SPED 302: Microteach III

Name: Jesseca Kallini

Date: April 22, 2015
Reflection Question: How does this project contribute to your confidence in teaching?
This project contributed in several different ways in my confidence in teaching. Being able to write these lesson plans and
actually present them to the class allowed me to see exactly what it takes to be a teacher. Everyone is always so nervous to present
their assignment, but doing this in small groups surrounding by my classmates really made me see how we are all in this together. We
are all supporting each other and working towards the same goal, becoming a special educator. The ease of writing this lesson plan
really helped with my confidence, because on the first one, I struggled to get ideas together. It got easier as I went, and as I wrote this
final lesson plan, I was able to quickly think of creative ideas. I am really proud of myself for being able to write effective lesson plans
that I know I will use in the future.

On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work.
Signature____________________________________________

Micro Teach Learning Plan #3

(W/ Modifications for Two Students)
Title: Pictionary Dictionary
Name: Jesseca Kallini
Subject/Grade: Reading/ 4th Grade
Type of Instruction: Cooperative Learning

Date Taught: April 15, 2015

Lesson Plan
Objective:
Given a worksheet with the weekly vocabulary words, students
are expected to find the correct definition and pronunciation in
the provided dictionary 8 out of 10 trials provided.

TEKS:
4.2.E
(2) Reading/Vocabulary Development. Students
understand new vocabulary and use it when reading and
writing. Students are expected to:
(E) Use a dictionary or glossary to determine the
meanings, syllabication, and pronunciation of
unknown words.

Modifications (Victor)

Modifications (Edna)

Given a worksheet with

appropriate leveled vocabulary
words, Victor will be expected to
find the correct definition and
pronunciation in the provided
dictionary 8 out of 10 trials
provided.

Given a worksheet with appropriate

leveled vocabulary words, Edna
will be expected to find the correct
definition and pronunciation in the
provided dictionary 8 out of 10
trials provided.

N/A

N/A

Background Information:
Students will be expected to read grade-level text with
fluency and comprehension.
Students will be expected to know how to use a dictionary
index to find unknown words.
Materials:
Dictionary
Poster Board
Markers
Tape
Pictionary Worksheet
Extension Worksheet
Elaboration Worksheet

Victor will know the vocabulary

words from previous lessons.

N/A

Victor will receive all worksheets

in a 24-size font.

N/A

Equipment:
Whiteboard/Chalkboard

N/A

N/A

Classroom Management/Environment:
Students will sit in pre-assigned groups of three.
Students will already be aware of their weekly role,
whether it is Recorder, Reporter or Materials Manager.
Students will be able to call out answers, unless they are
specifically told to raise their hands.

Victor will receive preferential

seating.

Edna will be pre-assigned as

reporter so she can practice
speaking in front of her peers.

Engagement/Focus:
Greeting:
Good Morning!

N/A

Engagement:

Victor will receive copies of the

dictionary pages he may need
blown up to 24-size font.

Victor will be pre-assigned as

recorder to work on reading.

N/A

How many of you have cellphones or iPads? Do you use

them to find out how to spell words? Well today we are
going to back a few years in history and learn how to use a
dictionary!
Link to previous, current and/or future knowledge:
So last year, I know all of you are skilled experts when it
comes finding information from reference texts. Today we
will be using those skills with an ancient resource called
the dictionary!
Outcome:
By the end of this lesson, you will all be able to find an
unknown word in the dictionary to determine the meaning
and punctuation.
Explanation/Procedures:
1. I will remind students of their assigned group roles, which
is already posted on the class community board.
a. Okay friends, who can tell me what this book is
here next to me?
i. Dictionary
b. A dictionary is a now outdated resource, but they
are extremely useful and this is a life skill you will
need to have in order to succeed in middle school
and high school.
i. Who can tell me a scenario in which you
use a dictionary in school?

Victor will already be aware of his

group role from a previous
conversation.
Victor will receive his blown up
pages of the dictionary before the
class starts so he is not singled out.
Victor will be asked specific
questions during class to get him
to interact.

Edna, can you tell me one time

that you have had to use a
dictionary, whether it be inside or
outside of school?
Edna will be given an assessment
with appropriated level vocabulary
words.

1. (Research paper)
ii. Edna, can you tell me one time that you
have had to use a dictionary, whether it be
inside or outside of school?
iii. Victor, do you know if you have a
dictionary at your house?
iv. Awesome! Who can tell me when they
would use a dictionary at home?
1. (IPad, iPhone died, on a road trip,
playing a board game)
2. Lets quickly review how to use a dictionary before we
begin our lesson.
i. The dictionary is alphabetic and at the top
of every page it tells you the first word and
the last word.
ii. The dictionary provides you with the
correct pronunciation.
b. So on the board I have pictures of a few of weekly
vocabulary and I want some volunteers to tell me
what they are.
3. After we figure out what each picture is, I need you to get
in your groups to find the word in the dictionary.
a. (Grape, Shine, Cloud, Spray)
b. Each group will be assigned one word that they
need to find in the dictionary.
i. The recorder needs to write down the
correct spelling and the definition in your
own words.
c. I will give you all three minutes to find the
pictures on the board in the dictionary.
i. Great job class! Lets have our reporters

All groups will be given three

minutes to find the correct
definition in the dictionary instead
of one minute.
Victor will be given an assessment
with appropriated level vocabulary
words.

share what we learned to the class. Can one

reporter from each group come to the front
of the class?
1. Share your one word with the
correct pronunciation, spelling and
definition. Write the correct spelling
on the board.
4. Now that we all have learned how to find words in the
dictionary, lets put your skills to the test.
a. I have a worksheet where you need to use your
dictionary to find the correct definition and
pronunciation for the word given.
b. Lets do the first one together! Please stop me if
you need me to explain it again.
c. Our first word is zoologist.
i. It is pronounced [zoh-ol-uh-jist].
ii. It is defined a specialist in zoology.
d. Okay begin working on your assignment
individually and please ask any questions that you
may have.
Extension/Elaboration:
Extension:
Students will be given a copied page from the dictionary.
They will be expected to write a paragraph including 5
words from the page, mentioned their proper definitions.
Elaboration:
Students will watch a short tutorial on how to use a
dictionary on YouTube, and then in there own words write
two complete sentences on a piece of paper saying how to

N/A

N/A

correctly use a dictionary.

https://www.youtube.com/watch?v=kYTdJcA4_vk
Closure:
Review:
What is a dictionary used for?
o To find the meaning, spelling and pronunciation of
unknown words.
o Edna, what was the first thing you did when you
went to look up a new word in the dictionary?
Anticipation:
Tomorrow we will work on understanding how to
summarize a lesson or message from a passage!
Praise:
I am so proud of how well you all worked in your groups
today. You all displayed such amazing respect for one
anothers ideas and thoughts. I really love how you all
work so well in groups.
Thank you for paying attention to me when I was
speaking and participating in class.

N/A

Ask Edna specific question about

her process while doing her
assessment, Edna, what was the
first thing you did when you went
to look up a new word in the
dictionary?

Assessment:
Students will use the provided worksheet to record the correct
definition and pronunciation on the provided worksheet, getting 8
out of 10 correct.

Resources:
Kemper, D., Sebranek, P. (2012) Texas Write Source: Teacher
Edition Grade 4. Orlando, Florida: Houghton Mifflin
Harcourt. 694-726.
Anderson, J., Gallagher, K. (2012) Texas Writing Coach: Writing
& Grammar for the 21st Century, 4h grade. Boston,
Massachusetts: Pearson Education, Inc. T273-275.

Given a worksheet with

appropriate leveled vocabulary
words, Victor will be expected to
find the correct definition and
pronunciation in the provided
dictionary 8 out of 10 trials
provided.
N/A

Given a worksheet with appropriate

leveled vocabulary words, Edna
will be expected to find the correct
definition and pronunciation in the
provided dictionary 8 out of 10
trials provided.

N/A

Microteach #3 Self Reflection

Element
Lesson lasted 8
minutes

Explained TEKS,
rationale for
modifications

What went well

My lesson I believe was very detailed and
organized. This allowed me to keep rolling with
questions and information to have the full eight
minutes. My lesson plan did run a bit long and I did
not get the chance to say the last part of closure.

What and how I need to change

On the last lesson plan I taught, I ran out of time and I did not
even get to begin my closure. This time, I also ran out of time. I
was able to quickly review the lesson, but that is it. I am not
sure what exactly happened that caused me to run out of time,
since I was very nervous about this the whole time. I purposely
wrote a shorter lesson plan and I kept my eye on the clock the
entire time. I need to not spend so much time talking about
things that do not necessarily pertain to the lesson. I feel like I
could possibly be that teacher that gets easily distracted by
students, so I need to make sure I have everything completely
written out.
I read my TEKs and explained how to properly use The rationale for the modifications was not given until the end
a dictionary, and included a few examples along
of the lesson, but I explained the modifications as they
with it. I referenced work they did the previous year happened throughout the lesson plan. I think that maybe
that would have allowed them to know how to
including the modifications on a separate piece of paper is

Engagement linked to
prior knowledge

Lesson used
cooperative learning

Lesson used
questions throughout

Followed a clear
learning plan

properly use a dictionary. I had several

modifications for Victor and Edna throughout my
lesson plan, that I mentioned as they were
happening.
My engagement referenced their personal life, by
including iPhones and iPads. At this grade level,
students start using technology more and more, but
students need to keep the importance of books in
perspective. I also think poking fun at dictionaries
by calling them ancient will also get their
attention.
For the cooperative learning aspect in my lesson
plan, I had students work together in small groups
with a dictionary. They were expected to find the
unknown word in the dictionary and write down the
pronunciation and definition. The reporter would
then come up to write it on the board.
My lesson had several different questions and that
provoked thought in the students. I asked a lot of
divergent questions that allowed students to think
of times they had to use a dictionary. All my
questions allowed me to keep the students engaged,
because I would be calling on students to answer
them.
My lesson plan was very clear with all my steps
broken down into different bullet points. I provided
several questions and the correct answer below that
so anyone reading it could figure out what was
supposed to be happening. My procedures followed

better for general education teachers, so they can clearly see

what will be happening. Having that information in front of
them the entire time will be beneficial.
My expected behavior was given throughout the lesson, as we
started new assignments. Some students might not be able to
respond to this so I need to make sure I am clearly making my
expectations before the lesson starts and then stating them again
before the new behavior change.
There were also several areas of improvement in this area. I
talked a lot to the students and basically told them how to do
everything. Yes, they had to figure out a few things on their
own but I mainly gave them direction during my lesson plan. I
needed to have different activities that they could do on their
own to learn the concept by themselves. I need to work on not
adding in additional information just because I feel like they
would benefit from it.
Many of my questions were divergent. I did not ask a lot of
questions that would allow students to give me one direct
answer. I was not sure how to do this in this particular lesson
plan, but I should have asked students to provide me with
definitions for the words.
My lesson plan was clear and had a lot of direction, but I need
to make sure I am breaking it down well enough that another
teacher could pick it up and effectively teach the lesson as well.

Lesson was
interactive

Lesson had variety of

questions

Lesson had good

closure

Modifications
appropriate for cases
Explanation of
additional
modification clear
Teacher and teaching
were professional

a clear order of difficulty; I started out with words

and then worked up to sentences.
My lesson plan allowed students to come up to the
board, work in groups and I had two different
worksheets provided for them. I had the students
look at colorful pictures and using hands on
materials.
The closure in my lesson including all the
necessary aspects, I reviewed what a dictionary is
and how important they still are in schools. I
mentioned what we will be doing the next day. I
also praised the students on the work they did
during the lesson.
My closure successfully reviewed all the key
aspects from the lesson and brought all of the
thoughts into perspective. I reminded the students
how important a dictionary will be once they are in
the fifth grade.
The modifications were appropriate for Victor and
Edna and had very clear expectations. Victor and
Edna are able to manage all the modifications and
succeed in the classroom.
I dressed teacher professional. My voice was loud
and clear throughout the lesson. I had my face
towards them the whole time and if I needed to
write something, I write it to the side so my back
never faced them. I made expectations very clear.
Overall, I thought my lesson plan went smoothly
and that the students were able to learn the material
successfully.

I was not able to get a physical dictionary, because I do not own

one. This lesson plan made me realize how little we use
dictionaries and I wonder if this TEK will be around much
longer. I went to Target to purchase one, but they are very
expensive so I just used my iPad. I downloaded the Dictionary
App.
I need to make sure I am not only asking the students with
modifications questions, but all of the students questions. I need
to be fair on who I call on and make sure a variety of students
are speaking everyday. As a teacher it is very important to make
sure all students are getting the option to voice their opinion.
To get the students more engaged in the closure, I should have
had a few students come up to front of the room and have them
find an unknown word in the dictionary that they thought was
cool to share with the classroom.
Modifications should be handled before the start of the class so
those particular students do not feel singled out or different
from other classmates.
I need to work on not fidgeting while talking. My nervous habit
is moving around my hands while speaking. Even though my
voice is still loud and clear, and I cannot stop moving. This
extra movement can be very distracting for students.
I need to be able to manage my time better, have more
questions prepared for the class and work on keeping my hands
to myself.

Overall teaching

I purposely kept mentioning how important the use

of dictionary is to students. I realized it would be
hard for students to stay in engage in this type of
lesson, since they can easily Google any word they
do not know. I figured by reiterating the most
important aspects of word would help students
realize why this lesson is important.

As a future educator, I need to make sure I am able to keep my

hands by myself and focus on what I am teaching. I cannot be
easily distracted by students and go off on a tangent. I need to
work on being focus and confident in my body movements in
the classroom.

Case 1: Victor
Victor is in the grade that you are teaching. He has been identified as having low vision, and is reading about 1 to 2 grade levels
below his peers. (Note: If your are teaching K or 1 grade, he does know some letters, but not all, and a couple of sight words such as
his name, yes and no) His math skills are generally at grade level. He goes to resource room only as needed, and the resource teacher
will help blow up materials and help you obtain special equipment as needed. He has the following modifications:
Provide preferential seating.
Extended time on testing that requires reading.
All materials must be at a 24 or greater font.
Extended time on activities that require writing.
Case 2: Edna
Edna is in your grade and generally in a self-contained classroom for some of the day. She has been identified as having a form of
autism called Aspergers Syndrome. Her math skills and reading skills are about 3 grade levels above her peers, but her social skills
and verbal skills are very poor. She tends to be a perfectionist, and takes a long time to do any writing (including math) because she
wants to form each letter or number perfectly. She becomes very upset with any changes in routine. She has the following
modifications:
Provide opportunities for structured peer interaction.

Provide opportunities for structured verbal responses by letting her know specific questions ahead of time.
Allow extra time for written expression.
Prepare her for changes in the routine.