Week4-MitchellR(lesson Plan)

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Walden University *

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4010

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Communications

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Apr 3, 2024

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ECE Lesson Plan Elementary Education Lesson Plan Template The lesson plan is your written guide to what you will teach, how you will teach, what materials you will use, and how you will know what the children learned. You will use this lesson plan template for each lesson created during your field experiences and demonstration teaching. Consider these questions when creating this plan: What do the children know, what can they do, and what are they learning to do? What do you want the children to learn? What standards are you using? What are the important understandings and core concepts you want children to develop within the learning segment? What instructional strategies, learning experiences, and assessments will you design to support children’s language and literacy development? How is the teaching you propose supported by research and theory about how children learn? How is the teaching you propose informed by your knowledge of children and of the content? Attention to detail contributes to your effectiveness in lesson planning and student learning. We recognize that this lesson plan requires more detail than may be expected of most classroom teachers on a daily basis. However, this template is designed to support you in learning how to incorporate all critical elements of effective lesson plans. . ). As you build lesson plans throughout your program, prepare by paying careful attention to each element of the lesson plan template. Read all prompts each time you complete a lesson plan and review the evaluation rubric. Ask your faculty member and host/ cooperating teacher questions throughout the process. As you complete this lesson plan, please delete the instructions and type directly in the boxes. Read the information in each box prior to deleting. ** Please delete this page prior to submitting. ** Walden University Richard W. Riley College of Education and Leadership Page 1

ECE Lesson Plan Grade: Subject Area(s) Date: List the grade level and the academic subject area(s). 3 rd Date lesson will be taught. Mar ch 21 st 2024 Age Range & Background: Anticipated Lesson Duration: Briefly describe the developmental needs and characteristics of this group, including family and community characteristics. Identify any class characteristics that affect your planning. 8-9 *Use initials for names individuals. Indicate the number of minutes allotted to this lesson. While your lesson plan reflects the anticipated lesson duration, be prepared to modify your lesson based on student responses. 60 mins Foundations of Lesson Plan Curricular Focus, Theme, or Subject Area : Identify the subject area, topics, or themes that you will address in this lesson. If appropriate, identify the unit of study that defines the larger context of the lesson. Briefly describe the resources used to develop the lesson. Life science aligned with math State/District/Professional Standards Identify one or more state-adopted student academic content standards. (Note: Please list the number and text of each standard that is being addressed. If only a portion of a standard is being addressed, then make a note of it here. Keep the number of standards to a minimum in any one lesson. These standards clearly align with the learning objectives, teacher and child activities, and the assessment in the lesson. SC15.3.13 Display data graphically and in tables to describe typical weather conditions expected during a particular season (e.g., average temperature, precipitation, wind direction). Learning Objective(s) : The lesson objective is the learned outcome of the lesson. These should align with the state standards and curricular focus. The lesson objective includes three elements: (1) Outcome, behavior or task – the action: what children will do (Must be an action verb; cannot measure what a child knows) (2) Conditions – the conditions under which the behavior is performed: how children will demonstrate the outcome (3) Criterion – the degree of accuracy and fluency necessary for success: to what extent children achieve the outcome Explain how these objectives align with the standards above, teacher and child activities, and the assessment. Keep the number of lesson objectives to a minimum. Example: When asked to recount the sequence of events in a story, students will state at least four out of five events in chronological order. Display weather data in tables, line graphs, and bar graphs. Use data as evidence to support a decision. Differentiation/Adaptations for Individual Children: Knowledge of children participating in the lesson is essential for lesson effectiveness.. Consider children’s current level of performance and readiness to learn in areas related to the objective(s). The teacher must:  Understand the multiple influences that impact the learning and development of the children  Identify child developmental levels, interests, learning styles, health status, disabilities, and life experiences  Recognize the centrality of the family to the child’s learning and growth  Understand the connections between research and practice.  Examine child diversity in the class, including cultural, racial, religious, socio-economic, gender, disability, and any unique personal factors that may contribute to or inhibit children’s learning  Attend to requirements in IEPs and 504 plans. Walden University Richard W. Riley College of Education and Leadership Page 2

ECE Lesson Plan Complete this chart with modifications and/or accommodations you will make based on the needs of your students. If a column does not apply (like English Language Learners, then type N/A for Not Applicable. Academic Level and Students with IEPs/504s Modifications During Instruction Modifications During Assessments Students needing enrichment (gifted and high achieving students) None Students Needing Additional Support none Students who are English Language Learners List each student by initial on a separate row who have IEP/504 plan, using initials (Use tab to add new rows) Students with IEP where not here for this lesson,instead they were with another teacher for testing Attach any appropriate documentation to illustrate these adaptations. Pre-assessment : Assessment begins with observation and documentation. Pre-assessment of children’s prior knowledge of lesson objective(s) allows the teacher: There should be a pre-assessment prior to every lesson you teach. (1) To determine the range of children’s knowledge of the standards before the lesson; (2) To compare performance before and after the lesson in order to evaluate the impact on children’s learning, both individually and for the entire class. (3) To support development of language and literacy. See rubrics 1, 4, and 5. The pre-assessment needs to be aligned with the lesson standards, objectives, and teacher and student activities. The format of the pre-assessment may differ from the post-assessment, but the standards and objectives measured will be the same. Describe the pre-assessment for the lesson. Consider multiple ways for the student to demonstrate their learning. Attach the scoring criteria or rubric, observation records, or other documentation as appropriate. Has a gro up, the students research extreme weather using Weather Wiz Kids . Academic Language to be Taught or Reviewed : Effective communication is critical to the success of the lesson. Examine the oral and written vocabulary that you will use and teach in the lesson and that children will need to understand to learn the lesson objective. Include language function, syntax, and vocabulary. Consider:  What words in your lesson need special attention? Why?  What words/concepts are related to teaching and learning (for example, compare , predict , solve )?  What words/concepts are related to the subject matter and content (for example, climate or weather )? You will need to consider how you will teach these words in a meaningful way during the lesson to foster language development and ensure effective communication. Data Seasons Temperature Walden University Richard W. Riley College of Education and Leadership Page 3

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ECE Lesson Plan Precipitation Wind direction Materials/Technology/Equipment/Resources :  List texts, Web sites, writing/art supplies, props/artifacts, assistive technology, computer software, Internet resources, audio/visual media, electronic equipment, and other tools and materials needed. Specify quantities. Explain how these materials will be distributed and used.  Include materials that provide diverse learning experiences for all children. Sticky notes Chart paper Markers Pencils Tape (for hanging charts) Thermometer Student science journals Grouping Structures (e.g., whole-class, small groups, pairs, one-on-one) : Learning is a social process and building community and social competence should be considered in planning each lesson. Indicate the student grouping structures and include a brief rationale for the grouping strategies you will use during the lesson, for example:  whole-class grouping  heterogeneous and homogeneous small groups (for example, cooperative learning)  children working in pairs (for example, peer tutoring) Take into account children’s physical, social, emotional, and cognitive/language development, particularly with regard to English language learners and children with special needs. You may need to plan the grouping structures of the entire class and be responsible for planning for and managing several groups. Consider time parameters and your ability to organize and manage the classroom (for example, learning centers) and supervise paraprofessionals and volunteers effectively. four groups, one for each season of the year Family Connections : Effective teachers are mindful of the importance of families and communities to children’s development and learning. Describe one or more strategies that you will use in this lesson to engage and involve families in a meaningful way.. Consider the following questions as you plan:  What might families want or need to know about this lesson and/or the standards being taught?  What knowledge, skills, or interests might families be able to share on this topic? How might these assets contribute to the planning, implementation, or assessment of this lesson?  What community resources are available? How might they be accessed?  How might children best share their learning in this lesson with their families? Familys can go over the weather with their children, when on walks or on the way home in the car. Lesson Sequence Align all activities with the standards, lesson objective(s), and pre- and post-assessments. Introduction/Anticipatory Set Walden University Richard W. Riley College of Education and Leadership Page 4

ECE Lesson Plan Learning Activities: Describe initial teacher and child activities that establish a warm connection, capture children’s interests and imagination, focus their attention on learning the lesson objective, and create a positive disposition toward learning. Answer the following  How will you build a sense of relationship and connection with children during the introduction?  How will you relate the lesson to children’s interests, prior knowledge, and families/communities?  What activities will engage children in a variety of ways during the introduction?  As a whole the students and I went over the weather using online games Building/Applying Knowledge and Skills Learning Activities: Describe specifically and in a step-by-step fashion what you and the children will do in each activity and transition.. Consider the following items when planning: multiple modalities, communication, technology, play, academic language, and integration of subject areas. Include time estimates for each step. If a substitute teacher were going to teach your lesson, are your learning activities clear? Group the students into four groups, each representing a season. Give each group a chart labeled with a season, markers, and a pad of sticky notes. Have students activate their prior knowledge by listing facts they know about the weather during that season on sticky notes. Have groups compare their notes and create a chart of ideas without duplicate facts. Display the charts and have a representative from each group share their information. Circle unfamiliar or misconceived facts. Take the students outside to observe the current weather conditions. In the classroom, students will write down vocabulary definitions in their journals or on the note-taking guide. Ask each group to circle the three months that represent their meteorological season and create a chart in their notebooks that represents the temperature data. Hang the charts at the front of the room and discuss what these graphs show us about the temperature during each season.. Students will be presented with maps of the United States that are color-coded based on the average temperature in each season. This will be done using a computer and a projector. I will then ask students to select a state in the United States that has different average temperatures from Alabama. Students will be divided into pairs and will be required to conduct research on the average temperature of their chosen state during a specific season. They will collect data from the U.S. Climate Data website. Assessment/Evaluation Process Learning Activities: Assessment is the process by which elementary teachers gain understanding of children’s development and learning. Describe all assessment strategies you will use during and after the lesson. Consider how you will  utilize and document observation to assess children’s learning  ensure that your assessment choices are responsible and supportive of children’s learning  collaborate with other professionals and/or with families and communicate student progress  make sure that your assessments are aligned with your objectives and standards for the lesson  collect assessment data What other assessment instruments, tools, or strategies will you use? Note: You will submit a copy of your assessments with the lesson plan, if applicable. Have students write and orally present their findings to the class Closure Walden University Richard W. Riley College of Education and Leadership Page 5

ECE Lesson Plan Learning Activities: Closure is the conclusion of your lesson. It is a time to wrap-up the lesson by summarizing, reviewing, and/or reflecting on the learning that has taken place. Describe all activities and strategies you will use in the closure of your lesson. Have a discusion in whole group setting and go over what was learned Extension/Enrichment/Homework: Describe teacher and child activities designed to enrich or extend children’s learning beyond the lesson. Consider the following questions when planning for enrichment, extension, or homework activities.  Provide opportunities for broader or deeper exploration to challenge and support to all children.  Engage children’s families in practicing skills or extending knowledge through homework, if appropriate. Note: The reflection should be completed and submitted after the implementation of each lesson or observation. Reflection Teacher Reflection on Lesson Planning and Implementation: Leave blank if submitting for feedback prior to implementation. Compare your lesson plan to the actual implementation of the lesson. Describe how the process of planning, implementing, and reflecting on this lesson has informed your practice. Consider the following questions as you develop your response:  How did your collaboration with other professionals in regard to this lesson improve your practice?  What were the strong points of your lesson plan and teaching performance? Why?  What areas need improvement? How would you improve these areas?  What adjustments based on children’s performance did you make during the lesson? Why?  Overall, what did you learn from planning and teaching this lesson?  How will you use this learning to inform planning of future lessons?  How can students apply what they learned to future learning opportunities? Following the lesson, compile and interpret child performance data. Using this data, describe the impact of the lesson on child learning. Consider the following questions as you develop your response:  To what extent did individual children and the group as a whole achieve the lesson objective? (Include the pre- and post-assessment data.)  What factors, in your view, impeded children in meeting the objective(s)? What factors assisted children in meeting the objective(s)? How will knowledge of these factors help you in future planning?  How will collect the data and share results with children, their families, and other professionals?  How will child performance data inform responsive, supportive, and responsible instructional decisions for a diverse array of children?  What lesson objective(s) will you plan to teach next? Why?  How did the lesson help prepare students for college and career readiness? The lesson went really well. The students had a really good time learning about weather and how it can change from city to city. Although the lesson was time-consuming, the students were very patient. However, I do wish I had trimmed it down a bit. Walden University Richard W. Riley College of Education and Leadership Page 6

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Week4-MitchellR(lesson Plan)

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