Anda di halaman 1dari 9

Matthew Lonergan

SPEDE 774
Professor OReilly
Hunter College School of Education: Lesson Planning Guide
Teacher Candidate: Matthew Lonergan
Unit of Study/Theme Lesson is situated in:

Grade Level: Pre-Kindergarten


Questions to Consider:
What are the big ideas I am working with in this unit?
The big ideas I am working with are using words that have a
relationship to the sound a noise makes and exploring their
phonetic association in writing and making a connection with these
words in the context of autumn weather.

Goal of Lesson (Common Core State


Standards/Division of Early Childhood where
appropriate)

What content do I want my students to learn in this lesson?


That certain words can be defined as onomatopoeia and to make the
connection of these sounds by listening, reading, and exploring the
pictures of a text.
Why is this important?
Exploring and defining words that are phonetically accurate creates
an opportunity for children to become readers. This concept is also
related to their own observations of sounds in their environment
and that those sounds can be expressed in a written form.

Objectives:

What products, responses, reactions or results do I want to be the


consequence of this lesson?
The end product will be the students weather umbrella word list.

What academic language do I want my students to demonstrate in


this lesson?
I want my children to be using the word onomatopoeia and to use
the words boom, crash, drip, drop, bang, and vroom.
Pre-Assessment

Post-Assessment

When and how will I assess my students performance in regards to


the objectives PRIOR to the lesson? (baseline). How will I use this
information to inform/modify my lesson?
The students baseline prior the lesson was informally assessed by
the entire week being dedicated to different assortments of uses of
onomatopoeia. I will address students ability to identify
onomatopoeia words.
Is my assessment directly tied to the objectives of the lesson?
My assessment is tied directly to the objectives of the lesson
because I can measure if the students understood the target and
goals of the lesson by the result of their end product.
What EVIDENCE will I have to assess whether students have
successfully achieved the objective (completed assignment,
checklist, etc.). When and how will I collect this evidence?
I will analyze my students end product (their weather umbrella
word list) to see if through their completed assignment, they have
successfully completed the objective.
Is my assessment directly tied to the objectives of the lesson?
My assessment is directly tied to the objectives of the lesson
because the completed assignment calls for the students to
exemplify all of the objectives of the lesson in order to successfully
complete the lesson and assignment.
How will this assessment guide your future lesson?
This assessment will guide my future lesson by allowing me to

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

Seating Configuration/Use of Physical Space:

Teaching roles and collaboration:

Classroom Management:

Engagement of students/anticipatory
set/Motivation:

Connection to Previous lesson/Prior Knowledge:

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:

Guided Practice/Active Involvement/Small group


work
Independent Practice:
Estimated Time:

Final Summary/Closure:
Estimated Time:

display uses on onomatopoeia. We have repeatedly read Crash


Crash Vroom Vroom and The Napping House books and the
children are familiar with many of the vocabulary words.
How will I present the content to the students?
I will present the content to the students with visuals and with
materials I will model the steps for to the class.
What will I do to demonstrate to the students that they are expected
to produce or do?
I will model for the students what the expectations and steps for the
lesson are while I have them repeat the sequencing of events.
How will I actively engage them during the lesson presentation so
that they have direct contact with the material?
The children will be engaged in the lesson by having them
independently create their own umbrella word list.
How will I transition students between activities during the lesson?
I will transition them between activities by having students move
from station to station during the lesson.
How will I give opportunities to practice using their new knowledge
or skill with teacher supervision?
This shall be reflected through the assignment: creating their
umbrella word list and through displaying and explaining their
work in a large group setting.
How will I provide the opportunity for students to practice their
new knowledge or skill independently?
After the whole group transitions to their tables, the children will
independently make their umbrella word lists to practice what they
know.
How will I synthesize and summarize the lessons activities for the
students? What activity will I use to help them do this? (group
graphic organizer? Etc.)
I will have them present and explain their final product to the class
while in a large group. This will give them an opportunity to recall
vocabulary words and reinforce the information they have learned. I

will summarize what we have learned after their presentations.


What do I want them to take away from todays Lesson?
I want the children to take away the concepts that sounds can be
expressed through written words.
How can I provide an opportunity to remediate, reinforce, or expand
on students learning today in class?
I will ask the students to think of the sounds they hear on their way
to school and to share what sounds they hear so we can write them
on our word wall.

Extension:

Early Childhood Special Education Lesson Plan


Teacher Candidate: Matthew Lonergan

Grade Level: Pre-Kindergarten


Lesson: Creating Umbrella Word Lists
Unit of Study: Patterns
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
CCSS.ELA-LITERACY.RL.K.4 Ask and answer questions about unknown words in a text.
CCSS.ELA-LITERACY.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).
CCSS.ELA-LITERACY.RL.K.10 Actively engage in group reading activities with purpose and understanding.
Objectives: 1.) SWBAT attend to the activity with a steady/ready body and eyes on the teacher.
2.) SWBAT describe the characteristics of onomatopoeia words.
3.) SWBAT recall and use the vocabulary associated with onomatopoeia.
4.) SWBAT create an umbrella word list.
Pre-Assessment: The children have been exposed to and working on using a variety of different methods for identifying
onomatopoeia words all week in class. Further in-class informal observations were used during circle time when the children
would be asked to recall what they did/learned that day, and what they had learned the previous day.
Post-Assessment: Inspection and analysis of the students umbrella word list as a final product and the level of which words
they chose to use.

Materials: Scissors, construction paper, glue, markers holepuncher, and strings.


Use of Technology: Children will watch a youtube 30 second animated video demonstrating onomatopoeia.
Differentiation:
Higher- 1.) Ask the student what sounds they think of when they use an umbrella?
2.) Ask the children make a sound using their body and help them put make a written word.
3.) Challenge the children to think about what kind of sounds they think of during autumn.
Lower- 1.) Ask student to point to the onomatopoeia word when written in an exaggerated comic book style in a text.
2.) Ask student to verbally express an onomatopoeia word that they are able to chose out of a stack of image cards.
Seating Configuration/Use of Physical Space: The children shall be seated at 3 different tables after they transition from the
whole group instruction. When the children are done with their activities, they will transition back to the rug for closure and a
whole group share.
Teaching roles and collaboration: I will be the head teacher for this lesson. The other teachers in the room will be working
at different tables assigned to specific tasks. One table will be cutting out their umbrellas from construction paper, one table
will have students verbally expressing the words they want to use to an AT so that they can write the word on a word strip for
the student, and the table I will be sitting at will be attaching the word strips the students have created to their umbrellas
using string.
Classroom Management: There are visual cards for how to show me you have a ready body: sitting criss-cross applesauce,
hands on your lap, voices off, listening ears on, eyes on the teacher and give me thumbs up when youre ready. There is also a
STOP sign for the students to cease undesired behaviors, and on the back of that sign there is another visual for sitting quietly.
To get the children to redirect their efforts and attention back to me, I will say out loud All eyes on me.
Engagement of students/anticipatory set/Motivation: I will remind students about a past lesson they performed
exemplary on and encourage them by saying, I know you can do better this time when we make our umbrella word lists!
Connection to Previous lesson/Prior Knowledge: The children have been exposed to repetitive read alouds using books

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.

Anda mungkin juga menyukai