Lesson Plan PortfolioDiana Magee

Building a Caring Community of Learners

Synonyms (literacy grade 3) This lesson is a refresher about synonyms. The lesson provides the opportunity for students to come together as a class to read a book about synonyms, what they are, and some examples. Students then participate in a partner activity, brainstorming synonyms for common words. Students engage in turn-and-talk throughout the activity, and are able to engage in discussion with one another. Students then work together to incorporate their newly learned synonyms into a paragraph, and through the partner activity, work to create a class resource with synonyms for commonly used words in order to liven up their vocabulary.

Motion of the ocean (social/dramatic play pre-k) Lesson allows students to come together and participate in a parachute activity. The students are able to spend time as a whole class participating in an introductory activity for a unit on the ocean. Students need to listen to a variety of instructions regarding motion and movement. Students move the parachute as the teacher says, and bounce ocean animals on the parachute as well as they journey through the ocean in a guided activity. The activity provides the opportunity for a full class activity, where success hinges on the ability of the class to work together.

Flubber (sensory pre-k) Active engaging activity that incorporates student interaction as students work to create “flubber”, a gooey substance that can be manipulated into different shapes, and used similar to play-doh. The class is split into 2 groups, and each group is provided recipe cards to follow. Students need to work with each other in order to mix the correct ingredients together to make the desired consistency. Through effective communication, students need to work with each other to measure ingredients, and create the flubber. Students are then given the opportunity to play with and explore their own piece of flubber with their classmates.

Building a Caring Community of Learners- Analysis

Synonyms (literacy grade 3) Since students had prior knowledge on synonyms, the anticipatory set was designed to be a refresher, and the students were responsible for more of the work. Lesson plan was designed to be fun and interactive to increase motivation. The class was working together as a team throughout the lesson because “Cooperative settings generate a feeling of connectedness that produces considerable positive energy and high levels of motivation.” (Baloche, 1997, p. 5). Turn and talk was used frequently in order to facilitate peer interaction, and ensure all students felt comfortable sharing ideas with the class. The anchor chart was created to be a class resource for students, so that they would use the words in their writing- and know that the class had created it together.

Motion of the Ocean (social/dramatic play pre-k) Since many activities in Pre-k are small group, or partner, I wanted to incorporate a whole class activity where success hinged upon cooperation and working together as a team. While this lesson does introduce a lesson on the ocean, and introduce students to the theme, it also helps hit essential social skills of teamwork and following directions, which are vital skills to learn in preschool. According to class slides, “Play is an important vehicle for developing self-regulation as well as for promoting language, cognition, and social competence.” (Beaver, 2012b). This activity was designed to bring the class together as a whole to start the unit in an interactive, play based format, while still incorporating academic and social goals.

Flubber (sensory pre-k) This activity incorporates skills of peer interaction, sensory play, and measuring into a fun activity where students get to create flubber. Students need to work with one another in order to assure that the end result comes out correctly. As students are able to explore the flubber after it is made, there is still peer interaction and students are able to engage in parallel play, associative play, or cooperative play depending on social skills as per Parten’s stages of play. This activity provides students the opportunity to work together to achieve an end goal.

Building a Caring Community of Learners- Goals

• 1. Support positive peer interactions between all students by incorporating heterogenous grouping strategies, and random grouping strategies.

• 2. Build positive relationships with students based on mutual respect, while maintaining authority in the relationship.

• 3. Encourage students to work together as a team to achieve goals academically, within their classroom, and within the school community.

Planning and Teaching ContentHow do plants drink? (science grade 3-4) In this lesson, students participate in an experiment to see how water moves through plants. After setting up celery in colored water with a small group, students, using an observation worksheet, observe the reaction in two hour intervals over the next 2 days to see any physical changes that occur. Students are then able to discuss, ask questions, and explore the celery with their groups after the observation period. The lesson provides objectives directly linked to assessments, PDE science standards, common core writing standards, and eligible content for the 4th grade PSSA.

Lewis and Clark Intro (Social studies grade 4) Provides students with an introduction to the Lewis and Clark expedition. Students learn about the Louisiana purchase, why Lewis and Clark were sent on their journey, and what they did to prepare. Students are shown video clips, and read an excerpt from a book in order to get a grasp on the time period and surroundings. Students then interact through a mapping activity that corresponds with a powerpoint on the Louisiana purchase. Students then participate in an interactive reading activity with a partner that focuses on their ability to remember reading material, and active listening. The lesson provides objectives directly linked to assessments, PDE social studies standards, and NCSS thematic strands.

Lots of Dots (literacy/mathematics pre-k) This activity begins with reading Press Here by Herve Tullet. It is an interactive book, where the reader is asked to do certain actions, and dots on the pages seem to follow the instructions. After interacting with the book, students are brought over in small groups to work with a felt board and cut out dots. Students are able to recreate patterns from the book, and create new patterns using the dots on the felt board. The activity is assessed using a rubric, that directly looks to see how well each student met each behavioral objective. Behavioral objectives are linked with PDE standards for preschool.

Planning and Teaching Content- Analysis

How do plants drink? (science grade 3-4) This lesson was designed to involve students in the process of scientific inquiry. According to class notes, “Scientific Inquiry is the diverse processes of science that people use to study things and propose explanations (inferences) based on reasonable logic (thinking recipes) and evidence *thinking ingredients: information, data) derived from their investigation.” (Busch 2012). This lesson allows students to learn content through hands on exploration. Students are able to ask questions, explore, and involve themselves with standard-aligned content. Based on their observations, students draw conclusions that can be applied to the life of plants. Students work with groups in order to have social interaction on academic subjects, and to learn to work cooperatively with others while sharing materials.

Lewis and Clark Intro (Social studies grade 4) This lesson incorporates many elements of social studies into one lesson. Students are involved in history as well as geography. The lesson also includes a partner reading activity, where the students take turns recalling facts from a reading selection. This activity is meant to bring literacy into the content areas and across the curriculum, as well as to encourage students to read for a variety of purposes. Students also need to be engaged with their partner during the activity, providing an opportunity for social interaction. The content was designed to incorporate a large amount of material on the Lewis and Clark expedition, without developing a long unit on the subject. The powerpoint presentation was designed to be interactive and engaging, while still providing student with a large amount of information on the topic.

Lots of Dots (literacy/mathematics pre-k) The lesson incorporates literacy and mathematics into one lesson, weaving connections throughout the preschool curriculum. The activity was designed to be play based and low stress, so that students felt comfortable working with the materials and experimenting with pattern making. According to class notes, “The teacher not only observes but also engages with children in activities, wondering aloud & posing questions to promote reasoning.” (Beaver, 2012a). Although the content may be disguised as a play activity, the teacher asks questions and guides students as they work to discover academic content through appealing activities.

Planning and Teaching Content- Goals

• 1. Familiarize myself with the PA core standards.

• 2. Incorporate cross-curricular instruction throughout the semester.

• 3. Obtain knowledge of the scope and sequence of the 2nd grade curriculum in place in the West Chester Area School District.

Utilizing Developmentally Appropriate Strategies

Prefixes Part 2 (literacy grade 3) Students, who learned about the prefixes pre- and re- in a previous lesson, now expand their knowledge by learning about two more prefixes: dis- and un-. In keeping with their writing workshop structure, modeling an anchor chart are used in order to introduce the prefixes, and provide students with examples. Students then work in groups to create words in a prefix sort. Students are given cards, with the 4 prefixes they have learned, and a variety of root words. Students then create words using the cards, and write their meanings on a worksheet based on their knowledge of the prefixes. For above level students, they can create “future dictionary words” using the cards, that may not be real words but still have meaning based on the root and the prefix. As a closure activity, students glue a flip chart in their notebook including the prefix, its meaning, and an example to use as a reference as they read and write.

Coral Reef (art pre-k) Students participate in a lesson incorporated into an entire unit on the ocean, in particular: seahorses, sharks, and jellyfish. Students previously learned about the habitat of seahorses, and have used words to describe them. In this lesson, students use a variety of tools to paint an art piece reflecting what they think a coral reef would look like. After students have completed their piece, they need to make a positive comment about a classmates art work.

Lewis and Clark Journals (social studies grade 4) In this 2 day lesson, students learn through using primary sources. Students are split into groups, and then participate in a jigsaw activity. Each member of a home group reads a different excerpt from the journals of Lewis and Clark. Each group is given guiding questions to refer to as they read the journals. Students then reconvene in their home groups to share what they have learned through reading the journals. Students then place the events that occurred in their journal entries on a map of the expedition. Students engage in a whole class discussion determining if Lewis and Clark achieved their goals, and then need to write their own journal entry from the viewpoint of Lewis or Clark for homework.

Utilizing Developmentally Appropriate Strategies- Analysis

Prefixes Part 2 (literacy grade 3) This lesson was meant to build off of a previous lesson completed on prefixes, while still remaining an introduction to word parts and how they can help determine the meaning of words. The activity was meant to try to prepare students for standardized testing, and give them another resource to decode words that they may not know the meaning of. Turn-and-talk and group work are included in order to allow students to work with others and provide support for one another. The independent word building activity was designed to be hands on, fun, and interactive so that students would be motivated to play with and experiment with words and their meaning. Since the class used anchor charts every day, an anchor chart was used to provide visual cues for students to remember the prefixes while also remaining with the routines of the class. Closure activity meant to be a fun, foldable that would be a resource for students to use as they read and write.

Coral Reef (art pre-k) According to class notes, “DAP is appropriate to children’s age and developmental status, attended to them as unique individuals, and responsive to the social and cultural contexts in which they live.” (Beaver, 2012a). This plan was designed to be age level appropriate, while still having students reach toward state standards for pre-k. The activity was designed to allow students to explore with a variety of tools, and express themselves through an art activity. The variety of tools were meant to cater to the needs of all students, and provide students with options without being overwhelming. Incorporating the element of commenting on another student’s work was included in order to help pre-k students work on their social skills by communicating with others in a positive and effective way.

Lewis and Clark Journals (social studies grade 4) This lesson on the journals of Lewis and Clark and incorporate elements of literacy into the social studies curriculum. Since Social Studies is often cut back in the elementary curriculum, this was meant to incorporate social studies instruction with literacy. The lesson is broken up for 2 days to give students enough time to work through the material. The students engage in a jigsaw activity, which has students working on interpersonal and small group skills including asking for and clarifying information, sharing ideas, and listening carefully (Baloche, 1997, p. 122). The jigsaw activity was meant to allow students to cover a large amount of information in a short period of time. Also, since the students are teaching each other, they have an opportunity to interact and remember the material more effectively.

Utilizing Developmentally Appropriate Strategies- Goals

• 1. Incorporate informal learning groups into lesson plans.

• 2. Manage the classroom using techniques consistent with that of the cooperating teacher, and developmentally appropriate for the students.

• 3. Incorporate various cooperative learning strategies into whole class and small group activities.

Responding to Differences and Utilizing Technology

Making Reasonable Estimates (mathematics grade 2) In this lesson, students focus on making a reasonable estimate. After teacher modeling, students move on to a worksheet where they need to best estimate, and then move on to a hands on activity where they estimate how many manipulatives can fit inside a container. This lesson was developed using the SIOP lesson plan format, and the worksheets were adapted to cater to 3 different levels of English proficiency. Throughout the lesson, students are able to turn and talk and discuss with the class, as well as engage with a partner during the practice activity. The extension activity provides all levels of students the opportunity to relate the content to their own life.

Lewis and Clark Introduction (social studies grade 4) In this lesson, students learn about the beginnings of the Lewis and Clark Expedition. Using smartboard software, a powerpoint on the Louisiana Purchase is projected to the class. The teacher interacts with the presentation to label maps, interact with text, and add student responses. Technology is also used to show short video clips to build background knowledge. The students then work in pairs to engage in a reading and listening activity about how Lewis and Clark prepared for their journey.

Coral Reef (art pre-k) In this lesson, students work with a variety of tools to create a painted piece showing where seahorses live: a coral reef. Students are provided with different tools with which to paint, and need to use at least 3 different tools. Students are given the choice to select which materials they want to work with. Students are then required to make a positive comment about one of their classmates work.

Responding to Differences and Utilizing Technology- Analysis

Making Reasonable Estimates (mathematics grade 2) This lesson plan was developed using the SIOP lesson plan format. According to class notes, “SIOP is a means for making grade level content more accessible for English Language Learners while at the same time promoting language development. (Bickley, 2012). The SIOP model helps to incorporate language considerations into the lesson while still catering to the needs of all students. The lesson was designed to cater to students who are English Language Learners. The worksheets were adapted for 3 different levels of English proficiency- in order to allow students with limited English the opportunity to succeed in a mathematics activity without feeling hindered by their knowledge of the English language. Partner work was included throughout the lesson to provide students with language needs, as well as students who are struggling, the extra support they need to succeed in the lesson.

Lewis and Clark Introduction (social studies grade 4) According to Edutopia, “Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals.” (Edutopia, 2008). This lesson was designed to incorporate the interactive smartboard, in order to involve students with the lesson, and interact with the content. The smartboard technology provides the opportunity to display video clips, which were included in order to give students a concept of the time period so that they can relate more to the information. The technology also provides the opportunity to display maps, and make them interactive so that the students can visually see and label the geography involved with the content. In regards to catering to students of varying levels, the jigsaw activity can be adapted to provide students who are struggling with more support from their peers to help them understand and work with the material.

Coral Reef (art pre-k) This activity was designed to be naturally differentiated. Working with art, students are able to express themselves through paint. The students are also able to select the materials they paint with based on whatever is most comfortable with them. Students with fine motor difficulties would be able to select tools that would allow them to be successful in the activity. The element of commenting on others work was included to help pre-k students work on acknowledging that there are multiple ways to express the same thing, and work on positively voicing their opinion and supporting their classmates.

Responding to Differences and Utilizing Technology- Goals

• 1. Incorporate interactive promethean board activities into lessons every week.

• 2. Differentiate in regards to content, process, and product throughout each lesson in response to student needs.

• 3. Increase my knowledge of common classroom technology (interactive whiteboards, clickers, iPad’s) and find ways to seamlessly integrate them into the curriculum and daily lesson planning.

Practicing Appropriate and Responsible Assessment

How do plants drink? (science grade 3-4) In this lesson, students complete an experiment to see how plants get their water. They observe what happens to celery when it is left in colored water. Formative assessment includes observations of student participation and involvement throughout each stage of the activity. Summative assessment includes collecting of worksheets and observation record to check for completion and accuracy. Each assessment is linked to one of the behavioral objectives, and each behavioral objective is linked to a state or common core standard.

Prefixes part 2 (literacy grade 3) In this lesson, students participate in hands on activities in order to practice 4 different prefixes. Students are responsible for knowing the meaning of each prefix, and how it changes the meaning of a root word. Formative assessment includes listening in to student conversations to make sure each student understands the direct instruction, as well as observation during the word sort activity to make sure each student is participating in the activity and using the prefixes correctly. Summative assessment includes collecting the students worksheets,checking to see that they have defined the words correctly as well as reviewing the foldable (created as a closure) to make sure students have produced logical examples.

Lots of Dots (literacy/mathematics pre-k) After reading Press Here by Herve Tullet, students engage in a interactive pattern-making activity using a white board, and cut out dots. While students have the opportunity to experiment and explore with creating patterns with the dots, the activity is assessed through the use of a rubric. The rubric assesses 4 criteria: each corresponding directly to one of the behavioral objectives for the lesson. There are 4 levels describing the levels of quality the student shows in relation to each objective. The behavioral objectives correspond with PDE state standards for preschool.

Practicing Appropriate and Responsible Assessment- Analysis

How do plants drink? (science grade 3-4) The assessment portion of this lesson was designed so that each objective had a concrete assessment related to it. Each objective was linked to a standard, creating a concrete link between assessments, objectives, and standards. According to class notes, through the process of inquiry, students need to justify their results in writing and orally. Students need to explain and clarify their process to others, and explain the results of the experiment. (Busch, 2012). Through the worksheets and discussions, students have the opportunity to share their findings, and provide reasoning for what occurred. The worksheets collected would be reviewed to ensure that each student met, or is working toward the behavioral objectives.

Prefixes part 2 (literacy grade 3) The closure activity was meant to be interactive and completely done by the students, so that they were the ones summarizing their learning. This foldable closure activity was designed to show the teacher in summation which students had achieved the content objectives. The observations during formative assessment are especially important to see which students were not understanding the concept, or may need re-teaching in a subsequent lesson. The practice activity included a worksheet where students would record their created words and meanings so that the teacher could see that the students were understanding how the prefix affects the word.

Lots of Dots (literacy/mathematics pre-k) This lesson was a very open-ended pattern making activity. Since the students were all creating different patterns on their own terms, a rubric was created to ensure that each student was assessed on the same criteria. The rubric is made up of 4 criteria, each directly relating to a behavioral objective to ensure that they are being assessed. There are 4 different levels of quality for meeting each objective to see which students are excelling, and which students may need more practice. The assessment was designed to be concrete, and un-intrusive so that the pre-k students would not get caught up in completing the activity with 100% accuracy.

Practicing Appropriate and Responsible Assessment- Goals

• 1. Incorporate more annotations and note-taking into observations occurring during formative assessment.

• 2. Adapt future lessons or re-teach certain skills based on formative assessments throughout lessons.

• 3. Incorporate hands-on, student centered assessments that allow teachers to get a snapshot of student learning throughout the lesson.

Resources

• Baloche, L. (1997). The cooperative classroom: Empowering learning. Pearson: New York.

• Beaver, M. (2012a). DAP play in the EC curriculum. Retrieved from class powerpoint slides via D2L.

• Beaver, M. (2012b). Dev approp pract- principles and considerations. Retrieved from class powerpoint slides via D2L.

• Bickley, H. (2012). SIOP training DOC. Retrieved from class powerpoint slides via D2L.

• Busch, R. (2012). What is scientific inquiry? Retrieved from class notes.

• Edutopia. (2008). Why integrate technology into the curriculum? - The reasons are many. Retrieved from http://www.edutopia.org/technology-integration-introduction