Name: Christina Moran 
Pima Course: EDC 291 
Instructor: Horton 

Subject: ELA Listening 
Topic: Animals of the East African Savanna Habitat 
Grade Level: First 
Duration: 60 min 

List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then insert actual examples in the Appendices below the plan] Habitat journal, characteristic cards, reading book, flip chart


Purpose: This lesson will help students understand similarities and differences between Arctic habitats and the desert habitat.


Components 
Description of Plan 

Content Standard

SL.1.1 Students will identify similarities and differences between Arctic habitats and the desert habitat. RI.1.2 Students will identify characteristics of the grassland habitat. W.1.2 Students will write about characteristics of the grassland habitat. 

Learning Objective

Bloom’s Level: Applying Objective: SWBAT [verb from Lesson Planning Guide goes here]…identify the similarities and differences between grassland and arctic habitats. KidFriendly (KF) Version: I can tell the difference between grassland and arctic habitats. 



Est # of Mins
10 min 
Anticipatory Set

Teacher will (TW):

Students will (SW):


Est # of Mins
30min 
TeachingInput

Teacher will:

Students will:


Est # of Mins
20 
TeachingModeling

Teacher will:

Students will:


Est # of Mins
15 
Guided Practice

Teacher will:

Students will:


Est # of Mins
3 
Closure

Students will:
Show me a fist to 5 with how well you understand what we leared about the Savanna habitat.


N/A

Independent Practice

Students will: 



Checks for Understanding (CFU)

1. What is a savanna? Verbal What is one thing you might see in a savanna? Verbal 2. Are giraffes, elephants, and zebra herbivores, carnivores, or omnivores? How do you know? Verbal
3. Show me a fist to 5 with how well you understand what we leared about the Savanna habitat. Visual


Assessment Options

Pre and PostAssessment of Objective before/after lesson: Post: Students will write and draw about characteristics of the grassland habitat.
Alternative Assessment Options for diverse learners: There are two students who need the written part of this lesson altered. This will be done by assisting them one on one with their writing. They will also see my answers displayed and can copy the information.


Differentiation Options Describe how you will reach diverse learners who need scaffolding or extra challenge by varying the:

Content – Scaffold: This lesson fits all student’s level content wise. Content – Challenge: This lesson fits all student’s level content wise.
Process – Scaffold: The listening lesson works really well with my students levels. Process – Challenge: The listening lesson works really well with my students levels.
Product – Scaffold: I will assist my two students who struggle with reading and writing by reading the questions out loud and allowing them to copy my answer and give me oral answers to the questions. Product – Challenge: Students can add more details to their habitat journal 

21^{st} Century Learning Describe how you will incorporate technology and the 4 Cs:
Note: Not all lessons need to incorporate all of these items. Also, collaboration & communication are not synonymous. 
Technology: use of overhead
Critical Thinking:
Creativity:
Collaboration: table shares, partner talks
Communication: sharing thoughts with class 

Name: Christina Moran 
Pima Course: EDC 291 
Instructor: Horton 

Subject: ELA skills 
Topic: Review/practice 
Grade Level: First 
Duration: 60 min 

List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then insert actual examples in the Appendices below the plan] Reader, media board, vocabulary chart


Purpose: This lesson will help students…[finish this statement using kidfriendly language] Read and understand a story, spell words using the segmenting of sounds.


Components 
Description of Plan 

Content Standard

RF.1.3e Read and/or write twosyllable words composed of two closed syllables, magic e syllables and/or r0controlled syllables.
RL.1.1 Ask and answer questions, orally and in writing, about “Big Day,” requiring literal recall and understanding of the details facts of a fiction text. 

Learning Objective

Bloom’s level: remembering RL.1.1 Objective: SWBAT answer questions orally about the story “The Big Day.” RL.1.1 KidFriendly (KF) Version: I can answer questions about the “The Big Day.” RL.1.1




Est # of Mins
10 
Anticipatory Set

Teacher will (TW):

Students will (SW):


Est # of Mins
5 
TeachingInput

Teacher will:

Students will:


Est # of Mins
20 
TeachingModeling

Teacher will:

Students will:


Est # of Mins
5 
Guided Practice

Teacher will:

Students will:


Est # of Mins
5 
Closure

Students will:


N/A

Independent Practice

Students will:




Checks for Understanding (CFU)

1. Do you have any questions about the new vocabulary or words? 2. SW answer discussion questions about the reading. 3. Show me 5 fingers if you fully understand the centers. Show me a fist if you do not.


Assessment Options

Pre and PostAssessment of Objective before/after lesson: The worksheet during centers is a good indication of how students are understanding new spellings and sounds.
Alternative Assessment Options for diverse learners: Help with the reading of the words on the worksheet with Karter.


Differentiation Options Describe how you will reach diverse learners who need scaffolding or extra challenge by varying the:

Content – Scaffold: If Khloe is not pulled for services she will work on her letters in her work book during reading and will get computer time during centers. Content – Challenge: During centers books of a higher level are assigned.
Process – Scaffold: Allow Karter to answer the literal questions if he volunteers. Process – Challenge: No change.
Product – Scaffold: Read the work sheet to Karter during centers if he is not pulled for services. Product – Challenge: Centers ask more detailed and thought provoking questions on book. 

21^{st} Century Learning Describe how you will incorporate technology and the 4 Cs:
Note: Not all lessons need to incorporate all of these items. Also, collaboration & communication are not synonymous. 
Technology: over head.
Critical Thinking: discussion questions
Creativity: monster fingers for tracking reading.
Collaboration: talking with tablemates.
Communication: Discussing story with class. 

Name: Christina Moran 
Pima Course: EDC 291 
Instructor: Horton 

Subject: Math 
Topic: place value 
Grade Level: First 
Duration: 60 min


List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then insert actual examples in the Appendices below the plan]


Purpose: This lesson will help students count to 120 in unit form using only 10’s and ones and represent numbers to 120 on a place value chart.


Components 
Description of Plan 

Content Standard

1.NBT.2. Understands that the two digits of a twodigit number represents tens and ones. 

Learning Objective

Bloom’s Level: remembering Objective: SWBAT I can count to 120 in unit form using only tens and ones. I can represent numbers to 120 as tens and ones on the place value chart. KidFriendly (KF) Version: I can to 120 the say ten way. I can write numbers as tens and ones on the place value chart. 



Est # of Mins
5 
Anticipatory Set

Teacher will (TW):

Students will (SW):


Est # of Mins
40 
TeachingInput

Teacher will:

Students will:


Est # of Mins

TeachingModeling

Teacher will: 
Students will:


Est # of Mins

Guided Practice

Teacher will:

Students will:


Est # of Mins

Closure

Students will:


N/A

Independent Practice

Students will:




Checks for Understanding (CFU)

1. Check for understanding by monitoring students answers and focusing on the students who struggle to see if they are getting it. 2. SW will solve problems on the board. 3. Fist to five on how comfortable they feel with comparison concepts. 

Assessment Options

Pre and PostAssessment of Objective before/after lesson: Pre assessment will be the previous days homework. I review it to see how well the background knowledge needed for todays lesson is understood.
Alternative Assessment Options for diverse learners: They can all complete the homework.


Differentiation Options Describe how you will reach diverse learners who need scaffolding or extra challenge by varying the:

Content – I have one student who will not be able to participate. I will have her work on her own math packet and then computer for imagine learning.
Process – Scaffold: Scaffold: Students who need support will work in small group directly with teacher.
Process – Challenge: Challenge: Independent workers can work through the material and move onto extension game.
Product – Scaffold: Product is the same with direct assistance from teacher to cement learning. Product – Challenge: same and game when finished. 

21^{st} Century Learning Describe how you will incorporate technology and the 4 Cs:
Note: Not all lessons need to incorporate all of these items. Also, collaboration & communication are not synonymous. 
Technology: Power point, promeathean board.
Critical Thinking: explaining reasoning for why or how they know numbers are greater then or equal to.
Creativity: NA
Collaboration: working with tablemates to check answers.
Communication: NA 

Name: Christina Moran 
Date: 2/25/17 
Pima Course: EDC 263 
Pima Instructor: Maribel Lopez 
Lesson Topic: Prefix/Suffix Game 
Duration of Lesson: 15 min 
Number of Learners: 27 
Grade/Population: Second 
Instructional Objective: Must use a verb that aligns with Bloom’s Revised Taxonomy and has at least two parts, learning and behavior. 

Students will be able to choose which prefix or suffix changes the root word being held up.


Anticipatory Set: Describe how you will engage students and connect to their background knowledge. (12 mins)


Students have been learning about how prefixes and suffixes change the meaning of the word. I am going to read some sentences with incorrect prefixes or suffixes that make the sentence into nonsense. The students will raise their hand to give me the correct suffix/prefix. The bottom of my paper will have the various prefixes/suffixes to choose from.


Teaching: Describe how the strategy/concept/skill will be introduced/modeled. (13 mins)


We will be playing a game in teams and winning team will get a prize. I will hold up a word and ask you to change it after I give the meaning. You will discuss in your groups and on my count hold up the affix that changes the word. I will do a couple of words to demonstrate what I expect.


Active Involvement: Describe what students will do in a short practice session to demonstrate understanding. (58 mins)


The students will be put into groups of 45. Each group will receive the same set of cards with different affixes/prefixes listed. I will hold up a card with a word on it and ask the groups to hold up the card that will change the word to the definition I request. For instance I will hold up the word “MOUTH.” The students will be asked to change this into something that means indicated and amount, “Mouthful.”


Closure: Describe how you will provide an opportunity for students to share work, ideas, review, etc. (12 mins)


Give all students a minute to think after I ask them to tell me what an affix is. Call on multiple students for a response.

Name: Christina Moran 
Date: 4/4/2017 
Pima Course: EDC 263 
Pima Instructor: Maribel Lopez 
Lesson Topic: Cause and Effect 
Duration of Lesson: 20min 
Number of Learners: 27 
Grade/Population: second grade 
Instructional Objective: Must use a verb that aligns with Bloom’s Revised Taxonomy and has at least two parts, learning and behavior. 

Students will be able to identify cause and effect relationships.


Anticipatory Set: Describe how you will engage students and connect to their background knowledge. (12 mins)


I will walk up to the front of the class with my shoes untied. I will point this out to the students and ask them what might happen to me while I am walking if I do not tie my shoes. Students will raise their hands and be called on to share their thoughts.


Teaching: Describe how the strategy/concept/skill will be introduced/modeled. (13 mins)


I will bring out a poster board defining cause and effect with illustrations. We will discuss the meaning and I will go over some examples. I will make up other scenarios for the students to link the effect with the cause. For example: My dog runs out the front door, my child gets sneezed on. If the students are able to answer these there will not be need to for more examples. If they are struggling we will go over more cause and effect scenarios.


Active Involvement: Describe what students will do in a short practice session to demonstrate understanding. (58 mins)


Students will work in pairs. Each pair will receive a baggy with cause and effect cards. They will take these cards and glue them to a piece of paper linking the cause and effect.


Closure: Describe how you will provide an opportunity for students to share work, ideas, review, etc. (12 mins)


We will review the answers that the students came up with. I will also call on a student to make up a cause and have another student give me the effect.

Name: Christina Moran 
Pima Course: EDC270 
Instructor: Dr. Eagleton 

Subject: ELA 
Topic: Compare and Contrast 
Grade Level: 3 
Duration: 45 min 

List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then insert actual examples in the Appendices below the plan] Venn Diagram, reading example, chart of terms, http://lessonplanspage.com/oss10benefitsofhomework512htm/, http://connectusfund.org/listof10bigprosandconsofhomework


Purpose: This lesson will help students compare and contrast the main details in texts.


Components 
Description of Plan 

Content StandardChoose ONE AZCCR standard and type it out along with the number 
Compare and contrast the most important points and key details presented in two texts on the same topic. (3.RI.9)


Learning Objective

Bloom’s Level (CHOOSE ONE): Applying Objective: SWBAT identify the key details in two texts by using a venn diagram to compare and contrast them. KidFriendly (KF) Version: I can use the main details from texts to compare and contrast. 



Est # of Mins
5 
Anticipatory Set

Teacher will (TW):

Students will (SW):


Est # of Mins
5 
TeachingInput

Teacher will:

Students will:


Est # of Mins
10 
TeachingModeling

Teacher will:

Students will:


Est # of Mins
20 
Guided Practice

Teacher will:

Students will:


Est # of Mins
5 
Closure

Students will:


N/A

Independent Practice

Students will:




Checks for Understanding

1. Exit tickets 2. Fist to five 3. Color cards on desks to indicated if they need help. 

Assessment Options

PreAssessment of Objective: Students orally answering the compare contrast question during teacher modeling.
PostAssessment of Objective: Completion of the 6 compare and contrast sentences.
Alternative Assessment Options: Give an oral presentation comparing and contrasting the two articles.


Differentiation Options Describe how you will reach diverse learners who need scaffolding or extra challenge by varying the:

Content – Scaffold: Easier articles. Content – Challenge: More complicated articles
Process – Scaffold: Supply more assistance. Have students color code the articles for similarities and differences. Process – Challenge: Supply more detail and evidence with the comparing and contrasting.
Product – Scaffold: Students only complete 3 sentences. Product – Challenge: Write a short argument in favor or against on of the articles using the text as evidence.


21^{st} Century Learning Describe how you will incorporate technology and/or the 4 Cs:

Technology: Overhead, smart board for venn diagram
Critical Thinking: analyzing articles for comparing and contrasting
Creativity: NA
Collaboration: NA
Communication: Class contributing by answering questions. 

MATH UNIT PLAN
Grade Level: First grade
AZCCR Math Standards:
Lesson 1
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Lesson 2
1.OA.A.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Lesson 3
1.OA.B.3.Apply properties of operations as strategies to add. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties.)
Lesson 4
1.OA.B.3.Apply properties of operations as strategies to add. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties.)
Lesson 5
1.OA.B.3. Apply properties of operations as strategies to add and subtract. Identity property of addition and subtraction.
Key Terms:
 addition
 subtraction
 sum
 compare
 parts
 equation
 unknown
 equal
 place value
 put together
 difference
 compatible numbers
 associative property
 commutative property
 identity property
Requisite Knowledge:
 Addition within 20
 Subtraction within 20
 Ones and tens place value
 Compatible numbers
Knowledge Gained from Unit:
 The ability to solve word problems
 Interpret word problems into a solvable equation
 The ability to add 3 whole numbers
 Mentally add numbers below 20
 Know and understand properties of addition
 Know and understand properties of subtraction
Description of what students will be able to know and do:
At the end of this unit students will be able to solve addition and subtraction word problems. The students will use objects to represent the problems and than form the equations. Students will be able to define what the unknown in a problem is. Students will also gain the ability to add three whole numbers together. Students will be able to add numbers below 20 mentally using various strategies. Students will be able to explain the properties of addition and subtraction.
Instructional Sequence:
Day 1:
Standard:1.OA.A.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Objective: Students will be able tomake use of counting cubes to solve word problems.
Pedagogical Strategies:
 Hands on with use of math counters
 Group problem solve
 Class discussion
 Teacher led instruction
Students will: This lesson will begin with the teacher having the students problem solve at their desk and in small groups. The students will than participate in a class discussion where they come up to the board and work out problems. Students will work at their desks using manipulatives to solve problems.
Day 2:
Standard:1.OA.A.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Objective: Students will be able to solve word problems of adding three whole numbers whose sum is less than or equal to 20.
Pedagogical Strategies:
 Group cooperation/work
 Class discussion
 Teacher led instruction
 Hands on with manipulative
Students will:Students will work in small table groups to solve problems. Students will do sample problems with the teacher before doing their own at their desks.
Day 3
Standard: 1.OA.B.3. Apply properties of operations as strategies to add. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties.)
Objective:Students will be able to select the correct addition numbers to add up to the given sum.
Pedagogical Strategies:
 class discussion
 teacher led instruction
 computer game
Students will: Students will play a video game to gain knowledge of addition facts and they will get practice with mental math. The students will discuss any patters they see with addition.
Day 4:1.OA.B.3.Apply properties of operations as strategies to add. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties.)
Objective:Students will be able to plan a game in small groups for their classmates to play.
Pedagogical Strategies
 Group work
 Student led teaching
Students will:Students will work in small groups to plan a math game lesson using the properties of addition that they have learned. The students will than pass the game off to other members of the class.
Lesson 5: 1.OA.B.3.Apply properties of operations as strategies to add and subtract, identity property of addition and subtraction.
Objective:Students will be able to find the solutions to math subtraction problems using a chosen strategy.
Pedagogical Strategies:
 Class discussion
 Teach led instruction
 Hands on using manipulatives
Students Will: Students will solve math subtraction problems on their own before any instruction is given. Students will demonstrate how they solved the problems and the methods they used. They will create a chart and write down the patterns that they noticed.