sample lesson plan for EDUC 230
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School
Raritan Valley Community College *
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Course
230
Subject
Mathematics
Date
Jan 9, 2024
Type
Pages
6
Uploaded by SuperHumanCrown7198
EDU3080 Lesson Plan Using the edTPA Framework
Your Name:
Bethaney Mantineo / Lesson Plan #7 / March 26
th
Grade level this plan is for:
Kindergarten
Materials you’ll use:
CD player, Smartboard, “Sort it Out” worksheets, “Sort it Out” pictures, pencils,
Crawford the Cat coloring pages, crayons, scissors
Central Learning Focus and Planned Learning Outcomes
Central Focus
(Content)
What actions prevent germs and what actions spread germs? Actions such as washing hands, using tissues to blow
your nose, and staying home to rest when sick prevent germs while actions such as sneezing into your hand, not
using soap, and coming to school coughing spread germs.
ELA Anchor Standard
Standards for
Mathematical Practice
NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
Reason abstractly and quantitatively.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Learning Standard(s) for
the Central Focus
2.1 Wellness:
All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
A. Personal Growth and Development
2.1.2.A.1 Explain what being “well” means and identify self-care practices that support wellness.
C. Diseases and Health Conditions
2.1.2.C.2 Summarize strategies to prevent the spread of common diseases and health conditions.
W.K.8. With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question.
K.MD.B. Classify objects and count the number of objects in each category.
3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by
count.
Objectives based on the
Learning Standards
listed above
Students will be able to
practice
the correct procedure for washing hands.
Students will be able to
categorize
practices that prevent and spread germs.
Students will be able to
interpret
healthy habits/strategies.
Students will be able to
write
1 way to spread and 1 way to prevent germs.
Prior Academic
Knowledge
Students will have a deep understanding of germs (what they are, how they look, how they spread, how they make
people sick, etc.) as well as how to correctly wash hands.
Anticipated Issues
There are multiple students in the class that are suspected to be struggling with short term memory and/or
processing issues. These students in particular may struggle to remember the concepts presented in previous
lessons. During this lesson, these students may have a difficult time recalling the information that is presented in the
video,
Crawford Is A Sneezer Pleaser
by Crawford the Cat. There is also one student with a speech disorder and
one English Language Learner (ELL) present in this class. These two students may specifically struggle discussing
and interpreting the healthy habits presented during this lesson.
Academic Language Demands
Language Used
(Vocabulary, Syntax,
Discourse)
General Academic/Lesson Specific
Wellness- being in good health; not sick
Healthy habit- a regular practice/activity done to stay healthy
Strategy- plan of action
Vocabulary- Define the words.
Syntax- Use and model vocabulary words with complete sentences.
Discourse- Class discussion.
Meeting the Language
Demands
The use of the vocabulary words will be modeled. Students will then define the vocabulary words using their own
words and be prompted when used correctly and incorrectly.
Assessment
Assessment Type
(Informal or
Formal)
Assessment Task
Description
(Student Tasks)
Planned Modifications to
Assessment Tasks
Evaluation Criteria and Feedback for Students
(Teacher Tasks - What evidence of student learning related to the
learning objectives and central focus does the assessment task
provide? What feedback will you provide the students?)
Informal
(During Instruction)
Review and practice the
correct procedure for
washing hands.
If students, especially those
with short term memory
and/or processing issues, are
having a difficult time
reviewing and recalling the
correct procedure for
washing hands, the teacher
will play the song
Scrub a
Dub
by Dr. Jean Feldman
and model the appropriate
actions.
While students are singing and dancing to the song
Scrub a
Dub
by Dr. Jean Feldman, the teacher will observe. Students
who do not require further modification will receive positive
verbal feedback as they continue to sign/dance
appropriately. If any students are still struggling to
review/recall the correct procedure for washing hands while
the song plays and teacher models, the teacher will take note
of this and work with students individually as needed.
Informal
(During Instruction)
Interpret and discuss the
vocabulary words
“wellness”, “healthy habit”,
and “strategy”, presented in
the Crawford the Cat video,
Crawford Is A Sneezer
Pleaser
.
If students, especially those
with a speech disorder or
who are English Language
Learners (ELL), are
struggling to discuss or
interpret the vocabulary
words, “wellness”, “healthy
habit”, and “strategy”,
During the discussion, the teacher will listen to student
responses, ensuring they understand the concepts and
vocabulary presented, offering clarification as needed.
Students who demonstrate understanding will be offered
verbal praise and positive feedback. After rewording and
modeling, and/or reviewing the key ideas from the Crawford
the Cat video previously watched, the teacher will take note
of any student still struggling and meet with them one-on-
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presented in the Crawford
the Cat video,
Crawford Is A
Sneezer Pleaser,
the teacher
will reword and model
appropriate use.
one to provide further assistance.
Formal
(After Instruction)
Categorize and write
actions/ways that both
spread and prevent germs.
The teacher will walk the
classroom, offering
guidance and clarification as
necessary, as students work
on the summative
assessment activity
independently.
A rubric stating the objectives for this unit/assessment will
be used during the evaluation/observation of the students’
“Sort it Out” summative assessment activities. All students
will receive written feedback upon review of their work.
Notes are made regarding any student who may still need
extra support in regard to the concepts covered during the
lesson.
Instructional Strategies and Learning Tasks
Launch / Motivation /
Anticipatory Set
(Engage)
•
To begin the lesson, the teacher will us the CD player to play the song
Scrub a Dub
by Dr. Jean Feldman
and review the accompanying dance moves/signs with the class. Students will sing and dance along to this
song for about 5 minutes, reviewing the correct procedure for washing hands, while also exercising their
gross motor skills and expending extra energy before sitting down for the remainder of the lesson.
•
Upon completing the song review, students will find a comfortable place to sit on the carpet with view of
the classroom smartboard. Students will then view the 5-minute video,
Crawford Is A Sneezer Pleaser
by
Crawford the Cat, on the smartboard.
•
After watching the video, the students will have about 5 minutes to discuss and interpret the healthy habits
and self-care strategies that were presented in the video. The use of the vocabulary words will also be
modeled at this time and students will be encouraged and prompted to define and use the vocabulary in
their own words.
•
The teacher will then take approximately 5 minutes to model how to complete the following summative
assessment activity. Each student will be given one “Sort it Out” worksheet and one set of “Sort it Out”
pictures. Students will be expected to cut out the individual pictures on the “Sort it Out” picture page and
glue them in one of the correct categories, labeled “prevent germs” and “spread germs”, on the
accompanying “Sort it Out” worksheet. Once students finish the sort portion of the activity, they will be
instructed to write 1 way to prevent germs and 1 way to spread germs on the lines provided towards the
bottom of the page.
•
Students will be directed to hand in this summative assessment activity to the teacher upon completion, so
it can be evaluated using a rubric.
•
As a means of closure and authentic real-world connection, students will participate in an “I care why?”
activity by explaining, in their own words, the relevancy of the concepts presented to their life and how
Instructional Core
Sequence
(Explore, Explain, Elaborate)
Structured Practice &
Application
(Formal Assessment or
Evaluate)
Closure
they may use this knowledge moving forward.
•
Students who may be more advanced or finish this activity before others will be given time to choose and
color one of two Crawford the Cat printed coloring pages.
How does your lesson
plan include language
arts, math, or social
studies content?
This lesson plan includes language arts content because it requires students to write multiple sentences about what
they learned from the
Crawford Is A Sneezer Pleaser
video, meeting the NJSLS standard for writing, W.K.8. “with
guidance and support from adults, recall information from experiences or gather information from provided
sources to answer a question”. This lesson also includes Math content, requiring students to classify and sort
objects into given categories. This meets the standards for mathematical practice, “reason abstractly and
quantitatively”, “model with mathematics”, “use appropriate tools strategically”, “attend to precision”, and “look
for and make use of structure”.
Extension Activity
Students who may be more advanced or finish this activity before others will be given time to choose and color
one of two Crawford the Cat printed coloring pages.
Differentiation/Planned
Additional Support
(Special Needs, ELL,
Gifted, Apathetic)
Materials
The various “Sort it Out” activity pieces are materials used by all students but can help each individual in specific
ways. These objects pose as manipulatives for all students but aim to be used as an aid for students who learn
better through doing, touching, and seeing, and who may have otherwise struggled with this activity.
Instruction
As stated in the Planned Modifications and Assessment section, if any students, especially those with short term
memory and/or processing issues, are struggling to review/recall concepts from previous lessons, the teacher will
provide modeling. Instruction will also be modified by reviewing and rephrasing important vocabulary for all
students who need it, but specifically those who are English Language Learners (ELL) or have a speech disorder.
If these modifications are not enough, the student will have time to meet with the teacher privately to work one-on-
one to address their needs. As mentioned in the Extension Activity section, students who may be more advanced or
finish this activity before others will be given time to choose and color one of two Crawford the Cat printed
coloring pages.
Teaching Analysis
Which lesson aspects
worked?
Which did not work as
well as you planned?
What would you need to
say/do tomorrow, based
on how well this lesson
worked today?
Specific Changes
Resources
Feldman, J. (2004). Scrub a Dub. On
All Day Long
[CD].
Perennial Pictures. (2007).
Crawford Is A Sneezer Pleaser
[Video]. Retrieved from https://crawfordthecat.com/video/vid_005_YT.php
Link to Crawford the Cat Coloring Pages:
http://crawfordthecat.com/printables/index_prt.html
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