Michelle Finney

A Trip to the Firehouse

The Integrative Model
The Integrative Model page 346-379
Second Grade and Language Arts
Lesson plan@ 50 and Reflection @ 50
1. MATERIALS/PREPLANNING
Materials
- Houghton Mifflin Textbook
- Pre-assessment question
- Worksheet with graphic organizer
- Overhead projector and computer
- Lined paper

Vocabulary
- Chief- a leader of a group
- Dispatch- to send a message; the act of sending messages
- Emergencies- things that happen without warning and require a quick response
- Fire engine- a truck used to help put out fires
- Firefighters- people who work at putting out fires
- Gear- equipment used to do certain things

Literature
- Fighting Fires poem from textbook Houghton Mifflin
- Houghton Mifflin Reading California Adventures Theme 3 Grade 2
2. OBJECTIVE
Students will analyze an organize information about different fire trucks to develop new ideas and have a better
understanding of what a fire truck is .and how it is used.

DOK Level 1 and 2; Knowledge and DOK Level 4; analyze

RI 2.2 which is identifying the main topic of a multiparagraph text as well as the focus of scientific ideas or concepts, or steps
in technical procedures in a text.
3. ASSESSMENT
The students are given a pre-assessment question
which they write down what they know about a fire truck
and how it used. This assessment will be written down
on their paper for discussion as an informal
assessment. Then I will have another formal
assessment after the lesson to see what they have
learned about fire trucks. This will help the students
build on their understanding and help them learn that
there is more than one kind of fire truck.
Perfect Assessment Tool Rationale:
The pre assessment addresses the students prior
knowledge. Then the students are discussing the
information about the information that they wrote with
the other students as a whole class discussion. This part
of the assessment helps the learners because they
benefit from hearing what ideas the other students have
about fire trucks. So as shown on the pre assessment
stage, the students are interacting with the Big Ideas for
effective long term learning.

The pre assessment I created is giving me information The assessment that I created as a pre assessment is
to what the students already know about fire trucks. This the question, What does a fire truck look like and what
is using students long term memory because they are it is used for? It is attached at the end of the lesson like
proving information that they know. This connects to the it would be in the students paper.
Big Idea number three which states that learners learn
more effectively when they relate new information to
prior knowledge. So the pre assessment that is given to
the students will allow them to use prior knowledge and
relate it to the lesson to relate new information to benefit
their long-term memory.
4. CENTRAL FOCUS/ PURPOSE (2 parts to include)
1. The focus of this lesson is to have students understand why we have different types of fire trucks at a firehouse so they
can save people calling 911.

2. In the lesson we are going to learn about different kinds of fire trucks. This information is important so in an emergency,
the right type of fire truck will come to save you from a fire or a medical emergency. Without the right fire truck, the
firefighters will not have the proper equipment to protect the people who called for help.
5. MOTIVATION FOR LEARNING
This lesson in going to incorporate a lot of intrinsic motivation. I want to make sure that the students are having fun with the
 learning and just not completing the assignment. By having them engage throughout the learning process, the students will
begin to gain an interest in fire trucks by wanting them to learn more about why we have different fir trucks.

In the lesson I am giving the students lots of different ways to interact in the learning process. I allow them to work
independently, with a partner, and together as a whole class. This allows the student who struggle the opportunity to discuss
what they may know about fire trucks without feeling like they do not know the information being learned. I will also motivate
students to participate in the group discussion when we are talking about the different fire trucks from the graphic organizer.

Through the Growth Mindset, the students are improving their individual intelligence on the topic of fire trucks. In order for
the students to improve, they have to see the change from the pre assessment to the graphic organizer. So when the class is
doing a whole discussion, I will bring positive feedback on the students responses to encourage them to keep on learning
and improving.
PRE-LESSON - Just before teaching the new lesson do the following:
Students and the teacher will read the Story A Trip to the Firehouse and review what the story is about that they have been
reading to review the information in the story. This will help introduce the lesson that the students will be working on that
relate to fire trucks.
Students will analyze an organize information about different fire trucks to develop new ideas and have a better
understanding of what a fire truck is .and how it is used .
6. LESSON BODY: Provide text page #354-356 for your lesson. Follow the exact steps provided in the text for the
lesson you are teaching. Clarity is the key.

Step 1
After reading the story A Trip to the Firehouse, will examine the five pictures of the fire trucks from the story.
As the students are examining the pictures of the different fire trucks, they will fill out a graphic organizer that
provides questions that are about each fire truck. The graphic organizer will have the names of each truck and
then the questions that the students are writing are the color, shape, equipment, what it is used for, and where
they take the truck.
Step 2
After students have completed the graphic organizer, the class will come back together as a whole class
discussion to complete a compare and contrast chart about each fire truck on the board.
The teacher will ask the students to look at the graphic organizer and the pictures in the text to come up with
similarities and differences that they know about the different fire trucks.
Step 3
Once the students have provided similarities and differences in the chart, the students will reflect what they
have leaned.
The teacher will ask, What would happen if a fire truck went to a location and had the wrong equipment? What
can the fire fighters do in this situation?
Students will write their responses on the created worksheet that has the graphic organizer.

Step 4
Students will than make a generalization about the information they learned about fire trucks in their graphic
organizer with the question given by the teacher.
Teacher will ask the question, What information can you gather to support the reason for different fire trucks.
Students will then discuss with a partner some responses that they have about the fire trucks.
Class will regroup for a closure to discuss what they learned about different fire trucks.
7. ASSIGNMENT
The perfect assignment I created is a graphic organizer that incorporates research from the Big Ideas and from Marzanos
strategies. So in order for the students to benefit from the lesson, they are going to write and fill out the graphic organizer.
Students are to work independently on their own then discus. After that the students share in a class discussion to see what
other things they can gather about fire trucks.

The perfect assignment I created was based off of the pictures in the story of fire trucks. I have the students examine the
pictures of five different fire trucks so they can compare the new information with information that they already know. So from
the Marzanos strategies, I had the students take note in a graphic organizer. I did this style of teaching to help students
organize their information to analyze for discussion.

Copy in the back

8. Student Work Examples/Technology Support
I attached a sample of what a students work could look like in this assignment

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 After the assignment I will see what the students still do not understand. Then I will show a video clip of fire trucks
(https://www.youtube.com/watch?v=M6g_cJYncek) to show the students the fire trucks actually working.
Reflective Thinking/Curriculum Evaluation @50 Points
9. Reflective Thinking/Curriculum Evaluation
Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your reflections. Follow
the format provided below and provide a professional quality reflective analysis of your work.

Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete unused
SLOs.

SLO 1: Demonstrate advanced understanding of the trends, issues, and research associated with education in
general and with their respective specialization.
Education is always developing and changing to help benefit the students in the new generation. What is growing in the
education world today is that the students are engaging in more technology than ever before. However, not all schools have
the opportunity to engage in the technology so this is an issue for most of the people does not have access to the things they
need. So the idea of having technology is great but research may not like the way technology is being integrated. For me
however, I struggle with the concept of having technology because the class does not have this luxury. So I hope in the
future, that more schools recive the necessary technology to help advance the classroom learning.

Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.

Explain how this lesson supports helping students reach levels of deeper learning.
In the lesson students are deepening there understanding of fire trucks. With students at such a young age, they are not
exposed to a lot of information. This lesson provides guidance into what students know about fire trucks in a pre-assessment
question activity. Then the information will provide the information on how many students know about fire trucks before
teaching the lesson. Now that I know what the students know and do not know, I can begin the lesson on the story about the
fire trucks. The graphic organizer that the students fill out is going to deepen their understanding about other types of fire
trucks. Students will begin to learn the different uses for all these fire trucks and what type of emergences they go on. After
the graphic organizer is complete, the students will do a class discussion to compare the different fir trucks. With the graphic
organizer and the class discussion the students are deepening their knowledge of different fire trucks.

How does this model make learning stick in long term memory?
This model of learning is the interactive model where students gather information into a graphic organizer to deepen their
understanding. In the activity, students are using various learning through Howard Gardners multiple intelligence. In the
multiple intelligence model students are interacting with visuals, interpersonal, and existential intelligence. By working with
the different stages, students are using their brain to deepen their learning because the stages of the interactive model are
building off of what they know and begin to learn. This is helping the students create a long term memory because they start
off with visuals and work their way up to thinking beyond what they know to compare the fire trucks. So their mind is working
to create deeper ideas and visuals of the fire trucks to keep in for long term memory.

Provide examples and rationale for appropriate use of this teaching model and where it is suitable throughout your
curriculum. Indicate/discuss strengths/weaknesses based on theology/theory.
The interactive model is great for all areas of teaching with the common core curriculum. For example, in this language arts
reading story, students learned about a firehouse and different fire trucks. The interactive model helped the students
describe the different fire trucks that they may have not known every existed. The weakness with the model is the students
may not know what all the fire trucks are used for and cannot easily be related to theology. Theology is a just a topic that is
hard to connect with the learning because the focus in on learning about fire trucks and not God. The reason for this is
because the graphic organizer in the lesson is comparing various fire trucks. Therefore, the students will have weakness
based off of theology ideas.

How will you support advanced/ELD/Special needs learners through using this model?
In this lesson I am hitting all areas of learners. I first start off with a pre-assessment question to see what the students
already know and what they need to know. Then I will have the class read the story together at the same time to make sure
all levels of students are following along. When the activity starts after the reading the students will fill out a graphic
organizer. The graphic organizer will have different levels of things students need to identify about the five types of fire
trucks. After that, the students will engage in different levels of discussion to support all learners. Therefore, all the students
will be gaining support because I am providing lots of visuals, discussions, and the story is read together to insure that
everyone is paying attention at all times.
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 Provide links to the Common Core State Standards and explain how this lesson could support the CCSS.
A common core standard that is linked with this lesson is RI 2.2 which is identifying the main topic of a multiparagraph text as
well as the focus of scientific ideas or concepts, or steps in technical procedures in a text. The story is heavily focused on
informational description of fire trucks and the firehouse. So from this activity of the graphic organizer, the students are taking
concepts from an informational text to describe the main idea about the different fire trucks that are in the story.

Link to Theory:

Explain the links between this lesson model and the supporting theory (i.e., behaviorism, info processing, social learning or
constructivist).
The theory that is best linked to the lesson is the constructivist. The constructivist is all about the body and how the learning
process changes. In the lesson, it clearly represents this information because the students are changing how much
knowledge they know from the beginning of the lesson to the end of the lesson. The students start off with prior knowledge
and then the teacher guides them through the learning as a facilitator when listening to their ideas. This will give the students
the role of being active thinkers because they are able to engage in group discussion.

Link this lesson to one or more of the Big Ideas and provide a rationale.
The Big Ideas number three on connecting events together works with this lesson very well. The students being taking what
they know about fire trucks and by the end of the lesson, they will know more than one type of fire truck. This method of
teaching comes from Piagetian idea of the schema theory. The theory lets us understand that the prior knowledge that we
know will give us so insight into drawing out new information that we are learning to store in our long term memory. So in
order to teach this idea, I had to script a graphic organizer for the students to build off of their prior knowledge.

Link this lesson to the New Learning Sciences and provide rationale for your selection and descriptive examples.
In the lesson students are working independently, collaborate with others, and manage information. The first part of the
lesson students will be working on a pre-assessment individually as independent work. Next, the students will work
independently on their graphic organizer. After a little bit of time working on the organizer, the student will collaborate and
discuss the information that they found or they have missing. Lastly, the teacher will manage information that is accurate so it
can be used to help incorporate new learning. This will prepare the students to learn in various was because there is a lot
more thinking that represents the theory well.

Describe technological resources you have found useful.

At the end of the lesson I showed a video to the students to demonstrate a different visual for of different fire trucks The
reason I did this is because not all of the students may have found all the information in their graphic organizer. They will
need to engage in more learning and I video will provide the students with a better visual of the fire trucks in action. So that is
why I decided to add a video at the end of the lesson.

Growth Mindset

How does this lesson help a student develop a stronger positive growth mindset? Provide specific examples. Include ideas on how
you might reward learning according to the Growth Mindset research.

The Growth Mindset trains the brain to believe they have intelligence. The first step is embrace challenges to come out stronger to
improve. In the lesson I incorporated this step by see what the students know about fire trucks so I can help them improve their
learning of new information. Next, I will make sure that the students all have an opportunity to change and improve by incorporating
different types of communication. I start with individual learning, then partner discussion, and finally group discussion. When doing
this I am allowing each individual student the opportunity to improve by learning new information. So through the lesson, I will provide
students with positive feedback to make them feel like what they are learning is meaningful and it is encouraging them to want to
learn more about the fire trucks.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?

Discuss what went well and what changes you have made for improving learning.
The lesson went well and the students were able to gather information from the pictures to fill out the graphic organizer. One
thing I would change is to provide the students with a small description of what each of the fire trucks are. This will give the
students a more detailed explanation that will help them fill out the graphic organizer. So this is what I will do next time to
improve the students understanding.

What have you learned about how learning happens?

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 I have learned that the students did not realize that there are different types of fire trucks. As the lesson went on the students
started building the prior knowledge. From this, the students definitely understood what they were learning on the fire trucks
better because they can visually see pictures of the trucks to describe them. If the students were to read information about
the fire truck, it will be hard for them to see that not all fire trucks are important. So the graphic organizer and the pictures are
helping the students gain new information about prior knowledge.

What more do you need to read or learn?

Students need to have a more detailed explanation of the use of the fire trucks and the types of locations the trucks go in
emergencies. The reason for this is because the pictures do not show the fire trucks at the emergency. It is also hard to see
some of the equipment on the fire truck because they have it facing only one direction. If there were more pictures of the fire
trucks the students will see the gear on the truck. So in order to get all the information for the chart, I would integrate a small
reading description of the trucks.

How does this add to your credibility to supervise student teachers?

In order to watch a student teacher, I will first make sure that they have a copy of all the information. Then I will make sure
that the student teacher knows the standard to the lesson From there, I will make sure the student teacher goes through the
material one step at a time so they do not rush the student response time. If the students go to fast, they will not have the
information and they will just copy rather than learning new information. Therefore, it is very important that the guidelines set
are not too easy or too hard for the students to complete in a short amount of time.