The Northwest Project & Literacy Exploration

Drury University

Andrea Campbell
REFLECTIONS

January 31, 2019

This was the first time I had ever heard anything about The Northwest Project

here in Springfield, MO and I am very excited by their mission. One of the things that stuck out

to me the most is their desire to teach those living in poverty not only how to move themselves

out of poverty, but also how to stay out of poverty. I had never thought about the struggle one

goes through when they begin to lose government benefits as they move above the poverty line

despite the fact that they are not able to support themselves yet. They encourage family gathering

by hosting a dinner, and then the adults go to a discussion lesson while the children are watched

by staff and volunteers. I am very inspired by this mission and the amount of work that goes into

helping these individuals. I feel I have a better understanding of life in poverty and the realities

of trying to overcome the challenges that it brings.

March 7, 2019

My biggest take away from my second time volunteering was the amount of time

these children are spending in childcare. They have school all day, after school programs, and

then they are here at the Fairbanks. As a future educator, it makes me think about the need for

downtime and a break in the classroom as well as a consideration for the after-school life of the

students. I am beginning to plan a lesson for my final time volunteering, and I am definitely

thinking more about the need for play within the lesson as to give the students an opportunity to

relax while learning. Dr. Norton and I had a conversation about this where we discussed the idea

of after school programs being more like a home environment and the positives and negatives of

these students who spend more of their day in a school type setting.

March 28, 2019

April 11, 2019
LESSON PLAN

Drury University Teacher Candidate Lesson Plan Template

Introduction of Lesson Plan

Content/Subject: Self-Motivation Grade Level: Pre-K

Number of Students: 20. Time of Day: Evening

Standards/Quality Indicators/Skills

 Missouri Standards: 1. Understanding Self as an Individual and as a Member of Diverse

Global and Local Communities A. Self-Concept a. Identify positive characteristics and
areas for personal growth.

Learning Goals

 Learning Goal(s):
a. To help students understand the concept of self-motivation and how it is
applicable in their lives.
b. To improve basic literacy skills like listening that applicable for students in the
general education classroom.

Assessment

 Pre-Assessment: Discussion about how it felt to be a cheerleader or to have people

cheering for you

 Formative Assessment: “What Motivates You?” Worksheet

Lesson Structure and Procedures

 Engage
o The game of Simon Says allows for all students to be involved at the same time and is
familiar to all of the students, increasing student engagement.
 Explore
o The worksheet will allow students to reflect on what motivates them and explore the
idea of motivation in their own lives.
 Explain
o After playing the game of Simon Says, a brief class discussion will be held to talk
about how it felt to be a cheerleader or cheered for, and why motivation might be
important.
  Elaborate
o The “What Motivates You?” worksheet will be introduced to the class along with a
short synopsis of what motivation is for the younger students in the room. As the
students complete the worksheet, teacher and other volunteers will be available to
answer further questions.
 Evaluate
o The worksheet will act as an informal formative assessment for students to reflect on
what they learned about motivation and how it applies to their life.
o Listening skills will be evaluated through the game of Simon Says as students must
pay close attention to what they hear and respond accordingly.
 Sequence of Events:
o Students will come in and sit on the carpet
o Teacher will explain the rules of Simon Says and the role of the cheerleaders.
o Teacher will lead the game of Simon Says
o After the game is over, a teacher-led discussion about how it felt to be a cheerleader
or be cheered for occur
o Teacher will introduce the idea of motivation and the worksheet
o Students will be free to complete the worksheet as they desire

Instructional Strategies

 Name of Instructional Strategy: Teaching with Games & Play

 Name of Instructional Strategy: Questions & Activating Prior Knowledge

Learning Activities

 Name of Learning Activity: Simon Says Game

 Name of Learning Activity: “What Motivates You?” worksheet

Resources and Materials

 “What Motivates You?” worksheet (attached below)

Technology

 Due to the environment, technology is difficult to implement into the lesson and
unneeded.

Learner Diversity
  IEP Accommodations: Playing Simon Says allows for all students of all levels to
participate in some way. For those students who struggle with the game for any reason,
will still have a role in the game as the cheerleader.
 IEP Modifications: In consideration of those students with physical disabilities, the calls
that Simon Says make will require little movement. The teacher and other volunteers will
help guide students who might need extra assistance or one on one direction.
 Cultural Considerations: The rules of Simon Says will be explained for those who may
be unfamiliar with the game. The calls made by the teacher will also be simple and in
consideration of what might be deemed “inappropriate” in other cultures.
 Language Learner Considerations: For students who might have difficulty
understanding the calls during the game of Simon Says, the other volunteers will also
“play” the game, acting as the physical, visual example for which the students who are not
native English speakers can mimic.

Classroom Management

 Playing the game will help get students involved and engaged in the lesson. Because this
is an after-school program, the discussion will be brief and to the point, as to maximize
the initial student engagement as well as give students a time for an activity of their
choice. The carpet area will be used to gather students for the discussion. The worksheet
will then be setup as an option station for which students can work on or do something
else of their choosing. The teacher will be at the worksheet station to provide instruction
and direction as necessary.

Extensions

 Those students who are older will be tasked with helping the younger students with the
Simon Says game and the worksheet. The worksheet will provide them with the
opportunity to reflect on self-motivation while the discussion will allow for them to share
their ideas which are more advanced than the younger students.

Lesson Reflection (If applicable)

 Explain
 What
Motivates
YOU?