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UW-Platteville SoE Lesson Planning Template

Name: Cortney Welacha Lesson Title: Ten Happy Elephants Shared Reading Lesson Grade level(s)/Course: Kindergarten Date taught: 4/18/13 GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: Ten Happy Elephants Publisher: Wright Group/McGraw-Hill Date of Publication: N/A District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. My cooperating teacher asked me to do some Smartboard activities with the students to accompany the shared reading lesson. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. At least once daily. Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. N/A List any other special features of your school or classroom that will affect the teaching of this lesson. N/A INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total students___17______ Males_____10_____ Females_____7_____ Students with Special Number of Accommodations and/or pertinent IEP Objectives Needs: Category Students 0 Students with IEPs English Language Learners Gifted 504 Students with autism or other special needs Students with Behavioral Disorders 0

0 0 0

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UW-Platteville SoE Lesson Planning Template

INFORMATION ABOUT THE LESSON Content Strand found within the Wisconsin Academic Content Standards Reading & Literacy Enduring Understanding and/or Essential Question Can you use the rhyme to predict the number work in the sentence? GLE(s) or EOC and Symbolic Notation DOK 1 CCSS.ELA-Literacy.W.K.2 CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding. CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text. 1

Outcome(s) The students will be able to recognize rhyming word/word families by using context clues to guess the rhyming words that are hidden behind the post it note in the story. The students will also be able to recall details from the story building their comprehension skills. Academic Language related to the lesson Number words: one, two, three, four, five, six, seven, eight, nine, ten. Jive Keepers Wading Prior Learning/Prior Thinking The students have previous knowledge surrounding concept of print and have also worked with rhyming words and word families.

LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge The teacher will ask the students, Have any of you ever seen an elephant before? Maybe at the zoo or at a circus? Focus/Purpose Statement The purpose of this lesson is to model literacy behaviors and skills and also for the students to recognize rhyming words or word families.

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UW-Platteville SoE Lesson Planning Template


Procedures 1. The teacher will first ask the students Have any of you ever seen an elephant before? Maybe at the zoo or at a circus? he/she will give the children adequate time to respond. 2. The teacher will then show the students the cover of the book. The teacher will ask the students, By looking at the front cover, can any of you tell me what you think the book will be about? 3. The teacher will tell the student that they all have great guesses. The teacher will then read the title and ask the students, Now that you know the title of the book, do any of you have any more predictions? 4. The teacher will then tell the students, We are going to take a picture walk. The teacher and class will look at each picture together and discuss what is happening in each picture. 5. The teacher will then go back to the beginning of the book and say to the students, This time I will read the story to you. 6. The teacher will read the title, pointing to the words as he/she reads. Read the names of the author and the illustrator, reminding the students what each of them do. 7. The teacher will explain to the students that he/she has covered up some of the words in the book. He/She will then say to the students, I would like you boys and girls to try and guess what the words are that I have covered up. Try listening to the other words in the sentence or in the previous sentence to guess what the covered word might be. 8. The teacher will have covered up the following words prior to the lesson. (eight page 4, seven page 6, six page 7, five page 8, four page 9, three page 10, two page 11, one page 12) 9. The teacher will read through the story modeling good literacy skills. At each covered up word the teacher will ask the students what they think the covered word might be, giving the beginning sound if the students need extra help. The teacher will call on students who are sitting quietly and raising their hands. The teacher will stop on page 11 at the word keeper and ask the students, Does anybody know what a keeper is? The teacher will stop on page 13 pointing out that the word elephant does not have an s on the end of anymore like it did the whole story. The teacher will ask the students, Does anybody know why the s is not on the end of the word elephant anymore? 10. Following the completion of the story the teacher will ask the students: The title of the story is 10 happy elephants, but what how do you think the one elephant felt once it was all alone? Does anybody remember what the one alone elephant did to bring all her elephants friends back? 11. Following the completion of the story and discussion, the teacher will write the words sea and three, jive and five, and zoo and two on the white board. The teacher will ask the students to help her read the word pairs on at a time. 3|Page

UW-Platteville SoE Lesson Planning Template


After the class has read the word pairs, the teacher will ask the students, What is special about these pairs of words?

12. After the class has agreed that the previous word pairs are rhyming words, the teacher will move the students attention to the Smartboard for activities related to the story. The teacher will say, Ok boys and girls, we will not do some Smartboard activities related to the story. 13. The teacher will then have the students work on the first slide of the smart board activity which is number and number word matching. The teacher will say, We saw lots of number words in the story. In this activity I will have you boys and girls match number words with the correct number. The teacher will call on students by pulling popsicle sticks with the students names on them from a jar. 14. After completion of the first slide, the teacher will move to the next slide which is a number and picture rhyming activity. The teacher will first name each picture for the students to hear. The teacher will then say, I now need my friends to help me match these pictures to the number that it rhymes with. The teacher will call on students by pulling popsicle sticks with the students names again. 15. The teacher will then move to the final slide on the Smartboard which is a star word activity. The following phrase from the book will be on the Smartboard: She lifts her trunk and trumpets--- a sound thats loud and clear, and elephants come running from far away and near. The teacher will first read the sentence to the students. The teacher will then say to the students, Ok boys and girls, I need your help finding all of the star words that you see. The teacher will call on students by pulling popsicle sticks with the students names again.

Differentiation Content - If the students are struggling to guess the covered up words or matching the correct number to their number word in the Smartboard activity, the teacher will guide them by giving them the beginning sound of the word. Process If the students seem to be getting off track or talking too much, the teacher will ask the students to Show me five. Closure The teacher will ask the students if they enjoyed the story. The teacher will then tell the students that they did a great job completing the Smartboard activities. Materials and Resources Book: Ten Happy Elephants by, Joy Cowley Smartboard with pre-created activities that align with the book Classroom Management/Democratic Practices Each student must stay seated in their carpet squares sitting criss cross apple sauce hands in their lap. If 4|Page

UW-Platteville SoE Lesson Planning Template


the teacher recognizes that the students are becoming distracted he/she will ask the students to, Show me what it looks like or Show me what it sounds like. If a student seems to not be able to handle sitting quietly at the carpet or is distracting others the teacher will ask that student to, Please go take a break where the student will go sit in the designated chair for 2 minutes (timed by an hour glass). The students will also be asked to raise their hands when they would like to answer a question.

ASSESSMENT Before the lesson The teacher will ask the students, Have any of you ever seen an elephant before? Maybe at the zoo or at a circus? This question assesses prior knowledge. During the lesson The teacher will stop on page 11 at the word keeper and ask the students, Does anybody know what a keeper is? At the end of the lesson The students will complete the Smartboard activities related to the story. The teacher will assess the students understanding by whether or not they complete the activities successfully. Assessment Rubric

LESSON PLANNING CHECKLIST

Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson? What strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)? If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? Have you specified how you will ensure students understand the academic language needed to succeed during this lesson? What content-specific vocabulary will you introduce and how will you introduce it? Do you plan for guided work so that students must use the ideas/skills they learn? Do you plan for students to independently work with or apply the ideas/skills?

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UW-Platteville SoE Lesson Planning Template


Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)? How will you collect evidence of students thinking and learning (formative assessments) during the lesson? REFLECTION If you have not had a conference at the completion of your lesson, or if your instructor asks for this, send a REFLECTION to your practicum supervisor. In your reflection address each of the following. 1. Focus on student thinking and learning. 2. What was working? What was not working? For whom? Why? 3. Use specific examples of students work, actions or quotes to support your claims. 4. What missed opportunities for student learning are you aware of that happened? 5. If you could do it over, what might you have done to take advantage of missed opportunities to improve the learning of students with diverse needs? 6. In your own classroom what would you teach next to build on this lesson?

Link your ideas to your methods class content and readings, using appropriate and accurate quotes from text or theorists as you analyze and evaluate your work.

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