Focus on Comprehension using ITC Lesson Plan

Candidate’s Name: Angelicia Ming

Grade Level: 1st

Title of the lesson: Comprehension Activity using ITC

Length of the lesson: 30min

	Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: what do you want your students to learn? Students will learn how to use ITCs to create a graph while using components from the reading assignment to present information what are the important understandings and core concepts you want students to develop within the learning segment? I want students to learn to use ITCs as an alternative resource to present information from the text. I want to expose students how visual technology can be incorporated in classroom instruction and activities. Sample: critical thinking, textual evidence(Grades K-1)
	Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: What do students know, what can they do, what are they learning to do? Students are familiar with using ITCs, however this will be their first time using their skills of using the ITCs towards reading comprehension What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Students are from different demographics, cultures, religion, and beliefs. In addition, I know that students know to use technology devices such as Android phones, Iphones, and HP computers.
	Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy)
RL.1.1. Ask and answer questions about key details in a text.
RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3. Describe characters, settings, and major events in a story, using key details.
RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
RL.1.6. Identify who is telling the story at various points in a text.
RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.9. Compare and contrast the adventures and experiences of characters in stories.
	Support literacy development through language (academic language) Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Summarize, categorize, and describe Identify a key learning task from your plans that provide students opportunities to practice using the language function. Allowing students to discuss their graphs with their peers in a presentation Describe language demands (written or oral) students need to understand and/or use. Students need o use/understand oral and written demands in English. Vocabulary General academic terms: analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment Categorize, explain, predict, describe Content specific vocabulary (i.e. equation, variable, balance, evidence, claim, inquiry) Inquiry
	Learning objectives Sample: Will know how to use ITCs when integrating information. Will know how to create graphs to represent information from the text. Will comprehend information based on their graph and peers’ presentations.
	Formal and informal assessment (including type[s] of assessment and what is being assessed) Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. An Informal assessment will be carried out by asking questions in relation to the text and using text as supportive evidence in addition to participating in a student based discussion
	Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: 1)      Explain to students what is a bar graph and the purpose of using it today in regards to the text the class has been reading. In addition explain to students why bar graphs are beneficial during classroom instruction and outside of the classroom as well and how it can be used by displaying a bar graph on the over head as well. 2)      Explain to students while demonstrating on the over head the different components of a graph such as a title, axis, and bars that will be displayed based on information collected. 3)      Explain to students that in this activity the graph will be used to represent information from the book; in particular the graph in this activity will be used to represent the number of times the character in the book has visited his mother’s grave during the various times mentioned in the book and the dates will found along the x-axis while the y-axis will represent the numerical numbers. 4)      After all data and information from the book is collected and represented in the  graph have students make analysis, draw conclusions, make predictions, and connections about the graph in small group discussions of 3-4 for 10 minutes and have a recorder write down what they noticed from the graph. 5)      Have the instructor go around and listen and take notes while asking informal assessment questions based on their discussions that are open ended or that will allow students to build off of each others’ responses in relation to the graph and book. 6)       Have each group assign a presenter to talk about their discussion in relation to the book and graph while giving the floor to their peers in the classroom to discuss anything. 7)      After presenting have students come up with other ways we can use a graph from the book or past books we have read previously in the semester. 8)      Invite students to apply the skill by making graphs while reading by allowing students to use ITCs to make graphs as well.
	Instructional resources and materials used to engage students in learning. 1)      https://www.readinga-z.com/comprehension/visual-devices/?ppcConversionLabel= 2)       starfall.com
	Reflection Even though I have not tries this activity in the classroom, I think it’s important to integrate technology in subjects/lesson plans in the classroom for exposure and allow students to have a discussion on ways we can incorporate graphs in related classroom subjects.

Dr. Hui-Yin Hsu Spring 2014