Rhonda Preble



Final ProjectRhonda N PrebleCreating Community in the ClassroomEDUC540Dr. Vickie CummingsTable of ContentsLesson Plan #14Lesson Plan #26Lesson Plan #3 9Lesson Plan #414Lesson Plan #517Lesson Plan #619Reflection26References29Lesson Plan #1GRADE LEVEL: First Grade THEME: AnimalsSUBJECT: Reading-Decoding and Phonics Lesson. We will begin the lesson by making a web with the names of animals on it. Students will name as many animals as they can at their table with their teammates. I will then ask one student from each group to name an animal to write on the web. We will sound out the name of the animal and discuss how to write it before placing it on the web. Students will write words on their whiteboard to show me before I write it on the smartboard web. We will review the concept of a closed syllable and what sound the vowel makes in a closed syllable. This will help us review the short vowel sounds and how to recognize them. Then I will give each table a set of word cards that they will have to read and sort according to the vowel sound. Finally the students will be asked to write the names of 5 animals that they like or are interested in in their journals for use later in this unit.OBJECTIVE: The students will recognize animal names with different short vowel sounds and be able to sort animal words according to vowel sound.STANDARD: CCSS-RF-3KAGAN STRUCTURE: A classbuilder of Mix-Pair-Share. The students will each have a card with a short vowel word on it. They will move around the room to music. When the music stops students will pair up with person close to them and practice reading the words. KEY VOCABULARY: closed syllableMATERIALS: Smart board web to complete as a whole group. Short vowel word cards, MOTIVATION: The students will be motivated by the opportunity to work with teammates, move around and by the fact they are required to participate at all times. Most young students enjoy talking and learning about animals so this topic in and of itself promotes motivation.PRACTICE/APPLICATION: The students will practice writing short vowel words on whiteboard as I write them on the web. They will practice separating words into groups according to vowel sound with their team while doing the word sort.REVIEW/ASSESSMENT: Walkabout during activities to monitor understanding and participation.The journal can be used to assess students ability to write short vowel words correctly.EXTENSION: I will ask students to share with their shoulder partner where animals we talked about today live. What is it called where animals live?Lesson Plan #2GRADE LEVEL: First GradeTHEME: AnimalsSUBJECT: Science-habitat of different animalsFirst we will begin the lesson by writing the word habitat on the board and I will give a student friendly definition of what it means. Habitat is where animals and plants live and grow. I will share some examples and non-examples of a habitat. Then we will watch a video on Discovery Education called “Animals around us”. This video shows several types of animal habitats. Next we will look at some pictures of various habitats on the smartboard (pictures attached) and discuss what animals we might find in the various habitats. Lastly we will discuss why habitats are important.: 1.3.1.3OBJECTIVES: The students will gain an understanding of what a habitat is and be able to name animals that live in various habitats.KAGAN STRUCTURE: Teambuilder-Same-Different pictures will be given to each team and the team will have a set amount of time to find as many similarities and differences as they can find in the pictures. We will share some of the observations students found as a whole group.KEY VOCABULARY: habitat, forest, desert, lakeMATERIALS: smart board, same-different pictures, journals, computer and internet for streaming of video MOTIVATION: Students enjoy interacting with each other and technology increases motivation so using video and smart board help increase motivation.PRACTICE/APPLICATION: The teams will have a specific amount of time to share names of animals that live in a habitat I name. I will also name animals and teams will have to think of habitat that animal lives in.REVIEW/ASSESSMENT: The students will be asked to draw a picture of one animal in its natural habitat and tell why that habitat makes a good home for that animal.EXTENSION: The field trip at the end of the unit is an opportunity for students observe animals in their natural habitats.Lesson Plan #3GRADE LEVEL: First Grade THEME: AnimalsSUBJECT: Social Studies-mapping skills1) We will begin by reviewing the vocabulary word of habitat and then we will do the Kagan structure of Find- Someone-Who to review animals and their natural habitats.2) This lesson will begin by reading “My Map Book” by Sara Fanelli. This is a interesting story with awesome kid-friendly pictures of different types of maps. This book is a great introduction to mapping skills. We can also discuss types of maps and why maps are important.3) We will use “Block Buddy Atlas” pages 4-15 to talk about different types of maps and how they are used in the real world. Students will work with their teammates to come up of different types of maps they have seen or used. We will create a class list of maps they have seen. 4) Students will individually practice following directions on map by using a map of the Sedgwick County Zoo which is where we will be going at the end of this unit. I will give students a copy of the map and show the map on the Smart board using the Elmo. I will give directions for students to follow in order to arrive at a specific destination on the map. Students can check their understanding by following along with me on Smart board when necessary. This is an hands on engaging activity that gets students excited about exhibits they will be able to visit on our field trip.The map can be retrieved from: ) Student will play Kagan MatchMine game with a face partner to practice giving and following directions.6) Independently the students will be asked to complete a worksheet “Shopping in the Mall” to practice their individual mapping skills.7) Finally the student will be assigned a homework activity. The students are being asked to make a map of their bedroom at home and return it to school tomorrow to share with the class. Tomorrow I will allow time for students to show and explain their map on the Elmo.OBJECTIVE: The students will be able to use a map to locate various items or places.The students will be able to construct a map. STANDARD: 1.1 (K) describe the purposes of maps and globes1.4 (K) locates major geography locationsKAGAN STRUCTURE: Find-Someone-Who- Students will find a friend who can name the habitat of specific animal and have that friend write their name on that line of the worksheet.KEY VOCABULARY: habitat, map, direction, right, left, north, south, west, eastMATERIALS: Atlas Buddy, Map of Zoo, find-someone-who worksheet, individual assessment worksheet, read aloud, Smart board and ElmoMOTIVATION: The students will be motivated by the opportunity to work with teammates while reviewing academic content about animals and habitats. Mapping skills have real world application and motivation will be increased by students seeing relevance of this skill. Match Mine is a fun and engaging way to improve directional skills. PRACTICE/APPLICATION: The students will practice giving and following directions by playing match mine with face partner from their team. As a whole group students will practice using a map to find specific location at the Sedgwick County Zoo.REVIEW/ASSESSMENT: Students will be given a worksheet “Shopping in the Mall” and must follow directions given by teacher to complete it correctly.EXTENSION: The students will be required to do homework. I will ask the students to make a map of a room at their home and bring it back to class tomorrow to share with class.Find Someone Who Habitat WorksheetName:__________________________Name:__________________________Name:__________________________Find Someone WhoName:__________________________Name:__________________________Name:__________________________Lesson Plan #4GRADE LEVEL: First GradeTHEME: AnimalsSUBJECT: Reading- students will recognize differences in fiction and non-fiction literatureWe will begin this lesson as a whole group. I will talk about the upcoming field trip and animals we will be able to see in their natural habitats. We will discuss bats and that there are two types of bats at the zoo we will be able to see.I will then share two stories “Amazing Bats” by Seymour Simon and “Stellaluna” by Janell Cannon. I will stop periodically throughout the reading of these two stories to discuss important details and facts from the stories.I will ask students what they noticed about the stories. This will lead into discussion about fiction and non-fiction. We will make a t-chart of real things about bats and not real things about bats that happened in the storiesKagan Structure-The students will form an Inside/outside circle where they will answer questions about the stories with various partners.Each team will work together to complete a fictional graphic organizer about “Stellaluna”Independently students will complete non-fiction graphic organizer about “Amazing Bats” STANDARD: CCSS-RL-5OBJECTIVES: The students will be able to articulate why a story is fiction or non-fiction.The students will be able to retell parts of stories we read about bats.The students will identify topic, main idea and details from non-fiction story we read.KAGAN STRUCTURE: Inside-Outside-Circle- The students will answer questions about stories we have read and discuss answer with partner in the circle.KEY VOCABULARY: fiction, non-fiction, nocturnal, mammalMATERIALS: story books, Smart board and power point slides of graphic organizersMOTIVATION: Students will be discussing stories we have read with numerous other students during the Kagan Structure which a fun and engaging way to review information. It is motivational for students get to work with teammates while completing graphic organizer and it helps increase what they will retain about stories read today. The opportunity to go and see actual bats at the completion of this unit is also motivational.PRACTICE/APPLICATION: Students will complete graphic organizer about fictional story we read and discussed in class with their teammates.REVIEW/ASSESSMENT: Independently students will complete graphic organizer about the non-fictional story we read and discussed in class.EXTENSION: When on field trip to zoo students will observe bats in their natural habitat and report back what they noticed.Lesson Plan #5GRADE LEVEL: First Grade THEME: AnimalsSUBJECT: Writing-students will write facts about their favorite animalWe will start class today with a Kagan structure called Four Corners. I will have four pictures of different animals posted in the room and on my signal student will move to a corner of their choosing.When everyone has found a corner I will allow time for students to discuss what they know about the animal in the picture at their corner. The lesson will start by reviewing facts that we know about bats. I will use the information students share to write three sample sentences. We will discuss what a good sentence should look like and I will model what my sentence expectations are. I will then dictate a few sentences to students for them to write on their white boards in order to practice writing skills. I will write sentences correctly on the Smart board so students can see what the sentence should look like. Students are going to be expected to write three sentences about an animal. The sentences must include facts about the animal. I will show the Sentence Writing Checklist on the Elmo so students know my expectations on the assignment. We will go through what I will be looking for when grading their sentences. I will show students where I have placed numerous books on various animals that they can use to find information about their animal. I will then do time-pair-share structure allowing time for students to discuss with their teammates various animals they could chose to write about. The students will independently complete a web about their animal. This web will be used to help them write the required sentences.OBJECTIVE: The students will write three sentences that include details about an animal.STANDARD: CCSS-W-2KAGAN STRUCTURE: Four corners-The students will move to a corner with picture of an animal and discuss what they know about that animal with students at the same corner. We will do a time-pair-share activity to help students brainstorm ideas to help them write their sentences.KEY VOCABULARY: fact, detail, sentence MATERIALS: pictures of animals for the Kagan structure, paper, pencils for writing, books available with information about various animals, Smart board, Elmo, checklist and webMOTIVATION: This activity will be motivating to the students because they are allowed to choose the animal they want to write about. This makes students feel like they have an important part in the decision making process. They will be more likely to be motivated to complete assignment successfully when they are interested in animal they are writing about.PRACTICE/APPLICATION: The students will practice writing sentences on white board as a whole group.REVIEW/ASSESSMENT: The final draft of the three sentences about an animal will be used to assess sentence writing skills.EXTENSION: The students could add a picture of the animal’s natural habitat to attach to the sentences they have written.Lesson Plan #6GRADE LEVEL: First Grade THEME: AnimalsSUBJECT: Math-graphing activities We will begin the math lesson with a Kagan Structure to review basic math computation skills we have been working on. The student will do a standup-handup-pairup activity using addition flashcards to practice computation skills. I will show the students a blank graph on the Smart board and tell the students to think about what their favorite animal is. We will label the graph and discuss what animals we want to use on the graph as favorites. Each student will come up to Smart board and mark their favorite animal on the graph. Once the graph is complete we will share with a partner what we notice about the graph, discussing which animal is our favorite and which animal is the least favorite. We will then play a game called roll and graph. This is an activity they will be doing with their teammates. Each student will take turns rolling two dice and graphing the addition problem. Student 1- will roll the dice. Student 2- will add the two numbers and come up with an answer. Student 3-will graph the answer on the worksheet. Student 4-will check the answer and praise teammates for their hard work. The students will rotate jobs for the next turn. This is a Kagan structure called simultaneous round table.OBJECTIVE: The students will practice reading and understanding information on various graphs.STANDARD: CCSS-1.MDKAGAN STRUCTURE: Stand-up/Hand-up/Pair-up-The students will be reviewing basic computation facts during this structure. The students will be given an addition problem flashcard. They will move around the room while music is playing. When music stops student will pair up with student near them. They will ask their partner the addition problem on their flashcard. When both students have had a turn they will switch cards. When the music starts again they will walk around the room and repeat process.MATERIALS: smart board graph, worksheet for team activity, dice, worksheet for independent activity MOTIVATION: This lesson has numerous activities that get students up, moving and sharing with classmates which increases motivation. PRACTICE/APPLICATION: We will make a class graph about favorite animals. Teams will practice graphing through the math activity of roll and graph.REVIEW/ASSESSMENT: The students will complete attached worksheet independently in order to gauge understanding of the concept of graphing.EXTENSION: Students will be asked to interview parents and family about their favorite animals and we will add their responses to the class graph about our favorite animals. Mrs. Preble's First Grade Animal Fact SentencesCapital Letter at the beginningEnd mark on each sentenceSpellingThree facts about animalSentences need to make senseSentences must have a noun, verb, adjective CommentsStudent Name:??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? Number of votes Animal Graph10987654321GorillaTigerDolphinDogBatSnakeHorse Favorite Animal Number of Times Sum as Rolled Roll and Add 1098765432123456789101112 Sum of DiceCooperative Learning has been being used in classrooms since the 1980’s when research began showing the positive benefits of cooperative learning (Kagan 2009). Numerous research studies showed benefits of cooperative learning in all aspects of learning. There have been numerous types of cooperative learning strategies. One problem with most of the past cooperative learning approaches was the fact that they required complex and extensive preparation (Kagan 2009). The difference between Kagan Cooperative Learning and many of the other cooperative learning strategies is that of the PIES principles. These four principles are a part of each Kagan Structure. These principles ensure positive interdependence, individual accountability, equal participation, simultaneous interaction.This class has provided me the time and opportunity to explore numerous Kagan structures and the benefits of using Kagan Cooperative Learning strategies in a classroom. Kagan Cooperative Learning is a great way to engage all of our students while increasing academic and social skills. It has been my experience that they are easy to implement and use. When I have used structures in my classroom I have found they are fun, and students enjoy doing the activities. Research shows that the implementation of Kagan structures helps to ensure academic and social growth in all students (Kagan 2009). I was trained on Kagan Cooperative Learning previously and have used Kagan structures in my classroom periodically over the last several years. I have found them to be fun ways to review information. I now realize that I have not been using Kagan Cooperative Learning to its full potential. This class has given me a much better understanding of the importance of using teambuilders and classbuilders to set the climate of the classroom; and creating an effective cooperative learning environment. I plan on setting up my room with cooperative learning groups and spending time doing teambuilders and classbuilders more effectively next year. Initially; I will need to use more time to establish the team / class norms and expectations I have for cooperative learning, but I believe this will be very beneficial for my students academically and socially in the long run. One mistake I have made in the past is just sporadically adding a structure, teambuilder or classbuilder. I plan on implementing classbuilders, teambuilders and structures much more purposefully in order to be effective in my implementation.Writing the six lessons for this class project has made me realize how easy it is to add a Kagan Structure to every lesson I teach. Purposefully planning lessons to include structures will ensure student engagement and increase learning. I have yet to use a structure that students do not enjoy. This year I have found the more I implement a structure the more efficient students become at using it effectively. I am excited to continue to improve the amount of Kagan structures I am comfortable using. This year I have noticed I am becoming more aware of when I should or could implement a structure to increase engagement.Chapter eight focused on the management strategies unique to a cooperative learning classroom. I thought this chapter was very helpful and I planning on using it a resource next year as I move toward a more cooperative learning classroom. “Cooperative learning structures dramatically reduce management problems because students know exactly what to do, step-by-step, so they are far less likely to get off task” (Kagan, 2009, P. 8,25). I found this quote a very good reminder as to why cooperative learning structures work so well.Kagan Cooperative learning is well worth the effort of implementing and both teachers and students will see the benefits that result from the use of structures. All Kagan Structures can be adjusted for differentiated instruction, which is crucial with our current student population. Research has shown the importance of the use of Multiple Intelligences in the classroom to reach the diverse population we teach. Kagan structures use the dominant intelligence of some while developing a non-dominant intelligence of others (Kagan 2009). This helps our students become well rounded learners. ................
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