Web 2.

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Lesson Idea Name: Big Ideas and Small Moments/Parts of A Story

Grade Level/Content Area: Second grade Reading

Content Standard Addressed: ELAGSE2RL5: DESCRIBE the overall structure of a story including
DESCRIBING how the beginning introduces the story, the middle provides major events and
challenges, and the ending concludes the action.

What would you like students to know and be

ISTE Technology Standard Addressed:
able to do by the end of this lesson:

1.1 Empowered Learner 1. I can read and demonstrate understanding of

1.1a Learning Goals
Students articulate and set personal learning
goals, develop strategies leveraging technology to
achieve them and reflect on the learning
process itself to improve learning outcomes.
1.1c Feedback to Improve
Practice
Students use technology to seek feedback that
informs and improves their practice and to
demonstrate their learning in a variety of ways.
a (topic/main idea/event) by asking questions
pertaining to who, what, where, when, why and
how the (topic/main idea/event) happens by
providing answers to questions using key details
explicitly stated from the text.
2. I can use information gained from
informational text (e.g., maps, photographs) and
the words in a text to demonstrate
understanding of the text (e.g., where, when,
why, and how key events occur).
3. Families around the world can be the same or
different.

What is the student learning goal(s) for this lesson idea? You will be able to demonstrate words in
a text and understand when, why, how, and where key moments occurred in the story. You will
understand the topics and be able to answer questions referencing to the story using the technology
tool provided in the lesson.

Bloom’s Taxonomy Level(s)

Remembering X Understanding Applying Analyzing Evaluating Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:

X Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations. Learning activities are assigned to the
student and mostly practice based.

☐ Student-Led: Students are given voice and choice in the activities. They may select the topic
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 Web 2.0 Tools for Communication and Collaboration

of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes.

☐ Problem-based (Real world problems) and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing it via an outside source.)

Lesson idea implementation: The Teacher introduces the 5 week themed unit. Assess prior
knowledge by discussing with the students, How families around the world are the same or
different. (Question of the Day). Build Knowledge (Make Connections): Explain to the students
that this is a story about an immigrant. The girl on the cover comes from Lahore, Pakistan. The
students will find Pakistan on a globe. The students will create a vocabulary web on new words
they learned about families around the world & turn it in as their morning-Journal
Writing/Oral
Language. Discuss the Story structure: the beginning introduces the story, the middle provides
major events and challenges, and the ending concludes the action.
https://www.youtube.com/watch?v=eyF_aobpKRQ
Discuss Characters, Setting, Events, Problem, and Solution. https://www.youtube.com/watch?
v=RGzKUdWkcAs
Discuss, Ask, and Answer Questions using the 5W’s and determine key events from the story.
https://www.youtube.com/watch?v=wjBp3NXNiZk
Teacher will introduce the weekly story: (Big Red Lollipop 480L pgs. 10-31/T30-T43) Genre-
Realistic Fiction *Lesson 1 or Story Online Access: https://www.youtube.com/watch?
v=FzDWCBNtX-E
Managing student learning: Yes. The students will be actively involved with the story and eager to
find out what events happen in the story.

The students will complete pages to add to their Interactive Notebooks. The students will read
through the story and stop to ask questions as they read the story. Get the students really involved
with these questions and sharing their answers.
Ticket Out the Door: The students will complete a 3-2-1 assessment on what they learned about
Asking and Answering.
Universal Design for Learning (UDL): This experience will help support students learning by
allowing them to create an environment where everyone is accepted no matter where they come
from and also learning how to separate the beginning, middle, and end of a story through story
elements. The experience will help engage students in an environment where reading can take
their minds to an explorative level. The students will follow through read-aloud, play interactive
games, answer multiple choice questions, and much more to help support their learning and build
upon their knowledge of reading using story elements.
Reflective Practice: The students will have Reflective practice, so that they are able to review the
story elements in a story and understand the importance of each element using the Wakelet. In
this lesson I look forward to implementing the story elements and the big idea of why the story
elements are very important in creating a story
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 Web 2.0 Tools for Communication and Collaboration

Frazier, 2021