|Field Placement Lesson Plan Format|
|Rubric and Comments|
|Before the Lesson||Standard 5 Becoming a ProfessionalRationale: I have chosen this artifact to represent NAEYC standard 5 because I believe it indicates my ability to professionally plan and implement age appropriate lesson plans in accordance with the Maryland Voluntary State Curriculum. Moreover, this artifact demonstrates my capability to meet the needs of a diverse learning population.|
|State your goals and align with the curriculum: |
· Voluntary State Curriculum www.mdk12.org
· Lesson objective
· 1-2 sentence description of activity
|VSC’s Reading/Language Arts and Mathematics |
OCR Green & ABC Workshop 1.B.1.a. Identify in isolation all upper and lower case letters of the alphabet
OCR Green 1.B.1.b. Identify letters matched to sounds
OCR Green Word Order 1.E.1.h. Recognize that printed words are separated by spaces
Shape Story Read Aloud 1.C.1.a.Listen to models of fluent reading &3.A.1.b. Listen to and discuss a variety of different types of fictional literary text, such as stories, poems, nursery rhymes, realistic fiction, fairy tales, and fantasy 2.A.1.b.Describe plane figures and their attributes such as: shape, color, size
Teacher Workshop Journal Writing 4.A.2.a. Write to express personal ideas using drawings, symbols, letters, or words
Independent Workshop 3.A.5.a Identify the characters, dialogue, and scenery of a play read to them 2.A.1.c.Identify triangles, circles, squares, and rectangles ,2.D.1.bUse spatial reasoning to solve simple puzzlesObjectives: 1. Students will Identify the letter name, shape sound and sign of the letter Mm.2. Students will listen to the word order in simple 3 word sentences.3. Students will listen to a read aloud of Shape Story and then discuss the events of the story.4. Students will participate in three skill building workshops.5.Students will make connections between math and reading. The students will review the alphabet and listen to identify word order in simple sentences.
|Plan to assess: |
· Throughout the lesson how will student learning be monitored?
· How will you measure new learning at the end of the lesson?
|Students learning will be assessed throughout the lesson according to periodic surveys of whole pupil class responses and actions. Student learning will be measured throughout the morning based on personal student’s interviews and observation of the students work during and after workshop.|
|Describe the group of student you will be instructing: |
· Number of children included in lesson
· Socioeconomic information
· Documented special needs
· Other pertinent information
|There are 15 children in the class 8 boys and 7 girls. There are 3 Hispanic boys, 4 Hispanic girls, 3 White girls, 3 White boys and 1 multiracial boy. The students primarily stem from a lower socio economic culture. There are no IEP’s or 504’s in the class but 2 students that are rated 1,2 receive ESOL instruction. There is one students that is currently being tested for language dominance and another student that is waiting to receive eyeglasses. In addition, 3 students in the class are reading 1st grade leveled books.|
|During the Lesson|
· How will the children transition from their current activity to your lesson?
|TransitionThe students will already be sitting on the rug from Calendar math instruction and the Kindergarten News. I will ask transition into the lesson by leading the children in a large motor music and movement exercise.|
|Introduction and Motivation |
· How will you introduce the lesson?
· How will you motivate the students?
|Introduction and MotivationI will introduce the lesson during the Kindergarten news by writing.“ I love munching muffins.” on the daily news.|
|Outline your lesson step by step. |
· Will you provide the students with opportunities to make decisions and choices?
· Describe accommodations that are needed for children with documented special needs.
· Describe other adaptations that you are planning so that all children will be successful and engaged during the lesson.
|Lesson Plan Step-by-StepMotivation- I will share the rebus poem 10 little Monkeys. |
1. I will then read from the OCR Alphabet book the M poem.Molly’s Glasses by Eve MerriamMolly dropped her glassesInto molassesIcky sticky gluey goo. She mopped up the muck until the mopgot stuck. Now Molly’s glassesAre icky sticky gluey gooeySoppy gloopy moppy.
2. I will show the students how to form the upper and lower case Mm’s on chart paper –noting the difference between the points and humps.I will have the students practice writing the capital letter M with imaginary pencils in the air.
3. I will ask our M expert Max to show the class how he makes the letter Mm on chart paper.*I may also ask for another student volunteer to demonstrate the formation of the letter.
4. I will teach the students the /m/ sound and I will also show them the OCR action (rubbing stomach as if to say MMM).**Differentiation- I will also introduce the sign language letter Mm to the students that can recognize the shape and sound of the letter Mm
5. I will review the letters A-M with the flashcards while the students practice naming each letter and making the sound of each letter.
6. Next I will review the vocabulary words first, middle and last.** Differentiation I will show the students three different pieces of colored paper to emphasize the different positions of the words with a visual for the students. 7. I will draw three boxes on chart paper and label them 1st, middle and last.8. I will model the activity with the sentence· The teacher smiles.9.I will then show the students three simple sentences.· The boy runs.· The monkey eats.· The girl grins.*The sentences will not have punctuation or a capital.10. I will call on students to identify the first middle and last word of each sentence. The students will be asked to chart their responses on the board by placing the word in the correct box.11.I will encourage the class to make all pupil responses with sign language if they agree or disagree with their classmate’s choice.12. I will conclude the lesson by asking why it is important to put the words in the correct order when writing a sentence.13. READ ALOUD Shape Story. Before reading the story I will tell the students that some of the characters in the story are not very nice and it would break my heart if any of them ever acted the way that the characters in this story do in the beginning.14.I will read the story with EXPRESSION.15. After the story I will ask the students · Is it okay to be different from someone else?· What happened when the shapes did not want to play together? · What were they not able to do? · What are some things you can do with people who are different from you? 16. Next I will model the workshops.· TeacherI will model journal writing on the board for the students. I will remind the students that they will be able look at the picture file folder if they are having a hard time trying to think of something to write. **Differentiation-I will encourage the higher students to think about all of the letters in the words they are writing.**Differentiation- I will have alphabet charts available for students to reference.· ABC*I will show the students the alphabet page Mm and I will show them how to use the money stamps.*I will show the students the Mm practice page and I will ask them to make 3 CAPITAL and 3 lower case Mm’s.**Differentiation- I will have tracer Mm pages available for the students in class struggling with forming the letter Mm.· IndependentI will model making using the felt pieces on a storyboard so that they may practice retelling the Shape Story. I will also encourage the students to make unique pictures with the felt shapes.17. I will sing the ‘put your eyes on the chart ‘song.18. I will remind the students to bring their journals to the teacher table.19. I will set the timer for the first round of workshop (15 minutes)20. During workshop I will manage the class and make informal assessments. *** I will give the students large motor patterns to do when they are changing workshops.***I will use music and movement activities throughout the morning whenever I feel the students need a break.MaterialsOCR Alphabet bookChart paperMarkersFelt boardsFelt shape cut outsStamps/inkLetter Mm alphabet pagePencilsShape StoryMm practice sheetTimerJournal picture folderFlash card words
· How will you summarize?
· How will you provide opportunities for the students to represent and/or reflect upon their new learning and experience?
|ConclusionAfter the story I will ask the students · Is it okay to be different from someone else?· What happened when the shapes did not want to play together? · What were they not able to do? · What are some things you can do with people who are different from you? Student RefectionStudents will have an opportunity during workshop to reflect on the morning lessons by writing in their journals, completing the Mm page and by manipulating the felt shapes on the storyboard.|
· How will the students begin their next activity?
|TransitionHopefully we will have time if the weather permits to go outside for a few minutes before lunch.|
|After the lesson|
· Does your assessment indicate that the students learned something new?
· Were the students engaged?
· Does this lesson warrant an extension?Teacher
· What went right?
· What would you have changed?
· New insights on your growth as a teacher
|Students· The students all learned how to make the /m/ sound. Some of the students still need to practice forming the capital and lower case Mms.Journals· Some of the children (4) are still in the early stages of writing because they only make letter chains.· Most of the students can figure out the beginning letter of the words in the sentences that they write· A few students wrote 2 sentences during the journal wksp. · The students were engaged throughout the lesson plan they especially enjoyed listening to the unique story and then manipulating the felt storyboard pieces.Teacher· The read went very well—but in the future I will engaged the students further into the story by getting them to ‘read’ along with the predictable text.· I would have changed my model for journal writing to say I like brussel sprouts instead of I like pepperoni pizza so that the children would not just copy my modeled entry.· Overseeing all three tables during workshop is certainly a challenge – I will have to remember to chose activities wisely so that they are age appropriate and child directed so that I will be able to manage the hands on teachers’ table.· This group really enjoys music and movement activities and it would serve me well to build my collection and music repertoire before I have my own classroom.|