Lesson Plan 1 Insects Taught
Lesson Plan 1 Insects Taught
Lesson Plan 1 Insects Taught
Susan Hart
Diff-510
Lesson Plan 1 taught to class
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o W.2.8 (Writing):
Categorize and organize facts and information within
a given domain to demonstrate knowledge from
read-aloud.
o SL.2.1 (Speaking and Listening):
Participate in collaborative conversations with
diverse partners in grade 2 topics and texts with
peers and adults in small or large groups.
o SL.2.2 (Speaking and Listening):
Describe key ideas or details from a text read aloud
or information presented orally or through other
media.
o SL.2.3 (Speaking and Listening):
Ask and answer questions about what a speaker says
in order to clarify comprehension or deepen
understanding of a topic.
o SL.2.4 (Speaking and Listening):
Recount information with appropriate facts, relevant
and descriptive details, speaking audibly in coherent
sentences.
o SL.2.3 (Speaking and Listening):
Ask and answer questions about what a speaker says
in order to clarify comprehension or deepen
understanding of a topic.
Lesson objective:
Students will be able to identify and describe insects as six-legged
animals, with an exoskeleton, and three main body parts by:
o answering comprehension questions
o identifying insects 3 main body parts
o comparing and contrasting insects and non-insects
Assessment:
Oral responses during group discussions (students called upon with
name sticks)
Organizing and labeling insect body parts accurately
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THINK- PAIR- SHARE: Students will think about what insect feature they
would like to add to their own body, and why? Students will turn to
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neighbor and share ideas. Instructor will call on several students to
share partner responses.
Closure:
Students will be called to the rug area. Students will share artifacts and
information learned.
https://www.facebook.com/photo.php?
v=10201759610331583&l=4245026242251921358
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Materials:
Insects Teacher Guide
IWB
Flipchart with vocabulary words, images
Insect Parts worksheet
Insect identification worksheet
insect pictures
Bag of bugs to categorize
scissors, glue stick, construction paper, markers/crayons
Trade-books for resources
Computer Stations, Insect Power Points
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Susan Hart
DIFF 510
Reflection
Part 1: The unit being taught is Insects from the Listening and Learning strand,
Engageny.org. I entitled the unit,
The INCEDIBLE World of Insects!
Lesson reflection for Lesson 2 What Makes an Insect and Insect?
Lesson time: 60 minutes, 30 minutes for differentiated instruction/small groups.
The
Topic introduced discussing what we learned from last lesson. Students listen to read-aloud,
asking questions throughout reading. The IWB is used for illustrations and preview of the
vocabulary words. After read aloud, students are directed to work in areas/small groups.
After student work time is completed, students come together to discuss what was learned
and take part in closing activity.
Part 2: Differentiation
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o Answer comprehension questions from read-aloud (student name sticks are used
to ensure that everyone has an opportunity to voice responses within group
discussion. Read aloud was broken into two groups, one being a small group with
6 students.
o Results from previous data (DIBELS reading fluency,
comprehension, IEP information, and classroom behaviors)
assisted in student grouping. Those students identified as needing
extra support were included in a small, less formal, round-table
group. In this setting, it is easier to identify those that are
struggling with concepts.
o Results from student conversations and responses indicated that
it was necessary to review, go back to image or passage to
reiterate important information aligned with objectives. I often
gave another scenario that student might relate to, or give further
examples.
What to do next: Data from small group instruction indicates
that remedial work with finding evidence in text is needed.
Students struggled with finding the details that support a
main idea. Materials to further develop such skills will be
implemented during differentiated small group/area time.
o Identify 3 main body parts of insects noted tiered portion some students were
given parts to cut out and paste together, while others drew their own insects.
(Students should be able to do this with 100% accuracy. Those that were unable
to identify 3 main body parts of an insect will have opportunities for further
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