CHS320 Lesson Plan Template week4

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Liberty University *

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101

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Chemistry

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Feb 20, 2024

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docx

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5

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Name: kara parker Title of Learning Experience Plan (LEP): Exploring the zoo Domain: cognitive/ Literacy Size of Group: 15 Ages/Grade: kindergarten Length of Lesson: 1 hour 1. Identify Two or Three Early Learning Standards. Properly cite the source of your early learning standards. Students in Connecticut should utilize the CT ELDS. Reference the source in APA format as follows: Connecticut Office of Early Childhood (2014, April). CT ELDS Connecticut early learning and development standards:   What children, birth to 5, should know and be able to do . Retrieved from:   http://www.ct.gov/oec/lib/oec/earlycare/elds/ctelds.pdf   Students in other states, may use their states’ early learning standards or the CT ELDS. For each specify: Early Learning Standard #1: Domain: Language and Literacy Strand: D: Early learning experiences will support children to gain book appreciation and knowledge Learning Experience Plan Template CHS490 – Capstone Field Experience CHS320 Emergent Literacy
Learning Progression: Understanding of Stories or Information Indicator: L.60.14 Use connections between self and character, experience and emotions to increase comprehension Early Learning Standard #2 Domain: Language and Literacy Strand: B: Early learning experiences will support children to use language (expressive language). Learning Progression: Vocabulary Indicator: L.60.5 Use more complex words learned through books and personal experiences (e.g., label favorite shirt as chartreuse, or know that a paleontologist studies dinosaurs) Early Learning Standard #3 Domain: Language and literacy Strand D: Early learning experiences will support children to gain book appreciation and knowledge indicator: L.60.13 Identify main components of a story or text (the major plot points of a story or the main topic of an informational text) Source: Connecticut Office of Early Childhood (2014, April). CT ELDS Connecticut early learning and development standards: What children, birth to 5, should know and be able to do. Retrieved from: http://www.ct.gov/oec/lib/oec/earlycare/elds/ctelds.pdf Identify Two or Three Key Objectives Each objective must be measurable. Objective #1: Students will be able to name main characters in a story using a story map Objective #2: Students will be able to mimic animal sounds Objective #3: Students will be able to recognize and label animals 2. Identify All Materials Needed: (including all materials for your related extension activities) Copy of “ From Head to Toe by Eric Carle Copy of “ Put me in the Zoo by Robert Lopshire Solid color stickers
Zoo animal figures Pretend zoo ( basket) Story map worksheet Identify Vocabulary Words: Plan at least 5 - 7 words connected to the planned topic and key objective. 1. Animals 2. Characters 3. Setting 4. Zoologist 5. Main idea 6. Solution 7. Zoo 3. Plan Six Higher Order Thinking Questions Incorporate all six levels of Bloom’s Taxonomy: Understanding, Remembering, Applying, Analyzing, Evaluating, Creating Before reading the story: two questions ( Remembering) Question #1: Can you name one animal you already know? Question #2: What sound does that animal make? During the story reading: two questions ( understanding) Question #1: Where do these animals live? Question #2 What do you learn at the zoo? After reading the story: two questions ( applying) Question #1: what animals did we see Question #2: where did this story take place 4. Identify Instructional Procedures : A. Introduction Students will gather on the rug for story time and be handed a sheet of solid color stickers. We will read “ Put me in the zoo” and “ From head to toe”. Prior to reading these books students will be asked some questions to evaluate their prior knowledge. Books we have previously read about animals may be shown to help them remember. Students may share their own experience with animals and/or the zoo by turning to their peer next to them and sharing their story.
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B. Learning Experience During the story time, students use the color stickers they got before the reading to put on their clothing to match the color of the animal shown on the pages. ( i.e pink for flamingo) After reading the books, Students will be encouraged to pretend to be some of the animals we learned about in the book. ( encourage students to make the sounds the animal makes aswell as express the feelings we learned about from the animals) Once this movement break is over students will select an animal figure and create a group for that animal. Once this is completed, students will be instroducted to return their animal to the zoo ( the basket) C. Closing Students will be assigned pairs and will be prompted to elaborate the setting and some of the characters in the book. After sharing, students willl begin independent work and complete a story map worksheet which will ask students to write some of the characters, settings and problems and solutions we discussed as a class and with each other. 5. Family Literacy Home-School Connection  - encourage parents to read books related to zoos/animals and have students point out vocabulary words related to the topic we previously learned about such as ( zoologist, or setting) 6. Community-School Connection  create a zoo wall which will essentially be a zoo themed bulletin board with vocabulary words we connect with zoos. 7. Modifications  Define the child’s exceptional learning need. Explain the modification. State specifically how will you instruct the child. Encourage struggling students to ask questions freely over the course of the lesson. If student has trouble writing they will be paried with an advanced student to contribute to a worksheet together. 8. Technology  promethian board for zoo related videos after lesson has been taught ( free time) 9. Related Center-Based Activities  Activity 1. zoo box ( the basket used for zoo such as different animals) Activity 2. zoo puppets ( animals they can use as puppets
Activity 3. sandbox with different animals that live in sandy areas Activity 4.circus coloring sheets ( to learn animals that can be shown in a circus) Activity 5. zoo word search filled with vocab words 10.Assessment  Specifically state the type of assessment you will use and include an example. - encourage students to use vocabulary words when filling out their story map such as zoologist and characters aswell as describing the colors the animals could be. make a list to see if student can name at least 3 different vocabulary words. make a list to see if students can match animals to their colors correctly at least four times