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Section 1: Lesson Preparation

Teacher Candidate Jessica Motz
Name:
Grade Level: 2nd

Date: October 13, 2021

Unit/Subject: Writing

Instructional Plan Writing Small Moment Stories

Title:

Lesson Summary and Students will write a story about a small moment that happened on their
Focus: summer vacation. As described in Week 4 graduate course research,
spelling is an area that will be focused on in this lesson plan.

Classroom and Jimmy cannot sit still in class. He is constantly jumping out of his seat
Student and shouting out. Jimmy often loses focus and does not listen causing him
Factors/Grouping: to miss directions.
Jen is a very highflyer. She often finished her work faster than the rest of
the students and is sitting there bored.
National/State Maryland State Standards for Writing:
Learning Standards:
W.2.3 “Write narratives in which they recount a well-elaborated event or
short sequence of events, include details to describe actions, thoughts, and
feelings, use temporal words to signal event order, and provide a sense of
closure” (MSDE, 2014).
L.2.2 “Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing” (MSDE, 2014).
ISTE Student Standard 1- Empowered Learner 1c- “Students use
technology to seek feedback that informs and improves their practice and
to demonstrate their learning in a variety of ways” (ISTE, 2017).
ISTE Student Standard 6- Creative Communicator 6b- “Students create
original works or responsibly repurpose or remix digital resources into
new creations” (ISTE, 2017).

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ISTE Educator Standard 4- Collaborator 4b- “Collaborate and co-learn

with students to discover and use new digital resources and diagnose and
troubleshoot technology issues” (ISTE, 2017).
ISTE Educator Standard 5- Designer 5a- “Use technology to create, adapt
and personalize learning experiences that foster independent learning and
accommodate learner differences and needs” (ISTE, 2017).
Specific Learning Students will be able to utilize Speech to Text in order to improve their
Target(s)/Objectives: spelling and compose their own small moment story.
Academic Language • Narrative
• Compose
• Sensory Words
• Adjectives
• The Five Senses
• Speech to Text

I will teach the students the terms above by beginning the lesson with a
KWL chart. I will show them the list of terms and have them write what
they know and wonder about the words. When they have finished, I will
give them time to share out. After we have finished sharing, the students
can add what they learned about each term onto their KWL chart.

Resources, Materials, • Smart Board

Equipment, and • Small Moment Story Watermelon Anchor Chart (with a small
Technology: copy in Spanish)
• 22 Watermelon graphic organizer sheets
• 22 Chromebooks with a microphone
• Speech to Text Software on all Chromebooks
• Google Docs on all Chromebooks
• 22 pieces of lined paper
• 22 pencils
• Sensory Stations
• Recording Sheet

Section 2: Instructional Planning

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Anticipatory Set Time

Needed
• Display the vocabulary for the lesson on the Smart Board (Narrative, Compose,
Sensory Words, Adjectives, The Five Senses, Speech to Text).
• Underneath the list of vocabulary words, display a KWL chart.
5
• Call on students to share what they know and wonder about the vocabulary words minutes
listed.
• As the students share, record their answers on the class chart.

Multiple Means of Representation Time

Needed
• Build a watermelon anchor chart to show how to find a small moment.

• Draw a picture of a watermelon. On the watermelon write “Big Idea”. Explain to

the students that the whole watermelon represents our big idea. Their big idea
will be summer vacation.

• Draw a picture of a watermelon slice. On the watermelon slice write “Topic”.

Explain to the students that the slice of watermelon represents their topic. Their 20
topic will be something that they did on summer vacation. For example, “I went minutes
to the beach.”

• Draw a picture of three watermelon seeds. On top of the watermelon seeds write
“Small Moment”. Explain to the students that the seeds represent the small
moments that happened during their topic. For example, “I looked for seashells, I
swam in the waves, and I built a sandcastle”. These are all examples of small
moments.

• Have the students glue a copy of the watermelon graphic organizer into their
writing journals.

• Under the whole watermelon, have the students write “summer vacation”. Under
the slice, have the students write something they did on summer vacation. Under
the seeds, have the students write three small moments that happened while they
were doing whatever they wrote in their slice.

• Have students turn and talk about what they wrote.

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Explain how you will differentiate materials for each of the following groups:

• English language learners (ELL): Provide ELL students with a personal sized
watermelon anchor chart that is written in their language. Pictures of the whole
watermelon, slice, and seeds on the graphic organizer help the students to know
what they are supposed to write under each. ELL students will have the option to
write on their graphic organizer in their first language. Pair ELL students together
during turn and talks so that they can share what they wrote on their graphic
organizer.

• Students with special needs: Jimmy has a signal that he can show to let you know
that he needs to get up and move. After showing this signal, Jimmy may get up
and walk around the back of the classroom. Jimmy will need assistance gluing his
graphic organizer into his writing notebook. Jimmy will have a blank anchor
chart that he will fill out while the teacher is filling out the class anchor chart.
This keeps him engaged in the lesson.

• Students with gifted abilities: Students with gifted abilities can list adjectives
under each small moment that describe how the small moment made them feel.

• Early finishers (those students who finish early and may need additional
resources/support): When Jenny is finished, she will be instructed to draw a
picture of her favorite small moment to help her begin to recall the small details
of her small moment.

Multiple Means of Engagement Time

Needed
• Present students with a song depicting the 5 senses.
• Students will participate in sensory stations to explore their 5 senses.
• There will be a station for each sense equipped with materials that will help the
30
students to unlock their five senses (see-magnifying glasses, taste-marshmallows
minutes
and goldfish, hear-rain stick and noise maker, feel-fidgets, and smell-candles and
coffee).
• Each student will receive a recording sheet where they record what the object
was and a sensory word to describe the object. The objects will be labeled to
assist with spelling.
• When students are finished rotating through stations, have the students share what
sensory words they came up with.
• Create a class sensory word chart and explain to the students that these sensory
words are adjectives because they describe something,

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Explain how you will differentiate activities for each of the following groups:
• English language learners (ELL): The objects will be labeled in both English and
Spanish so that the ELL students can get a clear idea of what every object is.

• Students with special needs: Students with special needs will be accompanied by
an adult as they rotate through the stations. The bins could be moved instead of
having the students move to accommodate for a student in a wheelchair.

• Students with gifted abilities: Students with gifted abilities will receive more
extensive questioning like “what does that smell remind you of?”

• Early finishers (those students who finish early and may need additional
resources/support): Students who finish early may have extra time to explore
more objects from the sensory stations.

Multiple Means of Expression Time

Needed
• The students will give a thumbs up, thumbs to the side, or thumbs down, to show
how comfortable they are with recalling sensory words.
• Return to the KWL chart from the beginning of the lesson. Have the students
share what they learned about the vocabulary words shown throughout the lesson.
Record what they have learned on the class KWL chart.
• Students will create their own small moment story. The students will have the 20
choice to write about whatever part of their summer vacation they would like. minutes
They will begin by picking their favorite small moment (watermelon seed) from
the graphic organizer they created. They will then log onto their Chromebooks
and access Google Docs. From there, they will launch the Speech to Text
software. Once the software is launched, they will begin telling their small
moment story to the computer. As they talk, the computer will type what they are
saying. Once their story is typed, they will copy the story onto a piece of paper.

Explain how you will differentiate assessments for each of the following groups:
• English language learners (ELL): ELL students can tell their small moment story
to the computer in their first language. Once they have finished telling the story,
the Speech to Text program will translate their story into English. The ELL
students can then copy the English story onto paper. The teacher can read their
story to them in English, so that they can hear what it would sound like
translated.

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• Students with special needs: If a student is unable to handwrite their story, the
typed version can be printed out. Students who have trouble remaining still for
long periods can take a break in between telling their story to the Speech to Text
and handwriting their story. Students with speech can write their story first and
then have the teacher read their story to the speech to text so that they can receive
feedback on their spelling.

• Students with gifted abilities: Students with gifted abilities should write their
story first, and then check their spelling using the speech to text software. They
could also type their story in Google Docs instead of reading it to the program.

• Early finishers (those students who finish early and may need additional
resources/support): Students who finish early can peer edit with one another so
that they can gain more feedback on their writing. Students who finish early, can
also explore resources on capitalization and punctuation.

Extension Activity and/or Homework Time

Needed
For homework, have the students use Speech to Text to type a story about their weekend.
10
This homework assignment supports the objectives by reinforcing a strategy to improve
minutes
spelling while having them write another narrative. It also reinforces the objectives by
at home
allowing students to practice using the Speech to Text software to gain feedback on their
spelling.

Reflection

The ISTE-S technology standards meaningfully enhanced the lesson plan by giving the

technology a purpose in the lesson. The first ISTE-S technology standard that was addressed in

this lesson is ISTE Student Standard 1c- “Students use technology to seek feedback that informs

and improves their practice and to demonstrate their learning in a variety of ways” (ISTE, 2017).

This standard perfectly described the purpose of using Speech to Text in this lesson. The students

will use Speech to Text to seek feedback on their spelling to inform and improve their practice of

standard English conventions. Speech to Text will also allow them to demonstrate their learning

in a variety of ways, verbally through speech and visually through writing. The second ISTE-S

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technology standard addressed in this lesson is ISTE Student Standard 6b- “Students create

original works or responsibly repurpose or remix digital resources into new creations” (ISTE,

2017). I believe that this standard enhanced the lesson plan by showing how students will use the

Speech to Text software to create an original work.

The ISTE-E technology standards helped me to create the lesson plan and will assist me

in delivering the lesson to my students. ISTE Educator Standard 5a, “Use technology to create,

adapt and personalize learning experiences that foster independent learning and accommodate

learner differences and needs” (ISTE, 2017), helped me to create the lesson plan by providing

me with a way to differentiate through technology. Using the Speech to Text adapts the learning

experience for students to foster independent learning of how to spell new words. It also allows

you to accommodate for learning needs by eliminating the barrier of writing ideas down. It also

eliminates barriers for ELL students by giving them a tool to translate their ideas. ISTE Educator

Standard 4b, “Collaborate and co-learn with students to discover and use new digital resources

and diagnose and troubleshoot technology issues” (ISTE, 2017), will assist me in delivering the

lesson to my students because it gives me the freedom to co-learn with my students. As the

students begin to use the Speech to Text software for the first time, I am sure that there will be

some hiccups. I will have to collaborate with my students to troubleshoot the technology issues

and learn more about this digital resource.

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References

ISTE Standards for Educators, (2017). https://www.iste.org/standards/for-educators.

ISTE Standards for Students, (2017). https://www.iste.org/standards/for-students.

Maryland State Department of Education. (2014). Maryland College and Career Ready

Curriculum Framework: English Language Arts.

https://mdk12.msde.maryland.gov/INSTRUCTION/StandardsandFrameworks/ela/Pages/

EnglishHomePage.aspx

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