Spring 2016

ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program
The following information should be included in the header of the lesson plan:
Kayla Morrissey
Ms. Mozingo, Kindergarten at Clymore Elementary School
Wednesday, March 16th 2016 at 9:00am
Submitted to Ms. Peery on Friday, February 26th 2016

SOMEWHERE IN THE SANDBOX The title of the lesson is a play on somewhere over the rainbow relating to
how a pot of gold is found at the end of the rainbow. This lesson focuses on children being able to recognize their sight
words. Children will be looking through the sandbox to find treasure, which is sight words and they will have to be
able to say which sight word they found.
CONTEXT OF LESSON

-This activity is appropriate for the children at this time because they are learning about word study
and focusing on recognizing their sight words. The students are also learning about the holiday of St.
Patricks Day, which is why we have incorporated a St. Patricks theme of finding treasure.
-Many of the indicators observed for the childs interest and readiness have come from the help of
Ms. Mozingo. Since the children will be talking about this holiday, we thought it would be nice to
incorporate this theme for the activity. The sight words are something that the teacher incorporates
with the students so this will be an activity to help reinforce their knowledge.
-This fits into the curriculum sequence because the kids will be learning about St. Patricks day, so
our workshop will be a continuation of that as well as continuing the repetition of sight words and
recognizing them.
-From observations and talking to Ms. Mozingo, I learned about particular students behaviors,
where the kids are in reading levels, how the kids transition from activity to activity, and how
the classroom is set up.
-I know that children are learning best through being active, so my activity helps demonstrate
this since they will be actively searching through the sand.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will identify sight words
from their classroom experience in the
sandbox.
The students follow the directions of
myself and the instruction cards of
digging in the sand properly to find sight
words.

Assessment
The students will dig through the sand to find the treasure of the sight
words. After they find a word they will share with me the word that they
found. If they get a pot of gold, they will return it to the sandbox and
the next student will have their turn. This will be collected in the data
observation sheet
I will watch the students closely to make sure that they are digging in the
sand properly. This means that they will be taking turns, going one at a
time, and not flinging sand around the room. I will start by talking about
how we should carefully dig through the sand, demonstrate, and then
have them imitate what I do when it is their turn. This information will be
recorded in the data collection chart.

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COLLECTION OF ASSESSMENT DATA

RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)

English:
K.2 a: Increase listening and speaking vocabularies.
K.2 b: Use number words.
K.2 g: Use vocabulary from other content areas.
K.3 g: Follow one- and two-step directions.

MATERIALS NEEDED
Clear plastic bin- supplied by me
Sand- supplied by me
Laminated sight words- supplied by me, sight words to be used supplied by Ms. Mozingo
Sight words used: lowest group: he, to, and a, I, you, it, in, said, for, up, look, is, go, we. Middle group: little,
down, can, see, not, one, my, me, big, come, blue, red, where, jump, away. Highest group: here, help, make,
yellow, two, play, run, find, three, funny. Number words: two, three, five, six, seven, nine, ten
Name tags- supplied by Ms. Mozingo
Sensory table- supplied by Ms. Mozingo
Instruction cards (supplied by me)
Camera (supplied by me)
Small broom/dust pan (supplied by me)
PROCEDURE

Preparation of learning environment- I will set up this activity by putting the sand into a

clear plastic bin, and placing it in the sensory table near the sink. I will then put the
laminated sight words into the sand bin and mix them around so they arent all located in
one place.
Engagement and introduction of the lesson- I will introduce the activity to the children by
asking a question: What kind of treasure is located at the end of the rainbow? This will help
build on their knowledge of St. Patricks Day. We will talk about how the pot of gold is the
treasure, and that since we are learning about St. Patricks Day, we are going to look for sight
word treasure in our sand box. I will tell them that we will be taking turns, one at a time so that
we dont bump into one another in the box, cause anyone harm, or and have less chance of
making a mess.
Implementation of the lesson-I will implement the activity by starting out with my beginning
question talking about treasure at the end of the rainbow. I will ask the students one at a time to
dig for sight words in the sand box. Each student will only pull out one word at a time. Once
they get a word, I will ask them to tell it to me. If they dont know the word, I will help them by
sounding out the words or asking what sound each letter makes to try and help them figure it out
on their own. I will then follow it up by asking if they can make their own sentence using this
word. If not, I will provide one for them so they can hear the word in context. I will also provide
a pot of gold picture within the sand. If a student pulls out this card, they will have to put
back all of the words they found in the sand. The next student will go and have their turn.
Closure- I will transition the children to the next activity by saying whatever color group they
are in the form of the class class, yes yes call and response. For example, using Red Red!
yes yes and ask them to clean up the words and help me put them back in the sand box for the
next group so they can find sight word treasure too. I will thank them for having fun with me,
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and sounding out words. The students did what they did for this activity to practice their
word sight words, and have a fun active activity in doing so.
Clean-up- I will clean up my station by putting the lid on the sand and removing the bin from
the sensory table, and using paper towels to get any sand off the floor if there is any. I will
sweep up between groups if necessary.

DIFFERENTIATION
I have planned to meet the needs of the students in the classroom by talking with the classroom teacher about
any kind of differently abled students. She explained that all students speak English and that she has no ELL
students in her class. There is one student that she informed us has a processing issue, where it takes some time
for him to process information. I think it will be helpful for me to demonstrate what the activity is, and show him
how to dig through the sand and what we are supposed to be finding. I will help enrich the learning of students
who need additional challenge by adding more difficult sight words into the sandbox, and I will support the
learning of children struggling by using the easier sight words (I, my, see) and practice going over what sound
each letter makes.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
I think some students may find it boring after a while, I will try to keep them interested by making sentences
with the words or asking them if they can say the word five times fast. If there are any negative reactions, I will
try to talk positively about the activity and what we are learning. I feel like they might think that treasure could
really be found at the end of a rainbow, so I might try to explain that it is a myth and story associated with the
holiday. My station could tend to get a little messy, so I hope that I can explain the directions well enough to
help them keep clean and orderly. If it does get out of hand, I will try to regain the groups focus and go over the
directions of being clean and careful with the sand. If the students cant contain themselves around the sand
then I will take the words out of the sand and we will read them as is on the table and make sentences out
of the words.
A COPY OF THE DATA COLLECTION INSTRUMENT MUST BE ATTACHED TO THIS DOCUMENT.

Lesson Plan Reflection

As soon as possible after teaching your lesson, reflect on the experience. Use the questions/prompts below to guide
your thinking. Be thorough in your reflection and use specific examples to support your insights.

A. How did your actual lesson differ from your plans? Describe the changes you made & explain why you made
them. Be thorough & specific in your description. (3 pts)

B. Evaluate the impact of the lesson based on your plan for assessing learning and the individual data you
collected on each objective. Cite multiple examples of student behavior & language that document your
conclusions. (8 pts)

C. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to present this lesson again. (2 pts)

D. If you were the teacher in this classroom, what follow-up experiences would you plan? (Develop your answer
based on the data that was collected and your observations during the lesson.) (2 pts)

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E1. Share something you learned about young children as a result of planning and conducting the activity. Relate
this new knowledge to principles of child development or appropriate curriculum from your ELED 308 and
ECED 372 courses. (2 pts)

E2. Share something you learned about teaching as a result of planning and conducting this activity. Describe
how you will apply this new knowledge to upcoming opportunities for developing learning experiences for
children. (6 pts)

E3. Share something you learned about yourself as a result of planning & conducting this activity? (2 pts)

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