1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?
• I feel that overall everything went well as far as my introduction, reading, and implementing what we learned. The only area I could have been more prepared was on the application kidspiration and how the venn diagram worked. We kind of had to figure out how to type in the different sections as we went. In a first grade classroom I would not have used this program nor a computer. I originally wanted to use an iPad for each student as we sit at circle/reading area and they could use a stylus to write in their notes or type on a different, more user friendly application.
• How well was the alignment to objectives and standards maintained?
• My lesson 100% aligned with my objectives; reading 2 stories, determining the different points of view, and using a venn diagram to compare and contrast the two different stories that we read.
• Describe any modifications made during the implementation of the lesson.
• I did not make any modifications during the lesson. Except we used computers and kidspiration instead of iPads.
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)?
   • SmartBoard - introduction for reviewing venn diagrams
   • Computers - Kidspiration (venn diagram) and Word (notes)
   • How were the technologies used (by whom and in what manner)?
   • The computers were used for typing notes from each story (key notes about setting, characters, plot, etc)
   • My lesson was within the correct time frame
     • The lesson was within the correct time frame because...
     • I kept an eye on the clock the whole time and made sure to leave time for asking questions during the intro and while reading. During individual work time my "students" stayed on track since I kept walking by them and helped them if they needed it. 
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson.
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this?
  • I think I was successful in implementing everything that my objective required, and my reflection of what I think I did supports this because I felt prepared and that I implemented everything successfully.
    
    
    
    
  • How do the comments from your classmates support this?
  • The comments were helpful because they aligned with what I already thought I needed to be more prepared with, but the scores they gave me reflected in how well the overall lesson went.

MATERIALS AND RESOURCES

Materials and resources:
-SmartBoard, plain notebook and venn diagram lesson application
-iPads for each student and stylus'
-Digital version of "The 3 little wolves and the big bad pig" and "The true story of the 3 little pigs"
-Writing applications (to take notes and complete venn diagram)

Procedure: The students will individually turn in their venn diagram and notes for grading.

Instruments: I will use a checklist.

-The student was able to determine which point of view each story was written in

-The student was able to give reason to why they think the story is written in that POV.

-The student was able to give KEY similarities between the two stories about the plot and characters

-The student was able to give KEY differences between the two stories about the plot, characters, conflict, etc.

Reflect on:

Planning Assessment (InTask Standard # 6):

• How does the assessment align with the standards and objectives of this lesson?

  The assessment directly correlates with their work and shows their ability on if they are able to compare and contrast and decipher which POV the story is written in and why.

• How does the assessment demonstrate that the students have been successful in learning the content?

  If they are able to include information that is relevant and includes key points that are different in the stories then they are successful in learning the content.

• How does the assessment demonstrate student engagement in higher order thinking?

  The students are engaging in the content and how to use technology to reach this goal. They are coming up with different key points from each story and organizing it into similarities and differences.

• How does the assessment demonstrate that individual student needs were met?

  Each student will be turning in their work that they completed individually. I will also be walking around observing, helping, and taking notes/mental notes on students performance. 

Procedure:

1.) All week we will have been discussing different points of views and what key words we can search for to figure out what point of view a story is written in. As a class we will briefly review this by me asking questions and students answering. We will also re-introduce a venn diagram.

2.) We will use a class topic like "cats & dogs" to complete a class venn diagram so they are refreshed and understand the gist of what they will be asked to do. 

3.) I will read aloud the 2 books (The 3 little wolves and the big bad pig & The true story of the 3 little pigs) on the SmartBoard so that they can read along.

4.) While the students are following along they will each have their iPads on and available to write down key words they hear from each story on the points of view, and important information that may be useful during completing their venn diagram. 

5.) After the story, we will together discuss thoughts from the students, just enough to get them started. Then I will release them for independent work. The students are allowed to discuss with one another, but each needs to individually complete their work and stay on task.

6.) The students will submit their notes, charts, venn diagrams, whatever else they used in the process to a student drop box to be graded.

Technology Integration: We will be using the SmartBoard to read stories and complete our classroom venn diagram. We will be using iPads to take notes and create a venn diagram through applications and submit them online to be graded.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay ADHD student - if they have trouble sitting and paying attention I might let them stand up as long as they are not in anyones way or causing a distraction, or switch their seat to an exercise ball so that they are able to move but still stay focused.
• Gifted If a student is already proficient in this area, I will ask them to find the Who, What, When, Where, Why, How in the stories and compare that information.
• ELL I may want to give them a list of key words that will be in our story with a definition and a visual picture so that they may follow along better. They will be given extra time if needed and may want to have a copy of the books for themselves to read again to themselves to better comprehend the story.

Reflect on:

Designing Instruction (InTask Standards 7 and 8):

• Why are you using the instructional methods you have described?

  I chose to present my lesson in that way because I am able to traditionally teach (introduce, model, guided practice, independent, closure) but make the whole more engaging by using technology that students can relate to.

• How do the instructional methods align with what you know about best practices (think about your methods classes)?

  Reviewing information and checking for understanding is important because if the students do not understand, then they cannot move on and complete the lesson successfully. If my students struggle, then I will need to take a step back and remediate rather than move on and make them feel frustrated.

• How are you engaging students in creative and higher order thinking?

  The students are having to listen and read carefully for important information that they will want to use to compare and contrast the two stories. They are also required to figure out the POV of each story and how those differ.

• How does your integration of technology support what you know about best practices for technology integration in the classroom? (Use the research that you and your classmates did as a resource)

  Using hands-on technology gets students more engaged just within the fact that it's technology. It is relevant to the students lives, so they are going to be more excited to participate. 

  
  

Grade Level: 1st grade

Subject(s): Language Arts

Topic of Study: Points of View

Time Allotment: 40 minutes

Standards: 

• CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text.
• CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

Objectives: The students will read 2 different stories, determine the books point of view, and compare and contrast the stories similarities and differences. 

Reflect on:

Assessing Prior Knowledge: 

• What do the students need to know prior to the lesson? 

  The students need to know the main keywords used to differentiate between different points of view

• How will prior knowledge and experience be assessed?

  We will have been working on POVs all week, those assignments will determine whether or not they are able to tell the differences in the POV of the story. We can review comparing and contrasting by creating our own class venn diagram on a topic we are already knowledgable about as an introduction to the lesson.

• How will you use this information in the planning process?

  If the students are able to easily create venn diagrams and pick out key information to list, we will continue with the lesson. If not, we may need to do some remediation and re-teach the concept and later complete the lesson that day or the next class day.

Planning Instruction: 

• Why should the content of this lesson be taught at this grade level?

  Students are beginning to learn how to read, to fully understand a story they need to understand who is telling the story. Students should also learn how to compare and contrast to be able to spot differences and similarities in stories/situations to comprehend stories.

• How do the objectives that you have for the lesson align with the standards?

  The students will determine the points of view which aligns with the standard "identify who is telling the story at various points in a text."

  
  

  The students will compare and contrast the events and characters in 2 different, but similar stories which aligns with the standard "compare and contrast the adventures and experiences of characters in stories." 

• When will the lesson be taught in the course of the school year? Why?

  I think once the students are becoming more familiar with reading short books with 1+ characters I would want to introduce points of view. This will allow them to better comprehend more complex stories that they will encounter later. So I  may want to do this lesson mid-fall - end of fall.