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LESSON PLAN abbreviated- lesson plan Lesson discussed at length with cooperating teacher NAME: _________Lisa Pickard_____________________ DATE: March 16 & 17 & 23 2010_ SUBJECT OF LESSON: _____Sight Words___________ NO. OF CHILDREN: ____40 ___ TIME ESTIMATE: 15 min_________________________ GRADE LEVEL: Pre-K__________ I. INTENDED STUDENT OUTCOMES A. Students will manipulate magnetic letter to spell and recognize new sight words. Students will recognize words on sight and will read along with one to one correspondence New York State Standards English Language Arts Standard 1 Language for Information and Understanding Key Idea 1 Listening and Reading Performance Indicator 2,3,,5,6 English Language Arts Standard 1 Language for Information and Understanding Key Idea 2 Speaking and Writing Performance Indicator 4,7 English Language Arts Standard 2 Language for Literacy Response and Expression Key Idea 1 Listening and Reading Performance Indicator 4,5 English Language Arts Standard 2 Language for Literacy Response and Expression Key Idea 2 Speaking and Writing Performance Indicator 4 English Language Arts Standard 4 Language for Social Interaction Key Idea 1 Listening and Speaking Performance Indicator 1,2,3
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Page 1: LESSON PLAN abbreviated- lesson plan Web viewLESSON PLAN abbreviated- lesson plan . Lesson discussed at length with cooperating teacher. NAME: ... English Language Arts Standard 4

LESSON PLAN abbreviated- lesson plan Lesson discussed at length with cooperating teacher

NAME: _________Lisa Pickard_____________________ DATE: March 16 & 17 & 23 2010_

SUBJECT OF LESSON: _____Sight Words___________ NO. OF CHILDREN: ____40 ___

TIME ESTIMATE: 15 min_________________________ GRADE LEVEL: Pre-K__________

I. INTENDED STUDENT OUTCOMES A. Students will manipulate magnetic letter to spell and recognize new sight words.Students will recognize words on sight and will read along with one to one correspondence

New York State Standards English Language Arts Standard 1 Language for Information and Understanding Key Idea 1 Listening and Reading Performance Indicator 2,3,,5,6English Language Arts Standard 1 Language for Information and Understanding Key Idea 2 Speaking and Writing Performance Indicator 4,7English Language Arts Standard 2 Language for Literacy Response and Expression Key Idea 1 Listening and Reading Performance Indicator 4,5English Language Arts Standard 2 Language for Literacy Response and Expression Key Idea 2 Speaking and Writing Performance Indicator 4English Language Arts Standard 4 Language for Social Interaction Key Idea 1 Listening and Speaking Performance Indicator 1,2,3

II. PREPARATION1. Materials:

Teacher: magnetic dry erase board, letters to spell “see” and “the”Dry erase markersStudents: Magnetic board for each student (4-5) Magnetic letter for each student to spell “see”Dry erase markers

2. Prior Knowledge: Vocabulary : sight wordSight word “the”

3. Need to Do Ahead of Time: Acquire materialsGuided reading book “I see”Spring Has Sprung book

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III. BODY OF THE LESSON

A. Setting the Stage for Learning/Anticipatory Set: Review sight word “the”, have students write out “and”, and “the” as review. Show today’s book. Let them make predictions based on cover page picture. Introduce we are learning a new word today “see” because we will be “seeing” it a lot throughout the book.

B. Steps of the lesson must include all the following:. Review known words using manipulatives and dry erase boardsIntroduce new words that they will see in textHave them spell and manipulate on boardIntroduce the bookPractice concepts of printRead page by page with students finger pointing to each word for one to one correspondenceReview at end of book the new word and known words

C. Accommodations: This guided reading group was developed based on reading ability by the teacher.No other accommodations at the time.

D. Assessment: Informal- individually students will use finger to one to one correspond with reading.

Students will point out sight words when asked all at once.

IV. REFLECTION: I conducted my lesson as a small group lesson while the other students continued with their other lessons and routines. Everything was going great with my group until the song part of the routine was started. The students were distracted. I was able to keep them on task but their attention wanted to be with their group.NOTE: keep distractions to a minimumMy group was picked by the teacher and although all of them need to know their sight words, the groups were not ability based. Some students seemed bored while waiting for the others to catch up.Overall, I was very happy with my lesson and it just felt very natural with the students. I wasn’t nervous with the students and I knew my content and had notes prepared if I got off track but I never did. If anything I may have covered my content more thoroughly then I had anticipated.

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ReferencesGoogle. (n.d.). Google Images. Retrieved March 10, 2010, from http://www.google.com/Niagara Falls City School District | Curriculum for Pre Kindergarten. (n.d.). Niagara Falls City

School District. Retrieved March 10, 2010, from http://www.nfschools.net/105610613123327740/site/default.asp

NYLearns.org -- Welcome to NYLearns.org!. (n.d.). Welcome to NYLearns.org . Retrieved March 10, 2010, from http://www.nylearns.org/standards/browsestandards.asp

Page 4: LESSON PLAN abbreviated- lesson plan Web viewLESSON PLAN abbreviated- lesson plan . Lesson discussed at length with cooperating teacher. NAME: ... English Language Arts Standard 4

LESSON PLAN

NAME: _________Lisa Pickard_____________________ DATE: ___March 16 & 17, 2010_

SUBJECT OF LESSON: _____Spring________________ NO. OF CHILDREN: ____40 ___

TIME ESTIMATE: 15 min_________________________ GRADE LEVEL: Pre-K__________

II. INTENDED STUDENT OUTCOMES – no formal plan required for TA teacherStudents will color 6 pictures representing Spring.Students will construct a writing journal for Spring.Students will read aloud and/or discuss the Spring journal.

New York State Standards English Language Arts #1 Elementary Language for Information and Understanding Key Idea 1 Listening and Reading Performance Indicator 4,5English Language Arts #1 Elementary Language for Information and Understanding Key Idea 2 Speaking and Writing Performance Indicator 1,4English Language Arts #2 Elementary Language for literary response and expression Key Idea 1 Listening and Reading Performance Indicators 1,4,5English Language Arts #2 Elementary Language for literary response and expression Key Idea 2 Speaking and Writing Performance Indicator 3English Language Arts #4 Elementary Language for social interaction Key Idea 1 Listening and Speaking Performance Indicator 1,2,3

II. PREPARATION1. Materials:

Teacher: worksheets to assemble into spring journalStapler and staples.White dry erase board and markersStudents:CrayonsDry erase board/ markers

2. Prior Knowledge:The sight words “the” and “see” Concepts of print. where to begin reading, capital letters, punctuation, title page.

3. Need to Do Ahead of Time4-5 students at a time at bean shaped table.Create 5 coloring pages representing birds, shamrocks, flowers, rain showers, and butterflies, and bugs for students to assemble into journals. 1 set for each student in both AM and PM classes (40 total). Add the sentence “We see (picture) in the Spring” to each.Set aside white boards and markers for groups (5) and teacher easel white board and markers (1)

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III. BODY OF THE LESSON A. Setting the Stage for Learning/Anticipatory Set

Ask students if they can tell me what they see outside the window. Ask them if they know what time of year it is. Discuss in the winter it snows and now winter is ending and snow is melting- What comes next? Tell them that today we are going to learn about a new season and we are going to construct a spring time book.

B. List, in sequential order, the steps of the lesson must include all the following: See questions for students page Has anyone heard about seasons before or know what a season is? Can anyone tell me something about seasons? Does anyone know how many seasons there are in a year? Today we are going to learn about Spring. Can anyone tell me something about spring? What happens in Spring? State the snow melts, the grass begins to grow, the sun shines, the weather gets warmer,

we can go outside and play.. Say we are going to create a Spring book today. Lets take a look at the book. Who can tell me where the title is? Students raise hands and point to title. I read title while students follow along with their pointer finger. Lets take a look and see if we can find things that happen in the Spring. We do a picture walk and discuss the pictures and possibilities. We open to first page. I ask them where do we begin when we read (review concepts of print) How do we read, which direction? What do we put at the beginning of a sentence? What do we put at the end of a sentence? I read the first page with finger correspondence. Stop and discuss. Ask where do we go from here? Next page, discuss and so on through each page. Then students read through it. Then wrap up what we see in Spring. Students are instructed to color the pictures of Spring

C. Accommodations: Visual and Auditory presentation of lesson to take into account multiple learning styles. One to one word correspondence while reading Spring book.

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D. Closure:Now who can name something we see in the Spring? Who would like to share the journal

they created with us? Discuss that we will be discussing the upcoming spring holidays.

V. ASSESSMENT: Informal formative: Questions about prior knowledge of seasons, winter and springInformal formative: Read the Spring book. Students read and point with finger (one to one word correspondence.Formative: Individually construct Spring book. Color and discuss.

VI. REFLECTION:I wasn’t sure on the level of my students in the first group, and I believe I could have incorporated more high level thinking questions into the plan for them. I would not have been able to use the same questions in each group as they are all at different levels. Lessons had to be tailored and I feel I did a good job, for the most part, in meeting the students needs

ReferencesGoogle. (n.d.). Google Images. Retrieved March 10, 2010, from http://www.google.com/Niagara Falls City School District | Curriculum for Pre Kindergarten. (n.d.). Niagara Falls City

School District. Retrieved March 10, 2010, from http://www.nfschools.net/105610613123327740/site/default.asp

NYLearns.org -- Welcome to NYLearns.org!. (n.d.). Welcome to NYLearns.org . Retrieved March 10, 2010, from http://www.nylearns.org/standards/browsestandards.asp

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Spring Has Sprung

Name_____________________

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Page 9: LESSON PLAN abbreviated- lesson plan Web viewLESSON PLAN abbreviated- lesson plan . Lesson discussed at length with cooperating teacher. NAME: ... English Language Arts Standard 4

We see shamrocks in the

spring.

Page 10: LESSON PLAN abbreviated- lesson plan Web viewLESSON PLAN abbreviated- lesson plan . Lesson discussed at length with cooperating teacher. NAME: ... English Language Arts Standard 4

We see flowers in the spring.

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We see bugs in the spring.

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Page 13: LESSON PLAN abbreviated- lesson plan Web viewLESSON PLAN abbreviated- lesson plan . Lesson discussed at length with cooperating teacher. NAME: ... English Language Arts Standard 4

We see butterflies in the

spring.

Page 14: LESSON PLAN abbreviated- lesson plan Web viewLESSON PLAN abbreviated- lesson plan . Lesson discussed at length with cooperating teacher. NAME: ... English Language Arts Standard 4

We see rain showers in the

spring.

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We see birds in the spring.


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