Learning Segment - Grade: A PDF

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Summary

Children's Literature task 2, learning segment....

Description

The three children's books with a central focus of weather I will be using for this learning segment are: ● The Snowy Day by Ezra Jack Keats ● Over and Under the Snow by Kate Messner ● National Geographic Readers: Weather by Kristin Baird Rattini WGU Connected Learning Segment Template

General Information Teacher Education Candidate Name: Sarah Gibbs

Date Developed:

12-8-2019

Connected Learning Segment Title: Winter weather and how it impacts us.

Period/Time Estimate:

3 instructional hours

Subjects (3): Art, Reading, Science

Grade Level:

2nd Grade

Number of Students:

20

Central Focus: Winter Weather

Lesson 1 Information State-adopted Content Standard (or Common Core State Standards, if applicable)

Subject :

Learning Objectives(s) (Behavior, Condition, Criteria)

Instructional Plan: Strategies and Learning Tasks

Description of Formative and Summative Assessment

ART

After reading The Snowy Day, students will create an artwork about how they like to spend a snowy day with family or friends. Students must include elements of winter in

As a class we will read the Snowy Day, students will then share with peers how they have or would spend a snowy day. After the read aloud and discussion, students will have guided practice of creating a brainstorm web with snowy day activities that they can get

Formative: Students will create a brainstorming web with ideas from the book “The Snowy Day” before starting their artwork.

Code and Description Indiana 2.6.2- Create artwork about self, family, and personal experiences (2018-2019 Indiana Academic Standards – Fine Arts)

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Summative: Students will have created an artwork in the art medium of their choice to explain a snowy day with their friends or family. I will know that

their artwork to obtain 10/10 on their artwork.

inspiration from the book “The Snowy Day”. Once I have seen their brainstorm web and approved their snowy day activity and art medium students can get started on their independent practice of their artwork.

learning has occurred because students would have created an artwork about a snowy day in their own opinions and artwork, showing snow in someway.

Subject :

Learning Objectives(s) (Behavior, Condition, Criteria)

Instructional Plan: Strategies and Learning Tasks

Description of Formative and Summative Assessment

Reading, Vocabular y building

After reading “Over and Under the Snow” students will be able to identify the alliteration and repetition of the book as well as create their own, while understanding how animals survive in the snow during winter. Students must have ⅔ correct of their winter alliterations.

In small reading groups (3-5 students) we will take turns reading aloud the book “Over and Under the Snow.” Together in guided practice we will think-pair-share in our small groups about alliterations and word repetition that we saw in the book. Students will then independently write an exit ticket with 3 alliterations of their own about winter.

Formative: Think-pair-share in small groups,

Learning Objective(s) (Behavior, Condition,

Instructional Plan: Strategies and Learning Tasks

Description of Formative and Summative Assessment

Lesson 2 Information State-adopted Content Standard (or Common Core State Standards, if applicable) Code and Description Indiana 2.RV.3.1 Recognize that authors use words to provide rhythm and meaning in a story, poem, or song. (English/Language Arts Standards)

alliterations and how to make one. Summative: Students will write 3 alliterations about winter on paper in their own words and turn it in to me before being dismissed. I will know that learning has occurred because students will recognize the pattern of alliteration, create their own correctly ⅔ times and reference it to snow from the book “Over and Under the Snow.”

Lesson 3 Information State-adopted Content Standard (or Common

Subject

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Criteria)

Core State Standards, if applicable) Code and Description Indiana 2.ESS.1 Record detailed weather observations. Chart and graph collected data. (Second Grade Resources)

Science

Students will read “National Geographic readers: Weather” and create a graph in order to collect data and patterns in the weather during winter. After reading “Weather” students will be able to create a graph through observations and analyze it through questions with a 7/10 score.

As a class we will read aloud “National Geographic readers: weather.” Following the read aloud we will make a bar graph with types of weather listed in the book. For the month of January we will collect data on what weather occurs in Indiana. Half way through the month students will then use guided practice to predict what weather patterns they believe will happen. After the month of January students will take an independent multiple choice test on understanding graphs and detailed weather observations.

Formative: Half way through the month, students will observe the patterns and complete a graph of their own to predict the weather for the rest of the month. Students are expected to evaluate the previous weather and choose best answers based on the facts and trends of the season, using the book as reference of weather. Summative: At the end of the month students will take a multiple choice test on the patterns and observations about the graph and weather. I will know that learning has occurred because students will be chart weather observations during guided practice and will be able to understand the keywords from the “weather” book to help them answer the multiple choice questions correctly 7 out of 10 times on the multiple choice test.

Reflection Explain (suggested length of 1–2 paragraphs) how the learning segment was designed to support students (e.g. motivate and engage) when interacting with children’s literature.

Winter weather and how it impacts us learning segment supports students in learning by using 3 children's books on weather. One of these children's books is “The Snowy Day” by Ezra Keats, this book helps students envision a fun snow day. “The Snowy Day” takes students on a journey of

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Use evidence-based research or resources in the course of study to support your explanation (use APA in-text citations).

an entire snowy day, and using this book inspires student artwork and the motivation behind their visual story. During the reading of “The Snowy Day” students will be asked questions about the book such as, “who has had a snowball fight? who enjoys hot cocoa after playing in the snow? who likes to heat up by a nice warm bath?” These questions will keep students interested and will help keep them engaged in learning about winter. There are many students that have not been exposed to the play of enjoyment of snow and have been encouraged to stay out of the snow. Using class discussion can spark ideas for play and could draw excitement for creating a piece of art about winter. In the Text Exploring Nonfiction with Young Readers, it states that reading Literature aloud in class provides ideas for students writing, motivates them to read more and also adds pleasure to their day. All three of these reasons evidence that supports students learning with children's literature. (Galda, Liang, Cullinan, 379)

References in APA Include citations for your 3 books, your standards, and your scholarly source/textbook/course of study.

2018-2019 Indiana Academic Standards – Fine Arts. (2019). Retrieved December 8, 2019, from https://www.doe.in.gov/standards/fine-artsdance-music-theatre-visual-arts.

English/Language Arts Standards. (2019, July 11). Retrieved December 8, 2019, from https://www.doe.in.gov/standards/englishlanguage-arts.

Galda, Liang, Cullinan. Literature and the Child, 9th Edition. [Western Governors University]. Retrieved from https://wgu.vitalsource.com/#/books/9781305642362/

Keats, E. J. (2019). The snowy day. Boston, MA: National Braille Press.

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Messner, K., & Neal, C. S. (2014). Over and under the snow. San Francisco: Chronicle Books.

Rattini, K. B. (2013). Weather. Washington, D.C: National Geographic.

Second Grade Resources. (2019, April 2). Retrieved December 8, 2019, from https://www.doe.in.gov/standards/second-grade-resources.

Note: As a Teacher Education candidate, you must use research-based evidence to support all choices and positions in the connected learning segment. Use APA format for in-text citations and the reference section.

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