Assignment Details: A. Choose a childrens book that is appropriate for a specific grade level (kindergarten, first, second, or third grade), taking into consideration the specific needs, interests, and reading levels of the students in the class. 1. Justify (suggested length of 12 pages) why the childrens book you selected is appropriate for the lesson being taught. B. Using the book you selected as an anchor, design three lesson plans (using the attached WGU Lesson Plan Format) to teach the following reading/literacy skills for a specific grade level, kindergarten, first, second, or third grade: 1. Word recognition, phonics, or concepts of print (your choice) 2. Phonological or phonemic awareness (your choice) 3. Oral reading fluency C. Incorporate a technology component into the lesson plan for the lesson you will teach. NOTE**Use Common Core Standards, Book should be for 1st grade lessons (Jesse Bear, What will you wear?) Format of response: LESSON PLAN Name: Task Objective Number: GENERAL INFORMATION Lesson Title & Subject(s): Topic or Unit of Study: Grade/Level: Instructional Setting: (e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays) STANDARDS, GOALS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s): Go to your State Office of Education Website, Core Curriculum Achievement Standards. Highlight, copy and paste the specific standard(s) this lesson will focus on (include any identifying numbers with text). Lesson Goal(s): Write a statement that describes the overall purpose of the lesson; in other words, write a general statement that describes what you expect students to know or be able to do at the conclusion of the lesson. Lesson Objective(s): Your objective(s) should align with the knowledge and skills taught as well as with the assessment chosen for this task. All learning objectives must include a Specific Behavior (e.g., Action; what the students will do-use a verb), Condition (e.g. how students will do it) with Measurable Criteria (e.g. minimum percent to demonstrate mastery-use numbers). Lesson objectives should also be Attainable (realistic outcome of this individual lesson) and Relevant (aligned with the target core curriculum/student achievement standard listed for this lesson). MATERIALS AND RESOURCES Instructional Materials: Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates) Resources: List supplementary information and/or places where you found information for the lesson in APA format INSTRUCTIONAL PLAN Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Identification of Student Prerequisite Knowledge and/or Skills: (e.g., What do students already need to know or do to be successful in this lesson? Include skills learned from lessons previously taught in prior standards, anticipatory set, development of schema, formation of connections to previous learning, review of definitions/terms, explanation of the purpose of this lesson) 2. New Knowledge and/or Skills To Be Taught: (e.g., presentation of learning objective, term definitions, concepts, processes and/or approaches) 3. Modeling: I Do (e.g. show it, teacher demonstration/explanation of process) 4. Guided Practice: We Do (e.g., active learning engaging all students, teacher supported, scaffolding, check for student understanding including any questions to ask or anticipate from students) 5. Independent Student Practice: You Do (e.g., engaging all students in practicing what will be assessed based on the objective, teacher monitored, check for student understanding) 6. Culminating or Closing Procedure/Activity/Event: (e.g., review terms, concepts, and/or learning process; identification of learning objective(s) met in this lesson, establish connections to the next lesson; check for student understanding including any questions to ask or anticipate from students) Pedagogical Strategy (or Strategies): (e.g., direct instruction, cooperative learning groups, partner work) Differentiated Instruction: How will you differentiate instruction for two or more subgroups? Provide examples of accommodations for such groups as English Language Learners, hearing impaired, learning disabled (e.g. reading-dyslexia, writing-dysgraphia, oral language disability, math disablility, etc.), physically disabled, and/or gifted/accelerated learners. Technology Integration Describe how you will use technology to support students in developing understanding. Explain why you have chosen to use this specific form of technology in this lesson. This may include technology that you will use during instruction and/or technology that will be used by students during guided or independent practice. Student Assessment/Rubrics: Describe how you will know if students have met the objective(s) for this lesson. This section should give detail about how you will gather data to assess student mastery of the identified learning objective(s). Include a formative assessment example and a summative assessment example (Note: all assessments must be aligned with the learning objective).