version of the story "The Fisherman and His Wife", making sure to include and introduction, a conclusion, as well as describe actions, thoughts, feeling, and emotions.  

• How does the assessment demonstrate that the students have been successful in learning the content?

The assessment demonstrates the students understanding and comprehension of the learning content.  In this case, the students need to understand the structure of a story as well as understand the story of "The Fisherman and His Wife" in order to complete the assessment activity.  

• How does the assessment demonstrate student engagement in higher order thinking?

The assessment demonstrates student engagement in higher order thinking by having the students create their own structures story version of "The Fisherman and His Wife".  They will need to think of different characters or settings to use as well as fully develop their own version of the story.  

• How does the assessment demonstrate that individual student needs were met?

The assessment demonstrates that individual students needs were met because the students must complete their own version of "The Fisherman and His Wife" on their own to share and compare with the class. 

Reflection: How does your lesson meet each of the ISTE NETs Standards?

• How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?

My lesson meets this standard by having the students create their own written and illustrated version of the story "The Fisherman and His Wife".  

• How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?

The read-aloud will be conducted through a powerpoint that is digitally presented to the students.The students will also digitally share their own version of the story "The Fisherman and His Wife" that they created on the docucam with the class.  

• How does your lesson meet Standard 3: Model Digital-Age Work & Learning?

My lesson meets this standard because I am having students create their own works of art by creating their own written and illustrated version of "The Fisherman and His Wife".  Students are also learning new concepts which also meets this standard.  

• How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:
• advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
• addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
• promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

1. I will model how to use powerpoint and input the information properly to the students.  
2. Students will have access to use computers within the computer lab for this lesson.  
3. Students will be creating their own versions of the story "The Fisherman and His Wife" by using their prior experience and knowledge to build off of. All student come from different cultural backgrounds and this will be shared by their own story making.