What is kud in education

The KUD Lesson Plan #1

Prior to beginning work on this assignment, watch the EDU 352 Lesson Planning Template Video (Links to an external site.), and read the KUD Lesson Planning Template which you will be using to plan a know, understand, and do (KUD) lesson.

Use the KUD Lesson Planning Template to design in detail the first of the three lessons that you outlined on the KUD Unit Plan Template in your assignment for Week 2 of this course.

Remember, your lesson plan is an expanded version of what you outlined in your unit plan. The lesson plan provides the details that you will need to effectively deliver the lesson, step by step in a live classroom.

*****Last week, you used a unit plan template. This week you will write a single lesson plan connected to the overall unit plan you submitted last week.

Try to create your lesson plan so a substitute teacher could step in and follow your plan with little to no difficulty. Keep in mind that you will be using Google Classroom to facilitate your lessons in Week 5, so plan accordingly.

In your lesson plan for this week,

Describe how the lesson is developmentally appropriate for the grade level the lesson addresses.
Describe the instructional model you plan on utilizing.
Identify the standard being taught (please include the full nomenclature of the standard).
Outline five objectives:
Two, “Students will know” objectives
One, “Students will understand” objectives
Two, “Students will be able to do” objectives
Describe both the formative and the summative assessments that will be utilized to measure students’ mastery of the objectives.
Formative assessments are for you, the teacher so they are never graded. Formative assessments are spot check assessments that are given to measure how knowledge is forming as instruction is occurring. They are on the spot strategies that you use to get instant feedback informing you whether your students are grasping what you are teaching, as you are teaching it. The knowledge you gain from formative assessments is meant for you to adjust your instructional delivery methods in order to better serve your students and help them master the content you are teaching.
Summative assessments, on the other hand are always graded. Summative assessments measure the sum total of what a student has learned after instruction has taken place. They are your way to see what your students have learned as a result of your lesson.
Explain any accommodations you are embedding to serve English as a second language (ESL) learners or learning support students you may have in your class.
Explain any enrichments you are embedding to further the thinking of any gifted students you may have in your classroom.
Summarize the procedures you will use to teach the lesson. Be as specific as possible. Pretend you are writing plans for a substitute teacher. Your lesson must be explicit enough for the substitute teacher to be able to implement.
Explain how the technology tool or tools included in the lesson plan reinforce the learning opportunities described in the procedures.
The KUD Lesson Plan #1

Must be two to four double-spaced pages in length within the template (not including title and references pages and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)‘s APA Style (Links to an external site.)
Must include a separate title page with the following:
Title of page
Student’s name
Course name and number
Instructor’s name
Date submitted
For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

.
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources.

KUD Lesson Planning Template

Grade Level

This lesson is designed for Kindergarten students because it builds on the previous lesson of

sharing and being a good friend by teaching students what it means to appreciate what they

have as well as learn what it means to make sacrifices that will benefit themselves and others.

Instructional Model

• Teacher-directed instruction

- The teacher will first go over the objective and concepts of the lesson.

- The students must know what the expectation is so that they can have a goal or

goals to meet.

• Cooperative learning

- Cooperative learning will take place before, during and after the story by

answering questions about what they will be doing before the story, asked

questions about the story while the teacher is reading as well as have discussion in

small groups to ensure the students understand the unit.

Standards Standards CCSS.ELA-LITERACY.RL.K.10 Actively engage in-group reading activities with purpose and understanding. CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). CCSS.ELA-LITERACY.RL.K.3 With prompting and support, identify characters, settings, and major events in a story. Objectives Students will KNOW

http://www.corestandards.org/ELA-Literacy/RL/K/10/
http://www.corestandards.org/ELA-Literacy/RL/K/1/
http://www.corestandards.org/ELA-Literacy/RL/K/7/
http://www.corestandards.org/ELA-Literacy/RL/K/3/
• The “Main Idea” song using the five W’s (Who, what, when, where and why)

• What main characters are, what are settings as well as what a major event is

Students will UNDERSTAND

• How giving up something you love can be good

Students will be able to DO

• Use the story’s illustrations as context clue as to what will happen next

• Identify characters, settings and major events in the story

Assessment Plan Formative:

• After the smartboard read aloud, students will complete a work sheet made

specifically for the book.

• Students will connect the main idea, setting, characters and a major event to

pictures

• Students will write what the character’s most prized possession was

• After data is collected for the formative assessment, the teacher will work will small

groups that need help in the same content area in 10 minute rotations during the

student’s crafts activity in order to make improvements on where they struggled.

Summative:

The student’s assessment will be a reading response to the story to see what they have

learned after the crafts activity and small group learning has taken place. For this assessment,

students will write a sentence about a prized possession that they would sacrifice. This reading

response will show what the students know and understand by them relating themselves to the

main character and putting themselves in a possession to give up something they loved by

writing a sentence and drawing a picture that correlates to what they wrote. (Summative

assessment is ALWAYS graded. It is for you to measure what your students know and have

mastered AFTER you have taught the content and standards.)

• The students will create a reading response about their most prized possession.

• Students will write a sentence then illustrate a picture about their sentence. • Grading rubric:

- Did student draw a picture and write a sentence that relate to each other? - Is the student’s picture and sentence showing an example of their most prized

possession? - Was the student able to relate the picture and sentence to them self?

Accommodations

• ESL students will work on the worksheet in small group while being monitored by the

teacher as independent practice.

• Translations will be made from English to Spanish as needed to make sure they fully

understand the content.

Enrichments

• In addition to doing the same worksheet, advanced students will also be pulled individually and

asked what and why questions about the story. (ie: What happened to the girl’s parents? Why

does she love her doll so much?)

Procedure 1. Review previously learned material

- Teacher will go over what it means to have good behavior and treat others kindly. She will

reiterate what it means to be a good friend and what it means to share.

- Teacher will talk about main ideas, main characters, settings and major events in a story

and how to identify them.

- Teacher will ask students to recall correlating illustrations to the text from the story and

how looking at the pictures can help, you know what the story is about.

2. State objectives of the lesson

Teacher will show objectives by having them written on the board.

- The board will show the content, Unit title and objective along with the KUD outline that will

be discussed after the previously learned material has been discussed.

3. Present new material

- The teacher will model the book, show the students the worksheet and model the crafts

project as well as model what their summative assessment will look like.

4. Guided practice

- After the read aloud, the teacher will put pictures up from the story and the teacher will

demonstrate what it looks like to connect the pictures to the terms; main characters,

settings and major events that occurred in the story so the students know what to do on

the worksheet.

- The teacher will then demonstrate the crafts project by showing the steps of making a

bluebonnet out of construction paper squares using a pencil and glue.

- Teacher will model the summative assessment by showing students how to stretch out

their sentence and count how many words they will use. The teacher will make lines where

the words will go then write the words of the sentence on the lines to make a complete

sentence.

5. Independent practice

- Students will do the worksheet on their own to demonstrate what they have learned.

- Students will practice coming up with what their most prized possession is that they would

sacrifice. Students will practice stretching their sentence and making necessary corrections

before completing it on their final summative assessment.

Technology Tools

• This lesson will integrate technology by using a Smart Board to answer questions

about the stories main idea as well as characters, setting and major event.

• The smartboard will also be used to watch a read aloud video of the book.

- English as a second language or ESL students will first hear the story in English,

read by the teacher.

- Then, the students will listen to the story in Spanish by using the Spanish version

of the book as well as a Spanish audio book in a listening station.

Unit Lesson Plan Assignment

Student

EDU 352 Foundations of Educational Technology

Instructor

April 10, 2019

Unit Plan Template Assignment 1

Following the first assignment which taught students how to behave and treat their

friends, this assignment shows the importance of making sacrifices for their friends and love

ones that will benefit everyone. This goes beyond just sharing and teaches students how to be

giving which is an important skill students should learn young so that they will continue this

behavior later in their lives. That being said, this lesson plan will teach students what it means to

give up something they love in order to help others. This lesson plan uses technology and

materials that will help them build the skills they need to progress to the next unit of study. In

this lesson plan, students will learn the importance of sacrificing or giving up something they

love and how to implement this act of kindness in everyday life by listening to a story that will

not only help them develop skills in kind behavior, but also help them develop skills of recalling

information from the text by observing the illustrations of the story as well as how to recall

information from the story by using the five W’s, who, what, when, where and why.

The unit of the lesson plan explains that the students will be learning about not taking

people in their lives for granted and what is means to make sacrifices for others. The teacher will

read the book, Tomie DePaola’s The Legend of the Bluebonnet to show the importance of what it

means to make sacrifices for the good of others. During the lesson, the students will also be

developing skills on how to recall key details about the story by being asked questions during the

reading as well as after. The unit will also help the students to develop context skills by

observing the illustrations from the book and connecting them to the events in the story. Students

will also be learning about characters, settings, and major events that occur throughout the story

by using the five W’s.

The lesson plan is based around three standards from the Common Core State Standards

Initiative that each student must master in order to move on to the next unit of study. These

standards consist of;

CCSS.ELA-LITERACY.RL.K.10 Actively engage in group reading activities with purpose and understanding. CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). CCSS.ELA-LITERACY.RL.K.3 With prompting and support, identify characters, settings, and major events in a story. Along with these standards, the teacher must also create the KUD Objectives. This is necessary

because it shows what the students should already know before conducting the lesson, what the

students need to understand and the information the students should be obtaining from the lesson

as well as what they will being doing throughout the lesson to complete the unit. Objectives will

be discussed after the teacher has gone over the previous material that this unit builds on.

Instructional models the teacher will be using are; teacher-directed instruction. The

teacher will first go over the objective and concepts of the lesson. The students must know what

the expectation is so that they can have a goal or goals to meet. Students will also model

cooperative learning before, during and after the story by answering questions about what they

will be doing before the story, asked questions about the story while the teacher is reading as

well as have discussion is small groups to ensure the students are understanding the unit.

Before the lesson is ended, the teacher must administer a formative and summative

assessment to ensure the students have acquired the knowledge and skills they need to move on

to the next lesson. In this lesson, the teacher will formatively assess the students by having them

http://www.corestandards.org/ELA-Literacy/RL/K/10/
http://www.corestandards.org/ELA-Literacy/RL/K/1/
http://www.corestandards.org/ELA-Literacy/RL/K/7/
http://www.corestandards.org/ELA-Literacy/RL/K/3/
do a worksheet about key details such as characters, settings, major events and the main idea of

the story. After assessing their responses and answers, data is collected by the teacher to

determine which students are struggling and what content needs to be reiterated. The teacher will

call students who need improvement and work with them in small groups based on which

content areas they need additional assistance and work with them to make these corrections

while the students independently work on their bluebonnet craft project. ESL students will work

on the worksheet in small group while being monitored by the teacher as independent practice.

Translations will be made from English to Spanish as needed to make sure they fully understand

the content. The same data will be collected and one on one or small group will be conducted to

make improvements on where they struggle. Advanced students will not only do the same

worksheet, they will also be pulled individually and asked what and why questions about the

story. (ie: What happened to the girl’s parents? Why does she love her doll so much?)

The summative assessment will be conducted by having the students write a sentence as a

reading response explaining what their most prized possession is. ESL students will have

assistance from the teacher. Advanced students will not only write what their prized possession

is but they will also tell why it is their most prized possession. well as drawing a picture that

correlates to the sentence.

The whole lesson, including the activity, formative and summative assessments will take

around 1 hour and 30 minutes. This lesson will integrate technology by using a Smart Board to

answer questions about the stories main idea as well as characters, setting and major event. The

smartboard will also be used to watch a read aloud video of the book. English as a second

language or ESL students will first hear the story in English, read by the teacher. Then, the

students will listen to the story in Spanish by using the Spanish version of the book as well as a

Spanish audio book in a listening station. The procedures and materials are also included in the

lesson plan.

Throughout this unit, the students should have a clear understanding of what it means to

make sacrifices for others by giving something up that they love or care about as well as develop

skills such as correlating illustrations to the story line, being able to answer questions about the

story by recalling specific details and key points, and will be able to point out main characters,

settings throughout the story as well as major events that occurred during the story by using the

five W’s. This lesson plan not only sets up step by step instructions for the teacher to follow, it

also puts into perspective the unit and standards that will be used and how to make sure the

lesson follows them accordingly. This ensures that the teacher is meeting the curriculum and

standards before proceeding to the next unit of study.