Teacher Candidate Name: Heather Glover
Grade Level: Kindergarten
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
K.G.5 Model shapes in the world by building shapes from components and drawing shapes.
K.G.6 Compose simple shapes to form larger shapes.
List the Rationale (cite theories or theorists):
The students are in Piaget’s second stage, preoperational and are learning to see objects differently. Also, according to Vygotsky, children learn through scaffolding and will be building on previously learned knowledge.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”
The students will be able to work on their vision and memory recall skills by recreating the image that they have seen on the SMARTboard and will be building on previously learned skills.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.
This objective is appropriate for this level of student because it helps them work on memory recall when trying to make the design that they were shown. This will be a skill that they will continue to build on for several years throughout their school careers. They will also be learning that one tile represents one object that can be moved around on the ten frame to create different images.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).
In the classroom, there are 10 girls and 9 boys. There are primarily Caucasian students but also Native American, Hispanic, and African American. There are a mix of students on IEPs, ranging from academic to behavior. There are two students whom are removed from the classroom, one receives care in the Care room full time, one is in the class for approximately 30 minutes at the end of the day for either PE or music and free choice time and requires various other services throughout the day.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).
There are many different learning styles that need to be met any given time during the day. For math, all of the students can work independently without the assistance of SPED teachers or EA’s. There is a new student from India, whom does need some redirection and reminders to stay on task.
List the materials/resources you will need to teach the lesson.
SMARTboard and document camera
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.
For this lesson, I will be using the document camera to show the images to the students for them to recreate. These images will be shown on the SMARTboard screen.
Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. *
For this lesson, modifications should not be needed but if they are, they will be met for each individual student.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.
My pre-assessment will be checking for understanding from the students and a discussion of when they did this activity prior, but with different objects.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)
Based on this assessment I can adjust the lesson accordingly and provide some examples of what will be expected of them.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.
Callbacks will be used such as, “hocus pocus, everybody focus or mac-n-cheese, everybody freeze”. I will keep the lesson moving along at a pace that holds the student’s attention and does not give them time to get bored.
Implementation
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.
I will have the students sitting in their desk. I will then pass out ten frames and 6 tiles to the students, I will have this prepped prior to the lesson. I will have my own ten frame and tiles under the document camera. At this time, if it is needed, based on the pre-assessment, I will show the students an image and let them recreate it, without covering the image, while explaining that the next image they see with be available for about 5 seconds and then be covered up for them to recall the image from memory. After the example, I will have them clear their ten frames and we will begin the lesson. I will cover my ten frame with a piece of construction paper, once I have my image finished, I will make sure everyone is paying attention and ready to view the image. I will remove the construction paper and show the image for about 5 seconds. I will then cover the image and have the students begin to recreate. I will be walking around looking at their image, after this, I will show the image again quickly and recover it, so that students can make adjustments as needed. After adjustments are made, I will leave the image uncovered. I will start with simple designs and each design will get a little more complex.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).
We will work through the images together by talking about how the images all have something in common, (the images will all have sides touching). After the students have seen the image twice I will leave it uncovered for them so that they can make any last adjustments, so that all images are the same. The students will be provided with multiple opportunities to make different designs/images so that they become comfortable with memory recall.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives?
The students will be independently creating the images themselves and working on their memory recall skills.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).
In closing, I will talk briefly about how important is it to pay attention to details and to use your memory recall to remember those details. I will then dismiss the students to get ready for recess and lunch.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
For my post-assessment I walked around the room to make sure that all the student’s were staying on task and creating the same images that were on the smartboard.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.
This lesson went very well. The students were all engaged and excited to be making the different shapes. I held their attention by saying things like, “I’m going to trick you with this design” to make it more interesting for them. During the portion of the lesson when I had students come up to create their own designs there were some hard feelings for the students that were not chosen. I think to change that I would have them use their elbow partners and create a design and have the pattern recreate it on their paper, that way everyone is
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Heather Glover
Grade Level: Kindergarten
Subject: Language Arts
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly.
K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words.
List the Rationale (cite theories or theorists):
The students are in Piaget’s second stage, preoperational and are learning to see objects differently. Also, according to Vygotsky, children learn through scaffolding and will be building on previously learned knowledge.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”
Students will be able to produce “at” word families.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.
This is appropriate for the developmental level of kindergarten, as they are learning about word blends, sounds, and rhyming words.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).
In the classroom, there are 10 girls and 9 boys. There are primarily Caucasian students but also Native American, Hispanic, and African American. There are a mix of students on IEPs, ranging from academic to behavior. There are two students whom are removed from the classroom, one receives care in the Care room full time, one is in the class for approximately 30 minutes at the end of the day for either PE or music and free choice time and requires various other services throughout the day.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).
There are many different learning styles that need to be met any given time during the day. For math, all of the students can work independently without the assistance of SPED teachers or EA’s. There is a new student from India, whom does need some redirection and reminders to stay on task.
List the materials/resources you will need to teach the lesson.
SMARTboard, The Cat in the Hat book, paper hat, black marker, crayons, and construction paper.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.
I will be using the document camera and SMARTboard to show an example of the hat that we will be making and writing our words on.
Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. *
For this lesson, there will be an EA present in the room to help with the students who are on writing IEP’s. No modifications should be needed for this lesson, but will be handled if needs arise.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.
Pre-assessment for this lesson took place prior to my starting STE and will be reviewed again prior to the lesson. The students learned about word families and how you can make different words by using the same base, which we will be using “at”.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)
Based on the results of the pre-assessment we will have a whole group brainstorming session for the “at” family words.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.
I will use call back ques such as: hocus pocus, everybody focus, 1-2-3 eyes on me, 1-2 eyes on you, and will be walking around monitoring the room to make sure that students are staying on task. I will also keep the lesson moving at a steady, quick pace to keep attention focused.
Implementation
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.
I will have the students come sit on the rug. I will then read, The Cat in the Hat, to the students. After this, I will explain the rest of the lesson to the students. I will explain that we will be going back to our desks to work on our hats, that will have “at” family words on them. I will explain what the family words mean and how they are words that use the same ending sounds. I will then dismiss the students back to their desks, a few at a time. For this I will use different things like, if you are wearing long sleeves or short sleeves, and change it up each time until all students are seated at their desk.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).
We will then brainstorm a list of “at” words like: hat, cat, bat, rat, mat, sat, etc. on the SMARTboard. We will then discuss how they all end in the same sound. We will use my hat as an example on the document camera.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives?
The students will then write down their words on the hat in black marker and will use the pattern of red and white to color the stripes of the hat with crayon. After they have completed this they will bring the hat up to my desk where I will staple it to a construction paper band and they can wear it as a hat.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).
In closing I will reemphasize how we came up with word families and how they sound the same. I will then dismiss the students to get ready for recess.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.
Post-assessment will be teacher observation of student participation in the “at” word family brainstorming session.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
The student’s acheieved their goal by being able to color, cut-out, and put the correct words on the hat.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.
This lesson went very well. I was a little pressed for time, as there was an ill student but most students were able to get the project done before they were to go outside for recess. Those who didn’t finish I had finish during free choice time. I don’t know that I would change anything with this lesson. The students were well engaged and enjoyed being able to help pick the words that went on the SMARTboard and that they transferred to their hat.
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Heather Glover
Grade Level: Kindergarten
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
K.RF.1. Demonstrate understanding of the organization and basic features of print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
List the Rationale (cite theories or theorists):
The students are in Piaget’s second stage, preoperational and are learning to see objects differently. Also, according to Vygotsky, children learn through scaffolding and will be building on previously learned knowledge.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”
Student’s will be able to recognize and name the letters of the alphabet.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.
This is appropriate to the students because knowing the letters of the alphabet will be an everyday skill that they will need to read, write, and communicate.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).
In the classroom, there are 10 girls and 10 boys. There are primarily Caucasian students but also Native American, Hispanic, Indian, and African American. There are a mix of students on IEPs, ranging from academic to behavior. There are two students whom are removed from the classroom, one receives care in the Care room full time, one is in the class for approximately 30 minutes at the end of the day for either PE or music and free choice time and requires various other services throughout the day.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).
There are multiple learning styles that need to be met in this classroom. For my lesson, it is taught during Reading Club. During this time frame, four students are pulled out to attend Title Reading Club in a different classroom where they are provided with more one to one teaching. One student leaves the room for Deaf Ed and another for SPED services during this 30 minutes block. There are two female students whom alternate days, going to the SPED room, for 15 minute sensory breaks. All other students in the classroom will be able to do this lesson without modifications or accommodations.
List the materials/resources you will need to teach the lesson.
SMARTboard, notebook, alphabet letter T worksheet, crayons, and glue stick.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.
I will use the Smartboard and the document camera to show the student’s what the finished page should look like after they have had time to work on the page themselves.
Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. *
No modifications will be needed for this lesson, as all the students requiring modifications/accommodations are pulled from the classroom during this time for other services such as SPED, Deaf ED, sensory breaks, and Reading Club.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.
Pre-assessment, for the letter T, took place the previous week after we finished alphabet page S, and we discussed the letter following S in the alphabet.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)
The students are able to recite their ABC’s and have a working knowledge of what letter follows the previous letter in the alphabet.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.
For management, I will use classroom callbacks to gain the student’s attention. I will also be calling on students to answer questions about things that start with the letter, T. This will help to keep the students engaged, as they will not know it they are being called on.
Implementation
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.
I will have the student’s sit in their desk and I will explain that there is a picture of a tomato vine and that each tomato has a “T” on it. There will be uppercase and lowercase T’s. The uppercase (big) letters are to be colored blue and the lowercase (small) T’s are to be colored red. I will then go through the pictures on the page, there are eight pictures, four of them will start with the letter T, there will be a picture of a top, tomato, turtle, and a tooth. I will say the word to the students and they will tell me if they should color the picture and glue it to their notebook page.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).
Together we will go through the eight pictures and sound out the words to see if the picture starts with the letter, T.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives?
The student’s will be at their desks and will be working independently to finish the worksheet in the 30-minute lesson timeframe. The student’s will need to remember what the names of the pictures were on the worksheet after we have discussed them.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).
In closing I will have the students bring the page up to my desk for me to check. In the classroom, we give immediate feedback on the work that the student’s do. I will give them a sticker or have them make corrections if any pictures are mixed up, after corrections they would also receive a sticker. The student’s will then be dismissed to get ready for recess.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.
My post-assessment will be having the student’s come up to my desk for me to check their notebook page as a knowledge check.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
My post-assessment results showed that 3 students, 1 boy and 2 girls, had mixed up pictures and needed to make corrections prior to being dismissed for recess.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.
I feel this lesson went very well. The students were all engaged and knew what was expected of them and there were no management issues that needed to be addressed. One thing that I may change in this lesson would be to work maybe with a partner and have some other fine motor skill then just coloring for the notebook. I would perhaps make it more hands on and involved with playdoh or drawing your letters in shaving cream or something along those lines, as another enhancer to the lesson, as while the students were engaged in the lesson, the higher students did seem to get bored with the independent work of coloring, cutting, and gluing.
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Heather Glover
Grade Level: Kindergarten
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
K.G Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
2. Correctly name shapes regardless of their orientations or overall size.
3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”).
List the Rationale (cite theories or theorists):
The students are in Piaget’s second stage, preoperational and are learning to see objects differently. Also, according to Vygotsky, children learn through scaffolding and will be building on previously learned knowledge.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”
Students will be able to use a common shape: circle, square, rectangle, or oval to recreate an everyday object.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.
This learning objective is important to students lives because they will need to be able to recognize shapes for upper grade levels and to know that shapes make different things and that shapes can be made to make different objects.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).
In the classroom, there are 10 girls and 9 boys. There are primarily Caucasian students but also Native American, Hispanic, Indian and African American. There are a mix of students on IEPs, ranging from academic to behavior. There are two students whom are removed from the classroom, one receives care in the Care room full time, one is in the class for approximately 30 minutes at the end of the day for either PE or music and free choice time and requires various other services throughout the day.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).
There are multiple different learning levels in this classroom. During math, all students are in the room, except for one student whom receives services in the CARE room and one student whom only attends school half days.
List the materials/resources you will need to teach the lesson.
SMARTboard, document camera, cut outs of square, rectangle, circles, and ovals all in white, crayons, glue stick, and worksheet.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.
I will be using the document camera to show the students the image I have created.
Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. *
No accommodations should be needed for this lesson.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.
Pre-assessment will be done with the students using group discussion. We will be discussing how shapes make different things and reading the book, The Shape House.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)
Results of my pre-assessment are that all the children know the general shapes, and only a few struggled with the harder ones of rhombus, trapezoid, and hexagon.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.
I will use call back ques such as: hocus pocus, everybody focus, 1-2-3 eyes on me, 1-2 eyes on you, and will be walking around monitoring the room to make sure that students are staying on task. I will also keep the lesson moving at a steady, quick pace to keep attention focused.
Implementation
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.
I will have the students gather on the reading rug where I will introduce their story and read it to them. I will then tell them about how shapes make all different things like, rectangles make firetrucks, circles make the sun, ovals make llamas, squares make frogs, etc. I will show them the example that was made of the oval being turned into a llama and have them pick their shape and create their object at their desk.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).
Together we will discuss different things that could be made with different shapes and how all things are made of shapes. We will then talk about how if you combine shapes together you can make even bigger things like houses, schools, etc.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives?
The students will work independtly at their desk to make their shapes into different creations.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).
For closing, I will have the students bring up their design to me and I will keep them to make a classroom book, so that the students can see each others ideas.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
As I was walking around I saw that there were a lot of students using each others ideas for their design. The goals of the lesson were met and everyone made a design.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Heather Glover
Grade Level: Kindergarten
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
K.RI.1 With prompting and support, ask and answer questions about key details in a text.
List the Rationale (cite theories or theorists):
The students are in Piaget’s second stage, preoperational and are learning to see objects differently. Also, according to Vygotsky, children learn through scaffolding and will be building on previously learned knowledge.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”
The students will be able to read a short passage and answer corresponding questions to show comprehension.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.
This skill is appropriate for the students as it is setting a base level of understanding for the students that they need to comprehend what they are reading and be able to answer related questions to the passages.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).
In the classroom, there are 10 girls and 9 boys. There are primarily Caucasian students but also Native American, Hispanic, and African American. There are a mix of students on IEPs, ranging from academic to behavior. There are two students whom are removed from the classroom, one receives care in the Care room full time, one is in the class for approximately 30 minutes at the end of the day for either PE or music and free choice time and requires various other services throughout the day.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).
There are many different learning styles that need to be met any given time during the day. Reading is broken down into four different groups of knowledge and four students are pulled out for more in-depth reading assistance.
List the materials/resources you will need to teach the lesson.
Pencils, crayons, markers, reading comprehension worksheet.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.
No technology is used in this lesson.
Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. *
Accommodations for this lesson should not be needed, as I am working to the level of the students in the group.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.
For pre-assessment, I have worked with the students in the reading group on a prior comprehension worksheet of a different style so that they are familiar with what to do. Also, reviewing of the popcorn words is a daily activity to help with fluency while reading.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)
Based on the pre-assessment and reviewing of popcorn words, I have chosen a simpler comprehension worksheet to work with the students on.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.
I will use callbacks such as, hocus pocus everybody focus, 1-2-3 eyes on me 1-2 eyes on you, to gain the attention of the students for instructions if needed.
Implementation
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.
I will start off the lesson by introducing the worksheet that the students work on independently while students are working in their reading groups. After this I will call my group back to our table and explain to them that we will be working on a comprehension worksheet and that we will start with putting our name on our paper, then reading the passage, and answering the corresponding questions.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).
Together we will read the passage and work through the questions on the worksheet. We will do this as a group for better understanding and so that the students have the support of their peers for this.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives?
The students not in reading group will work independently at their desk on a worksheet and will wait to be called into their group. The students in the group will work together to answer the questions of the comprehension worksheet.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).
I will review the main ideas of the passage and about comprehension and how that ties together. The students will then be dismissed back to their desks to finish their independent worksheet.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
The students handled this assessment and comprehension check very well. They met the objectives of the lesson and were able to finish the worksheet with minimal help.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.