Lesson Plan: Grade Level/Content: 2nd Grade ELA/SLA
Folklore/Fable Exploration - Video Creation
Daily Lesson Plan for Ms. Davenport
Date(s): TBD
Introduction: This folklore/fables lesson will not the be first time that students are exposed to recounting folklore stories, but rather they will be asked to explore further in order to create their own recounted story in English or Spanish. This will be a culminating capstone unit project.
Daily Lesson Plan for Ms. Davenport
Date(s): TBD
Introduction: This folklore/fables lesson will not the be first time that students are exposed to recounting folklore stories, but rather they will be asked to explore further in order to create their own recounted story in English or Spanish. This will be a culminating capstone unit project.
Objectives |
Students will be able to...
|
Standards |
CCSS
RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ISTE - Student Profiles- Grades PK-2 1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1, 2) |
Relative Advantage
The relative advantage of having students explore folklore through video and in turn express folklore through a video "paper-slide" will increase engagement and allow for experiences with books from around the world. Students will become more invested as they create a video for an online "audience" as they become public through the teacher's website/twitter
Timeline
This lesson will take 3-5 days during the ELA block
Materials
-laptop per student group
-class set of headphones (headphone splitters)
-storyboard paper
-video recording device (1-8 devices depending on need)
-Paper Slide Sample Videos
-Folklore Videos
Grouping Strategies: Students will be grouped in pairs. They will be working with their elbow partner and will share one computer. There will be a few "filming" stations around the room for students to record "paper slide" folklore videos after they have planned, authored and practiced
Learning Design:
Anticipatory Set/Scaffolding Activity: Begin the lesson with a review of the unit and fables/folklore. Recall the folklore tales used in class.
Input/Direct Instruction: Play video with a fluent reader reading the tale, Abiyoyo. The teacher retells a folklore story to the students, which they have already read and studied.
Modeling: I will use “I do, we do, you do” until I can check that 85-90% of students are understanding. Students are invited to orally retell a folklore story to their partner, they can try Abiyoyo if needed.
Checking of Understanding: Teacher circulates the room and listens for students ability to retell folklore story.
Independent Practice: Student groups watch the remaining folklore videos and take turns orally retelling the stories. Students choose a folklore story they would like to retell in video form. Students storyboard their "paper-slide" video
Assessment: Students "turn-in" their video which will be assessed for recounting and speaking
Modifications:
TBD students will work with Spanish & English resources even in an English Only week
TBD students will receive sentence stems to help them complete the storyboard
TBD students will be placed with a partner that is not their elbow partner
The relative advantage of having students explore folklore through video and in turn express folklore through a video "paper-slide" will increase engagement and allow for experiences with books from around the world. Students will become more invested as they create a video for an online "audience" as they become public through the teacher's website/twitter
Timeline
This lesson will take 3-5 days during the ELA block
Materials
-laptop per student group
-class set of headphones (headphone splitters)
-storyboard paper
-video recording device (1-8 devices depending on need)
-Paper Slide Sample Videos
-Folklore Videos
Grouping Strategies: Students will be grouped in pairs. They will be working with their elbow partner and will share one computer. There will be a few "filming" stations around the room for students to record "paper slide" folklore videos after they have planned, authored and practiced
Learning Design:
Anticipatory Set/Scaffolding Activity: Begin the lesson with a review of the unit and fables/folklore. Recall the folklore tales used in class.
Input/Direct Instruction: Play video with a fluent reader reading the tale, Abiyoyo. The teacher retells a folklore story to the students, which they have already read and studied.
Modeling: I will use “I do, we do, you do” until I can check that 85-90% of students are understanding. Students are invited to orally retell a folklore story to their partner, they can try Abiyoyo if needed.
Checking of Understanding: Teacher circulates the room and listens for students ability to retell folklore story.
Independent Practice: Student groups watch the remaining folklore videos and take turns orally retelling the stories. Students choose a folklore story they would like to retell in video form. Students storyboard their "paper-slide" video
Assessment: Students "turn-in" their video which will be assessed for recounting and speaking
Modifications:
TBD students will work with Spanish & English resources even in an English Only week
TBD students will receive sentence stems to help them complete the storyboard
TBD students will be placed with a partner that is not their elbow partner