Artifact 1

Cooperative Learning Lesson Plan

Berenice Perez- Morales

October 25, 2020

Professor Ce Isbell
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I. Describe the Class

This is a second-grade classroom with 24 students in total. There are one disabled
student, two gifted students, and three-second language learners.There are six large
tables in the classroom. Three tables on the left side and three on the right. Each table
will be a group of four students, two students sitting next to each other and there will be
students on each side of the table. There will be no students on the front of the table
because they will be facing their backs to the board which I don't want. The students
will be seated in-group heterogeneity.

II. Subject/Skill:

Second-grade class reading Goldilocks and the three bears using the KWL chart.

III. Objective(s)

Students will read the story Goldilocks and the three bears and will be able to analyze
the text to complete their KWL chart with 95 percent knowledge.

The students will be able to write a summary about Goldilocks and the three bears with
80 percent accuracy.

IV. Procedures:

1. State the objectives and orient student to the lesson​:

Students will follow along to the audio of the Goldilocks and the three bears. Students
will be able to complete two sections of the KWL chart before reading the story. After
the story, students will be able to complete the last section of the chart. This will help
students further understand what they have read to draw their conclusion about the
moral of the story. Once they have gathered the story outline, students will be able to
write a summary of the story with 80 percent accuracy.
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2. Review Prerequisites​:

Most students would be familiar with the story before going over it again. The students

would already need to know the characters. The students would also need to know the

moral of the story. From the previous lesson, students would need to know what KWL

stands for since we have already gone over KWL and now we will use this to

understand today's book. K is Know, what we already know. W is for Want, what we

want to know. L is Learn, what we have learned after reading the story.

Definitions:

Know: Something previously learned.

Want to know: Making a question that you want to find the answer to in the story.

Learned: Something taught once the book has been read. Some questions from the

Want may have been answered.

3. Modeling​:

I will begin by folding a piece of paper into three even sections vertically, or the hot dog

way. I will label each section. To the left, Know. In the middle, I will write Want, and on

the right, I will write down Learn. As an example I will write; I know the three bears are a

family. I want to know why Goldilocks goes inside the three bears' house. The learned

part I will leave blank because I have to fill in that spot once I've finished reading the

book. Towards the bottom of the paper, there is a summary section where the summary

will be written. The summary will be five to seven sentences.

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4. Conducting Learning Probes/Guided Practice​:

For the chart assignment, I will have the students individually write down what they

already know about the story by just seeing the pictures from the book. I will walk

around to check that students will have at least more than four examples written down.

Then the students will have group discussions to get more ideas from each other. Once

group discussion has ended I will call on each group to give me a different example so I

can write down on the board for one to see and write down as well. This helps all

students understand and complete the assignment. I will do this for the ‘know’, and ‘I

want ‘ section. The story Goldilocks and the three bears will be played on the audio.

Each student will have their copy of the reading to follow along as the story has been

read to them from the audio. In between readings, I will pause the audio to read myself

and allow other students to catch on if the audio is too fast for them. In between the

readings, I will ask students what important event just happened to keep everyone on

track. I will ask students, “what have we learned so far?”

5. Independent Student Practice​: The I learned section on the KWL chart will be

the student's independent practice. This section is to be done alone once the

story has ended. The students still have a text for themselves which should be

marked up with highlighter and underlines. Students will underline important

information and events and will highlight things that they learned to write on

there. Seeing student's texts marked up will help me check for the students'

understanding.
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V. Materials

Teacher textbook of Goldilocks and the three bears

Booklet copy of the story Goldilocks and the three bears

Audio story of goldilocks and the three bears

KWL chart template

Highlights

Pencils

Paper

VI. Grouping Structures

Group Heterogeneity

Think, pair, share

In individual work students will work in silence, then students will use a

cooperative learning strategy called to think, pair, share. Students will brainstorm

ideas, pair up with the person next to them, and then share their answers. Once

students have gathered their thoughts, students will have a group discussion to

help others if stuck. There are six tables in the classroom and I have put students

into groups of four. In table number one I have a student with a disability, which

is dyslexia with three other students of different ethnicity. Tables two and three

each have a gifted student. Tables four, five, and six each have a student of a

second language. The students are seated in different ethnic groups, disabilities,

or gifted. This helps students cooperate with different ethnicities, learning

Artifact 6

abilities, and different learning pace. Each student has something different to

offer when having group discussions and brainstorming.

VII. Modifications

For students with reading dyslexia, I gave them a copy of the story for them to follow
along when the audio is playing, students with reading dyslexia benefit from audios. I
would also give these students extended time for the writing assignments and have a
few notes printed out for the students to have a barter understanding of what the story is
about. For my gifted students, making charts of KWLis too easy for them so having the
students write their summary with a story map will make their summary outlined in the
order. Having students take a step further into perfecting their summary helps them put
more time and thought into their writing. Students from a second language also benefit
from audiobooks, the extra time, and extra notes but also have pictures from the book
printed out helps them understand the story more. I will emphasize vocabulary words
and can do role-playing for students to see what actions are being made based on the
story. I will also call the secondary learned to the back table so I can work with these
students in small groups with the same learning level. This helps the students not feel
left out, the students would also help each other out if needed. Small groups and extra
time will get the students to learn more effectively. If a student begins to disrupt the
class because elf talking while the reading is going on I would first stay calm and ask
the student to face forward, stay on task or ask them a question to bring them back to
the class discussion or reading. Without interrupting the entire class I will point at the
classroom rules for the students to be reminded of what is expected of them. After the
reading, I will go to the students and have a one-on-one talk to see what the distraction
of the problem is. I will directly remind the students about the classroom rules and
expectations.

VII. Assessment
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There will be a few questions asked while reading the book to make sure students are
paying attention. After the story is over I will ask the same questions but will use the
names on a stick to call on students to answer said questions. This will allow me to see
who is paying attention and who is paying attention but has a hard time answering.
Students will be required to write up to seven examples for each section in the KWL
chart, this will help me know who is understanding how the chart works and also see if
the KWL is effective for teaching. In the end students will write a summary of the story
which will have to include the moral of the story. The summary will determine if the
students have reached the objectives to 95 percent accuracy.

IX. Closure

Students have listened to the audiobook of Goldilocks and the three bears and folk
wines along with the story with their copy of the text. Students have underlined and
highlighted important events, information and answered their writing assignments.
Students have given seven examples to the three KWL sections which means they
have understood the instructions to the chart and created an outline for their summary.
The students have written a five to seven sentence summary about the story that
explains the important events and the moral of the story. For the homework, we will
continue working on the story of Goldilocks and the three bears. A worksheet will be
sent home with the title sequence story. The students will analyze the picture and
number the pictures from one to six in the Order that the events happened, one being
the first event and size being the last. That should make students remember the story
from today and below me understand their understanding of the story. For tomorrow’s
lesson, we will go over the events that occurred in the story and discuss the terms first,
second, next, then, after, and at last. We will analyze sentences from the text and put
these events in order. We will use what we learned from the story to place the events in
order.
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Reference

Snowman, Psychology Applied to Teaching, 14e

https://www.teachingwithsimplicity.com/2014/03/10-cooperative-learning-strategies.html

https://www.goguardian.com/blog/learning/how-to-use-flexible-grouping-for-differentiate
d-instruction/