Blended Learning Lesson Plan

Lesson Title:
Reading is MAGIC!
Objectives:
Students will be able to… read independently and comprehend a variety of texts for the purposes
of reading for enjoyment
Students will be able to… reflect and respond to increasingly complex text over time.
State Standards:
13.1 Engage in whole and small group reading with purpose and understanding

13.2 Read independently for sustained periods of time to build stamina.

13.3 Read and respond according to task and purpose to become self-directed, critical readers
and thinkers.

Context: I am teaching this lesson in order that students may be able to read and comprehend
books that are on their level. Before this, students learning about text structure and what makes
up a text. This may include paragraphs, chapters, stanzas, etc. With this previous knowledge
about the structure of books, students will have a better idea where to begin in a book. This same
group of standards carries on throughout grades four and five. As we go through this throughout
the year, I will be preparing them for fourth grade by encouraging them to read more
challenging books.
Data: Students will be grouped based on individual assessments I completed at the beginning of
the year. I will group students based on their level of reading. I do not want an advanced reader
with a slower reader together in a small group, because they will finish quickly while the other
student is still reading. It creates a gap. I will continue to assess my students as I meet with them
in small groups. I will also use the activities from individual and collaborative stations to assess.
Materials: Sticky notes and pencils will be provided in small group. Students will need their
iPads and access to YouTube, Google Classroom, and Epic. They will also need their “Disguise
a Turkey” if they finish early in their collaborative group.

Detailed paragraphs from here on down.

Procedures:
 Introduction (5 minutes):
I will introduce the lesson on reading by having them discuss and recall the last time we did this.
We will talk about what we did and what we learned. I will then give specific instructions and set
expectations for the blended learning stations. Lastly, I will put the groups and rotations up on
the board as a reference and then begin the first 20-minute timer.
Teacher Directed (20 minutes):
We will read a book as a group, based on that group’s level, and engage in a teacher-led dialogue
about the book. I will allow the students to have a say in what book we read, because we learn
better when we are interested in what we are learning. I will then have each student read
individually, either in their head or in whisper voices. Then we will read as a group, taking turns
between each student. I will help students with words as needed. I will then ask them context-
based questions that require them to look back in the book and find the answer or the evidence.
This encouraged comprehension. I will have them mark pages and make notes with sticky notes
as we go.
Collaborative (20 minutes):
Students will watch and listen to this audio storytelling independently on their iPads. It is a
thanksgiving story called “Turkey Trouble.” They are encouraged to listen to it twice if needed.
They will then answer questions, collaboratively, on a Google form about comprehension. Each
group will have a different set of questions based on their level. This Google form will be located
in Google Classroom under the classwork tab. This will go great with a separate activity we are
doing called “Disguise the Turkey”, which they can work on if they finish.
Turkey Trouble
Independent Digital (20 minutes):
Students will read individually on Epic. Epic is an app the schools have on their iPads; it allows
them to read book of their choice in a fun way. Each student’s personal library will always have
books that are on their level. This is a great way to meet standards while the kids are having fun.
It is used in every grade level, so the students are already familiar with how to use it.
Get Epic Website
Closure (4 minutes):
We will close with a brain break, because that was a lot of work and they deserve it. This is, in
my opinion, more important than reviewing content, because we cannot overload their brain,
they deserve a break to stretch, have fun, and express themselves.
Brain Break Video
Rationale:
(Multimedia 1= YouTube Story): I chose the “Turkey Trouble” story because it is fitting
for the time of the year. I think it makes things fun and lighthearted when we incorporate
things like that. It also supports the standards because it is on a basic level everyone can
understand; however, each individual will be challenged by the comprehension
questions, which are different for each group. This is a well-known and respected
YouTube channel with many subscribers and the video is high quality, so it is a trusted
source. Doing a read aloud story telling is a great way to differentiate, because in the
other stations we are reading aloud and that can be challenging. So, in this station, it
takes the load off of the students in regard to reading and it allows them to focus solely
on comprehension.

(Multimedia 2=Epic): I chose Epic for my hypothetical lesson plan because my current
students at my internship use this daily. It correctly aligns to standards because this is a
program that the district pays for. This also ensures its quality. If the district pays for it,
we can know that it is trustworthy and of the highest quality. This is great for
differentiation, because, as I said before, each student has their own library custom to
them. So we know that students will not be given a book to read that is out of their reach.