Micro Lesson Plan

Micro Lesson Plan 

• I.  RATIONALE: 

  While the students are in the early stages of learning the plots of stories and books this lesson gives the students an interactive way to understand the different elements throughout the story. The students will start by logging onto the google slides and have the plot line pulled up on the screen. After reading the story the students will complete the five components of the plot line. 

  II. OVERVIEW: 

  Grade Level: 4th grade 

  Subject(s): ELA

  Topic of Study: Plot and Story Elements 

  Time Allotment: 30 minutes 

  Standard(s): 4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). 

  Objectives: Students will be able to describe a plot and story elements after reading. 

  Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson?  The students need to know the vocabulary of this lesson prior to starting the lesson.  How will prior knowledge and experience be assessed? The lesson is being taught with the method of ‘I Do, We Do, You Do’ so that the students are able to start by hearing the teacher, working with partners and then by themselves.  How will you use this information in the planning process? In this lesson I would use this information and build a vocabulary review into the beginning of the lesson. It is essential for the students to know the vocabulary prior to the lesson so that they understand which part of the story we are discussing and breaking down.  When will the lesson be taught in the course of the school year? Why?  This lesson is taught in the second semester of the school year so that the students can build on the foundational skill for the rest of the school year.

  
  

  III. IMPLEMENTATION:

  Procedure:

  I Do: Start by passing out the reading to all the students. The teacher will read the title to the students and then begin calling students to read paragraphs. As we get to the end of the story the students will begin talking in groups about what they believe the Exposition is in this story. I will pull the plot line up on the board and explain my thinking of why this is the Exposition. 

  We Do: The students will then talk in the groups again to figure out the conclusion of the story plot. By talking in the groups the students can hear different responses and reasonings from peers. After each group comes up with a mutual conclusion they will share with the rest of the class and we will come up with 1 conclusion together and add it to the plot line. 

  You Do: The students will then work independently to discover the rising action, climax, and falling action. The students will use the plot line document provided to fill in the three missing plot spots. After the students complete their PowerPoint slide they will make sure their name is on the top left corner before closing out of the app and turning off their IPads. 

  Reflection: Designing Instruction (InTask Standards 7 and 8): How do the instructional methods align with what you know about best practices?  In this lesson the ‘I Do, We Do, You Do’ method gave the students an opportunity to see how stories are organized and what a good story requires to become a good story.  How are you engaging students in a creative and higher order taking?  The students are given a lot of freedom to engage with the technology and to come up with their own plot line events from their take on the story. Students can be creative in their explanation of the plot line and what events they think fit with each category.

  
  

  IV. ASSESSMENT:

  The formative assessment for this micro lesson will be the PowerPoint slide that has their name, class number and the plot line they worked on. The teacher will ensure all students have their names and number on the slide so that the teacher can look through who struggled with the plot and in which section they struggled individually. 

  Reflection: Planning Assessment (InTask Standard 6): How do the instructional methods align with what you know about best practices? The informal assessment will be the students working with the story to understand the five categories in the plot. The formal assessment the students will show me their plot line screen and we will discuss the different things the student has on the plot line. How are you engaging students in creative and higher order thinking? Throughout the lesson the students are engaged in using their brain to understand the different categories that go with the plot line. They are to be engaged to break apart the story and better understand which part goes with each category.

  
  

  IIV: MATERIALS AND RESOURCES 

  • IPad

  • https://docs.google.com/presentation/d/10fVRAasozCDbYorLFs05OQyN9Awwf1BSZYFYo435w2c/edit?usp=sharing

  How does your lesson meet ISTE Standards? ISTE Standards for Educators:  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.  2.5.c: Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. 2.6.a: Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.  2.6.b: Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. 2.6.d: Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.  ISTE Standards for Students:  1.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.  1.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.