Microlesson 2: How to Blow a Bubble

I. RATIONALE:

Descriptive words are vital when trying to explain something or give directions

II. OVERVIEW

Grade Level:2nd

Subject(s): writing

Topic of Study:Describing how to blow a bubble.

Time Allotment: 30 min. 

Standards:
With guidance and support from adults, produce functional writing (e.g., friendly letters, recipes experiments, notes/messages, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose. (AZ.2.W.4)

Objectives: Students will be able to:

• Identify and List descriptive words
• Write a paragraph (First, then, last) using descriptive words. 
• Create a portrait of themselves blowing a bubble.

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? How to type , How to blow a bubble How will prior knowledge and experience be assessed? Ask who is struggling with typing or doesnt know how to blow a bubble.  How will you use this information in the planning process? If someone does not know how to blow a bubble, they will watch the teacher blow a bubble and use what they see for their worksheet. If the majority does not know how to type correctly, we will have a lesson specifically for typing. Why should the content of this lesson be taught at this grade level? Students at this age are starting to do things on their own, which requires clear directions with descriptive words.  How do the objectives that you have for the lesson align with the standards?The students are writing instructions that are appropriate for the task of describing how to blow a bubble. When will the lesson be taught in the course of the school year? Why? The beginning of the school year (fall) It is a more simple and fun lesson plan.

III. IMPLEMENTATION

Procedure:
1.As a class, we will discuss the use of descriptive words and their importance.
2. The teacher will pass out bubble gum to the class.
3. The teacher will instruct the class to chew the gum and use Kidspiration to list descriptive words of the gum.
4.  The teacher will ask the class if they know how to blow a bubble.
5. The students will write a "First, then, and last" instructions describing how to blow a bubble, using at least 3 descriptive words on Pixie. 
7. Students will then find one person and blow a bubble using only their partner's directions they have written.
8. Students will use Pixie to draw a portrait of themselves blowing a bubble.

Technology Integration: Kidspiration, Pixie

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

• Cognitive delay- Teacher assistance
• Gifted- Use a dictionary to look up synonyms of their description words.
• ELL- Dictionary help as well as peer help.

Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? Methods include teacher and peer help along with using resources such as dictionaries. How do the instructional methods align with what you know about best practices (think about your methods classes)? Partners and direct assistance helps clear up misunderstandings in specific areas by providing different insights and understandings. How are you engaging students in creative and higher order thinking? Students will have to come up with the most descriptive words possible to make their directions clear.

IV. ASSESSMENT

Procedure: Descriptive words outline, paragraph, picture

Instruments:Checklist

• Descriptive words
• Paragraph- uses First, then, Lastly along with at least 3 descriptive words
• Picture with paragraph attached.

Reflection: Planning Assessment (InTask Standard 6): How does the assessment align with the standards and objectives of this lesson?Their paragraphs will demonstrate if students were able to  describing how to blow a bubble using descriptive word which is the specific task. How does the assessment demonstrate student engagement in higher order thinking? Students have to think of creative descriptive words. How does the assessment demonstrate that individual student needs were met?If students do not know how to blow a bubble, the teacher will have them watch him/her blow a bubble and write what they see.

IIV. MATERIALS AND RESOURCES

In this section include any examples you have created for the students, resources (software, web links, books, crafting items, etc.) and other necessary items

Reflection: How does your lesson meet each of the ISTE NETs Standards
- Computers, Bubble gum (enough for the whole class), kidspiration, pixie.

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ? Students will have to create their own descriptive words along with how they would describe blowing a bubble. They also must draw a picture of themselves blowing a bubble on Pixie.
2. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?How to use Kidspiration and pixie.
3. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
4. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:They can't copy other students work. There are no resources so there is no risk of violation of copyright.