Professional Documents
Culture Documents
Students will need to be able to comprehend the story “Peace at Last” in the Harcourt text.
Students will need to know their five senses (hearing, seeing, touch, smell, taste).
Students will need to be able to organize their thoughts in a picture and chart format.
The teacher will have the children gather around as she turns out the lights and grabs a
flashlight. She will explain that the following journal entry was written by her when she
was a little girl. The journal entry will describe a night when she couldn’t fall asleep. Her
entry will help children recall a time when they were in a similar situation.
3. Instructional Sequence:
(Representing the content: teaching/learning activities, connecting to students’ prior knowledge,
etc.) Complete the following two columns, showing teacher activity in correspondence with
student activity. Add/subtract rows as needed.
Teacher activity (The teacher is doing….) Student activity (The student is doing…)
1. Teacher will gather students on the 1. Students will listen to the teacher read
floor and open the lesson by reading a her journal entry about a night time
journal entry from her diary. experience she had when she was a
2. Teacher will chart responses that little girl.
students give to her during whole class 2. Students will respond with a raised
discussion. hand to chart prompts addressing
3. Teacher will discuss the significance of comprehension of the journal entry
a poem. read to them.
4. Teacher will play a few examples of 3. Students will respond to poem
what a poem sounds like off of the C.D. discussion by asking any further
player. questions they may have about poetry.
5. Teacher will assign children to small 4. Students will listen to the few poetry
groups to hold discussions about examples played on the C.D. player.
bedtime experiences. She will hand out 5. Students will move to groups assigned
the three column chart to be completed and begin by filling out the middle
by the end of the discussion. column about their own experiences.
6. Teacher will move around the room 6. Students will share each of their
and monitor student discussions; bedtime experiences by going around
redirecting if necessary. Teacher will the table and giving each person a turn
do an over the shoulder check to see to speak.
that students are filling out their charts. 7. Students will fill in the remaining two
7. Teacher will collect and check to make columns on their chart worksheet and
sure that all columns are filled in. turn in when finished.
Teacher will be available to hear oral 8. Students will begin working on their
adaptations to the chart. Teacher will “Sweet Dreams” pillow pattern
also take this time to take role players worksheets if they finish early.
aside and watch their role playing
response.
8. Teacher will hand out pillow pattern
worksheet to early finishers.
B. Adaptations to the Instructional Sequence to Differentiate:
Instructional sequence was created while keeping the multiple intelligences in mind.
Delivery methods such as having directions read to the student or extra time given for
lesson segments will be used throughout the lesson for students in need. If the child tends
to not work well in groups then the child may discuss with an aide if present or the teacher.
C. Discussion and Assessment of Learning: (Pointing out to students how what they are
learning is related to the driving question; assessing students’ learning as a result of the lesson)
Driving Question: Will students be able to take the bedtime situation in the story “Peace at
Last” and apply it to their life?
-Teacher will make a point to mention to the students that they are applying the story’s
content to their lives and that is an important skill to be learned. They will be told that their
ability to compare their experiences to other’s experiences is another needed skill. This will
all be stated before students move to their small discussion groups.
-Students’ learning will be assessed by reviewing the post-test chart worksheet. The
information present on that handout will help the teacher see what the student got out of
the lesson and peer discussion.
D. Closure:
1. Overall Closure Plans:
The lesson will close with students finishing up their post-test worksheet and by starting
the pillow pattern handout. This pillow pattern sheet will show illustrations of what their
sweetest dream includes. This activity is a contrasting extension to the trouble sleeping
lesson.
2. Extensions for Early Finishers:
Students will begin drawing images in their “Sweet Dream” pillow handout.
3. Alternate strategies for struggling students or those who learn differently:
Students may start to brainstorm their “Sweet Dream” ideas and orally tell a classroom aid
or teacher. The aid or teacher can take note of their ideas so that the student has record of
their thinking.
E. Procedures: (both already established procedures to be used, and procedures to be taught
for this lesson)
Already established:
-Whole group discussion procedures
-Group work procedures
-Completing assignments to be graded
-Early finisher procedures
Procedures to be taught:
-Poetry concepts
LESSON DEVELOPMENT RESOURCES
A. Technology Tools and Materials: (classroom set-up, preparations, resources, etc.)
C.D. player for poetry listening segment of the lesson
B. Parent/Community Resources:
Teacher’s journal from her childhood
C. Contact Information:
Teacher Contact: wach6882@fredonia.edu
D. Resources:
English Language Arts Standards. Retrieved April 1, 2008, from Web site:
http://www.emsc.nysed.gov/ciai/ela/elastandards/elamap.html.
Students will need to be able to comprehend the story “Peace at Last” in the Harcourt text.
Students will need to know their five senses (hearing, seeing, touch, smell, taste).
Students will need to be able to organize their thoughts in a picture and chart format.
Students will need to be familiar with navigating through the CAST UDL Book Builder site.
Teachers design, develop, and evaluate authentic learning experiences and assessment
incorporating contemporary tools and resources to maximize content learning in context
and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
The teacher will have the children gather around as she turns out the lights and grabs a
flashlight. She will explain that the following journal entry was written by her when she
was a little girl. The journal entry will describe a night when she couldn’t fall asleep. Her
entry will help children recall a time when they were in a similar situation.
Session 2 Lab:
The teacher will have students watch on their computer screens as the teacher controls
where the tutorial leads. The teacher will start off by showing the students some model
digital books that other classes have done and posted on the site.
3. Instructional Sequence:
(Representing the content: teaching/learning activities, connecting to students’ prior knowledge,
etc.) Complete the following two columns, showing teacher activity in correspondence with
student activity. Add/subtract rows as needed.
Teacher activity (The teacher is doing….) Student activity (The student is doing…)
1. Teacher will gather students on the 1. Students will listen to the teacher read
floor and open the lesson by reading a her journal entry about a night time
journal entry from her diary. experience she had when she was a
2. Teacher will chart responses that little girl.
students give to her during whole class 2. Students will respond with a raised
discussion. hand to chart prompts addressing
3. Teacher will discuss the significance of comprehension of the journal entry
a poem. read to them.
4. Teacher will play a few examples of 3. Students will respond to poem
what a poem sounds like off of the C.D. discussion by asking any further
player. questions they may have about poetry.
5. Teacher will assign children to small 4. Students will listen to the few poetry
groups to hold discussions about examples played on the C.D. player.
bedtime experiences. She will hand out 5. Students will move to groups assigned
the three column chart to be completed and begin by filling out the middle
by the end of the discussion. column about their own experiences.
6. Teacher will move around the room 6. Students will share each of their
and monitor student discussions; bedtime experiences by going around
redirecting if necessary. Teacher will the table and giving each person a turn
do an over the shoulder check to see to speak.
that students are filling out their charts. 7. Students will fill in the remaining two
7. Teacher will collect and check to make columns on their chart worksheet and
sure that all columns are filled in. turn in when finished.
Teacher will be available to hear oral 8. Students will begin working on their
adaptations to the chart. Teacher will “Sweet Dreams” pillow pattern
also take this time to take role players worksheets if they finish early.
aside and watch their role playing 9. Students will follow along with the
response. teacher’s digital book tutorial on their
8. Teacher will hand out pillow pattern computer screen.
worksheet to early finishers. 10. Students will begin working on their
9. Teacher will show the students a few digital book page and will wait until the
examples of what digital books look teacher saves their work before closing
like. out of the CAST UDL Book Building site.
10. Teacher will show students how to get 11. Students will have free time on a
to a blank digital book page template. teacher-approved gaming site until all
11. Teacher will show students where they students are done with their digital
can find tools to jazz up their digital book page.
book page.
12. Teacher will give students 30-45
minutes to create their digital book
page.
13. Teacher will save each student’s page
as they finish so that she can upload
and combine all student work to create
one class-written “Sweet Dreams”
digital book.
B. Adaptations to the Instructional Sequence to Differentiate:
Instructional sequence was created while keeping the multiple intelligences in mind.
Delivery methods such as having directions read to the student or extra time given for
lesson segments will be used throughout the lesson for students in need. If the child tends
to not work well in groups then the child may discuss with an aide if present or the teacher.
Session 2 Lab & Book Building:
Close monitoring by teacher or class aid will be done for students needing extra assistance
during the lab tutorial and book building segment. Re-explanation will be made available to
students that need extra scaffolding and academic support.
C. Discussion and Assessment of Learning: (Pointing out to students how what they are
learning is related to the driving question; assessing students’ learning as a result of the lesson)
Driving Question: Will students be able to take the bedtime situation in the story “Peace at
Last” and apply it to their life?
-Teacher will make a point to mention to the students that they are applying the story’s
content to their lives and that is an important skill to be learned. They will be told that their
ability to compare their experiences to other’s experiences is another needed skill. This will
all be stated before students move to their small discussion groups.
-Students’ learning will be assessed by reviewing the post-test chart worksheet. The
information present on that handout will help the teacher see what the student got out of
the lesson and peer discussion.
Session 2 Lab & Book Building:
Driving Question: Will students successfully take their pillow pattern ideas and insert them
electronically on a digital booking Internet site?
The teacher will explain to students that they will take their ideas from a previous activity
and transfer them onto a new platform.
D. Closure:
4. Overall Closure Plans:
The lesson will close with students finishing up their post-test worksheet and by starting
the pillow pattern handout. This pillow pattern sheet will show illustrations of what their
sweetest dream includes. This activity is a contrasting extension to the trouble sleeping
lesson.
Session 2 Book Building:
The teacher will end the computer lab activity by saving all student work manually. She will
upload every student’s page and put the class-made book together during prep periods. She
will have students play quietly on approved gaming sites until all students are done with
the digital book task.
Procedures to be taught:
-Poetry concepts
-Navigation throughout CAST UDL Book Builder site
-Building a digital book page (Session 2 Lab & Book Building)
LESSON DEVELOPMENT RESOURCES
A. Technology Tools and Materials: (classroom set-up, preparations, resources, etc.)
C.D. player for poetry listening segment of the lesson
Prep: Scheduling computer lab sessions
Planning tutorial demonstration before involving students
http://bookbuilder.cast.org/
B. Parent/Community Resources:
Teacher’s journal from her childhood
Session 2 Lab & Book Building:
Parent permission to have their child access the Internet and work on the computer
C. Contact Information:
Teacher Contact: wach6882@fredonia.edu
Digital Booking Website: http://bookbuilder.cast.org/
D. Resources:
CAST UDL Book Builder Web site: http://bookbuilder.cast.org/
English Language Arts Standards. Retrieved April 1, 2008, from Web site:
http://www.emsc.nysed.gov/ciai/ela/elastandards/elamap.html.
ISTE NETS*T Standards. Retrieved October 20, 2009, from Web site:
http://www.iste.org/AM/Template.cfm?Section=NETS
Student Handout:
“Sweet Dreams” Pillow Pattern for end of Lesson 1/Beginning of Lesson 2
(Will be enlarged for student use.)
Name: ________________
Student Handout:
Group Comparison Chart for Lesson 1
Name: __________________________________________
My
Same as Different
Bedtime
Me than Me
Experience