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Susan Hart
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Opening:
Students will be seated at the rug area. Read aloud will be introduced:
o What have we already learned (discuss yesterdays lesson)
o Making predictions about the read-aloud (review title discuss
known characteristics)
o Discuss the purpose for learning is to listen for characteristics
that all insects have in common, and to think about their
predictions
o Review Core Vocabulary on the Interactive White Board (IWB):
abdomen, antennae, exoskeleton, microscopic, and thorax
Presenting Read-Aloud:
Students will be separated into two groups. A smaller group will work
with the integrated co-teacher. After introduction, the co-teacher
(myself) will read the story to a small group for those that need
smaller setting, more review, explanation of contents, and to re-read
pertinent details in the passage or refer to images to answer
comprehension questions.
Both groups will listen to read-aloud and view image cards on insects.
The Story is an informational text giving students insight on what body
parts/characteristics make an insect.
During the read-aloud, students will be asked a series of text-based,
inferential, and comprehension questions.
Discussing Read-Aloud:
Students will be asked comprehension questions (evaluative,
inferential, and literal) about the read-aloud, including:
What do all insects have? How many legs?
Based on what you saw in the pictures and what you heard
in the read-aloud, what do you think the author was trying
to explain?
Looking at insect mouth parts (showing illustration 2A-8)
which insects bite and chew their food? How can you tell?
Which insect has a mouth shaped like a straw and is used
to suck out sap? Etc.
In what ways is an insect skeleton different from yours?
THINK- PAIR- SHARE: Students will think about what insect feature they
would like to add to their own body, and why? Students will turn to
neighbor and share ideas. Instructor will call on several students to
share partner responses.
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Closure:
Students will be called to the rug area. Students will share artifacts and
information learned.
https://www.facebook.com/photo.php?
v=10201759610331583&l=4245026242251921358
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Tiered by: Process similar outcomes, using different processes to get
there.
Tier 1: Students that have difficulty reading, need tactile materials with
instruction, will complete the following activities:
Students will categorize bugs as insects or not an insect. Students will
be given a chart and a bag of bugs to divide and place in the correct
column.
(This activity tiered by challenge when compared to Tier 2) Students
will be given insect body parts to cut-out, color, and piece together to
make insects.
Tier 2: Students that have difficulty reading, need visual component, and
kinesthetic learners will be completing the following activities:
Students will be asked to look at pictures and identify which are
insects.
(This activity is tiered by challenge compared to Tier 1) Students will
be given insect body parts to cut-out, color, and piece together to
make insects. Students will be asked to label the parts.
Tier 3: Students who are logical, naturalistic learners and those who can
apply content knowledge to categorize animals in groups will be completing
the following activities:
Students are given a chart labeled: Insect and Not an Insect. From
a list of animals, the student will identify the insects by placing them in
the correct category.
Students will be given supplies (blank paper, markers, crayons) to draw
their own insects. Insects should have the three main body parts,
antennae, and may include wings. Students can write about the insect
using information learned from read aloud or prior knowledge.
Tiered by: Complexity same task but more complex/in-depth information.
Tier 1: Students that need reinforcement of content material, objectives of
lesson - will review Insect PowerPoint 1. The PowerPoint is an interactive
lesson that allows the student to review and label the parts of the insects.
Tier 2: Students that need more challenging activities - will be given Insect
PowerPoint 2. This PowerPoint gives students more information about insects.
Students are also given a series of questions at the end of the PowerPoint to
answer in complete sentences.
Materials:
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Susan Hart
DIFF 510
Reflection
Part 1: The unit being taught is Insects from the Listening and Learning strand,
Engageny.org. I entitled the unit,
The INCEDIBLE World of Insects!
Lesson reflection for Lesson 2 What Makes an Insect and Insect?
Lesson time: 60 minutes, 30 minutes for differentiated instruction/small groups.
The
Topic introduced discussing what we learned from last lesson. Students listen to read-aloud,
asking questions throughout reading. The IWB is used for illustrations and preview of the
vocabulary words. After read aloud, students are directed to work in areas/small groups.
After student work time is completed, students come together to discuss what was learned
and take part in closing activity.
Part 2: Differentiation
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o Answer comprehension questions from read-aloud (student name sticks are used
to ensure that everyone has an opportunity to voice responses within group
discussion. Read aloud was broken into two groups, one being a small group with
6 students.
o Results from previous data (DIBELS reading fluency,
comprehension, IEP information, and classroom behaviors)
assisted in student grouping. Those students identified as needing
extra support were included in a small, less formal, round-table
group. In this setting, it is easier to identify those that are
struggling with concepts.
o Results from student conversations and responses indicated that
it was necessary to review, go back to image or passage to
reiterate important information aligned with objectives. I often
gave another scenario that student might relate to, or give further
examples.
What to do next: Data from small group instruction indicates
that remedial work with finding evidence in text is needed.
Students struggled with finding the details that support a
main idea. Materials to further develop such skills will be
implemented during differentiated small group/area time.
o Identify 3 main body parts of insects noted tiered portion some students were
given parts to cut out and paste together, while others drew their own insects.
(Students should be able to do this with 100% accuracy. Those that were unable
to identify 3 main body parts of an insect will have opportunities for further
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