Documente Academic
Documente Profesional
Documente Cultură
Children will be confronted with a problem at some point in their life. This book gives
problems a face and teaches children that problems can get worse if they are not addressed.
This book also shows the positive outcomes that come from problems. It is developmentally
appropriate because students can start to critically think about how to solve problems and
what positive things can come out of solving them.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will follow along with the
teacher during a read aloud activity.
2. The students will create a class
problem plan for solving problems.
3. The students will draw their own
versions of problems and how to tackle it,
using the ideas we came up with as a
class.
Michelle Ridder
Mrs. Jennifer Brunk
Kindergarten, River Bend Elementary School
Date of Presentation: Monday, September 26, 2016
K.3:
K.5:
K.6:
K.8:
K.9:
MATERIALS NEEDED
What Do You Do With A Problem? Book (Provided by Michelle)
Markers (Provided by Mrs. Brunk)
Chart paper (Provided by Mrs. Brunk)
Worksheet (Provided by Mrs. Brunk)
Color boxes (Provided by Mrs. Brunk)
Page
2
Michelle Ridder
Mrs. Jennifer Brunk
Kindergarten, River Bend Elementary School
Date of Presentation: Monday, September 26, 2016
PROCEDURE
PREPARATION OF THE LEARNING ENVIRONMENT
In preparation of this activity, I will make sure that I have different colored markers next to my seat
and chart paper taped to a board for after the book has been read to the class.
Michelle Ridder
Mrs. Jennifer Brunk
Kindergarten, River Bend Elementary School
Date of Presentation: Monday, September 26, 2016
To clean up, I will put all markers away that were used to write on the chart paper and clean up the rug
area. I will also help to make sure that all of the students color boxes are put back into their bins once
they have finished their drawings.
DIFFERENTIATION
If some students struggle with explaining in writing why they picked a specific idea to draw, I can
have them verbally tell me why they chose to draw that idea.
If there are a few students who did not participate in the group activity, I could ask them to think of a
different idea to draw about that wasnt mentioned already.
I could give the students a problem and ask them how they would solve it.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Icouldmessupawordwhilereadingduetonerves,inwhichcaseIwilljustcorrectmyselfandkeep
reading.
AstudentcouldinterruptmewhileIamreadingbypointingoutafunnyobjectononeofthepages,
andIwillacknowledgeitandtieitintothetheme,dependingontheobjectthatispointedout.
Astudentcouldgetdistractedorcauseasceneinthemiddleofmyreadaloud,inwhichcaseIwill
askthatstudenttoeitherparticipateorasktheteachertohelpdissolvetheissue.
Thestudentscouldloseinterest,inwhichcaseIwilljustdotheclassactivityandnotdothe
independentactivity,orviceversa.
Therecouldbeafiredrillduringmyreadaloud,inwhichcaseIwillbeginwhereIleftoffwhenwe
returntotheclassroom,timepermitting.
Page
4
Michelle Ridder
Mrs. Jennifer Brunk
Kindergarten, River Bend Elementary School
Date of Presentation: Monday, September 26, 2016
REFLECTION
Mylessonplanwentsurprisinglywell!Iwasveryproudathowwellthestudentsresponded
tomylessonandIwaspleasedwiththeresults.MycooperatingteacherandIhadnotdiscussedat
whattimeduringthedayIwouldbeconductingmylessonplan,soitcaughtmeoffguardwhenshe
askedmetodomyreadaloudfirstthinginthemorning.Ofcourse,asafutureteacher,wehaveto
learntobequickonourfeetandadaptablesoIhadnoproblemjumpinginfirstthing.Mystudents
werealittleconfused,buttheywentalongwithit.Theywereabletoanswerallofmyquestions
duringthebookanditwentverysmoothly.Ionlystumbledovermywordsonceortwice.IfIam
beinghonest,IwasntfullypreparedwhenIstartedbecauseIhadnotgottenmarkersormypaper
readyforafterthebookwasdonebeingread,soIwastedsometimefumblingforthoseitemsafter
readingthebook.Ifirstranovertogetthepaperandthencouldnotgetittostandupcorrectly,soI
woundupsittingonthefloorwithmystudentstowriteourproblemplan.Then,themarkerIhad
chosendidnotwork,andmycooperatingteacherbegantonoticemystruggleandpanicsoshe
broughtmeoverafreshpackofmarkerstouse.Ihadntthoughtmyproblemplanideaalltheway
through.InoticedasIwascallingonstudentstogivemeideasonhowtosolveproblems,their
ideaswereallovertheplace.Theywereallreallygoodideas,buttheywerenotalldealingwiththe
sameproblem(referencethephotooftheproblemplan).IfIweretoimplementthislessonagain,I
wouldprobablygivethestudentsaproblemtheymightencounterandaskfordifferentwaysof
solvingtheproblem.Ithinkthatwouldnarrowdownmyresultsalittlebit.Thatwasmybiggest
hiccupduringthelesson.Afterwehadfinishedtheplan,Ihadthestudentsgobacktotheirseats
anddrawmeaproblemthattheyhavehadtosolveandhowtheysolvedtheproblem.Thisworked
reallywell!Notonlywerestudentscomingupwithreallygoodproblemsthatneededtobesolved,
butIfoundmanyofthemcrowdingaroundtheplanwehadmadetoknowhowtospellsomeofthe
wordsbecausetheyhadusedoneofourproblemplanideasItheirdrawing.
IlovedinteractingwiththestudentsduringmylessonandIthinkithelpedmetobetter
understandthemintheclassroom.Iwasabletopickuponwhowaspayingattentionandwho
neededsomeextrahelp.ItwasagreatexperienceandIwouldconsideritasuccessformyfirst
lessonplanandimplementationintheclassroom.
Page
5
Michelle Ridder
Mrs. Jennifer Brunk
Kindergarten, River Bend Elementary School
Date of Presentation: Monday, September 26, 2016
DATACOLLECTION
Problem Plan Activity
Page
6
Michelle Ridder
Mrs. Jennifer Brunk
Kindergarten, River Bend Elementary School
Date of Presentation: Monday, September 26, 2016
**NOTE: The papers that the students drew pictures on will be submitted via hard copy, but they
are useful in the data section when looking at this lesson plan.
Page
7