




































Danley 2022


Educational Renaissance Vol. 11 (2022)

Teaching on Air  Lessons Dur ing Covid 19: 
Highlight ing t he Work  of  t he KMOS Sum m er  
Classroom

Angela Danley, EdD. Avila University

     email: angela.danley@avila.edu

Case Story

Int roduct ion

When the 2020 semester started at the University 
of Central Missouri, teacher candidates (TCs) who 
were in their student teaching semester were 
eager to be in the classroom working side by side 
with a mentoring teacher five full days a week. 
The TCs in the early childhood and elementary 
teacher education programs already spent two 
full days in the classroom they were student 
teaching in during the fall 2019 semester. This 
transition into the classroom went smoothly 
because they already had established rapport 
with the mentoring teacher and students. In 
March 2020, the student teaching experience 
suddenly changed due to COVID-19. TCs at the 
University of Central Missouri either continued to 

work virtually with their mentoring teacher or put 
learning packets together for students depending 
on the district they were placed in where 
technology was unavailable or where Wi-Fi was 
not accessible. Waivers for teacher certification 
were put in place by the Department of 
Elementary and Secondary Education (DESE). 
These waivers allowed TCs to become certified 
without completing their student teaching 
experience or passing the required assessment.  

Not only were student teachers feeling the impact 
of COVID 19, but school districts were also facing 
challenges on meeting the needs of their 
students. Globally, the COVID-19 pandemic 
disrupted learning for 70% of students worldwide 
(United Nations Educational, Scientific, and 

Abst ract  

This article provides an example of how a television station and a teacher education program located 
at the University of Central Missouri partnered to provide on-air lessons for kindergarten through fifth 
grade lessons to respond to the academic need due to the school shutdowns in spring 2020 because 
of COVID-19. The article highlights how three teacher candidates who were completing their student 
teaching semester were invited by the curriculum director of KMOS Summer Classroom to plan 
lessons to teach on- air. The curriculum director of KMOS Summer discusses the process of selecting 
the candidates and planning the lessons.  The KMOS Summer Classroom perceptions of this project 
prepared them for their first year of teaching. Successes of KMOS Summer Classroom are highlighted 
along with next steps for implementation of KMOS Summer Classroom 2.0. This article aims to shares 
an experience other teacher preparation programs can consider when reaching their surrounding 
communities during a crisis or pandemic. 

mailto:angela.danley@avila.edu


DANLEY| TEACHING ON AIR LESSONS DURING COVID-19

Cultural Organization, 2019). The school closure 
affected at least 55.1 million students in the 
United States (EDWeek.org, 2021). With districts 
facing challenges due to the abrupt closure of 
schools, I knew there was something that I wanted 
to do to help children and the teachers.  Little did I 
know that my vision for providing lessons to those 
without the Internet would become a reality.  

At the end of March 2020, I received a phone call 
from the Dean of the College of Education at the 
University of Central Missouri asking if I would be 
interested in being the curriculum director for the 
KMOS Summer Classroom. I was immediately 
interested in this opportunity because I wanted to 
help the children who were not receiving 
instruction due to the pandemic. I also had a 
strong desire to help ease the stress off teachers 
and families. I had a conversation with Josh 
Tomlinson, director of KMOS (PBS television 
station) and his vision for the KMOS Summer 
Classroom. His vision was to air lessons for 
kindergarten- fifth grade during June 2020 which 
meant planning lessons would need to occur 
during April and part of May and recording the 
lessons in the KMOS studio in mid-May to the 
beginning of June. Even though this was fast 
paced planning, this project marked the beginning 
of a rewarding experience for all involved.

Background of  t he Cur r iculum  Direct or

As the Curriculum Director of KMOS Summer 
Classroom, I was excited for the opportunity to be 
involved in not only reviewing lessons across the 
content areas and multiple grades but also 
mentoring the three TCs. I have over 25 years of 
experience in education. I have served as a 
Prek-12th grade special education teacher, a 
classroom teacher, instructional coach, and an 
associate professor in early childhood and 
elementary education. My background includes 
writing curriculum for summer school programs 
when I served in Prek-12th grade settings.  When I 
served in PreK-12th grade settings, I worked 
collaboratively with teachers on aligning grade 
level standards to the curriculum. When asked to 
serve as curriculum director, the former Dean of 

the College of Education referred to me as the 
expert on curriculum. I would never consider 
myself an expert as much as I would consider 
myself passionate about providing students 
educational opportunities to help them reach 
their full potential.

Select ing t he Candidat es

The KMOS station is on the University of Central 
Missouri?s campus. Josh Tomlinson wanted to 
partner with the College of Education due to the 
expertise of teaching and learning.  He wanted to 
get the teacher candidates involved and provide 
them opportunities to develop in their teaching.  
As the director of curriculum for KMOS Summer 
Classroom, I was charged with the responsibility 
for securing the KMOS Summer Classroom 
Teachers.  As the curriculum director, I reached 
out to three of the TCs who I observed during the 
fall 2019 senior practicum. I had a strong 
understanding of their teaching ability and 
understanding of curriculum. The goal of teacher 
education programs is to prepare future teachers 
with skills, knowledge and dispositions in teaching 
and learning (Santoyo & Zhang, 2016).  Having 
worked with these three TCs during practicum, I 
knew they exhibited the needed skills and 
knowledge to plan and teach their lessons in a 
virtual format.  Each of the three candidates were 
excited about the opportunity to be a part of a 
project that would impact thousands of children 
across the state of Missouri. The three TCs were 
not fully student teaching due to the pandemic, 
which allowed them time to be invested in the 
planning of the lessons.  

Planning t he Lessons

The three TCs were nervous and excited to begin 
their planning of lessons. Combined, the TCs 
created 72 lessons. Each TC was assigned grade 
levels to plan for during the month of April and 
part of May. One TC was responsible for 
kindergarten and first grade lessons while another 
TC was responsible for second and third grade. 
The third TC planned lessons for fourth and fifth 
grade. There were certain stipulations when 

29



DANLEY| TEACHING ON AIR LESSONS DURING COVID-19

planning the lessons. Not only did the lessons 
have to be aligned to the Missouri State Learning 
Standards, but they also needed to be 
approximately 40 - 50 minutes due to the KMOS 
schedule. The children?s books and other online 
resources had to be approved by Josh Tomlinson 
due to copyright. The three TCs were encouraged 
to use the PBS resources to guide their lessons. 
Additionally, the TCs were encouraged to provide 
wait time just like they would do in a face-to-face 
classroom. During the questioning in lessons, wait 
time is an essential part of the learning process 
(Alsaadi & Atar, 2019). Though the TCs could not 
gauge the level of understanding of those children 
viewing the lessons, it still allowed for them the 
opportunity to think about what was asked. An 
example of a K/1st grade lesson plan is provided 
in Appendix A.

 The lessons were authentic and did not come 
from a purchased curriculum. Creating these 
authentic lessons provided the TCs experience to 
design lessons by utilizing resources, considering 
options, and implementing strategies which is all a 
part of teaching (Brown, 2011). TCs require 
support and guidance, so serving as the 
curriculum director provided this for them 
throughout the process. As the curriculum 
director, I encouraged the TCs to create lessons 
that they thought would spark the interest of 
children. I also suggested they use a lesson plan 
format and structure that worked for them since 
these would be their guide when teaching on air. 
The TCs taught lessons which were prerecorded in 
the KMOS studio, and the lessons were aired in 
June and July 2020. They reached children with a 
variety of learning needs and interests. The 
candidates were limited on the educational 
materials for planning their lessons. Educational 
materials are those curriculum resources 
considered to assist teachers in making decisions 
about lesson design (Beyer & Davis, 2009). Though 
they had limited resources, they were able to use 
their learning experiences from their teacher 
education preparation program to design their 
lesson plans. Additionally, as they planned, I 
reviewed the lessons and answered their 

questions about the lessons they were planning. 
reviewed the lessons. The TCs? aired lessons are 
viewable on the kmos.org  website. Ms. Alli taught 
lessons centered around kindergarten and first 
grade.  Her lessons were focused on math, 
reading and writing, science, and social studies. 
For Ms. Kamryn, she prepared lessons for second 
and third grade.  Her lessons were focused on 
math, reading and writing, science and social 
studies but were connected to a theme approach. 
Her themes included weather, fraction and 
fractured fairy tales, and animal adaptations. 
Lastly, Ms. Ashley focused lessons on math, 
reading and writing, science, and social studies. 
Allowing them choice in their lessons provided 
them an opportunity to be creative while making 
the lesson engaging and meaningful. An overview 
of each lesson topic is provided in Appendix B. 

KMOS Classroom  Teacher  Percept ions

As the curriculum director of KMOS Summer 
Classroom, I reached out to the three TCs who 
prepared and taught the lessons to gather their 
insights on how this experience helped prepare 
them for their first year of teaching as well as the 
benefits and challenges of teaching lessons 
through this platform. Two of three candidates 
responded to the questions sent out via a Google 
Form. Questions asked in the Google Form:

1. As a first-year certified teacher, what grade 
level did you teach during the academic 
year 2020-2021?

2. During the 2020-2021 school year, were 
you in a rural, urban, suburban district?

3. What were the challenges of KMOS 
Summer Classroom?

4. What were the benefits of KMOS Summer 
Classroom?

5. Do you have a success story to share about 
KMOS Classroom? 

6. How did KMOS Summer Classroom prepare 
you for instructional planning as a first-year 
teacher?

7. How did KMOS Summer Classroom prepare 
you for instructional delivery as a first-year 
teacher

30



DANLEY| TEACHING ON AIR LESSONS DURING COVID-19

8. How did KMOS Summer Classroom prepare 
you to teach during COVID-19?

9. What advice would you provide for teacher 
candidates or classroom teachers who 
teach virtually or in an online teaching 
delivery such as KMOS Summer Classroom?

These questions provided insights on their 
perceptions of preparing and teaching on air 
lessons as well as how the experience helped 
them as a first-year teacher.

For the two KMOS Classroom Teachers 
(KMOS-CTs) who responded, during the 2020-2021 
school year, both teachers taught 5th grade in a 
suburban school district.. For KMOS Summer 
Classroom, one of the teachers taught 
kindergarten and first grade lessons while the 
other teacher taught 4th and 5th grade lessons.

The questions centered around the challenges of 
KMOS Summer Classroom had different 
responses. One KMOS-CT acknowledged this 
experience allowed for creativity, but the planning 
was challenging and took her about 2 weeks to 
break down the standards for two grade levels 
(4th and 5th grades) to decide what was the most 
important to teach.  She wrote that at the end, it 
was a rewarding challenge finding the most 
important standards to focus on for planning. The 
other KMOS-CT stated that making sure the 
lessons were engaging for students at home was a 
challenge. She emphasized that holding the 
engagement of a young child was important since 
they were viewing the lessons from television or a 
device.

The fourth question focused on the benefits of 
KMOS Summer Classroom. The KMOS-CT who 
planned fourth and fifth grade lessons was 
designated as the 5th grade virtual classroom 
teacher her first year of teaching.  She wrote that 
because of the KMOS Summer Classroom 
opportunity, she was prepared to teach lessons 
because she already had lessons planned and 
ready to teach. She was able to assist other 
teachers with resources for virtual lessons as well 
as lead professional development on virtual 

instruction. The KMOS-CT who taught 
kindergarten and first grade lessons stated that 
KMOS Summer Classroom helped familiarize her 
with important curriculum. She found it valuable 
to pick the Missouri Learning Standards she felt 
the children would benefit from the most.

When reviewing the response of the fifth question 
about a KMOS Summer Classroom success story, 
these were focused on being prepared for their 
interview and first year as teacher.  KMOS-CT for 
the fourth and fifth grade was able to take the 
lessons she prepared and share those in her 
interview with the principal. The kindergarten and 
first grade KMOS-CT stated she was meant to be a 
part of the KMOS Summer Classroom experience. 
She credits this opportunity for her being 
successful as a virtual and face-to-face classroom 
teacher her first year.

For the two questions connected to how KMOS 
Summer Classroom helped prepare them for 
instructional planning and instructional delivery as 
a first-year teacher, responses were connected to 
diving into the Missouri State Learning Standards 
and the curriculum. Both KMOS-CTs stated that 
this opportunity allowed them an understanding 
of pulling out the essential standards and 
selecting resources which would be beneficial to 
student learning. Additionally, both KMOS-CTs 
wrote that teaching lessons for the first time can 
be ?nerve-racking [sic].? KMOS Summer Classroom 
gave them the confidence to go into their first 
year of teaching when delivering lessons to their 
students since they were used to teaching in front 
of the camera. 

The eighth question was focused on how KMOS 
Summer Classroom prepared them to teach their 
first year during COVID-19. The KMOS-CT of fourth 
and fifth grade was assigned the position of fifth 
grade virtual teacher. She stated she was not 
nervous about teaching over Zoom because she 
did something similar with KMOS. Furthermore, 
she had lessons planned for the fifth-grade level 
that she was able to easily implement in a virtual 
classroom. For KMOS-CT who taught kindergarten 
and first grade, she did not know she would begin 

31



DANLEY| TEACHING ON AIR LESSONS DURING COVID-19

her first-year teaching fifth grade in a virtual 
classroom. She taught the first semester of her 
year in a virtual format.  She stated she was 
nervous, but she was able to use some of her 
resources she made for the KMOS Summer 
Classroom her first semester as a virtual teacher. 

The ninth question focused on the advice for 
someone who teaches online or in a virtual 
classroom. The two KMOS-CTs shared that 
teaching online or virtually can be challenging and 
hard at times. They both wrote that relationships 
with the students are important and are possible 
even through the screen. The KMOS-CT of fourth 
and fifth grade wrote that it is okay to check in 
with the kids about how they are doing as well as 
providing an exciting school year. She wrote that 
you could teach about anything you do face to 
face in a virtual environment with some creativity 
and modifications. The KMOS-CT of kindergarten 
and first grade wrote, ?These kids need you, and 
while it also may be a bit more difficult for some 
students to learn virtually, you are still making a 
difference in their education and everyday life.?

The nine questions given to the KMOS-CTs 
provided some beneficial insights on the 
challenges and the positive experiences they took 
away from participating in this project. They 
walked away from an opportunity that other 
student teachers were not given. Each one of the 
KMOS-CTs have a story to share in the future 
about teaching on-air lessons during a pandemic. 
They may never know how many children they 
impacted in summer 2020, but they entered their 
first year of teaching with confidence that they 
could teach virtually and most importantly build 
relationships with their students. 

Challenges 

KMOS Summer Classroom was a different 
experience from teaching virtually or delivering 
instruction in an online format. When teachers are 
delivering instruction virtually or online, they know 
their audience. They can build a rapport with the 
students and understand their learning needs. 
With the KMOS Summer Classroom, the TCs knew 

their grade levels they were targeting but did not 
know who the students viewing the lessons. The 
TCs had limited experience with teaching in a 
virtual classroom. The TCs were faced with the 
challenge of teaching lessons in a television studio 
and had to learn about lighting and positioning of 
their visuals. Probably the biggest challenge of 
KMOS Summer Classroom was planning over 70 
lessons in a short time frame. The TCs met the 
challenge and were able to plan their final lessons 
while recording the first set of lessons planned. It 
was a short time frame due to the need to air the 
lessons to help teachers, families, and most 
importantly the children viewing. Another 
challenge with KMOS Summer Classroom is the 
TCs were faced with pressure to perform. The 
three TCs selected were informed to lock down 
their social media accounts so viewers could not 
contact them with negative comments. This was 
one way to protect them under these 
circumstances.  

KMOS Sum m er  Classroom  Out reach

We may never know exactly how many students 
across the state of Missouri, or the nation were 
impacted by the KMOS Summer Classroom. There 
were many ways the KMOS reached out to ensure 
the implementation of the on-air lessons could be 
viewed not only locally but nationally and 
internationally. The lessons were posted on air, 
Facebook, Twitter, YouTube, and the KMOS PBS 
app. One parent and her nine-year-old son sent a 
personal message to the curriculum director 
stating that her son woke up every morning to 
watch the 2nd/3rd grade teacher so he could do 
the science experiments. His favorite activity was 
reading Thunder Cake because he was able to 
make the cake with his mom. Another parent 
posted on social media that his children viewed 
the lessons from Germany. 

The work of the KMOS Summer Classroom TCs did 
not go unnoticed. Each of the KMOS-TCs were 
offered teaching positions during the planning 
and recording of the lessons. Additionally,  press 
releases on KMOS Summer Classroom and the 
collaborative partnership with the College of 

32



DANLEY| TEACHING ON AIR LESSONS DURING COVID-19

Education at the University of Central Missouri 
highlighted those involved One of the press 
releases was posted on the Columbia Daily 
Tribune (columbiatribune.com). The KMOS 
Summer Classroom participants were invited to a 
Zoom meeting to highlight their work with Ms. 
Paula A. Kerger, the President of PBS. Additionally 
in 2021, KMOS-TV and the College of Education 
were awarded by public media professionals 
within two categories: Community Engagement: 
Local Project, and Education: COVID-19 Education. 
The most profound success was delivering 72 
lessons to children to support the classroom 
teachers and families during a disrupted school 
year. The three TCs stepped up to a challenge and 
to see their finished lessons aired in summer 2020 
and again in summer 2021 is something that will 
be remembered for years to come.

Next  St eps

The idea of the KMOS Summer Classroom is worth 
implementing again in the future. With the 
educational concerns that have emerged due to 
the pandemic, the KMOS Summer Classroom can 
assist teachers and families with this free service. 
In a report from Diemer and Park (2022), data 
from 2020-2021 showed that in Missouri alone, 
95% of urban and suburban students living in 
poverty were in districts that offered distance 
education during the first full pandemic academic 
school year. Ten percent of rural students living in 
poverty learned remotely. It was also revealed that 
25% of rural districts in Missouri offered access to 
tablets, computers, and hotspots whereas only 
54% of rural districts only offered devices (Diemer 
& Park, 2022). Remote learning challenged parents 
from all backgrounds to become educational 
facilitators for their children (Office for Civil Rights, 
2021). KMOS Summer Classroom?s purpose was to 
assist not only the teachers during the closure but 
also the parents so they would not need to take 
on the role of educator. Additionally, the purpose 
of KMOS Summer Classroom was to provide on air 
lessons that parents could have their children view 
through the television.

The achievement gap from the pandemic is a 

reality. In the report from Office for Civil Rights 
(2021), it stated: ?Emerging evidence shows that 
the pandemic has negatively affected academic 
growth, widening pre-existing disparities. In core 
subjects like math and reading, there are 
worrisome signs that in some grades students 
might be falling even further behind pre-pandemic 
expectations? (p.iii-iv). Renaissance Learning 
(2022) spotlighted significant concerns regarding 
achievement scores. By late winter of 2020 to 
early 2021, elementary to middle school students 
were 8-11 weeks behind the mid-year 
expectations in math and 6-10 weeks behind in 
reading. Renaissance Learning suggested that 
schools need to observe several consecutive 
academic years of growth to get students back on 
track with pre- pandemic performance levels. 

The goal is to provide additional opportunities for 
other TCs to be involved and gain the experience 
of teaching on-air lessons while giving back to the 
surrounding community to help close the learning 
gap. The hope for KMOS Summer Classroom 2.0 is 
to allow for planning during one semester and 
recording the lessons the following semester. 
Additionally, KMOS Summer Classroom 2.0 is 
going to continue the partnership with the 
University of Central Missouri?s College of 
Education. The goal is to have five or six KMOS 
Summer Classroom 2.0 teachers who are 
interested in planning and implementing lessons 
for on-air. This experience will allow for other 
teacher candidates to engage in hands-on 
professional development when it comes to 
creating lesson plans and delivering them in a 
television studio.  

Closure

Being able to be a part of the KMOS Summer 
Classroom was a dream come true. I wanted to 
provide a service to the school communities that 
would help with keeping the learning gap to a 
minimum. KMOS Summer Classroom was a 
perfect opportunity to provide this service and 
fulfill a need. The goal of KMOS Summer 
Classroom was to provide learning opportunities 
for those students who did not have access to the 

33

https://www.columbiatribune.com/story/news/coronavirus/2020/05/12/kmos-ucm-provide-summer-school/1210541007/


DANLEY| TEACHING ON AIR LESSONS DURING COVID-19

internet through the one telecommunication 
medium found in homes, the television. Fifteen 
percent of the rural districts in Missouri did not 
provide any means of technology resources to 
students and 5% of the students were only offered 
internet (Diemer & Park, 2022). Providing KMOS 
Summer Classroom, a PBS station was one 
effective way to reach the students in the homes 
where internet was not available. Moving forward, 
preparing future teachers to be able to teach in 
various platforms is necessary. As educators it is 
important to ?support equitable, effective teaching 
and learning regardless of the medium through 
which that takes place? (Darling-Hammond et al., 
p. 2, 2020). Further, this project opens the door for 
other universities and schools to think about how 
they can reinvent schools in times of a crisis or a 
pandemic. Within a short timeframe and no 
hesitation, the participants of KMOS Summer 
Classroom saw a need and responded to that 
need with enthusiasm and dedication. 
Collaborative partnerships such as the one with 
KMOS-TV and the College of Education at the 
University of Central Missouri was an example of 
how this is essential to meeting the learning needs 
of the students.

References

Alsaadi, N. S. M. & Atar, C. (2019). Wait-time in 
material and classroom context modes. 
International Journal of Contemporary Educational 
Research, 6(1), 53-69. 
https://doi.org/10.33200/ijcer.542495

Beyer, C.J.  & Davis, E. A. (2009).  The role of 
preservice elementary teachers pedagogical 
content knowledge for science teaching in 
learning to engage in curricular planning. A paper 
presented at the April 2009 annual meeting of the 
National Association for Research in Science 
Teaching, Garden Grove, CA. 
http://websites.umich.edu/~hiceweb/PDFs/9.doc 
(umich.edu)

Brown, M. W. (2011). The teacher?tool 
relationship: Theorizing the design and use of 
curriculum materials. In J. T. Remillard, B. A. 
Herbel-Eisenmann, & G. M.Lloyd  (Eds.), 
Mathematics teachers at work: Connecting 
curriculum materials and classroom instruction (pp. 
17?36). Routledge.

Darling-Hammond, L., Schachner, A., & Edgerton, 
A. K. (with Badrinarayan, A.,Cardichon, J., Cookson, 
P. W., Jr., Griffith, M., Klevan, S., Maier, A., Martinez, 
M., Melnick, H., Truong, N., Wojcikiewicz, S.). 
(2020). Restarting and reinventing school: 
Learning in the time of COVID and beyond. 
Learning Policy Institute.

Diemer, A & Park, A. (2022).  The impact of rural 
and urban school reopening on Missouri Students. 
Urban Institute. https://www.urban.org

Education Week (2021).  Map: Coronavirus and 
school closures in 2019-2020. 
http://www.edweek.org

Office for Civil Rights (2021).  Education in a 
pandemic: the disparate impacts of COVID-19 on 
america?s students.  

Santoyo, C. & Zhang, S. (2016).  Secondary teacher 
candidates? lesson planning learning. Teacher 
Education Quarterly, 43(2), 3-27

Renaissance Learning (2022). How kids are 

34

https://doi.org/10.33200/ijcer.542495
http://websites.umich.edu/~hiceweb/PDFs/9.doc (umich.edu)
http://websites.umich.edu/~hiceweb/PDFs/9.doc (umich.edu)
https://www.urban.org


DANLEY| TEACHING ON AIR LESSONS DURING COVID-19

performing: tracking the midyear impact of COVID-19 
on reading and mathematics achievement, at 
20(2021). https://www.renaissance.com/
how-kids-are-performing. 

United Nations Educational, Scientific, and Cultural 
Organization. (2019). COVID-19 Educational 
Disruption and Response. 
https://en.unesco.org/covid19/educationresponse.

35

https://www.renaissance.com/ how-kids-are-performing
https://www.renaissance.com/ how-kids-are-performing


DANLEY| TEACHING ON AIR LESSONS DURING COVID-19

Subject: Reading
Topic: Retell/Beginning Middle End (BME)
Grade: K/1st

Standards

1.R.1.A.d - Develop and demonstrate reading skills in response to reading text and read-alouds by 
retelling main ideas in sequence using key details
K.R.1.A.c - With assistance, develop and demonstrate reading skills in response to read-alouds by 
retelling main ideas or important facts
1.R.1.A.e - Develop and demonstrate reading skills in response to reading text and read-alouds by 
recognizing beginning, middle and end
K.R.1.A.e - With assistance, develop and demonstrate reading skills in response to read-alouds by 
recognizing beginning, middle and end

Learning Target

The student will be able to retell the beginning, middle and end of a story.

Resources and Materials

BME Anchor Chart
The Three Little Pigs And The Somewhat Bad Wolf by Mark Teague
Sequencing Slides - 
https://docs.google.com/presentation/d/1n-RWfh5k7k6seRmD9tMFV-KIA22dyIvutFkMuFTCToc
/edit?usp=sharing

Lesson Structure and Procedures

1. Miss Alli will hook students using two sequencing activities:

a. Plant life: show students the 4 pictures - These are the different steps a flower takes to grow. Do you 
think you could put these pictures in order? Let?s give it a try! Review steps with students and number 
underneath pictures
b. Peanut Butter Jelly Sandwich: Have you ever had a peanut butter and jelly sandwich? Can you think 
of the order you make a peanut butter sandwich in? I?ll give you a hint? .there?s 4 main steps (give 
students think time in between each step)

i. First, get out bread, pb, jelly and a plate and a knife
ii. Next, take two slices of bread from the bag and put them on a plate
iii. Then, with a knife spread the pb and jelly on the sandwich
iv. Finally, put the two pieces of bread together and enjoy your sandwich

2. Miss Alli will say we ordered the steps of how a plant grows and how you make a peanut butter and 
jelly sandwich. Did you know that books have an order they go in too? Every book has a beginning, 
middle and end. Today, we are going to practice retelling the beginning, middle and end of a story.

Appendix A

36

https://docs.google.com/presentation/d/1n-RWfh5k7k6seRmD9tMFV-KIA22dyIvutFkMuFTCToc/edit?usp=sharing
https://docs.google.com/presentation/d/1n-RWfh5k7k6seRmD9tMFV-KIA22dyIvutFkMuFTCToc/edit?usp=sharing


DANLEY| TEACHING ON AIR LESSONS DURING COVID-19

3. Miss Alli will create BME anchor chart with students

4. Miss Alli will read The Three Little Pigs And The Somewhat Bad Wolf

5. Miss Alli will ask students, do you think this story had a beginning, middle and end? You?re right, it 
did!

a. Let?s start with the beginning of the story? Can you think of any characters that we met? Do you 
remember what happened? 
b. Put up pictures of the story and BME statements - ask students if they can match the words to the 
picture

i. B: The three litt le pigs build their houses out of straw, sticks and bricks
ii. M: The big bad wolf blew down the first and second litt le pigs houses so they had to go away.
iii. E: The three litt le pigs invited the wolf in after he couldn?t blow down the third litt le pig's house and 
they became friends. 

c. Review bme answers with pictures

6. Miss Alli will say today, we practiced putting the events of a story in order. Recognizing the BME  of a 
story will help you recall what happened in the story. See if you can draw pictures to represent the BME 
of the next story you read and explain your pictures to someone in your house.

37



DANLEY| TEACHING ON AIR LESSONS DURING COVID-19

Appendix B

Teacher : Ms. All i  (K-1)

Lesson Lesson Descr ipt ion

01 (101) The student will be able to recognize that two-digit numbers are made up of tens   and ones.

02 (104) The student will be able to investigate how sound can make materials (matter)   vibrate and 
how vibrating materials (matter) can make sound.

03 (107) Reading: The student will be able to predict what will happen next in a story by using   prior 
knowledge and asking questions.

04 (110) The student will be able to recognize that two-digit numbers are made up of tens   and ones.

05 (113) The student will be able to solve addition problems within 20.

06 (116) The student will be able to observe, identify and describe the appearance of the   sun, moon, 
and stars at different times of the day.

07 (119) Reading: The student will be able to retell the beginning, middle and end of a story.

Phonemic Awareness: The student will blend onsets and rimes to make words.

08 (122) The student will be able to accurately solve subtraction problems within 20.

09 (125) The student will be able to recognize and tell the value of a penny, nickel, dime   and quarter.

10 (128) The student will be able to recognize what plants and animals need to survive.

11 (131) Reading: The student will be able to compare and contrast characters from similar   stories.

Phonics: The student will be able to distinguish long from short vowels in written and   

12 (134) The student will be able to collect, organize and represent data with up to 3   different 
categories from different graphs.

13 (137) The student will be able to name each shape and identify the number of sides and   vertices 
for each shape.

38



DANLEY| TEACHING ON AIR LESSONS DURING COVID-19

Appendix B

Teacher  : Ms. Ashley (4-5)

Lesson # Lesson Descr ipt ion

01 (103) This lesson will cover how to find the theme or moral within a story using details   within 
the text.

02 (106) This lesson will review the properties of solids, liquids, and gases including   their particle 
movement.

03 (109) This lesson reviews prime numbers and how to find the factors of composite numbers   up 
to 100.

04 (112) This lesson will review how to infer using textual evidence within a reading.

05 (115) This lesson will review how students reference and provide textual evidence when   drawing 
conclusions.

06 (118) This lesson will review where energy comes from.

07 (121) This lesson will review how to generate equivalent fractions.

08 (124) This lesson will review various character traits and how to identify those in the   characters 
of the text.

09 (127) The lesson will review how to identify the climax and resolution in a story using   the 
character developments throughout the story.

10 (130) This lesson will review the Sun and stars   and their jobs in our solar system.

11 (133) This lesson will review how to compare and order fractions.

12 (136) This lesson will review how authors use figurative language to help the reader   create 
mental pictures and deepen comprehension.

13 (139) This lesson will review how to add fractions.

14 (142) This lesson will review the causes and consequences of the Civil War.

15 (145) This lesson will review how to subtract fractions.

16 (148) This lesson will review how text features show important information and how to   locate 
information using text features.

17 (151) This lesson will review how to multiply   fractions

18 (154) This lesson will review key economic terms and how economics plays apart in our   nation.

19 (157) This lesson will review how to multiply   fractions

20 (160) This lesson will review the different types of authors purposes and how to   identify each.

39



DANLEY| TEACHING ON AIR LESSONS DURING COVID-19

Appendix B

21 (163) This lesson will review how to convert large units into smaller units.

22 (166) This lesson will review the causes of the American Revolution and why the   colonists? 

23 (169) This lesson will review how to evaluate numerical expressions involving money.

24 (172) This lesson will review how to recognize foreshadowing within a text.

Teacher :Ms. Wil l iam s (2-3)

Lesson # Lesson Descr ipt ion

01 (102) What is Weather?

02 (105) How do we Measure Weather?

03 (108) Water in the Air: All About the Water Cycle

04 (111) What are Clouds?

05 (114) What is Extreme Weather and How does it Occur?

06 (117) Thunder Cake: Personal Experiences of Extreme Weather

07 (120) What is Climate?

08 (123) How to Graph Temperature

09 (126) How to Graph Precipitation

10 (129) Introduction to Fractions and Fractured Fairy Tales

11 (132) Fractions in the Pizzeria and Fractured Fairy Tales

12 (135) Comparing and Equivalent Fractions & Fractured Fairy Tales

13 (138) Fractions in the Bakery and Fractured Fairy Tales

14 (141) How Many Whoppers and Fractured Fairy Tales

15 (144) How Many Candies and Fractured Fairy Tales

16 (147) How Much Ketchup and Fractured Fairy Tales

17 (150) Introduction to Animal Adaptations

18 (153) Types of Animal Adaptations

19 (156) The Desert Biome and Desert Animal Adaptations

20 (159) The Grassland Biome and Grassland Animal Adaptations

21 (162) The Arctic Biome and Arctic Animal Adaptations

22 (165) The Ocean Biome and Ocean Animal Adaptations

23 (168) The Rainforest Biome and Rainforest Animal Adaptations

24 (171) The Mountain Biome and Mountain Animal Adaptations/Review

40


	Danley 2022
	Page 1
	Page 2
	Page 3
	Page 4
	Page 5
	Page 6
	Page 7
	Page 8
	Page 9
	Page 10
	Page 11
	Page 12
	Page 13


