KEERAN SCHOOL OF EDUCATION LESSON PLAN

ACTIONS

Teacher: Stevens, Jordan ID: 174338

School: Star Elementary Date of May 21, 2010

Observation:
Subject Reading, Math, Science District: Carter County
area:
Ages of 8-9 years Type of Traditional
students: classroom
Grade level: 4 # of IEP 0
# of 504 0
Total 20 # of GSSP 0
number
of students: # of ELL 0
Title of Magic Tree House: Tonight on the Titanic
Lesson
Plan:
Title of Unit: Titanic

Goals, Objectives, & Essential Questions

A. Broad Goal: Students will be able to understand the events of the Titanic.

B. Objectives:
1. Given a web quest, students will be able to give important facts
about the Titanic, with 90% accuracy.
2. Given a web quest, students will be able to know different forms of
ice bergs with 80% accuracy.

A. Essential Questions:
1. “Why is the Titanic an important event in history?”
2. “What is an ice berg?”
Student Assessment:

Procedure Objective Type of Description Depth of Adaptations

Number Number Assessment of Knowledge and/or
Assessment Accommodations
4 1, 2 Formative Class 1, 2
Discussion/
Anecdotal
Notes
9 1, 2 Formative Class 1, 2
Discussion/
Anecdotal
Notes
14 1, 2 Formative Class 1, 2
Discussion/
Anecdotal
Notes
19 1, 2 Formative Class 1, 2
Discussion/
Anecdotal
Notes
24 1, 2 Formative Class 1, 2
Discussion/
Anecdotal
Notes

Connections

A. Primary Lesson Standards:

Kentucky Learner Goals & Academic Expectations:

Reading
1.2 Students make sense of the variety of materials they read.
1.4 Students make sense of the various messages to which they listen.
Science
2.2 Students identify, analyze, and use patterns such as cycles and trends to
understand past and present events and predict possible future events.
Math
2.7 Students understand number concepts and use numbers appropriately
and accurately.
2.8 Students understand various mathematical procedures and use them
appropriately and accurately.
Social Studies
2.20Students understand, analyze, and interpret historical events,
conditions, trends, and issues to develop historical perspective.
Technology
 6.3 Students expand their understanding of existing knowledge by making
connections with new knowledge, skills and experiences.

Program of Studies:
Reading
1. EL-4-FF-S-3
Students will read grade-appropriate material--orally and silently--with
accuracy and fluency
2. EL-4-DIU-S-1
Students will use comprehension strategies (e.g., using prior knowledge,
predicting, generating clarifying and literal questions, constructing sensory
images, locating and using text features) while reading, listening to, or
viewing literary and informational texts.
3. EL-4-DIU-U-3
Students will understand that the use of comprehension strategies greatly
enhances understanding of text. Among these texts include fiction, non-
fiction, classic and contemporary works.
4. EL-4-DIU-S-2
Students will use text structure cues (e.g., sequence, chronology,
compare/contrast, description) to aid in comprehension
5. EL-4-IT-S-1
Students will use comprehension strategies while reading, listening to, or
viewing literary and informational texts
6. EL-4-RRT-S-3
Students will generate a personal response to what is read, listened to or
viewed.
Science
7. SC-4-EU-U-3
Students will understand that the surface of the Earth is always changing
through both fast and slow processes. These changes may be steady,
repetitive or irregular. Careful analysis of data from past events allows the
prediction of expected consequences when similar events happen again.
Math
8. MA-4-NPO-U-2
Students will understand that meanings of and relationships among
operations provide tools necessary to solve realistic problems encountered in
everyday life.
9. MA-4-M-S-SM2
Students will describe, define, give examples of and use to solve real-world
and/or mathematical problems both nonstandard and standard (U.S.
Customary, metric) units of measurement to include length, weight, time,
money and temperature (°F and °C).
Social Studies
10. SS-4-HP-S-2
Students will use information from print and non-print sources (e.g.,
documents, informational passages/texts, interviews, digital and
environmental)
Technology
T-I-RIPSI-S-R1
Students will gather and use accurate information from a variety of electronic
sources (e.g. teacher-selected Web sites, CDROM, encyclopedias and
automated card catalog, online virtual library; word processing, database,
spreadsheet) in all content areas

Core Content for Assessment:

1. RD-04-2.0.7
Students will make inferences or draw conclusions based on what is read.
2. RD-04-4.0.1
Students will connect information from a passage to students’ lives (text-to-
self), real world issues (text-to-world) or other texts (text-to-text - e.g., novel,
short story, song, film, website, etc.).
3. MA-04-1.3.1
Students will analyze real-world problems to identify appropriate
representations using mathematical operations, and will apply operations to
solve real-world problems with the following constraints: add and subtract
whole numbers with four digits or less;
4. MA-04-2.1.1
Students will apply standard units to measure length (to the nearest quarter-
inch or the nearest centimeter) and to determine: time (nearest five minutes)
5. MA-04-2.1.6
Students will estimate weight, length, perimeter, area, angle measures and
time using appropriate units of measurement.

A. National Standards:

B. Other Disciplinary Standards:

C. Statement Connecting the Standards to Your Objectives:

The above standards relate to my objectives because students must be able
to know important events in their history to better understand how things work
today.

Context

1. Unit
a. Lesson 1 of 1
b. 5 hours (60 minutes a day)
2. Students
a. Prior to this lesson, students need to be able to read, tell time, subtract,
and know how to use a computer.
b. None known.

Differentiation:
 A. Accommodations:

Student Plan/Need Describe the type of plan for this student and the specific
needs that they need.
Identifier Accommodation Describe exactly how you are going to meet the needs of this
particular student.
Plan/Need

Accommodation
Plan/Need
Accommodation

B. Individual Learning Styles:

Variations for: Description of Variation

Visual learners will read through the web quest and watch the
Visual Learners
videos.

Auditory learners will listen to the videos that are provided.

Auditory
Learners

Kinesthetic Kinesthetic learners will go through the web quest and

Learners complete the journal that goes along with it.

C. Multiple Learning Levels:

Procedure Step Bloom’s Taxonomy Depth of Knowledge

4 KN, CO 1, 2

9 KN, CO 1, 2

14 KN, CO 1, 2

19 KN, CO 1, 2

24 KN, CO 1, 2

Real-Life Connections:
Students will be able to better understand important events in their history to help
them be able to better how history has affected people.

Resources
Computer
Web Quest
Internet Connection (Videos & Websites provided in web quest)

Technology
Computer
Web Quest
Internet Connection (Videos & Websites provided in web quest)

Procedures (5 hours total/60 minutes a day)

Day 1 (60 min)
1. I will begin by explaining today’s activities and the use of the web quest.
“Today we will begin our lesson on the Titanic. To help us with this, we will
be completing a web quest that goes along with the book Tonight on the
Titanic. This book is from the Magic Tree House series and each day we
will travel along with Jack & Annie as they travel aboard the Titanic. Each
day we will go to the computer lab and each student will complete a
lesson a day. You will also be completing a journal that is filled with
questions and activities for you to complete that will better help you
understand the lesson. You will be going to different websites and
watching different videos to help you answer your questions in your
journal.” (5 min)
2. Walk students to computer lab and show them how to open the web
quest. “As you get to your computer, please go to the website I have told
you to find the web quest. Begin by following the directions and I will
answer any questions you may have. Be sure to stop when you have
completed the work for Day 1. Good luck!” (5 min)
3. While students are completing their first lesson on the web quest, I will
walk around checking their work and answering any questions they may
have. (40 min)
4. After every student has completed the first lesson in the web quest, I will
ask them questions to see how they liked it. Question I will ask:
a. “Did you enjoy the web quest?”
b. “What did you learn about the Titanic today?”
c. “What happened to Jack & Annie today?”
d. “What do you think is going to happen tomorrow?” (5 min.)
5. Students will shut down their computers and we will line up and head back
to the classroom. (5 min.)
Day 2 (60 min)
6. I will begin this day by reminding the students that we are going back to
the computer lab to complete the second lesson of our web quest. “Today
we will be completing the second lesson on our web quest on Titanic.
Remember to work hard and pay attention to the book and websites you
look at.” (5 min.)
7. Walk students to the computer lab and help them get to the web quest. (5
min.)
8. While the students are completing their second lesson, I will walk around
and check their work and answer any questions they may have. (40 min.)
9. After every student has completed that lesson for the day, I will ask them
questions to check their learning. Questions I will ask:
 a. “What is something you learned about the Titanic today that you
didn’t yesterday?”
b. “What did Jack & Annie do today?”
c. “What do you think is going to happen tomorrow?” (5 min.)
10. Students will shut down their computers and we will line up and head back
to the classroom. (5 min.)
Day 3 (60 min)
11. I will begin this day by asking the students again what happened on their
web quest yesterday. “What happened on your alls web quest yesterday?
Today we will be doing a little more work than the past two days but we
will learn more today and you’ll get to read more about Jack & Annie’s
adventure.” (5 min.)
12. Walk students to computer lab and have them open the web quest. (5
min.)
13. While students are completing their third lesson, I will walk around and
check their work and answer any questions they may have. (40 min)
14. After every student has completed the lesson for the day, I will ask them
questions to check their learning. Questions I will ask:
a. “Are you enjoying the web quest?”
b. “What has been your favorite part?”
c. “What is something you learned about the Titanic today?” (5 min)
15. Students will shut down their computers and we will line up and head back
to the classroom. (5 min)
Day 4 (60 min)
16. Explain today’s activities to the students. “Today we will continue on our
journey with Jack & Annie and learn more about the Titanic”. (5 min)
17. Walk students to computer lab and have them open the web quest. (5
min)
18. While students are completing the fourth lesson for the day, I will walk
around and check their work and answer any questions they may have.
(40 min)
19. After every student has completed the lesson for the day, I will ask them
questions about what they learned for the day.
a. “Where are we at in the story?”
b. “What happened to Jack & Annie today?”
c. “Do we have any new characters?” (5 min)
20. Students will shut down their computers and we will line up and head back
to the classroom. (5 min)
Day 5 (60 min)
21. Explain today’s activities. “Today we will be finishing up our lesson on the
Titanic. We will find out if Jack & Annie are able to help anyone and if they
are able to get back to the tree house safely. Let’s head to the computer
lab to finish it up.” (5 min)
22. Walk students to the computer lab and have them open the web quest. (5
min)
23. While students are completing the final lesson in the web quest, I will walk
around and check their work and answer any questions they may have.
(40 min)
 24. After every student has completed the lesson for the day, we will shut
down the computers and line up and head back to the room. (5 min)
25. When we get back to the room, I will go over the journals with the students
and check their answers. (5 min)

IMPACT – Prepared after the lesson is taught.

Reflection/Analysis of Teaching and Learning

REFINEMENT - Prepared after the lesson is taught.

Lesson Extension/Follow-up