Week 8, Assignment #2
link to my math lesson plan
https://docs.google.com/a/nyit.edu/document/d/19vpok1FvFPtVtfc5OZkqnGHt4X_1kvnTVxxqrrO911w/edit?usp=sharing

Week 8, Assignment #1

1.       Besides for basics like calculations, creativity, neatness, and writing assignment as part of her rubric, Ms. Hobbs also takes into account how she wants their final projects to look before creating her rubric.

2.       Designing rubrics are time consuming, but I think very important in the process of lesson planning. A good strategy for designing a rubric if a teacher does not know where to start is to use the tactic that Ms. Hobbs used of thinking about how she wants the final project to look before creating the rubric. This gives a teacher a base to help them get started in creating rubric. They can see what is important to them and makes those things that are important to them the components part of the rubric.

3.       The students get a better picture of what the teacher is looking for when doing a mid-project rubric review. It gives them a chance to analyze what they did thus far and see what they still need to do.

link to my lesson plan week 7 which you can comment on

https://docs.google.com/a/nyit.edu/document/d/1pUXIlhcfeWQAjIoyuixhc1K55n5MQXjFjOzrNkHA0E8/edit?usp=sharing

Lesson Plan Template

Activity-based lesson adjusted to common core

 

Lesson topic: Complete sentences and paragraphs

Grade level: 1

 

Aim questions:

1. What learning objectives/main ideas do students need to know (maximum of

3)?

·         Students will learn to put parts of a sentence together to create a complete sentence.

·         Students will learn to put sentences together to create a paragraph

2. What common core skills will be introduced or reinforced during this lesson?

    CCSS.ELA-Literacy.W.1.2

    Write informative/explanatory texts in which they name a topic, supply some facts         about the topic, and provide some sense of closure.

3. Which content area standards are addressed in this lesson?

·         Using given parts of sentences, students will make sense of words and form them into a meaningful paragraph

4. What academic and content specific vocabulary is introduced in this lesson?

·         The sentences will contain vocabulary words which students will make sense of based on the meaning of the sentence.

5. What materials (e.g. activity sheet, map, song) will I present to students?

·         Sentence strips

·         Markers/crayons for illustrations

6. What activity, if any, will I use to settle students and establish a context (DO

NOW)?

7. How will I open the lesson (MOTIVATION) and capture student interest?

·         Teacher will read parts of sentences together which do not make sense and ask the students to explain what the sentence means.

8. What additional Full class/group/individual activities will I use to help students

discover what they need to learn (suggest three)? If there are group activities,

how will student groups be organized?

1.    Full class- each student will have a chance to pick sentence strips with different parts of sentences and place a complete sentence on the board.

The teacher will ask the student comprehension questions about the sentence they created.

2.    Group- the students will work with a partner. One will put sentence strips together to form a meaningful sentence, and the other will have to illustrate what they think the meaning of the sentence is.

3.    Individually- each student will have to put sentence strips together to form a paragraph which makes sense containing at least six sentences. Then they will have to create an image which expresses the main idea of their paragraph.

9. How will I differentiate instruction with multiple entry points for diverse

learners?

·         Visual learners- creating an image of their paragraph.

·         Kinesthetic learners- putting sentence strips together on the board which make sense.

10. What HOT (High Order Thinking) questions will I ask to encourage students in

analysis and discussion?

·         Why they chose to write about the topic that they did in their paragraphs.

11. How will I assess student mastery of the skills, content, and concepts taught in

this lesson?

·         I will collect and read their paragraphs.

12. How will I bring the lesson to closure (Summary Questions)?

·         Each student will have a chance to present their paragraph to the class

13. How will I reinforce and extend student learning?

CLASS APPLICTION/FOLLOW-UP

ENRICHMENT ACTIVITIES

HOMEWORK

·         After the teacher returns the students’ paragraphs, they will place it into their writing portfolio binder along with all the other writing assignment from the past and future writing assignments for the year.

·         At the end of the year students will be able to take home their binders and show it to their parents and they can read their own writings which are nicely compiled almost like a book.

14. What topics come next?

TOMORROW

DAY AFTER

·         After students learn how to write a meaningful paragraph, they will learn how to write a structured paragraph will a topic sentence, body, and conclusion.

15. How do I evaluate this lesson? (It is about to what extent your lesson successful

is, which is different from student assessment itself. You can use student

assessment results as one evidence for your lesson’ success though.)

STRENGTHS, WEAKNESSES, AREAS to WORK, THINGS TO CHANGE

·         The teacher will read the students’ paragraphs to check whether they were able to put pieces of sentences together to form a complete thought.

Lesson Plan Template

Activity based lesson adjusted to common core Lesson

 Topic: Reading

 Grade level:  2

Aim questions:

1.      What learning objectives/main ideas do students need to know (maximum of 3)?

·         Students will learn to put two words together to form a contraction

·         Students will learn to place an apostrophe in the correct place for contraction words.

2. What common core skills will be introduced or reinforced during this lesson?

     Common Core Language Standard L.2.2c: Use an apostrophe to form contractions.

3. Which content area standards are addressed in this lesson?

·         Conventions of the English language

 4. What academic and content specific vocabulary is introduced in this lesson?

·         Contractions and apostrophes

5. What materials (e.g. activity sheet, map, song) will I present to students?

·         Paper contraction cars

·         Song about contractions http://www.songsforteaching.com/grammarpunctuationspelling/contractions.htm

Refrain:

We all know contractions,

 We all know the way,

 We all know contractions,

 This is what we say,

Could not ... Couldn’t, Would not ... Wouldn’t, Did not ... Didn’t, Should not ... Shouldn’t, We have ... We’ve, Should have ... Should’ve, They have ... They’ve, Could have ... Could’ve.

Refrain

Does not ... Doesn’t, Do not ... Don’t, Was not ... Wasn’t, Will not ... Won’t, That is ... That’s, He is ... He’s, What is ... What’s, She is ... She’s.

Refrain

Can not ... Can’t, Have not ... Haven’t,  Is not ... Isn’t, Has not ... Hasn’t, We will ... We’ll, She will ... She’ll, They will ...

·         Worksheets on contractions

 6. What activity, if any, will I use to settle students and establish a context (DO NOW)?

7. How will I open the lesson (MOTIVATION) and capture student interest?

Two students will “crash” with the paper cars that they will be wearing one word on each that together       make a contraction word.

8. What additional Full class/group/individual activities will I use to help students discover what they need to learn (suggest three)? If there are group activities, how will student groups be organized?

1.    Full class- as a class students will play out with the word cars the idea of contractions

2.    Group- students will work with a partner, one partner will have half the contraction word and the other partner will have the other half on the contraction word. They will put their words together and create contractions and then write them down on a paper using an apostrophe in the appropriate places. For example, one student will have the word “does” and the other will have the word “not” and they will form the contraction “doesn’t”.

3.    Individually- each student will work independently on a worksheet which involves reading sentences with a contraction word and next to each sentence they will write the contraction word they read in the sentence and place an apostrophe in the appropriate place.

9. How will I differentiate instruction with multiple entry points for diverse learners?

·         Visual learners- contraction worksheets
·         Auditory learners- the teacher will teach a song to the class about contractions
·         Kinesthetic learners- the car activity to introduce the lesson

 10. What HOT (High Order Thinking) questions will I ask to encourage students in analysis and discussion?

·         Which words that you say in your day-to-day speech are contraction words?

11. How will I assess student mastery of the skills, content, and concepts taught in this lesson?

·         The students will independently do a worksheet on contractions which the teacher will collect and grade. http://www.ereadingworksheets.com/languageartsworksheets/free-grammar-worksheets/contractions-worksheets/

 12. How will I bring the lesson to closure?

·         The class will sing the contraction song http://www.songsforteaching.com/grammarpunctuationspelling/contractions.htm

 13. How will I reinforce and extend student learning? • CLASS APPLICTION/FOLLOW-UP • ENRICHMENT ACTIVITIES • HOMEWORK

·         Students will be called up to the board to write their own contraction words which they came up with and show the class where they will place the apostrophe.

14. What topics come next? TOMORROW DAY AFTER

      Using an apostrophe for possessive words

 15. How do I evaluate this lesson? (It is about to what extent your lesson was successful, which is different from student assessment itself. You can use student assessment results as one evidence for your lesson’ success though.) • STRENGTHS • WEAKNESSES • AREAS to WORK • THINGS TO CHANGE

·         Teacher will read through their contraction worksheets and evaluate the students’ work.

·         If the students generally did well, the lesson was a success

·         If the students overall did poorly, the teacher will reevaluate and think of another way to teach contractions based on the students’ needs which the teacher can see from the mistakes they made on their worksheet.

 

Week 6, Assignment #1

Overall, Ms. Caufal’s teaching I thought was incredible! From watching the video, I saw the different strategies she used to teach her students reading, and from watching the children, I saw that they really learned and even enjoyed reading.

Ms. Caufal used many instructional procedures throughout her lesson.  Some of them include “picture power”, a way of learning to read a word based on looking at the picture. She would have the children “pop” the word sounding out the first letter of the word phonetically. Ms. Caufal also made her students feel like “super readers” by having them identify what super heroes they are on the wall and she used a wand and the children used a witch’s finger to point while they were reading. The students were used to set procedures established by Ms. Caufal like getting their book baskets for independent and partner reading. The children knew to face back to back while reading independently and sit next to their partner during partner reading time. Last, I also noticed how Ms. Caufal rang a bell to get her students to stop the activity and regroup.

I noticed Ms. Caufal doing informal assessments on her students by floating around the class during independent and partner reading time. She observed their reading and gave them positive encouragement like a high-five. She also took notes for herself writing down the students’ reading level.