Blended Learning Lesson Plan

Lesson Title:

Read and Understand: What Happens in the Story?

Objectives:

Students will be able to… read and recall the assigned chapter in the chosen book. They will be
able to recall details from the text as well as explain the main ideas expressed in the book.

Students will be able to… read on their own in the classroom as well as recognize the key points
to the plot of the text that they have read.

State Standards:

- Standard 13: Read independently and comprehend a variety of texts for the
purposes of reading for enjoyment, acquiring new learning, and building stamina;
reflect and respond to increasingly complex text over time.
- Standard 13.3: Read and respond to according task and purpose to become self-
directed, critical readers and thinkers.

Context: Why are you teaching this particular lesson? What comes before this lesson in the
larger unit? What previous knowledge will students be bringing into the lesson? What comes
after this lesson in the larger unit? What are you teaching in order to prepare students for the
next lesson topic?

- This lesson is a second grade English and Language Arts lesson. It is based on the South
Carolina Standards 13 as well as 13.3. I am teaching this particular lesson because it is
vital for students to practice reading in order to build stamina as well as increase their
understanding of the details and plot lines within their text. Before the students receive
this lesson, they should understand how to read text as well as read it to understand the
topic they are reading about. It is important that students understand and can fluently read
a text before they receive this lesson because this lesson will precede to take that prior
knowledge to the next level. In this lesson, students will need to understand the topics
and plot that they have read to perform well on the tasks that will be provided after they
have read the text. After this lesson, students will have the ability and knowledge to
analyze a text to think critically and perform well on post reading assignments. After this
unit, the students will still be using this skill but as they progress they will be expected to
read and answer increasingly more difficult questions. I will prepare them for this by
 ensuring that they have the practice and knowledge to continue to increase their stamina
and knowledge for the next level of their education in this subject.

- Data: How will students be grouped in this lesson? What hypothetical data will these
groupings be based on? How will data be collected in this lesson for future groupings
and teaching?
- Students will be grouped together in pairs of two and will be analyzed on their individual
work. They will be given a partner that they will sit with throughout the lesson and I will
carefully assign this partner with the knowledge of their reading levels. I would hope for
the students to have similar reading and comprehension levels. Then, for the individual
aspects of the lesson, they will be graded based on the work that they submit to their
designated areas in the classroom. The data that I find based on their success rate on these
worksheets and assignments that they complete will determine how much extra time the
student may need with this topic or show me that the student is exceeding the level that
they are on and should be introduced to harder content. This would change the way that I
assist or teach students based on their own knowledge.

Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)

Introduction:

- Junie B. Jones and the Stinky Smelly Bus book

- Notebook and pencil
- Earbuds
- School Provided Ipad

Teacher Based:

- SmartBoard or projector
- Markers
- Youtube video

Collaborative:

- School Provided Ipads

- Small paper provided by the teacher

Individual Digital:

- School Provided Ipads

- Worksheet provided by teacher
 - Pencil

Conclusion:

-Ipad provided by school

Detailed paragraphs from here on down.

Procedures:

Introduction (20 minutes):

This lesson will be given to students as the first lesson that the students have after their lunch and
recess period at school. I will allow them to have a five minute period where they can finish their
conversations from lunch as well as place their belongings back into their designated cubby area.
Then, I will bring their attention back to myself and the lesson by introducing the reading that
they will be assigned to read during this lesson. I will tell them that they will be reading the first
two chapters in Junie B. Jones and the Stupid Smelly Bus.The students will continue to work on
reading this book throughout the week until they have completed it at the pace that I will set for
them. I will give them the option of reading this book silently to themselves or getting their
computers and listening to the audiobook with headphones and following along in the book that
they are provided. If the students do wish to listen to the audio book as they read along, I will
provide them with a link to the video. When they are done reading the two chapters, which
should take about ten minutes, they will spend the last five minutes of the introductory period
writing in their notebooks. They will write about two main topics that are introduced in these two
chapters as well as write down the characters' names that they have met. I will tell the students
this when I initially introduce the reading but I will also ensure that the task is up on the board so
that they answer all of the aspects of the assignment. This should help the students learn to
distinguish the important information to the plot line. They will be building stamina in their
reading as well as respond to a task about the corresponding text. When they have completed
their assignment, they will turn their notebooks into the designated area.

Teacher Directed (15 minutes):

During the teacher directed portion of this lesson, the students will be told to put their notebooks
inside of their desk after the previous activity and silently and quickly walk over to the carpet
that is in front of the board. The students each have their own designated seat on the rug and it
will make the transition to the rug pretty much seamless. When the students are ready, I will play
them a video about character traits to ensure that they have some ideas for the worksheet that we
are going to fill out after the video. I will ask them what some examples of character traits are
since they learned some examples in the video. This will correspond with the worksheet that we
will do. Then, I will have a worksheet projected onto the whiteboard and the students and I will
complete the worksheet together. I will ask them about the chapters in Junie B. Jones the Stinky
Smelly Bus book and what they thought of the story so far to make sure that the students
understand what we are discussing. Then, I will summarize what happened in those two chapters
to the students so that everyone was on the same page. This could be important for any students
in my class that are at a lower reading level and might not fully comprehend the plot line as well
as some other students. Then, I will introduce the worksheet that we are completing by
explaining it to them and allowing them to raise their hands to answer. Beneath this paragraph is
a picture of what this worksheet should like. I would allow the students to raise their hands and
tell the class the characters that they met throughout the first two chapters of the book. Then, the
class would do a silent vote to choose which character to analyze on the whiteboard. Next, I will
allow students to raise their hands and tell me one character trait about the chosen character,
external or internal. I will call on different students to share another character trait about the
chosen character until the worksheet is filled. Then I will conclude the lesson with a quick
review of the topics shown in the video and worksheet and then send the students back to their
desks for the next part of the lesson.

Collaborative (20 minutes):

The students in my classroom will be sitting in pairs, so they have a partner that they can
collaborate with for this part of the lesson. First, the students will get their school provided Ipads
from their designated location and then log onto the app called Bookful. The students will choose
a short book that they want to read together. The students will then take turns reading out loud to
one another every other paragraph. This app allows for students to read short books along with
observing some illustrations that are three dimensional and life looking. At the end of each page,
the students will converse with their partner to decide what the main topics of the reading on that
page was. As the teacher, I will pass out a small slip of paper that has questions listed on it so
that the students are on task with their discussions at the end of each page. These questions
would be: what is this page about, what characters did we see on this page and what did the
illustrations on this page teach us about the book? These questions will help the students have
insightful conversations about the reading so that they can build up their stamina as well as
rehearse the ideas of completing a post reading assignment. As they get older and continue their
education, this is a vital skill to be working to perfect as you see post reading questions on many
exam formats as well standard testing models. Also to keep the students on track, I will tell the
students during the transition to this part of the lesson that if I hear their conversations begin to
stray from the book that they have chosen, I will assign them a book to read on their own and
they will have to answer the questions on paper for each page. This will motivate the students to
stay on task because they enjoy working with their friends and getting to verbalize their answers
and reading rather than writing it and sitting silently at their desks. When the twenty allotted
minutes for the collaborative part of the lesson is over, I will ask the students to turn off their
IPads and sit quietly and wait for instruction for the independent digital aspect of the lesson.

Independent Digital (20 minutes):

Now that the students are ready for the transition to the independent work time on their
individual Ipad, I will explain this activity to them. The students will use the app called FarFaria
to select a book that they want to base their activity off of. Before they start to read
independently and silently, I will hand out the worksheet that they will fill out after they have
completed reading the story that they will choose. The students will be instructed to find a story
that corresponds with their age group and is appropriate for their reading and comprehension
level. They will read this story in its entirety silently at their desks by themselves. As the teacher,
I will be walking around the classroom to assist any student that may need help with the reading
or the worksheet when they have completed the reading. After the story has been read, the
student will then move onto the worksheet that I have provided. I will instruct them to ensure
that they write their name on the paper so that I can make sure to analyze the data that I can get
by reading their submissions. I will tell the students that they can leave their Ipads on their desk
with the story pulled up in case they need to go back and reference the story for help on their
assignment, this will ensure that the students are reading for comprehension and knowledge and
not racing through their assignments. The students will write down the title of the short book that
they chose to read, who wrote the book as well as the setting and characters. If students need
help with this, I will be walking around the room and able to assist them at any time. Then, the
students will write three short sentences about the book. This can be about their favorite part of
the book, what happened in the book or any of the characters or illustrations. Then, the students
will be able to draw something about the book. The drawing aspect of this worksheet is more of
a fun way to keep students engaged rather than something that they will be graded on. I know
that every student does not like to draw so as long as the illustration has something to do with the
book, I will be happy as their teacher. When they are done, they will turn in their worksheet to
the designated area and go back to their desks and sit silently until everyone else is finished with
the assignment. During this time, they can have free reading time where they can read any book
on the app FarFaria as long as it is appropriate for their age group. This part of the lesson will
touch on the aspects of the state standards while also engaging students during one of the last
parts of their Language Arts lesson for the day.
Closure (10 minutes):

To close this lesson, I will ask that every student puts away any materials that are left on their
desks such as notebooks and pencils. At the end of the lesson, they will be told to keep their
Ipads at their desks for the next part of the lesson, I will then ensure that each student has turned
in their work for this lesson. When I am done providing the students with instruction and their
area is completely clean, I will allow them to continue their free reading time on the FarFaria
app. By allowing my students to have just a few minutes to free read, it gives them time to enjoy
reading and be excited about the next reading lesson. After about five minutes of free reading, I
will ask the students to turn off their Ipads and ask them if they have any questions about what
we did and learned today. Then, they will put their Ipads away and get ready for the next lesson
in a different subject during the school day.

Rationale:
 1. Audiobook of Junie B. Jones:

I chose this multimedia because some students struggle with pacing themselves and
comprehension of books that they are reading. With the audiobook, they can go at their
own pace and ensure that they are comprehending the book to the best of their ability. This
is the type of enhancement to a lesson that can be used for every different student because
they can choose to use it in whichever they need or not use it at all. An audiobook is
something that can help anyone as you can hear tone and expression through the audio that
a student might not understand when they are reading to themselves. This supports the
standards that I am basing my lesson plan on because the standard wants the students to
have a thorough comprehension of the book in order to do activities after the reading. The
audiobook allowed for students to understand the text to the best of their abilities.

2. Video About Character Traits:

I chose this multimedia because it engaged the students in the lesson and allowed them to
learn the ideas based around stories that they knew. The students were able to watch a
video with engaging and interesting visuals as well as learn the ideas about character traits
through this video. The video helped prepare them for the worksheet that was a part of the
lesson where they would describe one of the characters that they met when they were
reading their Junie B. Jones book. This tied the two separate parts of my lesson together in
a way that flowed easily together. This video could help students that need a little bit of a
visual in order to fully comprehend a lesson. For visual and auditory learners, this video
enhances the lesson and allows them to bring their comprehension of the topic to the next
level. It also allows the students to engage in some mental stimulation from the images
visuals along with the sound which keeps the students engaged and paying attention to the
topics that they should be studying.

3. Bookful App

I chose this multimedia because it provided the students with a platform to enhance their
reading and comprehension through images. This multimedia allows for the students to be
engaged in the state standards by furthering their comprehension of the reading as well as
providing answers to questions when they are done with the activity. In the standards, the
student is required to be able to complete a task after the assignment with comprehension.
This app allowed for students to learn and obtain knowledge in a deeper way without even
knowing it because the app is fun due to the three dimensional illustrations. This would
help a visual learner as well as a hands on learner because they can visualize the story
easier as well as interact with the story on the app.

4. FarFaria App
I chose this app as a form of multimedia simply because it allows the students to stimulate
their minds with endless choices of stories and books to read. By pairing a worksheet with
comprehension questions after they have read a story on this app, the state standard is
directly met. The student can read for enjoyment, building stamina as well as
comprehension. This app is successful for many students as it does allow for the student to
take charge of their learning in a hands-on digital way. This could help all of the different
types of learners as they are using their hands and visuals along with reading the
educational text.