Gwynedd-Mercy College

School of Education
Personal Integrity and Social Responsibility
Lesson Plan

Your Name: Michele Morelli

School: St. Malachys Field Day

Date: 3/27/14
Grade/Topic: K-6

STANDARD: (.5 point)

Not Needed
PERFORMANCE EXPECTATION: (2 points)
Students will exhibit visual and auditory memory skills, as well as reaction time while
participating in the game, Sounds to move by. Visual and auditory memory are
involved in this activity because students must remember to perform an action based on a
sound they hear; they must recognize the sound and remember which movement it
correlates to. Students must also react quickly as to not be caught making the
inappropriate motions, which involves reaction time. Two life skills are being practiced in
this activity; listening skills and the development of thinking processes. Students will
develop their thinking processes by recognizing sounds, correlating movements to them,
and using their memory to help them know when and how it is appropriate to move. They
will practice their listening skills through the entirety of the game, as they exhibit
auditory alertness, memory and identification.
I. PLANNING AND PREPARATION:
1. Briefly describe the students in your class, including those with special needs,
explain how you will meet the needs of all learners. (.5 point)
This lesson plan is developed for St. Malachys field day at Gwynedd Mercy University. I
will be working with children from kindergarten to grade six. There are no children with
IEPs in this group. This lesson is designed to meet the needs of all learners, paying
attention to different learning styles such as kinesthetic, audio and visual. I will provide
additional assistance if needed.
2. What are your expectations for this lesson? What do you want students to learn
and be able to do with the knowledge? (.5 point)

The students will exhibit visual and auditory memory skills, as well as reaction time
while participating in the game, Sounds to move by. The purpose is to find out if the
students can move accordingly to sounds that have been matched to specific movements.
Students will be matching large movements (such as hopping on one foot, jogging in
place, moving their arms in circles, rotating hips, etc.) to sounds I will make (such as
finger snapping, clapping, slapping my knee, smacking a tambourine, etc.). Visual and
audio memory skills are used as students begin to correlate my sounds with the
movements they need to perform. Reaction time is important because the students do not
want to be caught moving inappropriately, nor do they want to miss out on participating
because they cannot react quickly enough to the sound. Being that the game revolves
around listening, it is obvious that the students will be practicing their listening skills.
They will practice auditory identification when they listen for specific sounds to know
how to move, and will practice auditory memory by trying to remember which sounds
correlate to which moves. This game will also aid in the development of thinking
processes. Students will develop their thinking processes by recognizing sounds,
correlating movements to them, and using their memory to help them know when and
how it is appropriate to move
3. Why are these expectations suitable for this particular group (identified in #1)
of students? (1 points)
These expectations are suitable for this particular group because everyone can stand up,
move around and work together in a whole-group setting. Participating in this group will
help foster the students visual and audio memory skills, as well as their reaction time.
Expansion will occur through the non-elimination element of this game, which allows for
constant involvement with all of the students. Expansion also occurs through the fact that
this game requires a group response; that means that each student has a chance to
participate after each and every sound I make. This game is an equalizer because we
establish the sound and movement correlation as a group before we begin the game,
which allows for each student to be on the same page. The group response aspect of this
game is also an equalizer because it gives each student the option of where and when they
would like to enter the game. This game allows for a few progressive challenges; some
children may choose to close their eyes and rely solely on audio discrimination to
determine which movement to perform. As the game goes on and the children become
comfortable, I could allow students to help me add new sounds and movements; those
who would like to challenge themselves and others may create a movement to a new
sound I will introduce. Interactive challenges emerge as students may watch each other at
first to figure out how and when to make the correct movements. As the children help me
create new movements, theyll be teaching each other how to move differently.
4. How do these expectations support the school districts curriculum, state
standards, and content standards? (.5 point)

Not Needed
5. Explain the psychological principles/theories you used in constructing this lesson.
(2 points)
This lesson reflects the majority of Banduras Social Learning Theory. Bandura theorized
that we learn from one another through observation, modelling and imitation. This idea
correlates to my lesson in that students use each other as models. They watch and imitate
each other in trying to figure out the correct ways to perform the movements, as well as
the correct time to perform the movements. The students also learn through my modelling
of the game. I believe we are naturally social beings and need this kind of human
interaction to grow and learn.
II. CLASSROOM ENVIRONMENT:
6. Describe the effective classroom routines and procedures resulting in little or no
loss of instructional time. (1 point)
Prior to meeting with the students, I will make sure that I have a large, spacious area for
us to play the game. I will have a bag full of noise-makers such as a bell, a pan, some
spoons, etc. I will have a list written of the sounds and corresponding movements I would
like to use in the game; this will help me stay organized in how I would like to facilitate
the game. When the students arrive, I will have them form a circle (standing). This will
allow me to fully explain the game and engage in necessary discussion prior to the game.
7. Identify what you will do to set clear standards of conduct and behavior
management of student behavior. (1 point)
Before we begin the game, I will go over any rules that need to be followed during a
typical day at school; we may not be in an actual classroom, but I still expect the students
to behave appropriately. Some ground rules will be, Follow directions, Keep hands to
yourself, and Show respect to yourself and others. Rules specific to this game include:
Make sure there is enough room between you and your classmates to prevent
hitting each other throughout the game
Listen carefully to all instructions
Respect the boundary lines; if we move out of our boundaries and into another
activitys area, there is a possibility for someone to get hurt
I will go over these rules as soon as we meet so they understand my expectations from
the beginning. During this time I will also give the students a very clear idea of the
consequences of not following the rules. Only one warning will be given to any student
not following directions; any negative actions following this warning will result in the
removal of the student from the game until they are ready to follow directions.
8. Identify what you will do to establish expectations for student achievement. (1
point)

I will establish expectations for student achievement by modelling. As we go over each

designated sound-movement correlation, I will make sure to model each one a few times.
I will first model the sound, making sure to perform it at least three times. I will next
model the movement that should be performed when the students hear that sound (also
performing it at least 3 times). As I model, I will ask the students to join in so I can assess
how strong their understanding is. Our first round will be a practice round so everyone
can see exactly how the game should go. There will be no formal rubric or scoring guide
for this lesson.

III. INSTRUCTION:
9. What will you do to motivate students? (1 point)
I will motivate the students by telling them, We are going to play a game today!
However, before we begin, I will need you all to help me out; I need to see some of your
best moves! The game we are going to play involves many different body movements. I
can think of a few moves, but I need two more to add to the game. Would someone like to
add a movement to the game? If they seem confused about what kinds of movements to
make, I will model a few from the game such as hopping on one foot or waving my hands
in the air. This will get the children excited to participate, and give them a chance to be a
little silly!
10. What will you do to activate prior knowledge? (1 point)
To activate prior knowledge, I will begin a discussion following the motivation in #9.
Some of the questions I will ask include:
Has anyone ever played Simon Says? What are the rules? (Remembering)
o (Yes or no), someone leads the game, and tells the participants what to do.
The leader says, Simon says, and chooses an action for the
participants to do. Simon says rub your belly. If the leader yells out an
action without saying Simon Says, then the participants should not
perform the said action.
It is important that we are aware of our surroundings, go over the rules, and take
steps to ensure safety. Why do you think it is important that you have an armslength distance between you and your classmates? What could happen?
(Understanding)
o We stay at an arms-length away from our classmates so we do not end up
hitting each other or running into each other. We could hurt ourselves or
others.

11. How do you plan to engage students in the content? What will you do? What will
students do? (3 points total)
Materials needed:
Large, open field
A bag containing:
o A small pot or pan
o 2 metal spoons
o Bell
o Bike horn

o Whistle
o Follow Me text, page 53-54
To begin the lesson, I will:

Complete the motivation portion of my lesson as described in question #9.

Following the motivation, I will go over the rules regarding behavior as explained
in question #7.
Following the rules, I will complete the prior knowledge portion of my lesson as
explained in question #10.
I will then use the prior knowledge question regarding the game of Simon Says
to lead into my explanation of the game. I will tell the students that the game we
are going to play is very similar to Simon Says. Everyone will be told how to
move, just like in Simon Says, but instead of telling you how to move using
words, I am going to use a sound. When you hear a certain sound, you will be
asked to move in a particular way. We will choose the sounds together, as well as
the movements that match the sounds. For instance, say I told you to run in place
every time I rang this bell; what would you do when you heard this bell (ring
bell)? Now what if I told you to hop on one foot every time you heard me clap my
hands; what would you do if I clapped my hands (like this)?
I will then move right into the modelling portion of my lesson as explained in
question #8.
If all of the students seem comfortable to play the game after weve done a
practice run, then we may begin. If we are done earlier than planned or the
students seem to lose interest, I will add multiple movements from their
suggestions in the motivation portion of my lesson. I can also choose different
students to take my place and lead, as well.
Following the game, the students will be asked to come together in the center of
the field to participate in the closure of this activity.

12. Describe the use of questioning and discussion strategies that will encourage
students to participate in class. (1 point)
During my motivation and prior knowledge, I employ whole-group discussion strategies.
We work as a class to come up with new movements and talk together to answer the prior
knowledge questions. I also use simple Q&A strategies during the actual game. At times
during the activity, I will ask the students:
Have you done this movement before, or one similar to it? (Remembering)
Where were you when you moved this way? What were you doing?
(Remembering)
13. What difficulties do students typically experience in this area, and how do you
plan to adapt/modify to meet their needs? (1 point)

Students (especially in the younger age groups) may have trouble remembering multiple
sound-movement matches; to combat this, I will begin with only one or two sounds and
movements. After they are more comfortable, I could either introduce more sounds and
movements to add to their memory, or ask them to disregard the sounds and movements
we were working with, and try some new ones (limiting the amount of sound-movement
correlations they must work with at a given time). I do not see us finishing the game and
closure early, but if we do, I can easily start up another quick game of Sounds to Move
by. If this happens, I will choose a student to lead the game.
14. Identify what informal and/or formal assessments you will use to monitor student
learning. (1 point)
All of the assessments I will use throughout this lesson will be informal. I will be
observing the children during the motivation and prior knowledge portion of the lesson to
assess how familiar the students are with Simon Says and safety procedures; this will
let me know how thoroughly I need to go over some of the safety/behavior and game
rules. I will also be observing the students during the actual game to assess the motor
skills I planned on focusing on. I will be watching to see the students exhibit visual and
auditory memory skills as they determine which sounds and movements need to go
together. I will also observe their reaction time, which will be evident during the time it
takes the students to react to the sound and make the correct movement. Simple
observation will also be used when assessing the students listening skills, taking notes
when I see fit. While this may be hard to observe, development of thinking processes is
something I will have to look out for. I will watch as the students hopefully develop their
thinking processes by recognizing sounds, correlating movements to them, and using
their memory to help them know when and how it is appropriate to move
15. What will you do to bring closure to the lesson? (2 points)
To bring closure to this lesson, I will ask the students to raise their hands and tell me one
thing they liked or disliked about the game. If we have time, we will review the soundmovement matches. I will then send them over to the next station.

You will do Domain IV when you are Pre-Student and Student Teaching.
You may be doing a Reflection for your specific lesson based on your
professors requirements.

IV.

PROFESSIONAL RESPONSIBILITIES:
16. Identify the school districts policies regarding staff attendance and
punctuality on the job.
17.

Identify the school districts plans for professional development.

18.
Describe what you have done to effectively communicate, both
orally and in writing, with your cooperating teacher, administrative staff,
supportive staff, students and parents.
19.
Identify what you have done to participate in and support school
building or district projects and/or events.
REFLECTION:
20.
Describe what went well with the lesson, what didnt go so well
and what you would do to improve your teaching effectiveness in the next
lesson.