August 7th, 2017

Technology and the Science of Learning

Final Project: Technology-Based Lesson Plan DRAFT

Subject Area
Grade 2- Literacy Rotations

Common Core State Standards

CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the
story and the ending concludes the action.
CCSS.ELA.LITERACY.RL.2.10
By the end of the year read and comprehend literature, includes stories and poetry in the grades
2-3 text complexity band proficiently, with scaffolding as needed at the end of the range
ISTE Standards
6. Creative Communicator
6b. Students create original works or responsibly repurpose or remix digital resources into new
creations.
6c Students communicate complex ideas clearly and effectively by creating or using a variety of
digital objects such as visualizations, models or simulations.
6d Students publish or present content that customizes the message and medium for their
intended audiences.

Objective(s)
Students will be able to (SWBAT) apply their understanding of the overall structure of a story by
creating a Story Board for a text read during the class period

Enduring Understanding(s)
Reading serves a purpose for understanding a story, and how a story is organized. Fiction
stories follow a predictable structure that aides in the understanding of a story.

Essential Question(s)
How does the structure of a story help us to better understand what the author is trying to tell
us?

Materials/Resources
*students personal devices (iPad, or equivalent, device must be brought in before this class
period to ensure the appropriate devices are downloaded to their device) *leveled books for
guided reading *guided reading bins (small dry erase boards, markers, sight word cards, etc.)
*books required for lesson (The Little Pigs and the Big Bad Wolf) *projector for BrainPop Jr.
video
Differentiation Considerations
In this class students are split into three small groups specific to their learning needs for literacy
rotations. There are 15 total students in this class, and three staff members (lead teacher,
classroom aide and ESL teacher) present during the rotations. All students in this class are
currently learning English as a second or third language with varying abilities, but all speak
Mandarin as their home language. Both the classroom aide and ESL teacher are fluent in both
English and Mandarin. Students are split into groups based on their current language
acquisition and reading levels. Groups are flexible, and students are assessed on reading and
language skills every 3-4 weeks to ensure they are in the appropriate group for their learning
needs. Group 1 requires the most language support, while the students in group 3 are
performing at or above grade level.

Lesson Considerations
The literacy block is a 90 minute block split into four 20-minute sessions, with time allotted for
rotating and a short whole class closing circle. The first 20 minutes is a whole-class mini lesson,
previewing the skill students will work on during their guided reading rotation, and independent
work rotation. Group 1 will receive a guided reading lesson from the classroom aide, rather
than the lead teacher so she can provide more language support for those students. The skill
alternates between a comprehension skill, or a phonics skill depending on students current
learning needs. There is a separate class time allotted to writing and grammar skills, although
both are often touched on during this time. There are three rotations; guided reading, phonics
and independent work/technology station. As our school currently does not provide technology
for use in the classroom, all students must bring their own device (all students have an ipad or
comparable tablet). If students do not finish their StoryBoard during class time, they will be able
to finish during the 30 minute choice reading block later in the day.

Lesson Structure
Mini-Lesson: Students will first watch a BrainPop Jr. video, Plot to introduce the concept to
students. After watching the short video, I will read to the students The Three Little Pigs and
The Big Bad Wolf reviewing the concept of plot while we read. After we read, we together will
look at a StoryBoard That for the plot of Cinderella, a book that we read earlier in the week.
We will review how to create a StoryBoard, and what the teachers will be looking for with their
finished product.
URL for Cinderella StoryBoard:
https://www.storyboardthat.com/storyboards/heidi-deck/cinderella-summary/copy

Rotation 1 Group 1: GR with Group 2: Group 3: Guided

classroom aide Comprehension with Reading with Lead
ESL teacher Teacher
 Rotation 2 Group 1: Group 2: Guided Group 3:
Comprehension with reading with Lead Comprehension with
ESL teacher Teacher classroom aide

Rotation 3 Group 1: Create Group 2: Create Group 3: Create

StoryBoard That StoryBoard That StoryBoard That
(monitored by Lead (monitored by (monitored by ESL
Teacher) classroom aide) teacher)

Rotation 1
Group 1: Guided Reading. Group 1 students will meet with classroom aide for a Guided
Reading Lesson. Teacher will review plot, while they read a version of The Three Little Pigs at
their reading level.
Group 2: Comprehension Lesson. Group 2 will meet with the ESL teacher to review elements of
a story and plot more in depth. She will prep them for creating their StoryBoard during
independent technology time.
Group 3: Guided Reading. Group 3 students will meet with lead teacher for a Guided Reading
Lesson. Teacher will review plot, while they read a version of The Three Little Pigs at their
reading level.

Rotation 2
Group 1: Group 1 will have a comprehension lesson with the ESL teacher reviewing the
elements of a story and plot. She will prep them for creating their StoryBoard That.
Group 2: Guided Reading. Group 2 students will meet with lead teacher for a Guided Reading
Lesson. Teacher will review plot, while they read a version of The Three Little Pigs at their
reading level.
Group 3: Group 3 will have a comprehension lesson with the classroom aide reviewing the
elements of a story and plot. She will prep them for creating their StoryBoard That.

Rotation 3
All students will create their StoryBoard That during the final rotation. Teachers will monitor
students during this time to ensure they are on track. When students have completed their
StoryBoard, they will explain their StoryBoard to the teacher assigned to their group as part of
their assessment. Students will write their name on the whiteboard as they finish, and the next
student to finish will write their name next to the first name on the board. Students will review
each others StoryBoard and provide oral feedback (a skill we have practiced in the past).
During this time teachers will check-in with each student, allowing the students to explain their
StoryBoard. Students explanation will act as the assessment for this assignment.

Free Choice Reading: (30 min) In the afternoon students have free choice reading time.
During this time they can choose to read books from the classroom library, or use their devices
to read books using RAZkids. Students who do not finish their StoryBoard during the Literacy
Rotation Block will use this time to finish their StoryBoard.

Assessment
Students completed StoryBoards will be the assessment for this lesson. Students will also be
assessed on their ability to explain their Story Board in English, either through writing or orally.

Technology Rationale
RAZ KIDS: RAZ KIDS is an extension of Reading A-Z which can be used at home or at school.
Each student has their own log-in, and e-books available based on their reading level. Students
enjoy RAZ-KIDs as they get points for reading books and doing well on the comprehension
quizzes. RAZ-KIDs has also increased student investment in improving their reading skills.
Teachers can also assign books for running records and/or comprehension tests as a way to
check in on their progress. I do not love RAZ KIDS, but it is a great way for my students to have
easy access to books in English at their reading level (living in China, this is often a difficult
task). I personally do not use the online running record tool, as I prefer to do it myself to be
more aware of the nuances in each students reading abilities.

BrainPop Jr./ BrainPop ESL: BrainPop Jr. and/or BrainPop ESL is a great tool to introduce a
lesson, or even use in the Flipped Classroom model. In this lesson I will be using a BrainPop
Jr. lesson to introduce story elements to my students. Students who need reteaching, or a
reminder of the lesson will have the option to watch the short video again during independent
work time.

StoryBoard That: StoryBoard That is a digital tool that can be used to create comic strips. This
is a great tool for retelling stories for my 2nd grade students. Storyboard That has a library of
pre-created comics that I will use prior to this lesson to model for students how to create a story
elements StoryBoard.