Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________

Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)

Academic Standards: Academic Standards for Reading, Writing, Speaking, and Listening 1.1 Learning to Read Independently A. 1.1.5 Establish the purpose for reading a type of text (literature, information) before reading. A. Knowledge of phonics, syllables, prefixes, suffixes, the dictionary or context clues to decode and understand new words during reading. Use these words accurately in writing and speaking. B. Identify the basic ideas and facts in text using strategies (e.g., prior knowledge, illustrations and headings) and information from other sources to make predictions about text. G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text. Clarify ideas and understandings through reading and discussion. 1.2 Reading Critically in All Content Areas A. 1.2.5 Read and understand essential content of informational texts and documents in all academic areas. Make inferences about similar concepts in multiple texts and draw conclusions. B. Use and understand a variety of media and evaluate the quality of material produced. Use a variety of media (e.g., computerized card catalogues, encyclopedias) for research. 1.6 Speaking and Listening C. 1.6.5 Speak using skills appropriate to formal speech situations. Use complete sentences. Pronounce words correctly. Use appropriate volume. Pace speech so that it is understandable.

 Adjust content for different audiences (e.g., fellow classmates, parents). Speak with a purpose in mind. D. Contribute to discussions Ask relevant questions Respond with relevant information or opinions to questions asked. Listen to and acknowledge the contributions of others. Adjust involvement to encourage equitable participation. Give reasons for opinions. Summarize, when prompted. Academic Standards for Science and Technology 3.1 Unifying Themes 3.1.4 C. Illustrate patterns that regularly occur and reoccur in nature. Use knowledge of natural patterns to predict next occurrences (e.g., seasons, leaf patterns, lunar phases). 3.4 Physical Science, Chemistry, and Physics 3.4.4. A1. Understand that tools, materials, and skills are used to make things and carry out tasks. 3.4.4 .B1. Describe how technology affects humans in various ways 3.4.4 D. Describe the composition and structure of the universe and the earths place in Recognize earths place in the solar system. Explain and illustrate the causes of seasonal changes. Identify planets in our solar system and their general characteristics. Describe the solar system motions and use them to explain time (e.g., days, seasons), major lunar phases and eclipses.

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Assessment Anchors for Reading: R4.A.1 Understand fiction appropriate to grade level. R4.A.1.2 Identify and apply word recognition skills. R4.A.1.3 Make inferences and draw conclusions based on text. R4.A.1.4 Identify and explain the main ideas and relevant details. R4.A.1.5 Summarize a fictional text as a whole. R4.A.1.6 Identify genre of text. R4.A.2 Understand nonfiction appropriate to grade. R4.A.2.1 Identify and interpret the meaning of vocabulary in nonfiction.

R4.A.2.2 Identify and apply word recognition skills.

R4.A.2.3 Make inferences and draw conclusions based on text. R4.A.2.4 Identify and explain main ideas and relevant details. R4.A.2.5 Summarize a nonfictional text as a whole. R4.A.2.6 Identify the genre of text.

R.4.B.1 Understand components within and between texts.

R4B.1.1 Identify, interpret, compare, and describe components of fiction and literary nonfiction. R4B.1.2 Make connections between texts.

Assessment Anchors for Science: S4.D.3 Composition and Structure of the Universe
Lesson Objective(s) (Stated in observable and measurable terms)

S4.D.3.1 Describe Earths relationship to the Sun and the Moon.

The student will use information learned about the Solar System to create a puzzle on Discovery Education Puzzle Maker for a peer to complete. The students will be able to complete their peer puzzle with at least 85% accuracy.
Assessment Plan (What will be done to determine if lesson objectives have been met?)

The students will each be assigned a peer that they will create a puzzle for using the Discovery Education Puzzle Maker program. The student will hand in their creation of puzzles and one copy will be made for a peer and a second for the teacher. After the students complete the puzzle, there will be a discussion regarding making puzzles. The teacher will review the puzzle and determine its success using a teacher made rubric.
Materials:

Computer lab with 1 computer for each student 1 Teacher computer with projection screen Internet Access for each computer Tutorial for puzzle maker List of Solar System words to input into the program (provided by teacher)
Inclusion Techniques for Students with Special Needs:

For students with special needs, the following adaptation could be made: Enlarged print of word list Audio playback for typing letters/words Peer partner for assistance

 Checklist to check off words after they are typed Close proximity to teacher during activity
Enrichment Techniques:

Increase in number of puzzles to create Increase in number of puzzles to solve Ability to become a monitor for other students who may need assistance

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson):

A word list with correct spelling of words Opportunities to create a puzzle and solve one Opportunities to be successful at their puzzles Modeling by the teacher on how to create the puzzles

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

I would begin the days lesson by handing out a simple puzzle created by me to the students to complete. The puzzle would have a hidden message, Lets make a puzzle today! The students would complete the puzzle to find the hidden message.
Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

Once the students have completed their puzzle, I will model how to get onto the website, chose the type of puzzle, and actually create a puzzle with random information (spelling words for the week). I would then hand out the brief tutorial for the students to reference throughout the class period.
Guided Practice/Independent Practice/Assessment Activities

The teacher will demonstrate and ask students for help to create a crossword puzzle. The teacher will have students pick random words from the word wall and the students will create a puzzle with these words. The goal is to show the students the simplicity of using the program and reinforcing the important parts of including a title and making sure the words are spelled correctly. Once the students have a clear understanding of the program, they would then have the opportunity to create a puzzle. The students will be reminded that their peers would be completing their puzzles. Allow time for the students to create a puzzle and walk around to monitor the assignment.
Closure:

Explain to students that this program can be used at home. Provide students with the website for students to access at home to create puzzles for their families. End the lesson with another puzzle with a hidden message puzzle of This was Fun!