Lesson Plan Checklist and Narrative Commentsmsnelsons.weebly.com/.../6/48867787/lesson_plan-_signature_asi… · Web viewLesson Plan Component . Definition. Arizona’s College and

ESE 450 LESSON PLAN Name: Kyrene Nelson

Grade Level: K-4th GradeAbility level: KindergartenDate(s)/Total Time (Min):03/24/15, 20-30 minutes

Lesson Plan Component DefinitionArizona’s College and Career Ready Standard(s) (AZCCRS):RL.K.10: Actively engage in group reading activities with purpose and understanding.Prior Learning Assessment:Students should have knowledge of days of the week, numbers 1-7, and colors.

K.J: Fourth Grade, but in Kindergarten level. Medically fragile, wheel-chaired bound, non-verbalM.J: Fourth Grade, but at Kindergarten level, non-verbalL.H: Second grade, but at Kindergarten level. Recognizes letters, but not the sounds. Recognizes numbers.Objective(s):

Objective One: Students will be able to write days of the week.

Objective Two: Students will write the number words one-seven in written expression

Objective Three: Students will spell out the color name in the blanks.

Objective Four: Students will color each illustration inside the lines.

Differentiation:

Accommodations/Modifications: Handouts, visuals/Pictures, stamp pad with alphabet letters, highlight the key words that students will know what is to be written down.

Enrichment/Extension:Students will write complete complex sentences.

Multiculturalism and Diversity:The booklet that the students will be doing has written words that students can follow along. Students will fill in the blank of the booklet. Students who are non-verbal teacher may use sign language to the student.

Revised by RodasAdapted from: D. Fullo

Procedures (Step-by-step plan for the lesson)Anticipatory Set:

I will gather students at the horseshoe table after calendar. I will explain to them that we will be reading a booklet of “The Caterpillar That Ate All Week.” The students will then follow along with their own booklet. They will then go on each page and we will read together the story. They will fill in the blank lines for day of the week, number, and color. We will do one page at a time.

Direct Teaching/Input:

What: The students will have a copy of the print out for “The Caterpillar That Ate All Week.” They will fill out the blank spaces on each page.How: They will follow teacher direction, one step at a time.Why: They will get the concept of the days of the week, numbers, and colors.

Modeling/Guided Practice/Independent Practice/CFU

Objective One: Students will write the days of the week. I DO: Teacher will read each page one at a time. WE DO: Teacher and students will go over each page, read and

write the correct day on the page. YOU DO: Students will be prompt to write or use the stamp to fill

in the day of the week. CFU: Teacher will monitor students to make sure they are using

Capital letter for the day of the week.

Objective Two: Students will write out the number word on the lines where it is located on the paper.

I DO: Teacher will read each page of the story. Teacher will show students the number word from the cue cards.

WE DO: Teacher and students will read the sentence for each page.

YOU DO: Students will write out the number word on the correct line.

CFU: Teacher will monitor that students are spelling the words for each number correctly.

Objective Three: Students will write out the color for each category in written expression.

I DO: Teacher will ask students what color of each category is needed to be written on the line.

WE DO: Teacher and students describe what each category is in

.


the illustrations. YOU DO: Students will write and spell out the color for each

category. CFU: Teacher will make sure that students have spelling correct.

Objective Four: Students will color each illustration inside the lines. I DO: Teacher will instruct students to color each page. Students

will color each fruit or other illustration given on the page the same as it was written.

WE DO: Teacher and students will color the front page together. YOU DO: Students will continue to color each page of the

illustrations. CFU: Teacher will monitor if students are coloring slow and

inside the lines.

Closure

We will read the story again with all the blanks that have been filled in.

Assessment – Summative

Teacher will ask students to recite the days of the week by the end of the lesson.Teacher will assess student with any help needed. Teacher will make sure that students are writing or stamping on the right line. Students will write a sentence what day of the week is their favorite on a blank piece of paper.





















Observation Reflection 4/24/15

Today I had my observation in my practicum. I was looking forward to it, but not as

nervous as usual. I learned today that the class got a new student that came from another state.

He is a kindergarten student, who has Autism. I got to meet him just before class started. He is

non-verbal and doesn’t know how to express his wants and needs. I was a little nervous because

I didn’t know how he would do with someone new coming into the class to try to teach them a

lesson. Today, there were three students, one student was absent.

Today, the student’s daily routine schedule was changed for the morning part because I

was doing my lesson. I was worried that the students that knew their routine wouldn’t cooperate

with the lesson. In the mornings, they usually do the calendar after they come in from the

playground. I was surprised that they didn’t mind that the routine was different. I was also glad

that the paraprofessionals were with their students as well to help out. My mentor teacher helped

with the new student and acted as a para.

I gathered the students at the horseshoe table to do the lesson. I was able to get at their

level and there were only three of them. When I first started the lesson, it went okay and there

were a few redirections to the students. One student only knew how to write his name, the other

two students used stamp pads to write their names and write on the booklet that they received. I

had prepared everything before the students came into the classroom.

I taught the lesson about what the caterpillar ate all week. The students were given a

booklet and we went through and read as many pages as we can during the lesson. When we

finished a page, students were to fill in the blanks. On the blanks, they needed to fill out the day

of the week, color of the food and how many the caterpillar ate. One student was verbal and I


had him say the day of the week and he would write it down. He would also count the number

and had to write it out as well on the booklet. The other two students had used a stamp to spell

out the word that needed to go on the blank line. Each of the students had a para, which helped

because one student had a hard time following directions and others were distracted. They were

redirected by the paras and we got back on track. I had cue cards for the students to be able to

look at and spell the word that needed to be written. When it came to the color, I had drawn a

line of the color that needed to be written and students were able to know what to color the food

group.

The outcome of the lesson went good. Some parts I didn’t think it was so good. Knowing

that lessons don’t always go as plan, I didn’t stay focused to get it done and rush the students.

The one student I knew that was able to write and speak, I wanted to have him get the concept of

what the days of the week were. I wanted him to be able to know numbers, but if he didn’t he

would count. The other student I was working with was non-verbal. When I worked with him, I

tried to use sign language. He doesn’t know a lot of sign language, but while I was in the

classroom, I tried to use it.

My evaluation went well after my lesson. Sometimes I need to think positive and things

will turn out right. I had more confident going into this practicum and knowing that I had come

to the end and didn’t quit was a big challenge. I am glad I got great feedback from my mentor

teacher and practicum supervisor. My mentor teacher asked if it was selfish of her to ask for me

to come back. I had said no and I wished that I was back to be able to help some more. It was

great to have gone to the school and got to meet few more teachers than last semester. I am

hoping that I will be able to become a great teacher and not worry so much about having

everything perfect.


Documents

Lesson Plan Checklist and Narrative Commentsmsnelsons.weebly.com/.../6/48867787/lesson_plan-_signature_asi… · Web viewLesson Plan Component . Definition. Arizona’s College and