Contextual Factors

District School
xHCS GCSD Carolina Forest Elementary
Grade Level
xCD Kindergarten First Grade Second Grade Third Grade
Cooperating Teacher University Supervisor
Rhonda Somers Dr. Allen
Observation Date and Time (if applicable) Observer (if applicable)
February 20th Haley Roark
Learning Goal(s)
List the applicable SC State Curriculum information the lesson will address. Bold sections as needed.
• Science: Standard, Conceptual Understanding and Performance Indicator(s)
• Math: Mathematical Process Standard(s), Key Concept, Standard
• ELA: Standard and Indicator(s)
• Social Studies: Key Concept, Standard, Enduring Understanding and Indicator(s)
• Early Learning Standards: Domain, Subdomain, Goal, Developmental Indicator(s)
Cognitive Development (CD)
Subdomain: Construction of Knowledge: Thinking and Reasoning
• Goal CD-1: Children use their senses to construct knowledge about the world around them
Goal CD-2: Children recall information and use it for addressing new situations and problems.
• Goal CD-3: Children demonstrate the ability to think about their own thinking: reasoning, taking
perspectives, and making decisions.
Subdomain: Social Connections
Goal CD-8: Children identify and demonstrate acceptance of similarities and differences between
themselves and others.

Learning Objective
As a result of this lesson, what will students be able to do?
Students will compare how we help others who are blind or deaf.

Explain how this learning objective: builds on prior student knowledge; is relevant to students’ lives;
integrates other disciplines; and reflects the big ideas or structure of the main discipline.
This learning objective builds on student’s prior knowledge of the five senses. Students must be able to
understand what the five senses are in order to understand that some individuals do not have all five
senses. Students will be able to recall the information we will discuss during the lesson. Students will be
able to express verbally or on paper how to help individuals who are deaf or blind. Children will be able to
demonstrate their ability to think about their reasoning by expressing their ideas through their drawings.
Students will draw a way to help an individual who is deaf or blind. The children will dictate a sentence
regarding their picture, with teacher guidance and support.

Planning for Assessment

Addressing Students’ Misconceptions
Anticipate students’ misconceptions, identify the accurate conception and provide a student-center instructional
strategy that will assist students in adjusting their thinking.
Misconception Accurate Conception Student-centered Instructional
Strategy
A misconception students may have is Individuals who suffer from I will first ask students about any
that all individuals who are blind use a blindness can do lots of things misconceptions they may have,
wheelchair to be mobile. for themselves with the use of coming into our discussion. I will
braille and see and eye dogs. validate student’s ideas. Then
introduce the correct conception.
Students may not get the concept
 right away, but the accurate
conception will be introduced.
Therefore, the seed of learning and
new understanding has been planted.

Measuring and Defining Criteria for Students’ Learning

Explain how you will assess students’ learning throughout the lesson.
I will assess student learning through guided questions, regarding ways to help individuals who may be blind or
deaf. I will further assess learning by asking students to draw a picture of a way they could help someone who is
blind of deaf. Students will then dictate a sentence, with guidance and support.

Explain how you will assess students’ learning after instruction.

I will assess student’s learning after instruction by revisiting the concept the next time I am there and
asking them what they remember about the concept. I will also reevaluate their drawings to better
understand their conceptual thinking.

Explain how the assessment results will be used to inform future instruction.
The assessment results will be used to assist in future instruction because if I find that the students do well dictating
a sentence to get their thoughts across, I will use this form of assessment again. However, if I find that the students
struggled with this form of assessment and were not able to grasp the concept, I may change assessment methods to
fit student’s needs.

Planning for Differentiation (Refer to your “Group Composition Demographic Data”)

Students’ Interests and Cultural Heritage
Describe how you will incorporate students’ interests and cultural heritage.
I will incorporate students interests by using a video that includes puppies. Many of the students have dogs
at home and the see and eye dog video will pique their interest. I will incorporate student’s cultural
heritage by asking students if they know any individuals who may be blind or deaf.

Accommodating, Modifying and Supporting Students’ Instructional and Assessment Needs

Identify the accommodations, modifications and supports used for students in your classroom and explain the
instructional and assessment adaptations that you will make for this lesson.

Learners with an Individualized Education Program (IEP) or a 504 Plan

I will ask the teacher’s assistant to assist them during instruction and during assessment.

English Language Learners (ELL)

I will provide visual cues that express what is being discussed.

Gifted and Talented (GT) Learners

I will have them write a sentence, with their drawing, during the assessment.

Learners Receiving Tiered Services

N/A

Grouping Students
Describe the instructional grouping arrangements and group composition that will be used in this lesson.
I will keep students situated on the rug, where they usually are during instruction.

Explain how your grouping will maximize student understanding and learning efficiency.
 All the students already have assigned spots on the carpet and assigned seats at the tables. Therefore, in order to
provide consistency, I will leave the students where they are. Students are grouped based off their abilities to
perform on grade level. Students who are performing below grade level are grouped with students who are above
grade level to assist them.

Materials
List all materials and resources you and the students will use. Attach copies and/or embed pictures as needed.
The Deaf Musicians (picture book), a rug, smart board, paper, crayons, sharpie marker, internet access, stool for
children to stand on, braille on the outside door, desks, chairs, see and eye dog video link, sign language picture of
“Hey.”

Provide information about the technology used in the lesson. Explain how this technology will enhance student
learning and thinking. Include links as applicable.
The smart board will be used to enhance students learning because students will view a video explaining the job of
see and eye dogs. Students thinking will also be enhanced because they will view a picture of hands showing the
sign language for the word “Hey.” Students will then use this knowledge to draw ways they can help those who are
blind or deaf.

Using APA style, cite the references used in the development of your lesson plan and materials. Discuss how you
modified materials obtained for outside sources (not created by you) to meet your students' needs and
interests as learners and the demands of the state standards.
(n.d.). Youtube. Retrieved from https://youtu.be/z4n0N4tj0MI

Instructional Procedures
Classroom Management
Describe your CT’s management plan.
My CT uses Class Dojo to manage classroom management, as well as a punishment/rewards system. She uses a
treasure box for good behaviors and takes away recess for poor choices.

Describe the techniques (intrinsic motivation, social approval, contingent activities, and consequences) you will use to
maintain appropriate student behavior throughout the lesson.
I will use intrinsic motivation to encourage students by complimenting them on their work, therefore, they will have
pride within themselves.

Beginning (08:30 – 8:35)

Describe how will you establish clear rules and expectations for learning and behavior?
I will establish clear rules by explaining to students what is expected of them during carpet time. Students will sit
crisscross apple sauce, mountain, or mermaid style, while on the carpet. I will express that students should not talk
over each other as well.

Provide an example of the visual you will use that establishes the purpose and previews the organization of the lesson.

Describe how you will explicitly communicate the learning objective and connect to what students have previously
learned and/or know from life experiences?
I will use the visual showing the sign language for “Hey” to prompt student learning and aid visual learners. I will
communicate the learning objective to students by telling them what their job is for the day. The objective will be
further communicated when I give them their drawing instructions. I will connect to student prior experiences by
asking students about a time they were ever in a dark room and could not see in front of them. I will also prompt
student connections by asking about a time they were underwater and could not hear.
Describe how you will gain students’ attention (hook)?
I will gain students attention by asking the probing questions listed above. I will also ask students to put their hands
over their eyes and then to put their hands over their ears. I will ask students which of the senses they are enabling
by doing so.

Describe your strategy for transitioning into the next part of lesson.
I will transition into the next part of the lesson by telling students to put their finger on their nose if they are ready to
listen to the read aloud.

Middle (8:35 – 8:50)

Throughout this section be sure to identify and include a time estimate for each part of the instructional sequence.
Coherently sequence the instructional steps based on the content you are teaching and in the most student-centered way
possible. Consider using lesson plan formats learned in methods’ courses.

The instructional procedures should indicate where in the instructional sequence you plan to engage in the following
AND how you will do so.
• What do you think is going to happen within our book, The Deaf Musicians? What does it mean to be deaf?
• I will have students repeat the onomatopoeia noises after me, within the text to engage them.
• After the read aloud, I will ask students if they know of ways to help individuals who are deaf.
• Students will then look at the board and my instruction to learn the sign language for “Hey.”
• By learning this information students will be able to recall information to address situations where someone
may need help.
• I will show students my drawing of a see and eye dog. I modeled a correct way to depict how to help someone
who may be blind or deaf.

• I will have students return to their desks. Then I will pass out their paper.
• Students will interact with each other by sharing with the class their drawings and what they drew
• Students will work individually on their drawings I will express this to them when giving directions.
• I will use an interactive read aloud to engage students in effective literacy practices. Students will repeat the
onomatopoeia sounds, in the text, after me.
• I will formally evaluate student learning by evaluating their drawings.

End (8:50 – 9:00)

Describe how you will provide time for students to reflect on the content taught and relate this information to everyday
experiences and future learning?
I will have certain students share with the class what they drew on their paper and review how we help others. I will
also be sure to include a take away statement regarding helping others is a great act of kindness.
 Reflection: Lesson 1

I taught my first lesson on February 20th in Mrs. Somers, Child Development classroom. Mrs. Somers

was absent, and my field experience partner was also absent, due to illness. Therefore, I had the assistant

teacher video my lesson and I was able to send it to Haley, for review. With the absence of Mrs. Somers and

Ms. R (Haley), I was not able to have a shadow for each student who has an IEP.

I taught a lesson, based on student’s prior knowledge of the five senses, to discuss individuals who may

not have all of their senses. I used an interactive read aloud called, The Deaf Musicians, to engage students and

immerse them in literacy. I was able to keep student’s attention through having students repeat the

onomatopoeia words, after me. I integrated technology into instruction by using a YouTube video about see and

eye dogs. I incorporated movement into my lesson by having students get up and come outside the door, to feel

braille. Students were assessed on their ability to dictate, through pictures and words, how to help an individual

who may be deaf or blind. Students drew pictures of see and eye dogs, hands to represent sign language, and

dots to represent braille.

Overall, I felt that my lesson went well. I was very impressed with student’s behavior and their ability to

express what was discussed in class. I was able to identify several students who were proficient in their

understanding, through observation, anecdotal notes, and their drawings. Several students who usually struggle

with their initial understandings of content, performed fairly well. These students were able to answer guided

questions and were able to express their thoughts on paper, with guidance and support. I had to rely on the

substitute teacher and the teaching assistant to assist the two students with IEPs. I enjoyed watching the students

gain understanding and they enjoyed the hands-on approach to learning. I assisted ELL students by creating lots

of visuals, hand gestures, and videos to help that student gain clarity.

However, if I was to teach this lesson again, I would have students move more. I believe that if I had an

activity where they could move their bodies, they would be more attentive to instruction. Hopefully next time I

can include an activity where they must guide an individual, who is blind folded through an obstacle course.
The class consists of thirteen boys and they are extremely active. Therefore, an activity that allows them to

move would greatly enhance their attention span, as well as their cognitive learning.