Lesson Plan and Reflection

Name: Jaclyn Fishler

Setting/Grade Level: Moderate Self- Cooperating Teacher: Laura Anthony
Contained 6-8 Subjects: Math, Reading
School: Sierra 2-8 Date: 3/29/17
Theme/Title: Calendar Activity Composite of Class:
 1. Learning Goals/Objectives
What student learning goals/objectives do Which indicators of the Arizona content
you have for this lesson? standards does this lesson address?

-Identify and demonstrate each day Concept 4: Measurement Units of

(yesterday, today, and tomorrow) of the
week, the month, the current date, and the
year using the augmentative
communication (aucomm) device.
-Demonstrate use of counting the given
days on the calendar (ex: 1-30).
-Identify the pictures/words that represent
the weather and apply it to real life
situations.
Measure Geometric Objects.
PO 4. Name the days of the week for
yesterday, today, and tomorrow.
Concept 1: Number Sense.
PO 3. Count aloud, forward from 1 to 30.
Concept 2: Objects in the Sky.
PO 1. Identify the sun, clouds, rain, etc.
pictures based on the weather outside
(depends on what the weather is on that
current day).

2. Methodology
What instructional strategies will you use?
X Constructions Library Research
X Cooperative Learning Peer Editing
Discussion/Questioning Practicum
Problem Solving Field Study
Reflection/Response Graphic Organizers
X Independent Learning Role Playing
Laboratory X Viewing/Listening/Answering
X Practice/Drill Experiment
Lecture Discovery
Reporting Journal
X Simulation Other:

Why did you choose these strategies/methods?

I chose these strategies/methods to give the students a general understanding of
calendars. The students are given their own calendars to construct (ex: put stickers on
each day, color each day with crayons). The calendars and weather worsksheets are
considered to be visuals to faciliate the material for the class and to use as a reference
when I ask the students questions in which they respond. Independent learning comes
into play when I pull out a different popsicle stick every day with one students name on
it to give each individual their own turn to come up to the board and answer the questions
about the calendar in front of the class. Another way independent learning is activated is
when the students each answer the questions on their aucomm device and fill in each of
their calendars with stickers and colors and fill in the weather worksheet with the
pictures/words (ex: hot, cold, sunny, cloudy). The calendar and weather activity is a
morning drill that we do on a daily basis so that the students can practice to improve their
knowledge and awareness.

How will you group students for instruction?

Each table seats two students so that they can work together in pairs to provide insight
and assistance for one another. Each student is required to respond to the questions on
their own aucomm device. Two of the students in the front of the class are advanced with
the calendar activity so they will also write down the date in their notebooks.

List below your activities/steps including how you activate background knowledge,
gain student attention (set induction), demonstrate processes and desired outcomes
(modeling, guided practice, independent practice), and bring closure to the lesson.
Also, articulate how you will evaluate your lesson/determine if student learning
occurred.
 Activity/Step Time Allocated
1. Activate background knowledge 1 minute
-Ask the students what day
yesterday was to determine what
the current day is and what the
upcoming day will be.
-Tell the students that 1 minute
understanding the calendar is very
important because you use it in
your everyday conversations with
people. For example, if you want to 2 minutes
hang out with your friend, you can
ask them if theyre free on Friday,
March 31st so that they know
exactly which day youre talking
about. Also explain the importance 3 minutes
of knowing when holidays are, such
as birthdays, Halloween, etc.
-Allow the students to take a
moment to think about what it felt
like outside when they got dropped
off this morning by the bus or their 1 minute
parents/care providers.
2. Gain student attention (set
induction)
-Pick one popsicle stick with a
students name on it to have him or 1 minute
her help with the calendar on the
wall.
3. Demonstrate processes and
desired outcomes- Modeling 3 minutes
-Write the full date on the white
board to provide the students a
visual in which they can refer. 2 minutes
-Lead the class with counting from
1 to 30 on the calendar.
-Use the overhead projector to show
which pictures/words to cut and
glue on their weather worksheet. 3 minutes
4. Guided Practice
-Show each student where they can 2 minutes
locate the answers on their aucomm
devices.
-Point to the pictures/words that the 3 minutes
students should be using and point
to where they should glue that on
 their weather worksheet.
5. Independent Practice 3 minutes
-Instruct each student to write the
date on their aucomm device.
-Instruct two of the advanced
students to write the date in their
ntoebooks while theyre waiting for
the rest of the class to finish using 5 minutes
their aucomm devices.
-Instruct each student to glue the
weather icons under the current day
on the worksheet.
6. Bring closure to the lesson
-Provide each student a sticker and
a crayon to fill in for the current
day.
-If the students participated in the
lesson, I will tell them to give me a
drum roll on the tables and one big
clap to end the lesson in a strong
and rewarding way.
7. How I evaluate my
lesson/determine if student
learning occurred
-Check everyones aucomm devices
to confirm that the students wrote
the correct date and check each
calendar to confirm that they filled
in the correct day. If the students
are able to verbally present the date,
have them also say it out loud.

3. Materials
What materials will you use? Technology Utilized
Teacher Student Cassettes/CDs CD-ROM
Overhead, white Calendar on the Overhead X Computer
board, calendar on wall, Assistive Slides Distance
the wall. Technology Learning/Webcas
(aucomm device) t
calendar and Tape Recorder Internet
weather TV/VCR/DV Laser Disk
worksheets, D
crayons, stickers, Assistive X Smart Board
scissors, glue. Tech.
Digital/Video Other:
 Camera

4. Assessment/Evaluation
Assessment Alternatives How will you evaluate each student
(check=process, x=product) goal/outcome?
Application X Objective Test I will evaluate each students goal/outcome
Exam by individually asking each student to
Concept X Observation demonstrate their gained knowledge of the
Mapping information that was presented to them
Parent Contract about calendars. They will respond to my
Evaluation questions about the day, month, and year
Peer Evaluation Checklist verbally or on their aucomm device,
Self-Evaluation X Performance depending on each individual learner. I will
Inventories Portfolio also ask each student to individually tell me
Quantitative Rating Scales the weather forecast for the given day.
Scales
Rubric Scored How will you use this information?
Discussion I will use this information to determine
Journals Problem- how much material I need to deliver to the
Solving students for the next day. For example, if
Assessment the students fully understand how to read
Other each number for the date, then I will have
them initially provide me the answer, rather
than having me provide the answer for
them first. If the students do not understand
how to read each number, I will provide
them the answer for the next day, but I will
repeatedly have them tell me the correct
answer after I deliver it to them.
 5. Reflection after Lesson Implementation
1. To what extent did students learn what you intended? How do you know?
The students mostly seemed to learn what I intended. Some of the students were able to
independently locate the answers on their aucomm device and respond to the questions
about the weather. On the other hand, other students needed more guidance on how to
locate the answers on their aucomm devices and how to respond to the questions. When I
instructed the students to color one of the days on the calendar, most of them were able to
follow the directions. Other students tried to color the entire calendar, rather than just
coloring one of the days so I needed to redirect them.
2. Did you do anything differently than what you planned? If so, why?
No, the lesson went as I had planned. However, it lasted longer than I intended because I
realized that I had to be very repetitive and continuously redirect certain students.
Learning each part of saying/writing the date is a complex task for the students, so I had
to repeat each step until they fully grasped the material.
3. If you were going to teach this lesson again to the same students, what would you
do the same? Differently?
If I were going to teach this lesson again to the same students, I would do everything the
same, except for the weather portion. Next time, I will make sure that when we go
through each weather icon, every student will say it out loud or find it on his or her
device. The two advanced students instantly responded, but a lot of the students stayed
silent, so I will make sure that everyone is fully engaged next time in order to get the best
possible outcome.

4. How much time did you actually use? Were transitions smooth?
I ended up using 40 minutes, instead of 30 minutes. The transitions were relatively
smooth considering the students understand that after they are done eating breakfast, we
start the work for the day with our calendar activity.
5. Identify a group or individual who did well with the lesson. How do you account
for this? What might you do in the future to ensure their continued success?
An individual who did well with the lesson answered every question and always had his
eyes on me or on the board. I felt like I may have been giving him some of the answers
that he could probably figure out on his own with more time. In the future, I will make
sure that this student looks over the information before the lesson so that he will continue
to be eager to answer the questions without any assistance or guidance.

6. Identify a group or individual who had difficulty with this lesson. How do you
account for this? What interventions could you use so that they achieve the learning
goals?
The students that had difficulty with this lesson were only able to respond to the
questions when I assisted them with locating the correct answers. An intervention that I
could use would be to pull them aside after the lesson to review the calendar and weather
worksheets with them separately from the rest of the class. These students tend to work
better either one-on-one or in smaller groups because with more support, their
performance improves, which results in them being more motivated to learn.
7. Are there any other comments, reactions, or questions about the lesson? Was
there anything you felt especially good, frustrated, or confused about?
After the lesson, I was slightly frustrated because one of the students kept clicking on the
wrong icons on her device, so Im thinking that I should work with her one-on-one to
determine where she currently stands in relation to the rest of the class. I was also
confused because I wasnt certain if she actually didnt know the answer or if she was
just unmotivated to learn the material. I felt especially good about the students that got
excited when they saw pull me out the popsicle sticks with their names on them. This
showed me that the students were eager to actively participate in the lesson so it set a
positive tone for the class overall. It also made me happy when the students showed me
their completed worksheets without me even asking because it indicated that the students
were proud of themselves.