My Favorite Thing

Abigail Andres12/12/13ITE 314Writing lesson reflection

Writing Lesson Plan: My favorite thingName: Abigail AndresGrade: Preschool [3 yr. old]

Date: 11/20/13Content Area: Writing, Reading

Duration: A span of 3 days

Materials needed: Book: My Favorite Things by Rodgers and Hammerstein Crayons and markers for students to draw with Paper for students to draw on Picture cards (optional) iPad

Guiding Questions: What is your favorite thing? Why is it your favorite thing? How does your favorite thing make you feel?

Enduring understanding: Our favorite things have special meanings.

Purpose of lesson The purpose of this lesson is to introduce students to the writing process by putting their ideas down on paper.

What component/s will be the lesson focus? The use of oral and print language to present informationStrategy or skill emphasis Connecting oral and print language

Language modalities to be used in this lesson: Listening Speaking Drawing

Critical Thinking SkillsACEI 3.3-Critical thinking, problem solving and performance skills. Remembering Applying Student Engagement Techniques and GroupingACEI 3.4-Active Engagement in Learning Individual Small group Large group

DIFFERENTIATION PLANACEI 3.2 Adaptation to diverse students.

Identify type of learner(ELL, SPED, Accelerated Learners, Striving learners, 504 students, reading)List type of differentiation(learning environment, content, process, product, performance task)Instructional approach(Write the instructional approach/accommodations that will be used for these learners)

SPED/ELL Process Learning Environment Product Work with students more closely by providing different pictures of things that children may like Have students point to the picture that they like Insert picture of what the student chose in the class book

Accelerate LearnersProcess With the drawing, have students write down their favorite thing

1. Standards/Benchmarks/GLOsACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs

I can identify the people/things in my drawing(LA.36.r): Recognize and label people, objects, and animals in pictures

I can say simple sentences(LA.36.y): Use three-to-four-word sentences (may omit some words)

I can draw simple pictures(LA.36.t): Make controlled linear scribbles

1. Assessment Task(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and assess student learning, including criteria). Write the teacher assessment tool for each stage of the writing process. Include copies at the end of the document.

Benchmark1(emerging)2(transitioning)3(achieving)

I can identify the people/things in my drawing(LA.36.r): Recognize and label people, objects, and animals in picturesI cannot identify the people/things that are in my drawing.I can identify some of the people/things that are in my drawing.I can identify all people/things that are in my drawing by myself.

I can say simple sentences(LA.36.y): Use three-to-four-word sentences (may omit some words)I cannot say simple sentences to explain my drawing.I can say simple sentences to explain my drawing with help from my teacher.I can say simple sentences to explain my drawing by myself.

I can draw simple pictures(LA.36.t): Make controlled linear scribblesI cannot draw simple pictures.I can draw simple pictures with help from my teacher. I can draw simple pictures by myself.

Andres, pg. 10

2. Activities/Instructional StrategiesACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning(List how you plan to build background knowledge and the sequence of teaching students how to apply the writing process.)

Part 1: Prewriting/Brainstorming

1. Introduction (5 minutes) a) Gather students around the carpetb) Tell students, I am going to read a book about two kids who tell us what their favorite things are. While I am reading I want you to think about what your favorite thing is.a. Before I read the book, I will give you ten seconds to move to where you can see the book. After I finish counting to ten, you cant move to another spot. b. Put on your listening ears.

2. Building background (10 minutes)a) Read My Favorite Things book to the students. Tell the students who the author is and that they are the ones who write the book. Tell them who the illustrator is and they are the ones who draw the pictures. b) Ask the students questions while reading the booka. Why do you think the children like ________?b. How do the children feel when they have their favorite thing?c) Recall with students what were the favorite things of the children in the storyd) Brainstorm with the students about what their favorite thing isa. Record their answers on an iPad. e) Tell students, Tomorrow during indoor play, we will be drawing our favorite things. After we have all our drawings we are going to have our own Anuenue classs favorite things book.

Part 2: Drafting/Publishing (30-60 minutes)1. Introduction/Building background/Work Time (30-50minutes)a) Explain as students come to the activity center that they will be drawing their favorite thing just like the children in the book that we read yesterday.b) Instruct students to sit in one of the available chairs in the circle table.c) Give them a piece of paper and have them share the crayons/markers.d) Play recording of what students said their favorite thing is. e) Provide the book for students to look at for examples of favorite things.f) Provide pictures of other things that the students might like to help them think of their favorite thing to draw. g) Ask students questions about their drawinga. What did you draw/What are you drawing?b. How does that look like?c. Why is that your favorite thing?d. How does it make you feel?h) Record students answers on a notebook

2. Closure: (10 minutes)a) Collect students drawings.b) Provide an opportunity for students to share their drawings.c) Type out students answers to the questions about their drawing.d) Attach description of drawing to the students drawing.e) Compile all the drawings to make a book.

Part 3: Presentation (10 minutes)a) Gather students around the carpeta. Sit in a circle. Criss cross apple sauceTell students, Remember how we talked about our favorite things and then drew pictures of our favorite things? I put all our drawings together and made it into a book.b) Read and show to the students what each student drew and their description of their favorite thing. a. Invite students to talk about their picture.c) Share with students that the book will be placed in a special place and they are welcome to read and look at it during free time.

Self-Reflection

1. Pedagogy-What happened during my lesson (what did the students and I say and do)? How effective was your lesson design and teaching for each stage of the writing process. Describe your accommodations and the implementation for diverse learners. Make connections to results from your student writing survey. [If you did not teach/complete each stage, then explain your rationale and write what you would have done.]

My lesson was a personal drawing picture about their favorite thing. I read to them My Favorite Things by Rodgers and Hammerstein. The students then had to say what their favorite thing is and why its their favorite thing. They then had to draw a picture of their favorite thing and describe what they had on their picture. In my student writing survey, the students stated that they didnt really like using crayons to draw with. The students had to draw their pictures using crayons because I wanted them to like using crayons. The students also said that they like to show their drawings to their friends and look at their friends drawings. Because they like to show their drawing and see their friends drawings, I compiled their drawings into a class book so that they can show their drawing and see other drawings. One accommodation that I made was for one of my student who is new to the class and is still developing his oral language skills. In class he doesnt talk much and says the same words. I found pictures of what the students said their favorite things are during our brainstorming period and compiled it into one sheet. I then printed the favorite things sheet and write down what each picture was so there would be writing exposure embedded with the sheet. I asked the student what his favorite thing is and then help him point to each picture while telling him what the picture is. As we pointed to each picture and I told him what each picture was, he repeated what I said. Another accommodation that I did is printing out pictures of the most common favorite thing that the students said during brainstorming. When I asked the student what their favorite thing is and asked them what their favorite thing looks like, some of them did not know how to draw it. I let the students see the picture and ask them what they see. They then would draw their drawing using the pictures as a guide. I wasnt able to complete the publishing part of the lesson. There were only six students who completed the drawing. The rest of the students did not want to participate in the drawing part of the lesson. I compiled the drawings of the six students and made it into a book along with a blank page for each student who did not do a drawing. 2. Assessment- How effective was my assessment plan (e.g., rubric, formative assessment, monitoring, summative) for obtaining information about my students learning? What would you have done differently?

My assessment was partly effective only for the drafting/publishing part of the lesson. The standards that I used in my lesson only focused on the drafting/publishing part of the lesson because it is about the drawings of the student and their explanation of their drawing. It isnt fully effective because most of the students did not do a drawing of their favorite thing and they didnt have to because in this preschool setting the students dont have to do an activity if they dont want to. I could have added a section on my assessment table about participation then at least I would have something to write down on the assessment table. I should have also added standards for the other parts of the lesson because all the students participated in the prewriting/brainstorming part of the lesson but because I dont have a standard for that segment I dont have anything to assess them by. I had a standard that said that students can say simple sentences which would be good for the prewriting/brainstorming part of the lesson but it was specific for explaining their drawing. 3. Data Collection- How did I do in meeting the desired results (e.g., purpose, broad understanding, benchmarks) for this lesson? What are my next steps to improve students learning? Describe results for each benchmark that was used to assess students work. You may add a graph to explain benchmark results. Complete your assessment data table as part of the submission.

I think I did well in regards to the guiding questions. During the prewriting/brainstorming stage, I asked the students what their favorite thing is, why it is their favorite thing, and how it makes them feel. They were able to answer the questions. Through the book and their answers, I feel that they are developing their understanding that their favorite things have special meanings. However, I was not successful in the purpose of the lesson which is to introduce students to the writing process by putting their ideas down on paper. The students in this preschool setting have a choice of what activities they want to participate in which resulted in most of the students not putting their idea of their favorite thing in paper through a drawing. In order for the students to improve their learning I need to find a way that makes all the children want to do the drawing. It is hard to get them to put their ideas down on paper and teach them about writing if they dont have to do the activity. 4. Content knowledge-Explain your understanding of teaching the function (e.g., compare and contrast, personal narrative, argumentative, opinion) and form (e.g., poem, letter, essay) of this lesson. What areas for development in teaching writing to early childhood/elementary students that you would like to work on and/or explore more information? Use student evidence and professional references to support your answers.

The function that I taught was a personal narrative. My understanding of writing has greatly grown because I can now see that writing in a preschool setting is possible. At first I was confused as to what form of writing this would be and how it could even have a form. I thought that a personal narrative had to be in written form and have a lot of language in it. I learned that a preschoolers language is through their drawings. The drawing that they did depicted their favorite thing. They had to draw their favorite thing and tell me why it was their favorite, how it makes them feel and what do they do with their favorite thing. This counts as a personal narrative for them because since it is their favorite thing they have a connection to it and some might had experience with their favorite thing in the past. I would like to work on their oral communication skills. Before drawing their favorite thing the students were able to tell me about their favorite thing and use sentences to explain things such as why they like that thing, how it looked like and how it makes them feel. However, after they finished their drawing and I asked them what they drew they told me what the general idea of their drawing but could not label their pictures of what was in their drawing. By making the connections from their drawing to oral language, they would be able to convey their meanings of their drawings to others more easily.

Assessment Data Table: HELDS (LA.36.r): Recognize and label people, objects, and animals in pictures

(LA.36.y): Use three-to-four-word sentences (may omit some words)(LA.36.t): Make controlled linear scribbles

Students name:

Absent

Did not participate

Did not participate

Did not participate

Absent

Did not participate

323

Did not participate

Did not participate

232

Did not participate

Did not participate

Did not participate

323

232

323

Did not participate

232

133

Student Sample ADate: November 21, 2013Rating:1. Rating: Assessment Task(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and assess student learning, including criteria). Write the teacher assessment tool for each stage of the writing process. Include copies at the end of the document.





CommentaryThe student learned that it is different expressing their thoughts in oral form and written form. He could easily explain what his favorite thing is and why it is his favorite. However, once he started drawing he didnt know what to draw or how to draw his favorite thing. At one point he just started scribbling all over his paper with different colors. I asked him what he is doing and he replied that he was just making lines with the crayon. He could tell me what he wanted his picture to be but he couldnt get it down on paper. I told him that it didnt have to be perfect and it could make his own representation of what he wanted to draw. The ongoing goals for this student are: Work on getting his ideas down on paper Creating own representations of objects Practice making controlled scribbles

picture of student A drawing.

Student Sample BDate: November 21, 2013Rating:1. Rating: Assessment Task(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and assess student learning, including criteria). Write the teacher assessment tool for each stage of the writing process. Include copies at the end of the document.





CommentaryStudent B is developing the use of her drawing as a means of writing and showing her voice. After drawing, I would ask her what she drew and point to different parts of the drawing. She could not tell me what it was. I asked her what her favorite thing is and she said dragonflies. I then re-asked her what her drawing is and she said, I dont know. She can tell me all bout dragonflies which helps her learn how to describe things. The ongoing goals for this student are: Connect her drawings with her ideas Developing stronger vocabulary to further express her ideas

Picture of Student B drawing

Student Sample CDate: November 21, 2013Rating:1. Rating: Assessment Task(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and assess student learning, including criteria). Write the teacher assessment tool for each stage of the writing process. Include copies at the end of the document.





CommentaryStudent C is one of the GT students in the class. He learned how to bring his oral expressions into his drawing. After discussing what his favorite thing is and what it means to him he knew what to draw right away. He could tell me what he drew and why he drew things that way. His picture shows a clear representation of his favorite thing. He learned how to put his thoughts into words. The ongoing goals for this student are: Begin practicing writing letters on paper Describe drawing in more detail Use of different colors to bring life into drawing

Picture of Student C drawing

Favorite things brainstorm sheet

Documents

My Favorite Thing