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ED 345 Calvin College Lesson Planning Form for Differentiating Instruction

Teacher: Beth Kusserow

Date: Oct. 5, 2015

Subject/ Topic/ Theme: English/Reading/Fables

I. Objectives

What is the main focus of this lesson? Reviewing fables and quotations, introducing cause and effect.

How does this lesson tie in to a unit plan? While this lesson only briefly highlights fables, the concept of cause & effect is present in the fables they are reading, especially in the morals. It also reinforces the quotation mark skills the class was introduced to last week.

What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If an objective applies to only certain students write the name(s) of the student(s) to whom it applies. 1) Students will create cause and effect scenarios, which we will then combine into a story as a whole class 2) Students will connect a cause with an effect from a story that we read/watch. 3) Students will share their quotation work from last week with each other. 4) Students will re-write sentences with quotation marks correctly placed.

II.

Before you start

Prerequisite knowledge and skills.

The students already know the routine for the spelling test. I will refer to a story that grade 1 told in chapel last week, which most of the students were present for. Their learning about quotation marks the previous week should make the worksheet page and phrase sharing just review.

Assessment (formative and summative)

Spelling test - summative Their cause and effect matching (formative) will give me a sense of their comprehension When they create their own causes and effects, I will see if they can extend their learning to creating their own causes and effects. Their quotation page in their grammar book will be a sort of summative (whether or not taken for a grade) as we end quotations for now - did they get it, or not?

 

[Charlie], [Marissa], [Jada], and [Kimberly] are at the F reading level from Reading A-Z.

Identify those students (individuals or groups) in your class who will need special attention and describe the level of support you plan on giving them. Refer back to the survey you did of your class.

None of the others in the class indicated that English was hard for them at school on their surveys.

[Charlie]s fine motor skills are weak.

Materials-what materials (books, handouts, etc) do you need for this lesson and do you have them?

Spelling test list, folders, paper, pencils Brian Pop Jr. video, If You Give a Cat a Cupcake video Slips of paper with causes and effects, cause and effect posters Scrap paper, pencils for writing their own scenarios Phrases with quotation mark macaroni from last week, grammar books

Do you need to set up your classroom in any special way for this lesson? If so, describe it.

Nothing new

III.

The Plan

 

Time

Parts

The description of (script for) the lesson, wherein you describe teacher activities and student activities

8:00 -

Motivation

Start with spelling test. (10 minutes) When the students are finished, they should quietly go to the morning carpet and think about new words to go on the plurals chart that I still have up. Think, don’t write!

8:10

(Opening/

Introduction/

Engagement)

 

8:10 -

 

Then have students share their sentences that they wrote with quotations (12 o’clock buddy). I will have the papers divided up already, and will call each group up to read their sentences to the rest of the group. For a couple of them, I will ask them to remind me what the macaroni stand for, and how they know where to put them. I might have them turn and tell a friend what quotation marks are.

After each group reads their sentences, I will collect them again - we will display them somewhere, once Mrs. [Smith] gets back.

8:20

8:20 -

 

When we have finished all of the sentences, I will ask the students to think of a number between 1 and 10. If their number is even they can go. If their number is odd, they can go. At their desks, I have the supplies helpers pass out grammar books, and I pull it up on the computer. Together we work through the first two or so, and then the class does the rest on their own. I might ask [Charlie] to just add the quotation marks where they belong, rather than writing out the full sentences for all of them. When they finish they should give me a thumbs up so that I can check it, and then try writing their own sentence with quotation marks somewhere on the page where they have space.

8:30

8:30 -

8:35

Development

When everyone has finished and put their book away, I pull up the Brain Pop Jr. video about cause and effect. I play it once, and then review what cause and effect mean with the posters in the classroom.

8:35 -

Then I will apologize profusely for showing them two videos in a row, but we couldn’t find this book, so

8:45

you have to watch a video of it. I will show them the video of If You Give a Cat a Cupcake. The best video

found seemed to go by pretty quickly, so depending on how time is going and student preference, I might play it a second time.

I

8:45 -

After the second time I will ask them to look at the number with their name on the desk. If their number

8:50

is even, I want them to stand up in one line on the morning carpet, if it is odd, I’ll have them stand on the other side. If the lines don’t match up, I might step in or move some students around. Then I will pass causes down one line and effects down the other. I will explain that I will have the students take turns reading their cards, then they have to find the card that is the cause or effect. So if one card says “It rained” (referencing the poster), the person who has the card saying “I got wet” should read it, and they can stand together. But our cards will have to do with the story. I will have the first person start out, and walk them through the activity. If we have 12 or fewer students in attendance and time to kill, we could use the cupcake cards, as well, for a round two.

   

8:50 -

I

will collect the cards and ask them to sit down at the morning carpet. I will ask them to recall in the

9:05

video how Annie had a bad day. I will ask the students to remember some of the things that happened to her on her bad day. Then I will ask them to remember some of the events from the grade 1 chapel and their story of [Jacksons] Happy Sad Day. After a couple minutes, I will have them go back to their desks to get a pencil, then write up a new buddy (3 o’clock?). They need to come with their buddy to get

a

piece of scrap paper from me (maybe leftovers from the macaroni lesson) and write down one happy

cause and effect (this happened because this happened) and one sad cause and effect, and we will make

our own story.

9:05 -

 

The students come back to their seats and share their scenarios with me. I will type them up on the computer screen with cause and effect clearly labeled (two colors?), to create a fun story of the day.

9:10

Closure

we run out of time, we can leave this last activity as just a discussion of cause and effect from Brain Pop Jr. and grade 1’s chapel.

If

Your reflection on the lesson including ideas for improvement for next time:

The kids always like watching videos, and it was fun to have an activity that involved standing up and moving around more like a game. They were able to connect the causes and effects relatively well, but the vocabulary was not built with the conceptual understanding. Im not sure even the conceptual understanding was built as much as it could have. Its a really tough concept, especially if youre trying to learn it in a language that is not your own. I think it would need to be incorporated in multiple subjects, because it is a universal concept, and bears repeating.