Capstone Project - WordPress.com Capstone Project Jennifer Lutz 3 Day Unit for Kindergarten The Mitten, by Jan Brett January 2013 Pages 2-4…………UBD Stages 5-10……….Lesson

1

Capstone Project

Jennifer Lutz

3 Day Unit for Kindergarten

The Mitten, by Jan Brett

January 2013

Pages

2-4…………UBD Stages

5-10……….Lesson Plans

11………….Recourses

12-13…… Reflection

2

+-Stage 1 – Identify Desired Results

Established Goals: Oklahoma

Common Core Standards

RL.K.1. With prompting and support, ask and answer questions about key details in a

text.

RL.K.2. With prompting and support, retell familiar stories, including key details.

RL.K.3. With prompting and support, identify characters, settings, and major events

in a story.

National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common

core state standards. Retrieved from National Governors Association Center for Best Practices, Council of Chief

State School Officers website: http://corecommonstandards.com

What understandings are desired?

Students will understand that. . . U

1. Over-arching U: …sequencing is an important part of retelling of a story.

2. Topical U: …that stories are told in a certain sequence and should be able to

retell the story in their own words.

What essential questions will be considered?

Q

1. Over-arching Q:

What happened in the story? Start from the beginning and go to the end.

What was first, next, last?

2. Topical Q:

In what order did the animals enter the mitten?

What happened in the story before the animals entered the mitten and

after?

3

What key knowledge and skills will students acquire as a result of this unit?

Students will know. . . K

Key vocabulary: mitten, mole, rabbit, hedgehog, owl, badger, fox, bear, mouse

The order in which the animals entered the mitten.

What happened first in the story, in the middle, at the end.

Students will be able to. . . S

- Define and use key vocabulary words.

- Be able to retell the story using some details, giving at least a beginning,

middle, and ending to the story.

- Use colored animals and paper mitten to help retell the story.

- Be able to put storyboard in order with cues from teacher and peers.

- Pick their own animal and tell why it would want to be in the mitten.

4

Stage 2 – Determine Acceptable Evidence

What evidence will show that students understand?

PT

The student will be able to retell the story in sequence.

The student will assume the role of the different characters of the story.

Students will complete many activities in full class and small group settings.

After receiving instruction will be able to put story boards in order with cues from

the teacher.

The student will be able to retell the story using details learned through class

discussion.

See attached rubric.

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):

OE

Observations during discussions.

Ordering of story boards.

Centers.

Student Self-Assessment and Reflection:

SA

Questions to ask students at the end of the unit:

What did you learn?

What was hard? What made you really think?

What was your favorite part?

Is there something you would like to do again someday?

How could I help you better as a teacher?

What could I do differently as the teacher?

Is there something you would want to do differently?

5

Lesson Plans

Student Teacher: Jennifer Lutz Grade Level: K

Date: Jan 9, 2013

State Standard: Oklahoma Common Core Standards Subject: Literacy

RL.K.1. With prompting and support, ask and answer questions about

key details in a text.

RL.K.2. With prompting and support, retell familiar stories, including

key details.

RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards.

Retrieved from National Governors Association Center for Best Practices, Council of Chief State School Officers website:

http://corecommonstandards.com

Name of Lesson: “The Mitten” by Jan Brett Period / Time: 10:30-11:30am

I. Goal: Students should know the importance of sequencing and retelling of a story.

Required Adaptations/Modifications:

II. Objectives: Students will be introduced to the story “The Mitten” With cues and questions, students will be able to retell the story in sequence using their own words.


III: Faith / Values Integration: Sharing


IV. Integrated Technology: None at this time.


V. Materials: “The Mitten” by Jan Brett Put the Animals is the Mitten Project- printouts for class.


VI: Procedure: A. Set / Hook: Do you remember this book? (Hold up “The Gingerbread Baby”) Do you remember who the author of the story is? Or where on the book can we find out who the author is? (Introduce Jan Brett)


6

B. Transition: “Today we are going to read one of Jan Brett’s books called “The Mitten.”

C. Main Lesson: Introduce some vocabulary- Mitten Shared reading- read story, “The Mitten” by Jan Brett

Ask questions:

Who made the mittens?

What happened to the mittens?

What animal entered the mitten first? Second? Etc.

What happened to the mitten as the animals entered?

Why do you think the animals wanted in the mitten?

What happened to the mitten after the bear sneezed?

What do you think happened after Nicki found his mitten?

Okay I need all eyes and ears on me! Give directions on coloring the mitten and animals. Students move back to seats and begin coloring. D. Transition: Students move back to tables. Clean up

E. Conclusion:

What did you learn today?

Do you have any questions?

Tomorrow will read the story again and do a fun activity to go along with it!

VII. Assessment: Observations


VIII. Assignment: Color animals from story- do not cut! Animals and mitten will be collected at the end of the day.


IX. Self-Evaluation:

X. Coop’s Comments:

7


Date: Jan 10, 2013





key details.

RL.K.3. With prompting and support, identify characters, settings,

and major events in a story.




Name of Lesson: “The Mitten” by Jan Brett Period / Time:



II. Objectives: Students will be able to put story boards in order with cues from the teacher and peers.


III: Faith / Values Integration: Listening to others, teamwork.


IV. Integrated Technology: None


V. Materials: “The Mitten” Story boards


VI: Procedure:

A. Set / Hook: “Who can remembers the book we read yesterday”

“Can anyone tell me what it is about?”

B. Transition: “We are going to read the story again but this time you have to listen closely so we can do our activity after.”


8

C. Main Lesson: Reread the story “The Mitten”

Review vocabulary (Have mitten and animals ready as examples)

“Who were our characters in the story?” “What kinds of animals were there?” “Who do we predict found the mitten next?” Activity: Retelling with story boards.

Explain directions.

Pass out story boards to students.

Teacher will facilitate the discussion and ordering of the story boards. Ask questions to help students along.

“Who thinks they have the first part of our story?”

“What was the next animal?” Finish coloring mittens and animals if needed. D. Transition:

E. Conclusion: “Great job everyone! You are all getting very

good at retelling a story! We will have more practice tomorrow.”

VII. Assessment: Observations


VIII. Assignment: None




9


Date: Jan 11, 2013





key details.

RL.K.3. With prompting and support, identify characters, settings,

and major events in a story.




Name of Lesson: “The Mitten” by Jan Brett Period / Time: 10:30-11:30am



II. Objectives: Students will be able to retell the story “The Mitten” in their own words. Students will complete all centers.


III: Faith / Values Integration: Sharing, taking turns, listening to others.


IV. Integrated Technology: None


V. Materials: “The Mitten” Other Jan Brett books Books about mittens and/or snow/winter Writing worksheet- ‘A ____ Crawled into the mitten because____’ Sequencing blocks Mittens and animals cut and ready for student use.


10

VI: Procedure:

A. Set / mini Hook: “Look around the room, what do you see?” (Centers)

B. Transition: “In order to have fun at our centers we will have to listen closely to directions.”

C. Main Lesson: Direct Instruction.

Give directions about what each center entails all the way to when students will clean up.

Centers:

SSR-Other Jan Brett books and books dealing with snow and/or mittens. Library auto books

Writing- Students will complete ‘A ___ Crawled into the mitten because____’ worksheet with classroom teachers assistance.

Manipulatives- sequencing blocks

Retelling- with the student teacher, students will retell the story in their words using their mitten and colored animals.

D. Transition: Clean up at all centers.

E. Conclusion: Praise good behavior. Ask about favorite centers.


VII. Assessment: Observation at centers and ability to retell the story.


VIII. Assignment: Completing centers




11

Resources

“The Mitten” by Jane Brett

Put the Animals in the Mitten project (P.1)

- http://www.janbrett.com/put_the_animals_in_the_mitten.htm

Writing Prompt – link (W.4)

- http://whattheteacherwants.blogspot.com/2010/12/mitten.html

Manipulatives – link to pictures

- http://homeschoolcreations.com/files/The_Mitten_Printables_Kindergarten.pdf

http://www.janbrett.com/put_the_animals_in_the_mitten.htm

http://whattheteacherwants.blogspot.com/2010/12/mitten.html

http://homeschoolcreations.com/files/The_Mitten_Printables_Kindergarten.pdf

12

Capstone Reflection

Brief Summary

My capstone took place in Title 1 public school. The class was made up of 20 students, 7 girls and 13 boys.

There were several students who had an IEP including two who have severe behavior problems. Overall, this

was a very young class of kindergarteners with many not turning six till April or later.

I was able to observe and get to know the students for a couple days before teaching. The first two days went

smoothly. Day three showed me that I have a lot of room to grow when it comes to classroom management.

Students started to lose control during our center rotations.

Analytical Reflection

1. Hook- I was a little disappointed that my cooperating teacher took my original hook when she handed

the class over to me on day one. However, I went forward with what I had planned altering in a couple places

before moving on.

2. Tapping into prior knowledge- My lessons were based on the book The Mitten by Jan Brett. I knew

going into this classroom that they had read some of her books already. They knew how Jan Brett illustrated

her books and were quickly able to predict what came next. They were also able to identify animals that I did

not expect them to know because they had covered them in other stories. I used this to my advantage during

another part of my lesson.

3. Setting a purpose- I changed some things about my lesson as I taught because of what I had observed

the teacher doing other times during the week. The teachers were all trying to get report cards ready for the

next week. Some of the questions on the report card were about identifying characters and the setting in a

story. I directed some of the questions I asked in my lesson toward characters and setting. My main focus was

going to be on sequencing and retelling but ended up being more about identifying the characters. I still worked

on retelling the story but the focus shifted to knowing the characters by name rather than the order in which the

animals came into the story.

4. Vocabulary strategy- The vocabulary for my lesson were the animals in the story. I was continuously

asking questions during my lesson and other times of the day about characters and we would try to name all

the animals without looking in the book. Or I would simply point to one of the animals and observe if they could

name it. Part of my lesson involved puppets so they could act out the story using their own animals. The

students loved it!

5. Comprehension strategy- To make sure students comprehended what was being taught, I asked many

questions during my lessons and during their independent work time. We read the story multiple times and did

activities to reinforce the sequence of events in the story.

6. Methodology- I feel I could have worked more in developing a lesson appropriate for this group of

kindergarteners. Many students were further behind grade level than I was expecting. However, I was able to

modify lessons slightly “on the spot” as needed.

7. Organization of lesson plans- I feel my lesson was organized well. I didn’t have any trouble moving

from one stage of my lesson to another. Some parts moved faster than others and things that I thought would

13 be quick, took longer than expected. This is something I expected since I did not know exactly how the

students would react to me or my lesson.

8. Assessment- My assessment didn’t exactly go as planned. I was going to sit with the students and do a

retelling in small groups but the teacher advised I work with the students at the writing center. However, I was

able to observe the students throughout the week and gage rather or not students were understanding the

material being taught.

9. Class management- Classroom management is probably the one area in which I feel I have the most

room to grow. During my whole class lessons, students tended to get a little rambunctious. During center time,

kids would get out of control and we would have to stop the entire class to regroup and briefly go over the rules

again before moving on. One issue I had was what I thought was an acceptable noise level for the activities

they were doing in the centers was way too loud in their teachers book. She later explained to me that a couple

of her students need absolute quiet in order to get their work done. Mrs. Finney reassured me that classroom

management come with experience and being able to set your own rules and expectations from the start of the

year.

10. Pacing- As I mentioned in organization, the pacing was not exactly what I expected but I wasn’t

expecting things to go exactly as planned anyway. For the most part my pacing from one activity to the next

went smoothly.

Holistic Reflection

Overall, this experience has taught me that I am more ready for my own classroom than I thought I was! I still

think kindergarten is a little young for me but I could teach it and I am sure I would learn to love it. I feel ready

for student teaching and can’t wait to be in a classroom everyday! I still have things to learn and places I can

grow but we all know we are never truly done learning during our lifetime. There is always more to do, new

methods to try, and different ways of doing things.

Documents

Capstone Project - WordPress.com Capstone Project Jennifer Lutz 3 Day Unit for Kindergarten The Mitten, by Jan Brett January 2013 Pages 2-4…………UBD Stages 5-10……….Lesson