Metroplex Center Lesson Plan Template

for Formal Observation

Intern/Resident: Eden Esters

Date: 09/28/18

Subject: Science and Reading Grade Level: Kindergarten

Projected Length of the Lesson: 30 minutes

Learning Objective (Learning Intention/ TEKS)

§112.11.(b)(2)(A) ask questions about organisms, objects, and events observed in the natural world;
(E) communicate observations about simple descriptive investigations.

Criteria for Success (How will you know if students master the learning objective? How will students know they were successful?)

TSW be able to label the parts of the apple as a whole class.

TSW be able to glue the who part of the page down using the glue method provided.

Relevance/Real World Application (Can your students explain to someone WHAT they are learning and WHY?)

Labeling is the first step in writing.

Interdisciplinary Connections (Other Subject Integration)

§110.2(b)(2)(B) restate and follow oral directions that involve a short, related sequence of actions;

ELPS

§74.4.(d)(3)(A)(ii) begin to recognize and understand environmental print in English such as signs,
labeled items, names of peers, and logos; and
Class Information

One of my students need teacher assistance constantly during gluing lessons.

Assessment Plans (Formal and Informal)

1. Assessing prior knowledge before the lesson:

What are the parts of the apple?
2. Assessing understanding during the lesson:
Are the students using the appropriate amount of glue in their projects?
3. Assessing mastery after the lesson:
Do you think that all apples have the same parts?

Technologies and Other Materials /Resources

Red, green, brown, black, and white paper with the apple parts printed on them.
Glue

Academic Vocabulary

Stem
Leaf
Core
Skin
Flesh
Seeds

Lesson Procedures/Learning Activities:

Introductory Activity/Opening:
Show the parts of an apple diagram you made yesterday.
Information Giving:
Yesterday we talked about the parts of an apple. Have the students identify each part of an apple.
Modeling/Providing Examples:
Hold up the parts of the apple paper you are going to use and have the students identify the parts of the apple
they are going to make. Model appropriate gluing for the students observation.
Guided Practice:
Assemble the parts of the apple project and have the students tell you where the different parts go on the apple
and explain gluing again (go around the outside of the page and then fill in the middle).
Higher Level Questions/Thinking Opportunities (List at least two questions):
Do you think that all apples have the same parts?
When you go to the grocery store do all apples look the same?
What did it say in our apple non-fiction story about the different looks of the apples?
Independent Practice:
Give the students the parts of the apple and allow them to make the craft themselves following the steps you
provided during guided practice.
Closure/Culmination Procedure (Summary of what was learned):
Ask the students do you think you did your best on this project? How do you think it could have looked better?
Did you use enough glue on your pages?

Instructional Strategies for High Student Engagement

Everyone is working on their own individual apple project, if students are done with this task early they are
allowed to work in their free journals.

Differentiation (Content, Product and/or Process) (How are you challenging the able learners? How are you supporting the struggling
learners?)

The teacher is supporting the struggling learners by giving them an example of what to do, and
walking around to see if any students need more assistance. To challenge the students we will give
them the ability to tell a friend the different parts of an apple.

Anticipated Student Difficulties or Misunderstandings:

All of the students are not very good at getting glue all over their pages before gluing their pieces down. One of
the main focuses of this lesson is making sure that they do this on each of the parts of the apple.
(Minimum One page/Double Spaced) Impact Story/Reflection after liaison’s lesson should
include:
1. What went well?
2. What would you change next time around?
3. Was the learning goal/objective met by most students? What did your assessments reveal?
4. What were your professional growth goals and how was your progress toward your goal(s)
reflected in this lesson?
5. What are your next steps?