SPEDE 774
Professor OReilly
Hunter College School of Education: Lesson Planning Guide
Teacher Candidate: Matthew Lonergan
Unit of Study/Theme Lesson is situated in:
Objectives:
Post-Assessment
interpret the childrens umbrella word list into what steps I need to
take to challenge their learning.
Materials
Use of Technology
Differentiation:
Was the child able to think of words? Was child able to identify
written words by analyzing an image associated with a text? What
helped their identification more, an image or through listening?
What materials will I need?
Scissors, construction paper, string, paper, glue, markers and
holepuncher.
What considerations should I keep in mind in terms of accessibility,
distribution, clean-up, or safety.
The construction paper has been outlined with an umbrella shape
for children to cut. The scissors are childrens scissors, and teachers
will be nearby and verbally and physically prompt children on how
to use scissors safely.
How can I use technology to strengthen my lesson? Which tools will
I incorporate? If I am not using technology, why is this not possible
or appropriate?
I can use technology in the form of playing a youtube video on the
computer in the classroom.
https://www.youtube.com/watch?v=DrRW7RIr0xM
How will I differentiate my content, process, or products to
accommodate students with learning differences, English language
learners, or gifted students?
I have made modifications for my higher, individual, and lower
functioning students. I have assured my ELL learners or learners
that may not have as strong of a grasp with English vs. Spanish to be
with an AT that can assist them with directions in Spanish if
necessary.
How will I use technology to support individual student needs (aac
devices, smartboard task modification, etc.)
I will use a smartboard to produce many visuals and large font text
Classroom Management:
Engagement of students/anticipatory
set/Motivation:
for students with visual impairments. I will use effects sounds via
the computer.
What seating arrangements or groupings will support my learning
objectives?
I am having the children sit at three tables due to the seating
arrangements and layout of the room. Two children will be with an
AT that can speak to them in Spanish to support them.
What are the roles of the staff members of the class as related to my
lesson? How am I meaningfully utilizing all personnel resources to
support my lesson?
I as the head teacher will be addressing the class from the front of
the room while my ATs will be assisting the children 1:1 as
necessary, and/or just praising and monitoring the childrens work
and progress through the assignment.
What is my classroom management plan? How will I respond to
student behavior during the lesson? Appropriate behavior?
Attention seeking behavior? Off task/escape behavior?
I will use proximal praise to not only praise the students that are ontask but to also take away from the negative reinforcement of
addressing a child with attention seeking behavior. If a child is using
appropriate behavior I will engage with them in an excited manner.
I will implement planned ignoring for attention seeking behavior
and use verbal prompts for students that are off-task.
What could I do to get the students attention? Build excitement and
enthusiasm?
I will use energetic enthusiasm and verbal praise to get the children
excited for the lesson. I will remind them about a lesson that they
performed well in and use this as encouragement for the upcoming
lesson.
What do the students already know and what kinds of experiences
have they already had? How will I help them make this connection?
Students have been exposed to many books that highlight and
Lesson Presentation:
Estimated Time:
Final Summary/Closure:
Estimated Time:
Extension:
that explicitly display onomatopoeia in a cartoon like way. We also sing songs during indoor/outdoor time that use various
words such as bang, crash, boom, ect.
Lesson Presentation:
*Ok Class #1 do you remember what words we have read this week? Do you remember what sounds the cars make in Crash
Crash Vroom Vroom? Do you remember the sound the child makes when he thumps the granny in The Napping House?
*Lets review our onomatopoeia words! Can we think of some of the sounds the rain makes on a cold and dark rainy day in
October? Drip and drop are wonderful examples! Can you think of any other? Crash? Yes that is the sound that thunder makes
during a storm!
*So friends, today I am going to show you how to create an umbrella word list. Can anyone tell me about a time they used an
umbrella? Yes, what a good example. What sound does the wind make when youre holding your umbrella?
*Class #1, I have some colored construction paper here with an outline of an umbrella. Does anyone know what letter
umbrella starts with?
*We are going to cut out our umbrellas so we can create an umbrella word list! One group will go to the Banana table to cut
out their umbrellas. One group will go to the Apple table and describe what onomatopoeia words they want to use for their
umbrella word list. You will tell the teacher what word you want to use and they will write it down on a word strip for you.
One group will be attaching their word strips to their umbrellas using string at the Grape table.
*As the circles get smaller, just write the first letter of your name on the back. When we use our scissors, what do we do? Yes
we open and shut/close. Do we have our scissors on our body or on a friends body? NO, we only have them on the paper. If
you put the scissors back once you are done, please walk with the handle on top (model for the children).
*Once you are done cutting your umbrella out, you will try to put holes in the umbrella so we can make our word strips dangle
from underneath the umbrella. I want everyone to try on their own with the holepuncher and if youre having trouble, please
ask a teacher for help nicely with your words. Then, you will have a teacher help you put string through the holes so you can
tie it to your umbrella.
*What do we do first friends? We cut out the . . . umbrellas, yes! What do we do next, we tell our teachers what words we want
to use, then we use our holepuncher and string to connect everything!
*Show me a ready body and I will call on you to go to your table. If you have trouble, just ask a teacher for help. Please share
and be kind to your friends when we share.
Estimated Time: 45-50 minutes.
Guided Practice/Active Involvement/Small group work/Independent Practice: The children and I will start the activity
off as whole group to breakdown the activity and call upon prior knowledge. The children will then be transitioned into one of
the 3 tables we have with a teacher doing a specific task. Once they are done with their table they will be able to move on to
the next table. After they have completed their project they will go back to the rug again for a whole group share and
congratulate everyone for their amazing hard efforts and stupendous work!
Estimated Time: 40-45 minutes.
Final Summary/Closure: Have the children come back to the rug and try to call upon a friend to display and explain their
work.
Estimated Time: 5 minutes.
Extension: I will tell the children to put their umbrella word list in a pile so that we can arrange for them to be taped to the
wall in the literacy corner.