Vous êtes sur la page 1sur 7

Ver. 4.

001 08/22/14

Baby Animals part 3


First Name

Mia

Last Name

UH Email

mbrandon@hawaii.ed
u

Date

Semester

2 spring

Year

Grade Level/
Subject
Title

Murray
3/5/15
2015
40

Kindergarten

Lesson Duration
Baby Animals parts 3

Lesson Overview
Briefly summarize your lesson plan in a few sentences.
We will reread the Wonders interactive read along again. We will then sing Old
MacDonald had a farm. Then, groups from the previous day will paste their sentences
on a large chart. They will present their charts to the class. We will wrap up by sharing
the favorite thing learned about animals.
Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)

The students will explore differences and similarities between different animals. They
will understand that reading a text several times will help with comprehension of the
text.
Essential Question(s)
The big idea of the lesson stated as a question or questions
How are some animals alike and different?
Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills

Ver. 4.001 08/22/14


K.RI.3 With prompting and support, describe the connection between two individuals,
events, ideas or pieces of information in a text.
K.RI.1 With prompting and support, ask and answer questions about key details in a
text.
K.RI.2 With prompting and support, identify the main topic and retell key details of a
text.
Prior Academic Knowledge and Student Assets
The students prior academic learning and personal/cultural/community assets that will
support their learning

The previous month the students each completed a home project where they chose
an animal to study. They brought in their project- poster board, drawings, pictures and
so on. Along with the picture they wrote at least two facts about their animal and
presented it to the class and to parents.
In the days previous to this lesson we read and re-read the Wonders interactive read
aloud about baby animals. We discussed how some animals are alike and different.
The students also wrote sentences about these similarities and differences.
Academic Language Demands
The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports (helps
the student understand and use language)

Some words the students have understanding of are: same, alike, differences, and
have. A new word we may encounter are: features and appearance, compare, have in
common, and chart. We will discuss as needed.
Instructional Strategies and Learning Tasks
A description of what the teacher will be doing and what the students will be doing that
1) uses clear steps that convey the use of multiple strategies, resources, and
technology and 2) offers opportunities offered for inquiry, active learning, individual
work, and pairs/small group interactions
Give detailed, step-by-step instructions on how you will implement the
instructional plan.
Describe exactly what students will do during the lesson.

Ver. 4.001 08/22/14

1. (6min)Re-read interactive read aloud on baby animals.


2. (10min)Teacher: What is one thing all of these animals have in common? (allow
for answers- live on a farm).How are they all different? One difference we
talked about the animals is the sounds that they make. Does everyone know
the song Old MacDonald had a farm? Were going to sing it all together. When
I point to an animal, thats the one well say next, ok? (Sing as a class Old
MacDonald had a farm and point to animal pictures as you go).
3. (20min)Now, each group from yesterday is going to present their chart to the
class. Ill hang up your chart and your whole group can come stand up and take
turns sharing the fact or sentence that you put on the chart. (call on each group
one at a time and encourage them to share).
4. (4min)Teacher: Thank you everyone for sharing! Those are some fabulous
charts. I learned so much about how some animals are alike and different.
Does anyone want to share their favorite thing they learned from listening to a
group besides their own?(allow a couple of answers and thank them again for
sharing). Give yourselves a round of applause!

Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment of
what students learned by the end of the lesson (include checklist or rubric)

Ver. 4.001 08/22/14

The summative assessment will include their final product which is the sentence or
fact they shared with the class. Also included will be the formative assessments that I
observed as they were writing their facts and sharing verbally in small group and
whole group what they learned about differences and similarities of all of the animals
we studied. A copy of the rubric is below. The students self-assessment five star
sentence from the previous lesson will be reviewed.
Not there yet
On target Above and beyond
Not sure about the meaning of alike and different
Understands the
meaning of alike and different Understands the meaning of alike and
different
Does not communicate a similarity or difference between animals
Needs help identifying a similarity or difference to write sentence
about.
Communicates one similarity or difference between animals
studied
Writes a sentence about with a similarity or difference about the
animals.
Communicates more than one similarity or difference
between animals studied.
Writes descriptive sentence with one or more similarities or
differences.

Ver. 4.001 08/22/14


Differentiation and Accommodations
Instructional strategies and planned supports for individuals, and/or groups of students
with specific learning needs that provide adaptations connected to instructional
strategies, the learning environment, content, and/or assessment/performance task for
individuals and/or small groups (e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.)
Students will be grouped heterogeneously to offer peer support to those who need it.
Students will have visual images of the animals and we will do a short review of
similarities and differences before sharing group work from the previous day.

TYPE OF LEARNER

ELL/MLL

Struggling

List the type of accommodation or differentiation (learning


environment, content, process, or performance task) and
describe how you will differentiate.
Students will be grouped heterogeneously to offer peer
support to those who need it.

I will coach those who struggle with sharing in front of the


class or need help remembering their facts.

Accelerated

504/IEP

Others (describe)

Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.

Ver. 4.001 08/22/14

Wonders interactive read aloud, link below.


http://connected.mcgraw-hill.com/media/repository/protected_content/COMPOUND/
50000297/15/53/index.html?mghApi=http%3A%2F%2Fconnected.mcgraw-hill.com
%2Frd14t%2Fdynamic
%2F1421431653%2FMGH_EBOOK_API.js&mghCourseID=FSOBP19CFZHRDHPER
R4N2HTZHO

Lesson Plan Reflection


An analysis of what worked, what could be changed, and the next steps for teaching.
edTPA Rubric 10 Analyzing Teaching Effectiveness: The candidate uses
evidence to evaluate and change teaching practice to meet students varied learning
needs.
edTPA Rubric 15 Using Assessment to Inform Instruction: The candidate
uses the analysis of what students know and are able to do to plan next steps in
instruction.
InTASC Standard 9. Professional Learning and Ethical Practice

What changes would you make to your instructionfor the whole class and/or
for students who need greater support or challengeto better support student
learning of the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the
next steps to support students learning related to the central focus and student
learning objectives.

Ver. 4.001 08/22/14


I think this lesson went pretty smoothly. I underestimated my time again and it went a
little longer than I originally planned. The students did really well. In their small groups
they each read their sentence and determined if they should glue it onto the alike or
different side of the chart. At the end we all came back together and each person
went to the chart and presented their fact to the class. I was impressed that they
remembered their fact with such little practice. I think this implies that the previous
lesson was engaging enough that it stayed with them.