ETSU Lesson Plan Format



Name: Megan Stanfill Date: 2/25/2013Lesson Title: Max Takes the Train Grade/Level: KindergartenLicensure: K-6Curriculum Standards Focus Question/Big Idea/GoalRationale/Theoretical ReasoningState Curriculum StandardsReading/Language Arts:RL.K.1 With prompting and support, ask and answer questions about key details in a text.RL.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.Writing:W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.What question(s), big idea(s), and/or goals drive your instruction?How many forms of transportation can you name?The curriculum/common core standards directly correlate with the Tennessee stateKindergarten grade curriculum standards. The standards were obtained from the education website. It is important that the students understand this topic. Lesson Objective(s)Objectives are measureable.Students will be able to recall events in the book.Students will be able to write/draw in response to the book.Students will be able to name different types of transportation.This objective was chosen because it connects directly to the standard. The first objective will be measured during the Higher Order Thinking questioning after the story and during the reading workbook center at the green table. The second objective will be measured in the red table center during the writing activity. The third objective will be measured in both the writing activity and in the closure. Academic LanguageWhat is the key language demand? What Academic Language will you teach or develop? What is the key vocabulary and or symbols? What opportunities will you provide for students to practice content language/vocabulary and develop fluency? PlaneJetwaySubwayTunnelFerryboatSidecar Before the story, I will preview the AL on a PowerPoint to introduce the words. During the story “Max Takes the Train” the students will hear the AL in the book as well as during the questions for higher order thinking. Students will also use the vocabulary during the writing portion of the lesson.The AL chosen is essential to the successful completion of the lesson. Assessment/EvaluationFormative: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback? How will feedback promote student understanding?The instructor will ask comprehension questions after reading the story with the students to ensure the students understand the story and can move on to write about the story. The teacher will modify instruction when needed.Summative: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?The students will be evaluated on their writing based on the rubric below:StudentUpper-case/lower-case use (circle one)Write to promptWrite full thoughtTotalsJara0-No 1-Some 2-Mostly 3-Always__/1__/1___/5Steven0-No 1-Some 2-Mostly 3-Always__/1__/1___/5Trinity0-No 1-Some 2-Mostly 3-Always__/1__/1___/5Austin0-No 1-Some 2-Mostly 3-Always__/1__/1___/5Hannah0-No 1-Some 2-Mostly 3-Always__/1__/1___/5Madison0-No 1-Some 2-Mostly 3-Always__/1__/1___/5Olivia0-No 1-Some 2-Mostly 3-Always__/1__/1___/5PointsPrescription0-3INTERVENTION4ON-LEVEL5ADVANCEDMy formative assessment was designed to let the teacher assess whether or not the students were ready to move on to the writing prompt. If the teacher does not feel that the students are ready, then a re-teaching of the lesson may be necessary as well as guided thinking. My formative assessment was designed to allow students to practice the concepts being taught/ reviewed and receive immediate feedback.My summative assessment provides the educator with the opportunity to reflect on each student’s work and see if they are ready to move on or need extra help. InstructionSet/Motivator: How to engage student interest in the content of the lesson? Use knowledge of students’ academic, social, and cultural characteristics. The teacher will begin by asking questions to activate prior knowledge.What are some kinds of transportation we use every day?How do you get to school?How do you get home from school?Instructional Procedures/Learning Tasks: Provide specific details of lesson content and delivery based on students’ prior knowledge, strengths and weaknesses.The teacher will preview the academic vocabulary on a PowerPoint slide. I will also introduce students to our “I can…” objective for the day. The teacher will read the story “Max Takes the Train” by Rosemary Wells. The teacher will do a Think Aloud while reading the story. After reading the book, the teacher will ask students the formative assessment questions by drawing their names written on popsicle sticks from a cup at random. The students will then be split into two groups to move into centers. The center at the green table will be led by the mentor teacher. At this table, students will work on phonics and reading skills using the leveled readers. The center at the red table will be led by the student teacher. At this table, students will do a few writing activities. First, the students will draw and caption four pictures naming four kinds of transportation they remember from the story that go on water, tracks, air, and road. Students will then complete the sentence: “I would take the _______to _______.” Students will then illustrate their sentence. If students struggle with the sentence, the teacher may provide a list of words to choose from. Early Finishers: Early finishers may go to the yellow table and quietly read from the classroom library. Questions and/or activities for higher order thinking: These cannot be answered by yes or no.The teacher will ask questions such as:What was it that Max wanted from Zeke’s Palace of Ice Cream? [Whamburger]What did Max put on to get ready for the trip? [his Junior Citizen Transport Pass]What form of transportation did he and Uncle Bunny take first? [bus]The bus went into the city center. Did it take Max and Uncle Bunny to Zeke’s Palace of Ice Cream?What is the Blue Comet? [a train]What did Max and Uncle Bunny ride after they got off the train? [ferryboat]The subway is like a train that travels underground. What picture did Max and Uncle Bunny see in the subway station? [whamburger]When Max and Uncle Bunny finally arrive at Zeke’s what do they order?Were they able to finish their whamburgers? Who did they call to help?How did Ruby get to Zeke’s? [she rode her bike]What is attached to Ruby’s bike? [sidecar] Who did they take the rest of the whamburger back home for? [grandma]Students will be composing and illustrating a descriptive sentence in response to “Max Takes the Train”.Closure: Verbalize or demonstrate learning or skill one more time. May state future learning.At the end of the last rotation, the students will return to the rug to answer the focus question: How many forms of transportation can you name? Each student will be asked to name a different form of transportation. Material/Resources: What do you need for this lesson?“Max Takes the Train” by Rosemary WellsLeveled readersWriting promptThe set helps activate prior knowledge which is essential for students to complete the lesson.The instructional procedure follows the scaffolding method. It allows the student to become more comfortable with the strategies and it allows the teacher to monitor the student’s reception of the lesson.It is always a great idea to provide an activity for early finishers. It keeps all on task and actively engaged.It is important to provide opportunities for the students to recall the story to check for understanding. Doing a picture walk helps the students with recalling. Closure ‘seals’ the learning. This activity ensures the student and teacher of what the student has learned in that mini-lesson as well as has the student answer the essential question.Listing the materials necessary for a lesson ensures that all materials will be ready and no time will be wasted.Adaptations to Meet Individual Needs: How will you adapt the instruction to meet the needs of individual students?Austin and Jara regularly require additional guided instruction. Mostly these students simply need added support, perhaps to hear explanations again. During instruction, I will pay careful attention to the progress of these students, and provide intervention when necessary. I also have the students learn in smaller groups so that there will be fewer distractions and important information should be heard clearer. Throughout the entire lesson, the students will also receive immediate feedback. In addition, these students will also be given the opportunity to watch, listen to, and work with their peers for guidance. They also struggle with staying on task. To accommodate this, I will seat them near me to help keep them focused on the task. I will also ask them questions frequently to keep their attention on the lesson.Management/Safety Issues: Are there any management and/or safety issues that need to be considered when teaching this lesson?As noted above, a few students need assistance staying focused on the task. It is always important to be aware of the individual needs of your students.Reflections/Future Modifications: To what extent did the class learn what you intended them to learn? What will be your next steps instructionally? What did you learn about your students as learners? What have you learned about yourself as a teacher? ................
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