week 3-MitchellR (Lesson Plan) (1) (1) (1)

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Walden University *

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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 delet e 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). 3rd Date lesson will be taught. 3/14/24 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. 9-10 year olds *Use initials for names individuals. Indicate the number of minutes allotted to this lesson. 35 minutes While your lesson plan reflects the anticipated lesson duration, be prepared to modify your lesson based on student responses. 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. Natural resources 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. Alabama/Vestivia Hills SC15.4.5 Compile information to describe how the use of energy derived from natural renewable and nonrenewable resources affects the environment (e.g., constructing dams to harness energy from water, a renewable resource, while causing a loss of animal habitats; burning of fossil fuels, a nonrenewable resource, while causing an increase in air pollution; installing solar panels to harness energy from the sun, a renewable resource, while requiring specialized materials that necessitate mining). 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. How energy is derived from natural resources Walden University Richard W. Riley College of Education and Leadership Page 2

ECE Lesson Plan 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. 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) Allowing them to help other students that need extra help when it comes to recording data Students Needing Additional Support Three of the students need extra support when it comes to understanding directions, so instead of writitng the instrustions on paper, I verbally tell them and change my wording to help them understand better. Students who are English Language Learners One student is an ELL student, however she doesn’t need much help anymore List each student by initial on a separate row who have IEP/504 plan, using initials (Use tab to add new rows) 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. Walden University Richard W. Riley College of Education and Leadership Page 3

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ECE Lesson Plan Before conducting the assessments, I like to review the material with my students and ask them about their existing knowledge. This helps me activate their prior knowledge and assess what they already know. 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. 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.  natural resources (new word)  natural renewable resources (new word)  nonrenewable resources (new word)  fossil fuels  air pollution  pollution  solar energy (new word)  environment  habitat  solar panel 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. Powep oint on the smart board Woeksheet Pencil 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 Walden University Richard W. Riley College of Education and Leadership Page 4

ECE Lesson Plan 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) Students will work togther in groups of 3 to 4  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. 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? Families will be able to see the students worksteets when the students put them in their take home folder Lesson Sequence Align all activities with the standards, lesson objective(s), and pre- and post-assessments. Introduction/Anticipatory Set 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? I ask students about their understanding of natural resources prior to the lesson .For many of the students this was a new concept. Building/Applying Knowledge and Skills Walden University Richard W. Riley College of Education and Leadership Page 5

ECE Lesson Plan 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? The students will begin by viewing a PowerPoint presentation that I have prepared. This presentation will take approximately 15 minutes, during which I will ask questions and the students will also have an opportunity to ask questions as we progress through the slides. After the PowerPoint, students will be divided into their respective groups and begin the lesson, which is expected to take around 20 minutes. Finally, the students will read and answer questions about the worksheet together as a whole group, which I anticipate will take no more than 10 minutes. 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. My assessment is the worksheet that i s provided and the disscusion we have aftrerwords Closure 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. As a whole we will go over the worksheet and correct any mistakes they have made 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. They will not have any homework, however they will add the new vocab word to their words to know worksheet in their binder. Note: The reflection should be completed and submitted after the implementation of each lesson or observation. Reflection Walden University Richard W. Riley College of Education and Leadership Page 6

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ECE Lesson Plan 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? It is one of the best lessons I have implemented. I spent a considerable amount of time preparing for it to make it more effective. I went through the lesson plan several times to ensure I had a firm grasp of all the concepts and ideas I intended to present. I felt confident and well-prepared when I presented the lesson to the class. The students were also engaged throughout the session. They paid attention to my instructions and participated actively in the discussion. They asked plenty of questions, which validated my belief that they were learning and comprehending the content.One exceptional benefit of teaching in person is that I can see when the students do not understand something. As such, I could quickly adjust and review the material with them again. This helped me ensure everything was clear and everyone was up to speed. Overall, it was an incredible experience, and I look forward to implementing more engaging lessons in the future Walden University Richard W. Riley College of Education and Leadership Page 7

week 3-MitchellR (Lesson Plan) (1) (1) (1)

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