LESSON PLAN FORMAT



LESSON PLAN FORMAT

Leah Goodnoe Mrs. Jan Stevens Dr. Ron Reigner

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Teacher Education Candidate Classroom Teacher UWG Supervisor

March 15, 2005 March 31, 2005

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Date of Submitted Lesson Plan Date of Implemented Lesson Plan

Block I_X_, II___, III___, or IV___ Subject: Reading and Language Arts Grade Level: K

Mrs. Stevens and Leah Goodnoe

If applicable, Author(s) or Source(s) of Lesson Plan: ___________________________________

1. National or Learned Society Standard(s):

NCTE

3.  Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

2. State of Georgia’s Q.C.C.’s: (only one needed)

Strand: Oral Communication

|22   |Topic: Reading |

| |Standard: Recognizes rhyming words (e.g., CVC words, word families, etc.). |

| | |

GPS’s:

Phonological Awareness

ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student

a. Identifies and produces rhyming words in response to an oral prompt and distinguishes rhyming and non-rhyming words.

b. Identifies component sounds in spoken words.

c. Blends and segments syllables in spoken words.

d. Segments the phonemes in high frequency words.

e. Blends spoken phonemes to make high frequency words.

3. Specific Objective(s): Use the following A-B-C-D format:

a. Audience -The students in this fifth grade;

b. Behavior - will describe the life cycle of a butterfly;

c. Condition - by writing a sentence for each stage under corresponding picture; and

d. Degree - with 90% accuracy.

The students in this kindergarten class will listen to the story, Mrs. Wishy-Washy, do a reenactment of the story using paper puppets, and identify rhyming words (along with blends, word families, consonant sounds) with 70% accuracy.

4. Materials (List everything you and students will need to complete lesson.)

-Book: Mrs.Wishy-Washy, By: Joy Cowley

-Character coloring worksheets (the puppets)

-Crayons or markers

-Scissors

-Pop sickle sticks

-Tape

-Shaving Cream

-Brown Tempera Paint

-Paper Towels or Hand Wipes

5. Procedures:

a. Motivation/Opener/Attention Getter. (Quick activity to stimulate everyone’s interest)

Read the book Mrs. Wishy-Washy

b. Tie to previous learning. (How is this lesson related to prior learning?)

Talk with them about the different types of farm animals, the mud (which ties into the types of soil unit) that the animal get into, and location of farm (which ties into their geography/social studies unit).

c. Teaching methods sequence. (What will you do first, second, etc?)

Reading Lesson Plan:

-First read the book and discuss the characters and content.

-Second have them color, decorate, and cut out their paper puppets. Also help them tape pop sickle sticks onto the back of them.

-Third put the students into groups and have them perform the story (in groups) from memory.

Language Arts Lesson Plan:

-Fourth put shaving cream and brown tempera paint on each student’s desk. While the students are waiting for the next set of instructions, have them mix the shaving cream and paint together (well). You want the two to look like mud. (VERY IMPORTANT: explain the rules of using shaving cream and paint; do not touch your neighbor, your clothes, hair, eyes, etc.)

-Fifth ask them to draw and write the word: (also tell students to not erase their pictures or words because you want to see everyone’s)

pig

cow

duck

Mrs. Wishy-Washy screaming

bubbles

mud

tub

-Sixth ask them how fast they can change:

pig to dig

big

fig

jig

wig

zig

cow to bow

low

mow

row

blow

sow

tow

wow

duck to buck

luck

pluck

muck

truck

yuck

puck

tuck

bubbles to puddles

cuddle

huddle

muddle (to mix up; to confuse)

mud to cud

dud

suds

tub to scrub

nub

grub

rub

d. Closure. (How will you summarize or bring lesson to a close?)

Have the students clean up their mud, go back to their seat, and ask someone to raise their hand if they can name you and their classmates some rhyming words.

e. Transition (How will you move from the end of this lesson into the next lesson?)

Have everyone clean up their area, put there art boxes away, and get ready for math. Ask question like: Can anyone tell me how many farm animals where in the book we read? If I had two cows and added two ducks, what is my total? Etc. (do this to help tie the lessons together)

f. Special needs adaptation (How will you adapt this lesson to meet special needs of students?)

Have students do everything at a designated area, remain active, and have the play stage in the front with all obstacles out of the way.

6. Connections (How will this lesson be related to other content areas in the curriculum?)

This lesson will tie in with art, geography, and drama.

7. Related independent activities. (What will students who finish early do?)

-clean up their area

-put away unneeded materials

-read other books related to farm animals and soil

-read to a partner

-practice with their puppets

8. Evaluation (Each specific objective must be included in the evaluation design with the use of appropriate assessment instruments.)

-Evaluate students to see if they know the rhyming words when called out (assess when they write the rhyming words in their “mud”). If they get it correct check them off on the checklist or grade book.

-Evaluate students on their effort for the reenactment of the book (mainly for effort).

-Evaluate students for completion of good quality work.

9. Documentation or record keeping of students’ academic achievement.

Come around and check to see if everyone is participating and completing work. When they have finished mark them off in the grade book.

10. Reflections (After teaching and evaluating student outcomes, write a critique about the effectiveness of the procedure, your instructional skills, and your students’ reactions. Give reasons or explanations for these opinions. Also, describe and explain any alterations to this lesson if you would to teach it again.)

The lesson plan, overall, went very well, and I was excited how it turned out! It actually went better than I had planned, and the students learned a lot. I would ask them questions throughout the day about the material we had covered previously and they knew it because they would answer the questions correctly.

I was happy with how much the students learned. They learned about farm animals, mud, locations, acting voices, role playing, taking turns with parts in the play, blends, and rhyming words. The students were very enthusiastic about my lesson; they wanted to keep doing the play and told me they were going to go home and practice with their mom’s and dad’s. I made me feel good about my lesson and that I was doing a good job because they wanted to keep doing it. They got real excited about the shaving cream and paint. They were writing words and drawing pictures in it left and right.

Most of my instructions were very clear. They did not have questions on how to do anything. I probably should have given more directions on the proper use of the shaving cream because they had it all over them. I also needed some more activities for the students who finished early to do. Other than a few corrections, I am very happy with the turn out of the lesson.

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