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J. Critical Thinking for Big Idea/Moral Lesson

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J. Critical Thinking for Big Idea/Moral Lesson

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1. What is the lesson you learned after reading The Ugly Duckling?

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The second grade student shall recognize the lesson to be learned from the fiction text.

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1. Can you identify the setting we are in right now?

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J. Critical Thinking for Plot/Sequence of Events

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J. Critical Thinking for Plot/Sequence of Events

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1. What happened in the book Charlie and the Chocolate Factory? Can you put it in order from first to last?

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J. Critical Thinking for Problems and Solution 

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J. Critical Thinking for Problems and Solution 

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1. What is a problem you have?
2. Can anyone come up with a solution to —————‘s problem?

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The second grade student will determine the setting, where and when the story took place, in fictional texts.

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The second grade student can identify the problem and the solution in fiction text.

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The second grade student can determine the plot and list events in chronological order from fictional texts.

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R.2.A.2.a Describe the setting, problems, solutions, sequence of events (plot), and big idea or moral lesson.

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R.2.A.2.a Describe the setting, problems, solutions, sequence of events (plot), and big idea or moral lesson.

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The second grade student will determine where the story is taking place, the problems and solutions in the story, the sequence of the events of the story, and the lesson learned during the story in any given fiction text with 75% accuracy. (DOK 1&2)

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B. Pre-Assessment Analysis (need of students)

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B. Pre-Assessment Analysis (need of students)

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Student A: 4/8
Student J: 2/8
Student M: 2/8
Student MC: 4/8
The students scores vary greatly but I do know that they know something about the story structures. I found that all of them struggle with comprehension and at least three struggle with focus and attention. The students had to be redirected several times and some even needed the questions repeated several times so that they could fully process it.

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B. Pre-assessment (baseline) List actual data for objectives

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B. Pre-assessment (baseline) List actual data for objectives

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I. Contextual Factors impacting each lesson

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I. Contextual Factors impacting each lesson

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(Connections between contextual factors and pedagogical choices are explained clearly.)
-Lesson 1: For lesson one students will be taught how to identify the setting in any fictional book, some of my students with low cognitive needs and IEPs may need to be pulled from whole class work so that they may be guided through their learning.
-Lesson 2: For lesson two my students will be taught how to identify the problem and solution in a fictional story. Some of my students with low cognitive needs and IEPs may need to be pulled from whole class work so that they may be guided through their learning.
-Lesson 3: For lesson three my students will be taught how to place events in the correct sequence from the time they happened in the fictional story. Some of my students with low cognitive needs and IEPs may need to be pulled from whole class work so that they may be guided through their learning.
-Lesson 4: For lesson four my students will be taught what a moral is, where it can be found in the text, and why it is important to our learning. Some of my students with low cognitive needs and IEPs may need to be pulled from whole class work so that they may be guided through their learning.

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H. Potential biases affecting instruction or assessment and plans for countering biases

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H. Potential biases affecting instruction or assessment and plans for countering biases

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-One bias I may have is that I know which of my students have IEPs and which are very low in reading. This may cause me to hover over them and want to help them when in reality they need to work on their own.
-another bias I may have is favoriting the students that have taken to me and really welcomed me into the classroom.

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G. Probable obstacles for students' for objectives and why?

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G. Probable obstacles for students' for objectives and why?

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-The air conditioning is either really hot or freezing cold, there is no in between. This causes children the need to get up and get their jackets and if they don’t have one they can be more focused on being cold than the lesson.
-carpet time can be a challenge because certain students cause an uproar when they do not get to sit by their friend and then have to be moved which interrupts the lessons and causes a distraction to other students.

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-Describe main characters in works of fiction, including traits, motivations, and feelings
-Compare and contrast different versions of the same story with respect to their characters, setting, and sequence of events
-Describe cause and effect relationships

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F. Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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F. Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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My second grade students need to understand cause and effect and story structure before I introduce them to plot, setting, problem and solution, and moral lessons.

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E. Previous Learning Goal (Where were the students?)

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E. Previous Learning Goal (Where were the students?)

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The students are learning about Cause and Effect and Story Structure.

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A. Needs of Students based off of the contextual factors

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A. Needs of Students based off of the contextual factors

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Some of the needs of my students will be needing to be separated from the class to receive guided instruction. Some students may need to be given a sheet that is a different level from the others in their class to help them understand the content better.

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A. Contextual Factors of district, school, and classroom

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A. Contextual Factors of district, school, and classroom

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R.2.A.2 Develop and apply skills and strategies to comprehend, analyze, and evaluate fiction, poetry, and drama from a variety of cultures and times.

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The second grade student will determine the setting, problems and solutions, sequence of events, and the moral lesson of fiction text.