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Blooms Taxonomy: Recognize and Identify
Blooms Taxonomy: Recognize and Identify
Blooms Taxonomy: Recognize and Identify
College of Education
LESSON PLANNING TEMPLATE
*Blooms Taxonomy
Teacher Candidate Name: Katelyn Sheridan
2
Grade:
Learning objective(s):
Final product will be complete next week and will be assessed using a
rubric that I will attach.
Teacher Resources (Internet Sites, Technology / Visuals): Easel Board to display my small moment story, carpet for students to sit on,
Pre made small moment story that I will type up and print 18X24 to use during guided practice. Paper magnifying glasses to use as a
multiple response strategy. Graphic organizer that I created (I will attach)
Academic Vocabulary: details, small moments, magnify, illustrate
Materials (e.g. Props/Manipulatives/Picture Book or Information Text): Pre made small moment story that I will type up and print
18X24 to use during guided practice. Paper magnifying glasses to use as a multiple response strategy. Thunder Cake by Patricia
Polacco to read excerpts from during the teach portion. Pictures of places and things for the guessing game.
Groupings: Will work in groups of 4 or 5 during the engage. Full class instruction on the carpet for the explore and explain section.
Partners during the extend and individually for the evaluate.
Family Engagement: Once all the students have completed a final copy of their small moment (next week) parents will be invited to a
Writers Celebration where the students will share their small moments with the class and whoever wishes to attend. Students are
also encouraged to share and discuss their small moments with their parent/guardian.
Cite Sources (e.g. textbook page # or pinterest website) Thunder Cake by Patricia Polacco, Common Core Standards, Improving
Narrative Writing by Amanda Hartman
Student prior knowledge needed: On Wednesday the students will have already picked their events for their small moment story. The
focus for Wednesdays lesson will be on the parts of a story (beginning, middle and end) and planning for writing a story. Students will
write key words at the top of their page before writing to remind them of what they want to write about on that page. I will also have
already read a book called Owl Moon by Jane Olen to the class. This story uses the type of detail and elaboration that I want my
students to use in their writing. It will also be referenced in future lessons on writing small moment stories.
Co-Teaching Strategy: One teach one assist. I will be leading full class discussion. Mrs. Glazer and I both will circulate the classroom
and meet with partners during the extend portion.
ENGAGE
Teacher
What questions will you ask?
What will you do, say, and/or
write? What tools will you use?
Have students stay in their
seats to complete the motivate
portion of the lesson in their
groups.
Good morning class, today we
are going to do things a little
differently. Have students take
out their writing folders
because they will need to
access their writing from the
day before later in the lesson.
MOTIVATE: Today we are
going to play a little guessing
game. I am going to give each
group a picture of a place or
thing. I want each group
member to examine and
analyze the picture and then
describe what you see without
telling us what it is. I will
model one and then have each
group describe theirs. Once the
group describes using details I
will have the class guess.
ASK QUESTIONS: In order to
Students
What will students do? What tools will students use? Where in the classroom
are the students? How will students be grouped?
Students are seated in their normal seats. Each group has 4-5 students in
them. Group members will be asked to work collaboratively during this
section.
EXPLORE
connect the word illustrate to illustrator and drawing. Teacher: Good, just
like an artist illustrates and draws detailed pictures for a story, we need to
use details and descriptions to help others visualize what we are writing or
talking about.
Students will be sitting on the carpet in rows facing the easel board. During
this portion of the lesson the students will listen to parts of the story
Thunder Cake by Patricia Polacco and we will discuss using details in writing.
EXPLAIN
Students will remain on the carpet and we will go over the beginning of a
small moment that I wrote.
Instead of raising their hands to answer, each student will have pre made
paper magnifying glasses with Keep, Take Out, or Add detail written on
them. Without talking they can raise their response and I can record specific
responses and prompt students with different questions based on their
responses. I like this multiple response strategy because each student
receives the opportunity to share their idea and I can ask certain students to
explain their response to benefit the lesson.
EXTEND
EVALUATE
Students will return to their seats. They will be working with their partner
next to them. Groups with 5 in them will have 1 pair and 1 group of 3.
Students will pick a part of their story they want to verbally describe to their
partner. Partners will help each other write down the details they will use in
their story. The details will be written on post- its or some type of graphic
organizer.
I will observe and record responses of students during the guided practice.
I will also circulate the room and review some of the writing students have
already started. What I am going to be looking for here is if they have
focused on one moment and have provided two-four details for this event.
based on that.
Students will be writing these details on a graphic organizer that I will collect
and review at the end of class. If they were able to write two details to
describe the event in their story they will receive full credit.
Differentiated Instruction:
ELL (Student K) will be allowed to illustrate their small moment and will work one on one with Mrs. Glazer or myself to write 2
details about their story.