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Lesson Plan Format Student Teacher Amy French Grade Level K Date: January 14, 2013 Subject PRELIMINARY

PLANNING Common Core Standards: CCSS Literature 1: With prompting and support, ask and answer questions about key details in a text. CCSS Informational Text 8: With prompting and support, ask and answer questions about key details in a text. Reading- Read Aloud Day 4

Pre-assessment: Previous experience with the book allows students to have some understanding. Vocabulary was previously introduced. Objectives: Students will practice cause and effect. Students will review and practice compare and contrast.

Individual Modifications: Leveled questions will allow students to participate. Critical Vocabulary: Materials: George Washington Visits My Skills Buddy page 54-55, 14-15 Solider Celebration Blacksmith Sprinted Arch Barn

LEARNING SEQUENCE Description INTRO


Introduction/Motivation/Focus Attention

Time

BEFORE READING Open My Skills Buddy to pages 54-55. Remind children that what happens and why it happens is called cause and effect. o What is happening in this picture again? The table tips over, the bucket gets spilled and the puppy gets covered with paint. We know the bucket getting spilled causes the puppy to get covered with paint. What is something you do differently when it is cold outside? Is it being cold outside the cause or the effect? o Think pair share** Time

Description THROUGH
Learning Activities (Input, Modeling, Checking for Understanding, Guided Practice, Independent Practice)

Compare and Contrast Review When we compare and contrast; we look at how things are alike and different. Alike means the same, and different means not the same. Good readers pay attention to how things are alike and different because it helps them understand the story. o What does the boy see? o How are the two bikes alike? o How are the two bikes different? Time

Description BEYOND
Closure (Review, Check for Understanding, Summarize, Future Forecast, Transition)

Show the book for the week. In our story how are father and Daniel alike? (they are both very excited) o Think pair share** How are the different? o Think pair share** Comprehension questions o 2-3 Why are they excited? o 4-5 What kind of building is Fathers blacksmith shop? AW o 6-7 What kind of tools do you see in the blacksmith shop? What are some things a blacksmith might make?

10-11 What kind of pattern do they make with the different colored flowers? They write with the flowers. POST INSTRUCTIONAL PLANNING

1. What levels of thinking (Bloom) did your lesson incorporate? Remember, understand, apply, analyze 2. How did you evaluate your students performance? Check for Understanding: Students were asked questions requiring them to make connections. Guided Practice: Students discussed cause and effect relationships. Independent Practice:3. In what ways have you included safeguards that all children will learn including second language learners and special needs students? Using leveled questions throughout reading and before and after activities allow students to participate. 4. Total Participation Techniques: How did you make sure all students were engaged in your lesson? Mark high engagement strategies with an asterisk (*). 5. Describe the instructional modes that you used in each of your activities (VAKT). Vary these in each lesson. Visual- students are looking at the book, and my skills buddy Auditory- students are listening to the story and the discussion Tactile- students have a real example of something a blacksmith might make 6. Describe the changes you would make if you taught this lesson again.

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