WVSU LESSON PLAN FORMAT (Updated 7/11)Teacher Candidate: Sabrina Schouten Date: March 11, 2013School: Dunbar Primary School Grade/Subject: Kindergarten/ ReadingLesson Topic: W is for Whale

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Students will be able to recognize the letter W. Students will be able to recognize the sound that W makes. Students will be able to recognize words that begin with the letter W. Students will be able to pick out from a group pictures a word that starts with the

letter W. Students will be able to correctly write an upper-case W and a lower- case W.

WV CSOS English Language Arts:RLA.O.K.1.4 use basic elements of phonetic analysis (e.g., common

letter/sound relationships, beginning/ending consonant sounds, short vowel sounds, word patterns).

RLA.O.K.1.13 use reading skills and strategies to understand a variety of informational resources to support literacy learning (e.g., environmental print, signs, labels, electronic resources).

RLA.O.K.2.1 develop proper manuscript techniques in print:• correct directionality• proper writing positions• print upper/lower case letters and numerals• first and/or last name• uniformity

RLA.O.K.2.7 use a variety of sources to gather information in sharingthoughts and ideas (e.g., pictures, charts and graphs, electronic resources).

Math:M.O.K.3.1 use physical materials to construct, identify,

and classify basic geometric plane shapes:• circles• ellipses (oval)• rectangles including squares• triangles

Technology:21C.O.PK-2.1.TT.7 Student, working in a teacher-led whole group

project, uses presentation software to illustrate concepts and communicate ideas.

NATIONAL STANDARDS 2.1 Reading, Writing, and Oral Language – Candidates demonstrate a high level of

competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;

MANAGEMENT FRAMEWORKOverall Time This lesson will take approximately 30 minutes to complete.

Time Frame5- Introduction20- Body5- Closure

STRATEGIES Introduction to the letter W – Students will recognize pictures that start with the

letter W. Smart board activity – Students will be introduced to the Letter W Song. Teacher demonstration of how to correctly write an upper-case and lower-case W. Independent practice – Teacher will “kid-watch” and give individual assistance at

this time. Explanation of activity. Teacher demonstration of activity. Independent practice – Teacher will “kid-watch” and give individual assistance at

this time. Wrap up / sharing of W words.

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONSBefore students begin creating their Whale book, we will have a teacher led demonstration of the activity. Also a projected Whale book will be displayed in the classroom during the lesson for students to refer to.

PROCEDURESIntroduction/ Lesson Set

This lesson will begin with a teacher-student discussion on what pictures start with the letter W.

Students will be asked questions like: What pictures start with the letter W? What is the picture of? What kind of sound do you think W makes?

After student responses teacher will play the Letter W Song on the Smart board.

Body & Transitions After the students are introduced to the Letter W Song, teacher will have the

students practice writing an upper-case and lower- case W on a paper that is provided.

After students have completed writing three upper-case and three lower-case W’s the teacher will explain the Whale book activity to the students. To complete the activity the students will need to cut out the whale, the four pictures, and the four word blocks. The students will then glue the word blocks to the front of the whale and the back of the whale. Students will then glue the correct picture matched together with its word.

Teacher will demonstrate how to properly cut out and glue the pieces together. Students will then work individually on their own whale book.

Closure I will close this lesson by having students sort out the V, J, and W pictures on the

Smart board and place them correctly in their box. ( The letters V and J have been previously taught and students should be familiar with them).

Students will be called upon to give an example of a W word.

ASSESSMENTDiagnostic

Students response to teacher- student discussion about which pictures start with the letter W.

Formative Kid-watching while students place the correct W picture with the matching word.

Summative: Teacher will assess student’s work using a teacher created rubric.

MATERIALS Smart board V, J, W pictures and boxes Laptop Computer Letter W Song Whale book handouts Writing letter W guided practice Teacher made rubric Scissors Glue Crayons Pencils W pictures guided practice

EXTENDED ACTIVITIESIf student finishes early, they will color their whale book.

If lesson finishes early, I will ask students to share one word that starts with the letter W that they learned from the lesson.

POST-TEACHING

Reflections Planning

The parts of my planning and lesson plan that was most helpful for my

instruction was my objectives, materials, and procedures. My objectives were

helpful because I focused on them when I was teaching my lesson. I wanted the

students to finish the lesson being able to fully accomplish all of the objectives.

The materials were helpful because I was prepared and ready to go when I

needed to be. I had all the materials set up so when I started the lesson all I had

to do was pass them out to the students. The procedures were helpful because I

remembered the order in which I was going to do things and it ran smoothly. I

stayed on track with time, and was able to finish the entire lesson with all of the

students remaining on task the entire time.

In order to challenge the higher order and divergent thinking skills of my

students, I asked the students questions based on the lesson. Before the lesson

began, I asked students if they knew any “W” words already. If some students did

they raised their hand and I called upon them to give me an answer. I had two

students give me “W” words that they had just learned right before the lesson. It

was great thinking skills on the students’ part because they related something

they learned earlier in the day, to what they were learning now. After I played the

video, I asked the students what “W” words were in the video. This allowed

students to recall information that they saw. Once when I started the whale

activity, I would have the students read the words to me and raise the correct

picture or box for me to see if they had it correct. Once when the students were

done putting together the whale book, I walked around and checked each book,

and asked students at random if they could tell me one word that starts with the

letter W, and what sound the letter W makes.

The changes I would have made in my lesson plan was allowing more

time for the lesson to be completed. Thirty minutes was enough, but if I would

have had a little bit longer I could have let the students color their whale. The

students were very excited about doing this activity, but they were mostly

concerned on whether or not they could color it. I told them once we were

finished they could color it, but students didn’t have very long to color before we

did our picture chart sorting. Since I was given only thirty minutes to do the

lesson, I could have carried it out to a two day lesson plan, and then done a

review of W words, listened to the song again, practice writing their uppercase

and lowercase W’s and then allowed them to finish coloring their whale.

The WV CSOs fit into my lesson plan very well. I found four English

Language Arts CSOs that worked perfectly with my lesson. They were using

basic elements of phonetic analysis, use reading skills and strategies to

understand a variety of informational resources to support literacy learning,

develop proper manuscript techniques to print, and use a variety or sources to

gather information in sharing thoughts and ideas. Each one of these CSOs was

used properly and efficiently to complete the lesson. Everything that the students

did involved a CSO at all times. I used a math CSO that was implemented when

the students saw the W video and when the students were cutting and placing

the correct W picture for the correct box. I used the math CSO to explain the

different types of shapes of the pictures, and the papers that the students had to

cut out. Finally, I used 21st Century Learning Skills by using the Smart Board in

order to teach the lesson. The Smart Board was very useful, and the student

loves hearing the W song and actively doing the picture-sorting chart.

Implementation:

The parts of my lesson that went well was the W song, the teacher-

student led discussion, and the picture-sorting chart. The students were fully

engaged and energetic in doing this part of the lesson. The students sang along

with the words to the song, they had so many words that they wanted to share

with me during the discussion, and they all wanted to keep sorting the pictures.

The whale activity I don’t think needed to be revised, but it did need some more

time in completing it. The students loved making their own whale book, but there

wasn’t enough time at the end for the students to be able to color it. My

objectives, strategies, and assessment was appropriate for the age group

because it was something they did learn and were able to do at the end of the

lesson. Not only were students able to learn W words and the sound that W

makes, but they were also able to listen to and follow directions in order to

correctly put together their own Whale book. For diagnostic assessment I asked

the students prior knowledge on what pictures that the know of contain the word

that starts with the letter W. For formative assessment I kid-watched as they put

the correct W picture in the correct box. And for summative assessment I made a

rubric that would assess their whale book. The time factor for the most part

worked out. The students were not rushed, and there was never any student just

sitting their doing nothing. There was enough to do for the students at all times. If

anything I wish I had ten minutes at the end to give them so they could color their

whale book.

My sequence of procedures worked out perfectly. Everything that I had

planned went smoothly and on time. It was good that I started out with a teacher-

student discussion, and then went into showing the W song. After the W song I

had the students practice writing an uppercase and lowercase W, and then we

started the whale activity. After the whale activity I closed the lesson by doing a

review and having the students sort pictures on a chart. I had plenty of space to

do the lesson and I had all the materials I needed in order for the lesson to be

completed. The students were seated in their normal seats for the day where it

faces the Smart Board, so they were able to see what was on the Smart Board,

along with what I was demonstrating.

At the end of my lesson I followed through with a closure/ summary by

asking the students at random to give me a W word that they learned from today.

Once when a student gave me a W word, I also asked them questions like what

sound does w make? My closure reinforced skills that the students learned in the

lesson, and allowed students to recall words that were introduced to them. The

pace was lively and I did not lose any students at all throughout the lesson.

Throughout the lesson, I was not rooted. I moved around in the classroom at all

possible times. If I was not upfront demonstrating to students, I was walking

around watching and assisting them.

Clarity of presentation:

My voice, pronunciation, use of Standard English language, volume,

means of expression, and gesture was appropriate, engaging, energizing, and

appealing. Throughout the entire lesson, I kept a clear, strong voice where all the

students could hear me very well. I was energetic in presenting the whale activity

to the students to the point that all the students became excited. I changed the

tone in my voice to make it obvious when I was asking a question to the

students. I used body movements such as moving around in the classroom,

holding up papers for future directions, and my hands to get the students

attention when needed. I do not think I need help in speaking or presenting the

material. If anything I think this would be my strongest point in teaching the

lesson. I used a strong clear voice when needed, and was able to take it down

when needed. I did not talk too quickly, or too slowly, I talked at a speed that the

students could understand and could follow me. I would also repeat things I said

to reinforce the importance of it. Everyone in the class could see, hear and

understand me. When I was demonstrating and teaching I was in the front of the

room where every student was facing me. When I had completed demonstrating,

I would move around the room to see how well each student was doing. The

examples that I used in order for the students to understand were clear. I mainly

demonstrated to the students or asked the students for examples.

Attention to individual differences:

My choice of strategies and activities did accommodate individual

differences. I demonstrated to the entire class how to write an uppercase and

lowercase W. Once when I would write one, I would then have the students write

one and I would walk around to make sure they did it correctly. Then during the

whale activity, I would demonstrate which pieces to cut first and how they should

be cut. I would then hold up what it should look like and then the students were

able to cut theirs out. When it was time to put it together I would hold mine up

and show them where it is supposed to go. So all throughout the lesson, students

knew what to do and how to do it because I was demonstrating it for them. My

lesson did include a practical variety of visual, oral, auditory, kinesthetic, and

tactile means of delivery and engagement with the learning material. The visual

part of the lesson was having the students see the W video and see me

demonstrate parts of the lesson. The auditory part of the lesson was having the

students hear the W song, and hear me teach and give instructions. The oral part

of the lesson was having the students respond to my questions. And the

kinesthetic part was having the students make their own Whale book, along with

the practice of writing the letter W, and having them sort pictures on the chart. I

dealt with inclusion students by having them actively participate in the lesson by

passing out supplies, or answering questions. I also monitored these students

working, making sure they were following me and understanding it at all times. I

did make provisions with my lesson design by demonstrating each thing the

students had to do. I did make provisions for early finishers by allowing them to

start coloring their book.

Student response:

The students and I related very well with this lesson. Whenever I asked

the students a question they were all very eager to respond. When I told the

students I needed someone to pass out papers and supplies, the entire class

raised their hand to participate. When I did the closure of my lesson in doing the

picture-sorting chart, then entire class again raised their hand to participate. The

students responded very well to my teaching. They were with me at all times. I

would teach them how to write a W and they would sit there quietly and watch

me and then wait for directions allowing them to practice writing a W. The

students were very enthusiastic when we began to make the Whale book. They

were excited that they got to cut out and glue the pieces together, and then

match the correct picture to the correct word. If anything I had to invent ways of

dealing with responses because the students kept wanting to share words that

they learned that started with the letter W. I would try to move on to another step

of the activity and I would have one student that would keep trying to shout out W

words. I handled this situation by telling the student that is a great job of

recognizing W words, but now it was time to be quiet and work on your book, that

their would be time later for more discussion. And when that time came, the

student was eager to say more. The students related with each other by working

together to make sure they were putting the Whale book together correctly. They

would ask me, but if I was with another student they would then ask their

neighbor and their neighbor would help them out. I provided my students to work

collaboratively when they did the picture-sorting chart. They were allowed to ask

a friend if they got stuck while they were up at the Smart Board, and their friend

came up and they did it together. When working together, the students were

respectful, helpful, and supportive of each other. They were constantly telling

each other great job, and way to go. I gave an equal opportunity for all students

to participate. Whether it was answering a question during the teacher-student

discussion, giving me an example of a W word, or coming up to the Smart Board

to sort a picture, each student actively participated did something during the

lesson.

Planning and Implementing Higher Order Thinking Skills:

I provided opportunities for analyzing by creating the picture-sorting chart.

On the chart, there were three columns that were labeled V words, J words, and

W words. Underneath the chart there was 12 pictures that started with the letter

V, J, or W. The students were called upon and asked to put the correct picture

under the correct letter labeled. For example the whale would go under the W

words. This allowed students to make decisions, solve problems, self-assess,

and make adjustments. The students went up to the board thinking they might

know the answer and some got it right while others did not. However the students

who misplaced the correct picture under the correct label looked it over and

thought about it and then they were able to get it right. I provided opportunities

for my students to relate what they were learning with the context of their current

lives by asking them questions like what is a word that starts with W that you see

at home? At school? At the store? Students used the Smart Board to use their

technological skills as successful learning tools by they were allowed to go up to

the Smart Board and place the correct picture under the correct letter. Students

were also able to see the W song on the Smart Board along with a teacher

demonstration of writing the letter W.

Assessment:

I did implement a variety of assessment throughout the lesson, beginning

with my introduction. Beginning with my introduction, I used diagnostic

assessment by doing a teacher-student discussion about which pictures start

with the letter W. This allowed the students to use their prior knowledge in order

to answer the questions. For formative assessment, I kid-watched while the

students placed the correct W picture in the correct W word box. For summative I

made a rubric that would asses the students’ Whale book that they made in

class. My assessment tools did indicate level of mastery for my students with

their knowledge and skills. I provided helpful feedback to the students to inform

them of their progress by saying great job, that’s it, way to go, that is just what I

was hoping to see, are you sure about that, and so close, try again! During my

teaching my students learned W words, how to write an uppercase and

lowercase W, and the sound that W makes. Not only did they learn all about W,

but my students also learned how to pay attention and follow directions in order

to complete an activity. Most of my students got what I wanted them to get. I

know this because when I kid-watched they understood what W words were.

I learned that not all students know what you are talking about or know

what you want them to do unless you physically show them one-on-one. I also

learned that students who get engaged in the lesson like to share and participate

all the time. Some students like to ask questions to make sure they are doing it

right, they want the teachers approval before they move on or make a mistake.

Some areas I need to work on to improve my teaching effectiveness is the way I

hand out materials. I had students pass out the papers and supplies, but it

seemed to take too long doing that and some students forget to give other

students a paper or a glue stick. I need to also learn more about what the Smart

Board can do. I could have scanned the page of the whale activity and showed

the students on the Smart Board so everyone could easily see it. Finally, I need

to give out instructions before I pass out the supplies for the activity. Passing out

the supplies first before instructions, had some of the students distracted by what

was on their desk.

Special addition: Areas needing improvement:

Two areas that I intend to improve on in my next lesson plan is distribution

of supplies for the activity and when and how I give them to the students, along

with eliminating talking of the students while I am trying to give instructions. I

chose these two reasons because it took too much time to have the students

pass out the supplies, where I could have passed them out more quickly and had

more time for the activity. Some students that were passing out the supplies

forgot to give some students a paper or scissors, so I had to continue to

demonstrate to the students what to do with their papers, while also handing out

supplies to students who didn’t have any. I also chose to eliminate the talking of

students while I am trying to give instructions because the students need to be

paying attention listening to me rather than be talking. The students however,

were talking about the lesson such as sharing a W word, but I was trying to give

the rest of the class instructions while a student was doing this. It didn’t interfere

with the lesson, or take time away from the lesson, I would just like to be able to

eliminate it for future times.

Data Based Decision Making

Student Classification Number of StudentsExceeded Objectives 12Met Most Objectives 3Below Objectives 0

Student Classifications Percent of StudentsGirls Exceeded Objective 46%Boys Exceeded Objective 29%Girls Met Objective 12%Boys Met Objective 13%Girls Below Objective 0%Boys Below Objective 0%

Based on the data collected from the lesson, t here was only three students who did not exceed the objectives and that was because they either didn’t follow directions at one point, they weren’t on task the entire time, or they didn’t use self-help

strategies to understand. By not following directions, 3/15 students did not do their Whale Book correctly. Their book had some missing pictures that were not labeled, and the order of the pictures were wrong. Based on this data, I would focus more on following directions so that their assignment will be done correctly. I would improve this by showing the students one part at a time, rather than showing it all at the beginning and letting them do it. I made the mistake of showing all the directions at once, which caused some students to struggle with remembering what to do. The data also told me that some students are still haven’t mastered the letter W, because the pictures they picked out for the letter W were not correct. I would improve this by working with those students and doing extra activities so they can understand what pictures start with the letter w. For the most part however, my students did extremely well with this lesson with a majority of the class exceeding objectives. They did what was asked of them, how it was supposed to be, and they listened and stayed on task the entire time.

Whale Book Rubric

Teacher Name: Ms. Schouten

CATEGORY 4 3 2 1Required Components

Book includes all required components properly labeled and ordered correctly.

Book included all required components and most labeled and ordered correctly.

Book included all required components but most were labeled but ordered incorrectly.

One or more required components was missing from the book and there was no labeling or order.

On Task Student works for the entire time allotted.

Student works for the majority of the time allotted with only small breaks.

Student takes several breaks and works only a small portion of the allotted time.

Student is frequently off task. Very little work occurs during allotted time.

Uses Strategies to Understand

Student uses self-help strategies (looks at pictures to determine the correct word) to understand what is being read.

Student seeks occasional teacher assistance to understand what is being read.

Student seeks frequent teacher assistance to understand what is being read.

Student does not make any attempt to understand what is being read.

Followed Directions Student followed each direction given by the teacher.

Student followed most directions given by the teacher.

Student followed some directions given by the teacher.

Student did not follow the directions given by the teacher.

Student Name:     ________________________________________

Student Work