EDUC 371 Morning Meeting Lesson Plan.docx



Lesson Plan OutlineNames: Alycia Appelbaum, Caitie Antaya, and Emily ComandoDate of Lesson: November 12th, 2014Co-Teaching Model: Morning MeetingTime Estimate for Lesson: 30-40 minutesAudience: Students Lesson Preparation and Planning Common Core Standards: CCSS.ELA-LITERACY.SL.2.1Participate in collaborative conversations with diverse partners and with peers and adults in small and larger SS.ELA-LITERACY.SL.2.1.CAsk for clarification and further explanation as needed about the topics and texts under SS.ELA-LITERACY.L.2.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Objective of Lesson/Essential Question( What is the purpose of this lesson?)The purpose of this lesson is to continue to build a positive classroom community amongst students through a greeting, sharing, an activity and a message. Essential Questions:Why is communication important?How can we build a community?Performance Indicator(A measure that shows the degree to which the objective has been achieved) Students are attentive to one another and to the activity.Mark students on a number line from 0 to 5, 5 being that the student is fully participating and is engaged and 0 being the student is not engaged and shows little interest in participating. Assessment :(Tools and strategies used to measure the achievement of the objective(s) ) Participation and attentiveness will be assessed using the number line described above.Materials and Resources Needed:(List any materials you will need before the lesson and any materials and equipment that will be used during the lesson.) Ball of Yarn PebbleParticipation number line (attached below) Arrangement of Physical Space and Students:( Consider room, furniture, location and set-up) All students and teachers will be sitting around the edge of the carpet. It should be arranged so that each of the students are able to be seen and have adequate space to perform the lesson activities. Opportunities for Further Study:(Possibilities for follow-up, enrichment and how to take the content and information further) Based on the way that students participate during our morning meeting, the teachers will be able to take the data collected and better arrange the students for future morning meetings. In addition, the teachers will use the information gathered to find different ways to engage the students.Differentiation of Instruction:(Strategies for meeting the individualized needs of every student)One way we will differentiate is to have particular students sit by the teacher during the lesson. If these students get out of hand, they will have the opportunity to take a break and then rejoin us. Also, during the meeting students can sit any way they prefer on the carpet, as long as they are not laying down. Finally, for our activity, it is one they have not done before and it involves a repeated word phrase. Therefore, we will be providing a visual cue (in the form of a poster) with the words that the students will need to say throughout the activity in order to participate. Evaluation of Teacher Strategies:(Tool to measure effectiveness of approach, strengths and problem areas of the lesson)We will ask ourselves the following questions after the lesson:Did we differentiate properly?Were all students engaged?How was the timing of the greeting and the activity?Were the materials appropriate for the students?Did the meeting flow well?What could we change if we re-taught this lesson?What should the next morning meeting look like?We will also ask Ms. Hurst, Mr. Groom and Ms. Burgess for their feedback. Bibliography and ReferencesPlease attach list on a separate page ProceduresInclude Time Frames for Each Section and List the Names of Team Members responsible for Each Task and Activity IntroductionOutline your specific teaching steps and what you will do. This will take about 10-15 minutes.1. Alycia will lead this. Teachers will hit the bell for a two minute warning and for clean-up before morning meeting begins. The song that signals cleaning up will begin after the two minutes are up. Students will sit down at the carpet by the end of the song. 2. Then the students will begin to sing the “Hello there” song, led by the teachers. 3. Next the teachers will lead the class in the song called, “Yonder Come Day”. 4. Then the teachers will pick 3 students to sing 3 other songs that the students will lead. This is the sharing portion of the morning meeting. Body of the LessonOutline specific steps of the lesson in orderThis will take about 15-20 minutes.5. Caitie will lead this. Then the morning greeting will begin. We will be using a ball of yarn in this part of the lesson. The first person will start and say good morning to another student or teacher and then roll the ball of yarn to them, while still holding on to the end. The next student will hold on to the part of the yarn and roll it to another student greeting them and saying their name. This continues until everyone in on the carpet had been greeted and is part of our new spider web. This is the greeting portion of the morning meeting.6. Emily will lead this. Our activity is called Pebble, Pebble. Student will sit in their spots on the carpet and one will be in the middle of the carpet. This student will be the guesser. The guesser will close their eyes and one student will be given a pebble. All of the students will chant, Pebble, Pebble, Where you wanderup one hill and down anotherIs it fair, is it fairTo leave poor (name of guesser)Just standing there?All students will pretend to be moving the pebble at the same time. The guesser will have three tries to guess who is holding the pebble. No matter what the person holding the pebble will become the next guesser. Concluding ActivityOutline steps to help students summarize important concepts or learnings. This will take about 5 minutes. 7. Once the activity has been called to a close. The teachers will stand up and go over the schedule first and describe how the day is going to flow. They will ask if there are any clarifying questions. Next, the teachers will go over the morning message and have a small discussion with the students pertaining to the message. Morning Message: Good morning second grade! It is said that you learn something new every day, what do you plan to teach everyone at Exhibition night tomorrow?After that, teachers will direct students whether they are going to ELA or Math and the day will begin. The purpose of going over the schedule with the students is to give them a heads up that the transition to the next activity is going. Therefore, the meeting lends itself to lead straight into the day so that it is a quick, easy, and predictable transition. Our morning meeting adheres to Howard Gardner’s theory of Multiple Intelligences because it involves kinesthetic intelligence when students are rolling the ball of yarn to their peers and passing the pebble. It also involves visual intelligence by having the lyrics of the song posted on the board and that the object of the game is to watch students to guess who has the pebble. It involves musical intelligence because students begin the meeting by singing songs to transition from play time to class time. Finally, it involves the interpersonal intelligence because students are expected to interact and work with their peers. Attach BibliographyReferencesCorra-Connolly, M. (2009). 99 activities and greetings: Great for morning meeting...and othermeeting, too! Turners Falls, MA: Northeast Foundation for Children.English language arts standards. (2014). Retrieved from , J., & Groom, A. (2014). Hello there. Song.Hurst, J., & Groom, A. (2014). Yonder come day. Song. Kriete, R. (2002). The morning meeting book. Turners Falls, MA: Northeast Foundation for Children.Participation Scale012345Student is sitting incorrectly, not engaged, and participates very littleStudent is sitting incorrectly, not engaged, and participates in a single part of the meetingStudent is sitting correctly, is partially engaged, and participates in at least one part of the meetingStudent is sitting correctly, is mostly engaged and participates in at least two parts of the meetingStudent is sitting correctly, is fully engaged, and participates in most but not all of the meetingStudent is sitting correctly, is fully engaged, and participates fully ................
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