USF Elementary Education Lesson Plan Template: EDE 4943
Name: Amanda Dunphy & Abigail Still
HOST Activity Block (circle one): Creative Arts / Outdoor Time / Read Aloud / Homework
Purpose/Objective - What skill(s) are
you developing in this lesson? What
do you want students to practice, or
be able to do?
Given a sentence written in the past
or present tense, A: the student B:
will be able to re-write the sentence
in future tense D: with no errors in
tense or tense contradiction
Connection to the Cornett
Text-What chapter/art medium are
you using in your lesson and how are
you applying it? Page # activity?
Date of Lesson: May 15, 2017
Our Objective: While participating in the game Simon Says, Ms. Dunphy & Ms. Still will promote a sense
of community and openness between both students and their teachers, as we explore common interests
and get to know our students personally.
Students Objective: While participating in the game Simon Says, the students will be able to share their
personal interests and see how they are alike/different than their peers and teachers, while practicing
proper listening and collaborating skills.
Chapter 2: The Underpinnings of Arts Integration (Teaching for Creativity) Page 64
While reading this chapter, it discussed classroom culture and how the main goal of a teacher(s) is to
design places and spaces that are safe and stimulating, and where diverse ideas and opinions are
welcomed. While participating in a get-to-know-you version outdoor game of Simon Says, we will be
fostering the characteristics/techniques needed to establish a welcoming and supportive group of
students. This activity will focus on:
Fostering a learning environment where students readily dare and share.
Listen actively to student responses and questions, while showing interest by responding with
encouragement.
Take pleasure in ambiguity- dont shy away from questions or topics when answers are diverse.
Share a sense of humor and readily share personal opinions/interests.
Materials Needed- (What does HOST
already have & what do you need to
collect yourself?)
Step-by-Step Plan- (What exactly
do you plan to do in teaching this
lesson? Be thorough. Act as if you
needed a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching
are you using?
Differentiation-How did you
engage in differentiation between
different grade levels? Make
connections to differentiation by
No materials are necessary for this. We will be outside with our students and if weather did not permit,
one could still complete this activity inside.
Begin each rotation by properly introducing ourselves by name & asking the students to go around,
one-by-one, and say their names aloud as they do a funny dance move. We will model this when
we say our names.
After everyone introduces themselves, we will have the students stand in staggered rows, so that
everyone can see us and we are also able to see everyone participating.
Once we have every student in line, we will review the instruction of the game Simon Says.
Okay boys & girls, so today we want to get to know all of you so were going to play a game called
Simon Says! Some of you may have played this before, but were doing it a little differently.
Instead of the regular Simon Says, we will say things like Ms. Dunphy says put your hand on your
head if you like sports, those of you who do like sports will put your hand on your head, those of
you who dont will squat to the floor and touch the ground in front of you (Ms. Dunphy & Ms. Still
will act out this movement as we explain). Lets start with a practice round, make sure to listen
carefully! This will help us all get to know each other better.
Run through a practice round, with one Simon Says statement and movement, judging by how
the students perform, we will decide whether another practice round is needed or we can begin
the game.
Prior to beginning the activity, we will ask if anyone has any clarifying questions.
As we run through the activity, Ms. Dunphy & Ms. Still will be alternating turns forming different
Ms. ___ says statements. By doing so, our students will become familiar with both teachers as
well as our names.
After we play this game for approximately 15 minutes, if time permits, we will begin a SEED activity
from the text, called Eye-magine.
Tell students to warm their hands by rubbing them together and then lightly place their hands over
their eyes for a minute. With closed eyes, invite them to imagine colors and shapes as they are
mentioned.
Since we were able to know ahead of time the Monday schedule and that our allotted teaching time would
be approximately an hour or so while working only with first and second graders, we planned our Simon
Says game for this age group. If students agree with a statement such as Ms. Still says spin in a circle if
content, process, and product?
First Grade
Second Grade
Evaluation--How will you know
your students have met your
purpose/objective?
Back-up SEED Activities from
Cornett Text
Please list and write a brief
description of SEED activities
(including page number from text)
you can use if you finish your block
early, have time during transitions,
etc. **Please note these activities
can be used across several days.
you like pizza, the students who agree with this statement will proceed by completing the action.
While working with our first group, we will be avoiding any movements that involve extensive exercises
which would lead to loss of time due to a need for explanations.
It was addressed during orientation that a student who is in our second group requires additional
supervision and has a hard time keeping his hands to himself and acting out when redirected. We will
place this student closer to us as we work through the game.
Since this outdoor activity involves constant movement and requires active engagement while promoting
listening skills, we feel it is accommodating for those students who have difficulty focusing and often resort
to getting off task. This activity also allows students to properly release the energy they have after a
school day and eating snack before going outdoors.
By observing, taking field notes, and actively participating with our students, we will be able to assess that
our students were engaged in learning about one another and diverse opinions/interests. Through these
observations we will also know the level of discipline and level of performance in regards to following
directions with these groups of students.
Following this activity, we, Ms. Dunphy & Ms. Still, can better accommodate our individual students and
properly inform our instruction for the following lessons to come.
SEED activities are used as energizers and warm-ups, while they get your students engaged mentally and
at times, physically.
We would like to incorporate the following activities during transitions and if there is extra time allotted
(Page 272):
Eye-magine
Tell students to warm their hands by rubbing them together and then lightly place their hands over
their eyes for a minute. With closed eyes, invite them to imagine colors and shapes as they are
mentioned. (This would be used with grades Kindergarten-Third)
Silent Game
When students are standing in line, one student will be the judge who is given the task of
watching their peers as they stand as still and silent as possible, hoping to be chosen as the next
judge. (This could be used with Kindergarten-Fourth)
Riddles

Reflection Notes-- What was
effective about your step-by-step
plan? What might need to be
adjusted in your step-by-step when
using this plan in the future?
If there is extra time and/or students are standing in line, one of us will give the students time to
think about a given riddle. We will explain that to answer this question, they will turn and talk
about their brainstormed ideas and raise their hands when they want to share aloud their possible
answer. (This would be used with Fourth & Fifth grade)
Possible Riddles:
1) What has a face and two hands but no arms or legs? A Clock.
2) What has to be broken before you can use it? An egg.
3) What goes up and doesnt come back down? Your age.
May 15, 2017
Going into this I honestly had no idea what to expect and today was much more chaotic then I was
picturing in my head. There were so many students in the cafeteria and at times I felt like I could not even
hear my own thoughts so I was relieved to be going outside for our lessons today. While walking our first
rotation of students (first graders) out we heard many comments from them on how they wanted to do
something that involved a lot of running, upon hearing this we made a quick last minute change to our
game. Once we were outside Ms. Dunphy and I gathered the students under the covered court and
explained the rules of the game. We lined up the students on a yellow line and had them go one by one
and introduce themselves to us, we then introduced ourselves to them and explained how we were going
to state something that we like and then if they liked it as well they would run to whichever of us had said
this. For example I would say, If any of you love to read like I do, run to Ms. Still and then Ms. Dunphy
would take a turn, If you like video games then run to Ms. Dunphy, if not then you stay with Ms. Still.
The students really loved this game and it was a great way to get to know them and for them to feel like
they were getting to know us as well.
With our second group being second graders, we wanted it to be just as active if not more, than the
changes we made for the first graders. To make this differentiation we decided to add more complex
movements to get to each of us after the statements. Such as saying, Hop on one foot to Ms. Still is
science is your favorite subject or Skip to Ms. Dunphy if you know more than one language. The second
grade students seemed to really enjoy this game and I felt like they became so much more comfortable
with us by the end of this game. All of them asked us to sit with them at dinner so we did and during this
time I became even more excited for the days to come. Today was a huge eye opener on how flexible we
need to be as teachers when it comes to modifying or making last minute changes to our lesson in order to
make sure our students are as engaged as possible.

Name: Amanda Dunphy & Abigail Still
HOST Activity Block (circle one): Creative Arts / Outdoor Time / Read Aloud / Homework
Purpose/Objective - What skill(s) are
you developing in this lesson? What
do you want students to practice, or
be able to do?
Given a sentence written in the past
or present tense, A: the student B:
will be able to re-write the sentence
in future tense D: with no errors in
tense or tense contradiction
Over all, my first day at HOST was an eye-opening experience that really allowed me to see a different side
of the public school day and showed me students interacting in a completely different setting. I loved how
hands on and interactive we were able to be with the students and I also love that we are able to work
with every grade level in one day. This exposure to multiple age groups lets me compare and contrast
their learning styles and behaviors. I cannot wait to get to know these students over the next two weeks, I
can already tell that I will form bonds and relationships with these kids.
USF Elementary Education Lesson Plan Template: EDE 4943
Date of Lesson: May 16, 2017
Kindergarten: After students watch a video that interprets and replicates movements of a different culture,
the students will be able to replicate this specific dance and its movement patterns, with an understanding
of this cultures dance.
First Grade: After students watch a video that interprets and replicates movements of a different culture,
the students will be able to replicate this specific dance and its movement patterns, with an understanding
of this cultures dance and its individual characteristics.
(We are not working with kindergarten on this given day).
Second Grade: After students watch a video that interprets and replicates movements of a different
culture, the students will be able to replicate this specific dance and its movement patterns, with an
understanding of this cultures dance and its individual characteristics.
Third Grade: After students watch a video that interprets and replicates movements of a different culture,

Connection to the Cornett
Text-What chapter/art medium are
you using in your lesson and how are
you applying it? Page # activity?
Materials Needed- (What does HOST
already have & what do you need to
collect yourself?)
Step-by-Step Plan-(What exactly
do you plan to do in teaching this
lesson? Be thorough. Act as if you
needed a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students transition
between activities?
the students will be able to replicate this specific dance and its movement patterns as well as writing a few
sentences discussing how dance makes them feel, with an understanding of this cultures dance while
writing with less than 5 grammatical errors.
Fourth & Fifth Grade: After students read an article on a diverse specific culture and watch the
corresponding dance video, the students will be able to write a paragraph addressing something they
learned about this new culture/how dance makes them feel, while including details from the article and
showing proper grammatical conventions.
Chapter 10: Integrating Dance and Creative Movement Throughout the Curriculum; Page 387
We wanted to incorporate dancing into our social studies lesson, as it is a fun way to engage our students
whether it be kindergarten children or fifth graders. Since dance entails thinking through movement and
provides a stimulus that increases concentration, we wanted to have our students partake in dancing after
learning new information about their culture or explaining where themselves/ others may be from. Our
students will be fostering creative thinking during this lesson, which will promote cognitive and physical
development.
Computer
Video: https://www.youtube.com/watch?v=XgRMRfQgslM
Article: http://dance.lovetoknow.com/Mexican_Hat_Dance_Steps
Projector
Paper/Pencil
Kindergarten:
Have students sit in a large circle in the middle of the floor.
Reintroduce ourselves to the class.
Instruct students to go around the circle, one-by-one, (Instructors deciding who starts)
introducing themselves aloud and showing their favorite dance move.
Explain to our students how different places around the world each have their own unique
dances and characteristics.
After discussing this idea, introduce the Mexican Hat Dance by defining what this dance
is, where it comes from, and what it entails.
Have students stand up, still in a large circle, and go step-by-step through the movements
 What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching
are you using?
Modifications after day one
Second Grade
Third Grade
that make up this dance.
We will two practice rounds before playing the sing along version of the Mexican Hat
Dance.
If extra time is allotted, we will ask our kindergarteners to act out different dance
movements and share their individual movements with their peers.
Second & Third grade:
Have students sit in a large circle in the middle of the floor.
Reintroduce ourselves to the class.
Instruct students to go around the circle, one-by-one, (Instructors deciding who starts)
introducing themselves aloud and showing their favorite dance move.
Explain to our students how different places around the world each have their own unique
dances and characteristics.
After discussing this idea, introduce the Mexican Hat Dance by defining what this dance
is, where it comes from, and what it entails.
Have students stand up, still in a large circle, and go step-by-step through the movements
that make up this dance.
We will two practice rounds before playing the sing along version of the Mexican Hat
Dance.
Once we have finished reenacting this dance, we will pass out loose-leaf paper and pens to
each student and ask them to write about how dancing makes them feel. This will be
answered with two sentences or three-four sentences and turned in.
Fourth & Fifth grade:
Upon students entering room, instruct them to sit at a desk.
Introduce ourselves to the class and explain that they will be reading an article on a
different country/cultures traditional dance followed with writing a paragraph on
something they learned about this cultures dance/how dance makes them feel.
Pass out the article, Mexican Hat Dance Steps by Tamara Warta along with loose-leaf
paper and a pen.
As the students read this article and write their individual paragraphs, walk around the
room to assist any students who need clarification or support and to ensure students are
on task.
Once students have been given ample time to complete the article/writing piece, we will
play music that is popular with their age group and allow them to show us all common
dance moves.
Differentiation-How did you
engage in differentiation between
different grade levels? Make
connections to differentiation by
content, process, and product?
Modifications after day one
ELLs (English Language Learners)
Evaluation--How will you know
your students have met your
purpose/objective?
By looking at the schedule, we know we are only working with second grade, third grade, fourth
and fifth grade, as well as kindergarten. We will differentiate between each age group that we
working with.
- Kindergarten: We will only be teaching these students the Hat Dance and having them
replicate it with us. If we have additional time, we will have them share with their peers
different dances that they know as well as draw pictures on how dancing makes them feel.
- Second grade: These students will work with us to learn the Hat Dance, they will imitate this
dance and show that they know the proper movements. After the dance, our second graders
will write two sentences on how dancing makes them feel.
- Third grade: Third grade will do the same as second grade, but must write three to four
sentences instead.
- Fourth & Fifth grade: This group will be reading an article about the cultures dance and
writing a paragraph touching on new information they have learned, how dancing makes them
feel, and any preferred dance styles. If time permits, we will allow this group to listen to music
that is popular during to their age group that portrays different cultures/dances (they enjoy
dancing with one another and showing off their moves).
For our ELL students, we are incorporating the use of visuals (dance videos), graphics, and asking
other students to help, as our teacher assistant, to translate/assist with the dance and learning
of other cultures. By expressing what they have learned through dancing, we can see whether
they understand the countrys dance and can demonstrate proper dance movements along with
an explanation of the learned content.
For students in grades kindergarten as well as first & second, we will know that they have
mastered an understanding of this cultures dance by proper imitation of the movements.
For our third-grade students, we will know they understand this cultures dance by observing
proper imitation of the movements. We will also be looking at the paragraphs they have written
about how dance makes them feel.
For students in grades 4-5, after reading their article on this cultures characteristics and
corresponding dance, we will know they have comprehended the new material, by collecting their
individual writing pieces. Each student will be writing about what they have learned after reading
the given article and explain how dance makes them feel.
Back-up SEED Activities from
Cornett Text
Please list and write a brief
description of SEED activities
(including page number from text)
you can use if you finish your block
early, have time during transitions,
etc. **Please note these activities
can be used across several day.
Reflection Notes-- What was
effective about your step-by-step
plan? What might need to be
adjusted in your step-by-step when
using this plan in the future?
SEED activities are used as energizers and warm-ups, while they get your students engaged mentally and
at times, physically.
We would like to incorporate the following activities during transitions and if there is extra time allotted:
Eye-magine
Tell students to warm their hands by rubbing them together and then lightly place their hands over
their eyes for a minute. With closed eyes, invite them to imagine colors and shapes as they are
mentioned. (This would be used with grades Kindergarten-Third)
Silent Game
When students are standing in line, one student will be the judge who is given the task of
watching their peers as they stand as still and silent as possible, hoping to be chosen as the next
judge. (This could be used with Kindergarten-Fourth)
Riddles
If there is extra time and/or students are standing in line, one of us will give the students time to
think about a given riddle. We will explain that to answer this question, they will turn and talk
about their brainstormed ideas and raise their hands when they want to share aloud their possible
answer. (This would be used with Fourth & Fifth grade)
Possible Riddles:
4) What has a face and two hands but no arms or legs? A Clock.
5) What has to be broken before you can use it? An egg.
6) What goes up and doesnt come back down? Your age.
Page 272
May 16, 2017
Today was the day that I was most nervous about when it came to week one in the HOST program,
curriculum day. This was a much longer day than our first day and we were going to be working with the
older grades as well, which we did not get the chance to do yesterday. I think that I was most nervous that
the students would not want to do our lesson and would have to much energy to focus but this definitely
was not the case. The students really seemed to love this activity. The second and third graders were both
a little shy in the beginning when it came to showing their favorite dance moves, but after a couple of
brave souls went for it, all of the students eventually wanted to jump in and show their moves. I felt that
this was an excellent icebreaker for the students as they are still warming up and getting to know us
better. After their dance introductions we jumped into explaining how different cultures all have different
styles of dance. Students immediately started to share their prior knowledge on this subject. I heard some
students sharing examples such as like Africa and India! Oh! I know how to Salsa dance, I am from
Cuba. Some students even showed their peers and us their salsa and tango skills, this was a great
transition into the Hat Dance from Mexico. The students seemed to really enjoy learning this dance as I
saw lots of smiling and laughing as we did it. I also loved reading their responses on How dance makes
them feel? Especially the one I have attached below, it really showed me how important it is to
incorporate the arts into everyday lessons as it is a great way to give every student the opportunity to
express their individuality in various ways.

This was our first time working with the fourth and fifth graders and I thought that they were pretty well
behaved but I feel that they had a difficult time focusing on the article. Next week for curriculum day I feel
as if the fourth and fifth graders might need to do something that is more hands on and interactive in
order to keep them engaged and on task. I was excited to work with the kindergarteners at the end of the
day because they are so cute, sweet, and such babies, but I was not prepared for the amount of energy
that they still had at 5 oclock at night. During this half hour they did not stop moving or dancing until we
had them draw pictures of them dancing, even during this they would stop and show the dance move that
they drew buy acting it out. This group definitely kept me laughing the whole time, their dance moves
were adorable and hysterical, I love how affectionate and sweet this age group is.

After today I realized that I had nothing to be nervous about, all of the students were so welcoming and
eager to work with us. I have a newfound appreciation for the HOST program and what it does for these
students. I love hearing the students say how excited they are for us to come back tomorrow and work
with them some more. This experience is making me even more excited to become a teacher so that I will
be able to make an impact and form memorable relationships with my students.
 USF Elementary Education Lesson Plan Template: EDE 4943

Name: Amanda Dunphy & Abigail Still Date of Lesson: May 17, 2017
HOST Activity Block (circle one): Creative Arts / Outdoor Time / Read Aloud / Homework
Purpose/Objective - What skill(s) are
you developing in this lesson? What Kindergarten-Third Grade: Students will learn about the process of recycling through a different point of
do you want students to practice, or view and be able to answer comprehensive checkpoints periodically throughout the read-aloud, while
be able to do? accessing prior knowledge and referring to the text.
Given a sentence written in the past (We are not working with second grade on this given day).
or present tense, A: the student B: Fourth & Fifth Grade: Students will be able to use context to determine the meaning of unknown or
will be able to re-write the sentence multiple-meaning words, by answering comprehension checkpoint questions throughout our reading.
in future tense D: with no errors in (We will be continuing the book that is being read aloud to these age groups. Our HOST instructor
tense or tense contradiction expressed that this age group has a hard time focusing and being involved with new books, therefore we
will continue with the class chapter book; Island of the Blue Dolphins by Scott ODell).

Connection to the Cornett

Text-What chapter/art medium are Pg. 44: By integrating art that is meaningful to our read-aloud on recycling, we are making this
you using in your lesson and how are information more meaningful and memorable. We are leading our students to think about the content
you applying it? Page # activity? from different perspectives and encouraging them to promote recycling.

Pg. 197: Prior to beginning our read-aloud, we will address that calling out is not acceptable and to
complete our reading, we must respect our peers and instructors.

Chapter 4: Integrating the Literary Arts throughout the Curriculum; Pg. 145: Literature is literary art

Materials Needed- (What does HOST
already have & what do you need to
collect yourself?)
Step-by-Step Plan-(What exactly
do you plan to do in teaching this
lesson? Be thorough. Act as if you
needed a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
and like all art, it is for conveying thoughts and emotions in readers. Childrens literature has the
ability to stimulate aesthetic response and grow a deeper understanding of specific topics, ideas, and
content.
Chapter 6: Integrating the Visual Arts throughout the Curriculum; Pg. 223
By incorporating visual images and discussing what these images mean/describe, we are emphasizing
our students attention to these pictures and helping them decode messages throughout the stories.
The book: The Adventures of a Plastic Bottle: A Story about Recycling, written by Alison Inches
Island of the Blue Dolphins by Scott ODell
- Which is the book that the fourth & fifth grade students are reading (it was expressed that we
should continue to read these chapter books since it is difficult to find a text that appeals to
the diverse group of students.
Post-it notes
Loose-leaf paper
Pens
Kindergarten-Second Grade:
Have the students enter the room and sit in front of us, on the floor.
Begin by engaging their prior knowledge through asking them What do you know about
recycling? Allow them to turn & talk. Call on three students to share aloud what they discussed
with their partner(s).
After discussing what we know about recycling, introduce the title of the book; The Adventures of
a Plastic Bottle: A Story about Recycling.
Ask the students to take a look at the title and book cover illustrations and discuss what the book
may be about.
Begin reading The Adventures of a Plastic Bottle: A Story about Recycling.
After completing the read-aloud, if time permits, we will have these students illustrate on their
individual papers what recycling is or how we can encourage it in our communities.
Third Grade, Fourth & Fifth Grade:
Have each group of students enter the room and sit in front of us, on the floor.
Since the third graders did not begin this book, introduce them to the book by going over the title,
front cover, as well as the synopsis.
- Have students discuss with their shoulder partners what they think the book will be about
 supporting students learning?
What model of co-teaching
are you using?
Modifications after day one
Differentiation-How did you
engage in differentiation between
different grade levels? Make
connections to differentiation by
content, process, and product?
ELLs (English Language Learners)
after reading the title.
- After reading the synopsis, have the students discuss if this was similar to any predictions they
previously made.
Begin chapter one and as we read, measure the students comprehension by asking the following
checkpoint questions:
- If her age is 12, how old is her brother if he is half as old?
- Why do you think that the chief gave his real name?
- What do you think about the men that came on the Aleut ship? Captain Orlov?
Begin engaging the students (fourth & fifth grade) by discussing the book began on Monday.
So the interns you had on Monday began reading you this book. We were told that you all
finished the first chapter so can someone please raise their hand and share with the class a
summary of what we have read so far.
Begin reading chapter 2 of Island of the Blue Dolphins by Scott ODell.
While reading, measure students comprehension by asking the following checkpoint questions:
- How old is her sister if she is 2 years older than Karana?
- Do you think that the Indians should have shared with the Aleuts? What are you noticing so
far? How do you feel?
Continue to read, beginning chapter 3, while asking the following checkpoint questions:
- Does it seem like the tribe trusts the Aleut men? Would you?
- How do you think Karana feels about the animals on her island?
- Lets make a prediction How many think Captain Orlov will pay for the skins and leave OR
who thinks he will leave without paying?
Have students write their answers on loose-leaf paper after discussing with their shoulder
partners.
Call on three students to share and collect loose-leaf paper before students switch blocks.
For the younger grades, we are using a book that includes illustrations that will keep students
engaged and help their comprehension. This also is very effective for our English Language
Learners since they can refer to the pictures as we read through the book in order to encourage
comprehension as well as promoting them to follow along with the text.
While reading aloud the chapter book, Island of the Blue Dolphins, we are allowing our students to
discuss the reading and brainstorm with their peers throughout checkpoints in the text.
For all grades, by reading aloud, we are modeling proper fluency, intonation, expression, and
pronunciations. We will also be encouraging our students to help us decode new, confusing words

Evaluation--How will you know
your students have met your
purpose/objective?
Back-up SEED Activities from
Cornett Text
Please list and write a brief
description of SEED activities
(including page number from text)
you can use if you finish your block
early, have time during transitions,
etc. **Please note these activities
can be used across several day.
or words with multiple meanings by using context clues.
Kindergarten-Second grade:
Upon completion of the book, The Adventures of a Plastic Bottle: A Story about Recycling, we will
have a group discussion addressing what recycling is, how we use it/how often, and answering any
remaining questions that the students might have. We will collect samples of their artwork.
Third, Fourth & Fifth grade:
As we read through chapter 2 of Island of the Blue Dolphins, these students will be answering
comprehension checkpoint questions aloud as well as writing their thoughts on a post-it note to
turn in.
SEED activities are used as energizers and warm-ups, while they get your students engaged mentally and
at times, physically.
We would like to incorporate the following activities during transitions and if there is extra time allotted:
Eye-magine
Tell students to warm their hands by rubbing them together and then lightly place their hands over
their eyes for a minute. With closed eyes, invite them to imagine colors and shapes as they are
mentioned. (This would be used with grades Kindergarten-Third)
Silent Game
When students are standing in line, one student will be the judge who is given the task of
watching their peers as they stand as still and silent as possible, hoping to be chosen as the next
judge. (This could be used with Kindergarten-Fourth)
Riddles
If there is extra time and/or students are standing in line, one of us will give the students time to
think about a given riddle. We will explain that to answer this question, they will turn and talk
about their brainstormed ideas and raise their hands when they want to share aloud their possible
answer. (This would be used with Fourth & Fifth grade)
Possible Riddles:
7) What has a face and two hands but no arms or legs? A Clock.
8) What has to be broken before you can use it? An egg.
9) What goes up and doesnt come back down? Your age.
Page 272
Reflection Notes-- What was
effective about your step-by-step
plan? What might need to be
adjusted in your step-by-step when
using this plan in the future?
May 17, 2017
I was very excited for our third day at the HOST program as I was feeling much more comfortable and
confident in this new environment and I felt excited to go see these students we had been working with. I
was also excited because I love reading and reading out loud to students. Since we were informed that
their theme this week was recycling, we found a cute engaging picture book about a water bottles
adventure as he is going through the recycling process. For our older students we decided to continue the
chapter book that previous rotations had read to them, instead of starting over a whole new chapter book
only to get through one chapter.
Our first rotation was with the third grade, who I feel that I have been able to connect with the best out of
all the age groups. This group had not had the read aloud rotation on the day that this book was originally
started so we knew that we were going to have to introduce the whole book and start with chapter one.
To start them off we had them look at the title and front cover of the book and make predictions of what it
could be about, I then read the back of the book and we then asked them what emotions they were feeling
after listening. I loved listening to their responses and could easily tell that they were engaged and eager
to get started on the book. We started chapter one, but throughout the chapter we asked a couple of
checkpoint questions to monitor their comprehension, as well as their engagement. Ms. Dunphy and I
took turns reading, switching every couple of pages, whoever was reading would be watching the students
to make sure they were listening and not distracted. We had them write down what predictions they have
after we read, collected them, and read all of the responses which were all quite insightful and often
referred to details from our text.
Our next rotation was fourth and fifth graders, and they all came in excited to read. Our only issue here
was that when this book was started with this group the fifth graders were on their fifth grade field trip, so
they missed the first chapter. To address this, we asked the group if there were any fourth graders who
would be willing to give a quick summary of what was read so that they could help their classmates out.
Cheyenne agreed and summarized to they class; we also helped to give a quick recap and then started
chapter two. This group was extremely engaged and interested in this text, as we could tell as we asked
checkpoint questions and there was a high percentage of participation from all of the students. After we
read we held a discussion of what they all might think would happen next. One comment that really made
me laugh was when a student said, I think that theyll change their mind and kick them off the island, like
their doing with the election because of all the hackers that voted 5 times! This was hysterical to me. I
really felt that this read aloud time helped us to form a connection with the fourth and fifth graders. I am
happy that this feel was mutual considering a group of girls came up to us after the read aloud and asked
me, Would you and your friend want to sit with the fourth and fifth graders during dinner? To which I
agreed of course. During dinner they were very welcoming and comical, I loved sitting with them and
getting to know these students.

After dinner, we worked with kindergarten and first grade. Kindergarten was first and they burst through
the door with energy that I wish I could have. While we read to them The Adventures of a Plastic Bottle: A
Story about Recycling, written by Alison Inches, it was very clear that this energy caused them to have a
very difficult time sitting down listening to us read through this book. Aden and Siena kept sitting up on
their knees to get an even closer look at the pages and this would then trigger the rest of our students to
complain I cant see! or Sit down youre blocking the book! After this read aloud we decided that
maybe having them sit down in individual chairs might be a better option the next time we read to them.
Despite this, it was clear that they comprehended the content of the book by looking at their illustrations
we had them do at the end of the reading.

First grade was very energetic as well but with a little more self-control. This was a much smaller group as
it was the end of the day and became even smaller as their parents started to arrive and pick even more of
them up to go home. Some of these students did not even want to leave the read aloud when their
parents showed up! This showed me and my partner that the students were engaged and enjoying our
read aloud. At the end of the book we told them that they were going to be making posters to encourage
their community to recycle, which got them very excited. Their posters were so cute, most of them saying
Dont liter the Erth (litter, Earth). Due to this group being so small I felt that we were really able to
connect with these students on a more personal level, as we were able to have more one on one time with
each student.

I love the bonds and relationships that I have been able to make with these students over these past few
days. Week one is almost over and I am shocked at how fast this experience is really flying by. As each day
passes I feel that I become even closer with these students and I am excited on how many names I have
been able to remember so far. I am very excited for arts and crafts tomorrow because I feel that we will be
able to have fun and bond with our students on a different level than the rest of our rotations.

Name: Amanda Dunphy & Abigail Still
HOST Activity Block (circle one): Creative Arts / Outdoor Time / Read Aloud / Homework
Purpose/Objective - What skill(s) are
you developing in this lesson? What
do you want students to practice, or
be able to do?
Given a sentence written in the past
or present tense, A: the student B:
will be able to re-write the sentence
in future tense D: with no errors in
tense or tense contradiction
Connection to the Cornett
Text-What chapter/art medium are
you using in your lesson and how are
you applying it? Page # activity?
Materials Needed- (What does HOST
already have & what do you need to
collect yourself?)
USF Elementary Education Lesson Plan Template: EDE 4943
Date of Lesson: May 18, 2017
K-3: Students will create a practical gift with recycling paper material while showing engagement in
instructions and working diligently without distraction.
(We are not working fourth & fifth grade on this given day).
Chapter 6: Integrating the Visual Arts throughout the Curriculum; Pg. 247
It is encouraged for teachers to incorporate different forms of art that are visually appealing to their
students and that children should see/feel beauty. We are entering this rotation with a plan to allow
our students enough time to complete the arts & craft by providing them the necessary tools and
equipment in an organized, clear fashion.
Chapter 7: Visual Arts Integration; Pg. 288
By connecting our arts & craft to the HOSTs weekly theme, recycling, and the book read to them on
the previous day, we are ensuring each student comprehends the concept of recycling. Our students
are creating evidence of recycling through the action of making bracelets/necklaces from recycled
materials.
Wide variety of colorful magazines, catalogs, brochures, or junk mail
Premade beads for younger grades (K-2)
String/Yarn
Liquid Glue
Scissors
Pencils or Toothpicks
Recycling coloring sheet
Markers, crayons, colored pencils
Step-by-Step Plan-(What exactly
do you plan to do in teaching this
lesson? Be thorough. Act as if you
needed a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching
are you using?
Modifications after day one
Differentiation-How did you
engage in differentiation between
different grade levels? Make
connections to differentiation by
content, process, and product?
ELLs (English Language Learners)
Evaluation--How will you know
your students have met your
purpose/objective?
In this activity, students make paper beads from colorful paper recycled from catalogs, magazines,
brochures, colored paper scraps, wrapping paper, and junk mail.
Students in grades K-2:
We will be providing these children with the beads, already made, to give them additional time
for assembly of the necklace (4-5 beads each student).
Each student will be given a piece of string/yarn for either a necklace or bracelet.
They will string at least 4-5 beads on their individual piece of string/yarn.
We will be walking around to assist in tying these pieces of art.
Once students have finished their assembling of their jewelry, we will pass out a coloring sheet
involving recycling.
Students in grades 3-5:
(We are not working fourth & fifth grade on this given day).
We will be providing these children with the beads, already made, to give them additional time
for assembly of the necklace (10-12 beads each student).
Each student will be given a piece of string/yarn for either a necklace or bracelet.
They will string at least 10 beads on their individual piece of string/yarn.
We will be walking around to assist in tying these pieces of art.
Once students have finished their assembling of their jewelry, we will pass out a coloring sheet
involving recycling.
When working with our students, we will have already premade the beads to ensure that our
students have adequate time to assemble and create their own piece of recycled jewelry.
This activity is ELL friendly as it is hands-on and interactive with little use of written/spoken
language. Students will be able to assist one another if they need help or refer to Ms. Dunphy &
Ms. Still for any further help/assistance. This visual art is helping our ELLs understand the concept
of recycling and how it relates to the content read the day prior.
Kindergarten-Second Grade:
We will know that our students have met our objective by completion of their recycled jewelry.

Back-up SEED Activities from
Cornett Text
Please list and write a brief
description of SEED activities
(including page number from text)
you can use if you finish your block
early, have time during transitions,
etc. **Please note these activities
can be used across several day.
Reflection Notes-- What was
effective about your step-by-step
plan? What might need to be
adjusted in your step-by-step when
using this plan in the future?
Third, Fourth & Fifth grade:
We will know that these students have followed directions and have met our objective by creating a
recycled bracelet/necklace from the beads.
SEED activities are used as energizers and warm-ups, while they get your students engaged mentally and
at times, physically.
We would like to incorporate the following activities during transitions and if there is extra time allotted:
Eye-magine
Tell students to warm their hands by rubbing them together and then lightly place their hands over
their eyes for a minute. With closed eyes, invite them to imagine colors and shapes as they are
mentioned. (This would be used with grades Kindergarten-Third)
Silent Game
When students are standing in line, one student will be the judge who is given the task of
watching their peers as they stand as still and silent as possible, hoping to be chosen as the next
judge. (This could be used with Kindergarten-Fourth)
Riddles
If there is extra time and/or students are standing in line, one of us will give the students time to
think about a given riddle. We will explain that to answer this question, they will turn and talk
about their brainstormed ideas and raise their hands when they want to share aloud their possible
answer. (This would be used with Fourth & Fifth grade)
Possible Riddles:
10) What has a face and two hands but no arms or legs? A Clock.
11) What has to be broken before you can use it? An egg.
12) What goes up and doesnt come back down? Your age.
Page 272
May 18, 2017
Today was our last day of week one and I can honestly say this week flew by! Our last day was arts and
crafts and to keep with the theme of recycling my partner and I made recycled paper beads out of
magazine paper, and also purchased beads made out of recycled plastic. Our plan was to have our
students make bracelets out of these beads, and if time permits we had recycling coloring pages for them
to color independently. Before introducing the bracelet activity we asked each group what they know
about recycling and why it is important. We then explained that how we recycled material to make these
beads.

Our first group was kindergarten and all I can say is holy patience. This first rotation most definitely
tested my patience as having 5-6 year olds try to string beads and keep the beads on the string suddenly
seemed like rocket science. Every time we would help them to get their beads on the string they would
pick up one end of the string, sending the beads flying off the other end of the string. This only seemed to
be a problem with the boy students, as it only happened to the girls once, but the boys seemed to do this
at least four times each. There was also a lot of bickering between them about whether or not someone
had more beads than him or her. The bracelet making for this group took up the full 30 minutes of the
rotation, but once it was done the students were so excited about their new jewelry and their reactions
made all of the chaos worth it in the end.

First grade was our second group and they came in from their outside rotation looking like they had just
run a marathon. Luckily for us I feel that their previous rotation helped to know down their energy level by
a couple notches. Despite this being our largest group of the day, the students were very engaged and on
task during this activity. Each student was very focused on their own bracelet and beads and we did not
have the same issues from kindergarten with losing beads or arguing about quantities. This group was able
to make it to the coloring sheet and all seemed to really enjoy this rotation.

After dinner we had 2nd and 3rd grade. By the third rotation Amanda and I were pros at running this craft.
Both of these grades were very knowledgeable on recycling and were all so impressed by our bead making
skills. These two grades was also very appreciative, as many of them came up to us with thank yous and
hugs for organizing this craft for them. Knowing the students had fun and were engaged in our activity
made me feel so good inside and made all of the days chaos so worth it. With third grade being our last
rotation of they day it was a very small group of students. They finished their bracelets pretty quickly and
when they got to the coloring they asked us if we would please color with them, to which we agreed.
During this time I felt like I was really able to connect with the three students; Raul, Alexander, and Alan.
As I colored with these boys we were able to have cute meaningful conversations and I honestly think that
it was my favorite moment out of the whole week. I was able to ask them questions such as what super
powers they want (speed and flight), what animals they want to be (piranha, falcon, and wolf), and they
were also able to talk to me about their families and their summer plans. Moments like these are what
make me really want to become a teacher, I love being able to get to know kids and listen to their
perspectives, thoughts, and feelings.

This first week went by so much faster than I was expecting it too, that being said I also enjoyed it a lot
more than I thought I would too. These kids are awesome, they are so funny, smart, and witty and I am so
blessed to be able to have this experience to get to know them and for them to teach me how to be the
best teacher I can be. I cannot wait to see what next week has in store for us and to bond even more with
this group of students. I am so thankful that I am able to have this experience to help me build and grow in
my journey to become an educator.