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Lauren Salmon SPEDE 777 Merricats Castle School Video Lesson Unit of Study: NYC Landmark Review Literacy

y Common Core State Standards/Goals of Lesson: Foundational Skills: Print Concepts (d) Recognize and name some upper/lowercase letters of the alphabet. Phonological Awareness (c) Demonstrate awareness of relationship between sounds and letters; (d) With support and prompting, isolate and pronounce the initial sound in words. Phonics and Word Recognition (a) With prompting and support, demonstrate oneto-one letter-sound correspondence by producing the primary sound of some consonants. Writing Standards: Text Types and Purposes (2) With prompting and support, use a combination of drawing, dictating or writing to compose informative texts in which they name what they are writing about and supply some information about the topic. Objectives: - Students will be able to identify the first letter of landmark words. - Students will be able to write the name of one landmark in their journal. Pre-Assessment: Teachers have taken assessment data and observational notes to determine each students ability to recognize letters and their sounds. Teachers have also collected writing samples from students and have determined the appropriate level of support needed for each student in order to have them successfully complete a writing task. For instance, some students can write independently while others need to follow tracing marks or dictate ideas to a teacher. Post-Assessment: During small group activity time, teachers will be able to work closely with students to measure their ability to identify the first letter of the landmark they plan to draw. Once they have drawn a picture of their landmark students will write the name of the corresponding landmark using the pre-written cards as reference. Teachers will note whether the student was able to do so independently, or with supports (and if so, how much/what kind of support). Materials: - Landmark name cards written on sentence strips (first letter of each word in RED, the rest of the word in black) - Corresponding images for landmark name cards

Landmark color print outs (cut into 2 puzzle pieces) with first letter on the back of one side Velcro & Tape Journals Writing utensils, colored pencils, crayons, markers Easel

Use of Technology: - Technology will not be used in this lesson but it could be used in classrooms with access to computers, smart boards and/or iPads. As students give details of landmarks, the teacher can pull up images and videos of landmarks to give students a comprehensive visual overview. If prompts are needed, the teacher can pull up audio or visual clues. Differentiation: - Students with pre-arranged visual calendars will be prepared in advance as to when they will be participating in each activity. - Certain students in the classroom are working on waiting their turn and may be intentionally selected as part of the second group of children at the journal writing activity table. Down: - Teachers will provide support to students who are unable to copy the name of the landmark in their journal by lightly tracing the letters or creating dashes to be connected by the student. - Teachers will provide choices to students who are unable to determine the first letter of a word, to help limit the options and also provide them with the correct answer within the options. (For instance, Brooklyn Bridge does it start with the letter T or the letter B? - Teachers will provide support to students who are unable to choose a landmark or start their task by offering visual supports such as pictures to help guide them. Up: Teachers will encourage students who are able to write independently to include additional words about their landmark in their journal. Teachers will encourage students who are able to independently write to assist peers needing more support.

Across: - Large grip pencils are available for students with fine motor delays. - Students with special orientation challenges will be provided bumpy cushions to sit on for support. - Teachers will provide visuals to reference and prompt students with difficulty attending and following directions to stay on task.

Seating Configuration: - The lesson will be taught during a 15-minute meeting time on the rug. Students sit in a semi circle on their name cards, which are placed on the rug during snack time by a teacher. 3-4 students who have difficulty attending to the teacher while seated on the rug are supported by sitting just behind their peers on chairs around the rug (some have seat cushions). - After meeting, students are given 4 options as to what activities they may participate in. Each activity takes place at one of four tables in the classroom. Typically there are no more than 4 students at any table. At any given point there may be a few students on the rug using rug toys, in the block area, looking at books or at the pretend play area. Students may move from activity to activity after they have completed their task or once they feel they are ready to move on. - Table 1 Journal writing students will be asked to draw a picture of a landmark and write the name of the landmark underneath their picture. - Table 2 Sensory table play dough and popsicle sticks will be available (students will have the flexibility to build anything they like but will be prompted by teachers to think about buildings, bridges or tunnels that they have learned about) - Table 3 Math table students will participate in a math game facilitated by a teacher such as NY Land, or NYC memory. - Table 4 Art table under teacher supervision students will be able to use chalk and black paper (students will have the flexibility to draw anything theyd like but will be prompted by teachers to think about landmarks, the NYC skyline, how NYC looks at night) Teaching roles and collaboration: - Teachers have been collaborating on the NYC Landmark unit and each teacher has created their own lesson and activity for the class (i.e.: Central Park, Flatiron Building, Rockefeller Center, Empire State Building). The class has been working on this theme for a few weeks. - The class is now at a point in the unit where the teachers feel they could benefit from reviewing all of the information theyve learned before continuing on with new landmarks. - During meeting, teachers will lend support where needed to students sitting on the rug and in chairs. - During activity time, teachers will be at activity tables, floating around the classroom and supervising the bathroom. Classroom Management: - Students have been working towards filling up their Friendship Jar with beads. Once the jar is full, they will earn a party. Students will be encouraged to sit with a calm and quiet body during meeting and reminded that they can earn a bead. - If a student is demonstrating disruptive behavior during the meeting, the student will be reminded of the appropriate behavior.

If a student demonstrates disruptive behavior during the activity portion they will be offered the option to move to a different activity and come back at another time when they are ready. Students who are doing the right thing (i.e.: raising hands, sitting calmly) will be acknowledged, praised and made a model of (i.e.: wow, I can tell Ruby is ready to be a part of the group, she is sitting with a nice calm body).

Engagement of students: - The lesson has been designed to have many active participants by creating multiple opportunities for students to get involved. This aims to keep students motivated to be part of the group, by offering them an opportunity to have a turn to think of a landmark, identify the first letter of a word, pick out an image etc. - By creating the visiting friend story at the beginning of meeting, the goal is that students will feel excited and proud by the idea of sharing knowledge they have with someone else. Connection to previous lesson: - Students have been participating in daily meetings and activities that involve NYC landmarks as well as literacy skills such as identifying letters, singing the alphabet and practicing writing in their journals. - Prior to this lesson, I taught a related lesson which focuses on giving the morning Merricats students landmark hints geared at providing them with a refresher on the information that theyve been learning over the past few weeks. Some students will experience both lessons, so these children will have received a slightly more thorough review of landmarks than their peers who only attended one of the two meetings. Lesson Presentation: - 15 minutes - Boys and girls, I need your help! My friend is coming to visit me in NYC and guess what she has never been here! But I told her not to worry because the Rainbow Room has been learning all about NYC landmarks and we can help her figure out what landmarks she should visit! Are you ready to help?? Okay great! Hmmm where should she start I was thinking maybe she should check out the Empire State Building. Does anyone know what the first letter of this landmark is? Empire Statue Building, Empire. What is the first letter? E, great! And what sound does the E in Empire State building make? Thats right! Can you come up and find the E puzzle piece on the floor (all pieces are laid out in the middle of the rug). - When student finds the piece ask them to bring it to teacher who will glue piece onto the other half of the picture. While teacher is doing this, ask class what can she do at the Empire State Building? Why should she go there?) - Once two pieces are glued together have student walk around to show other students sitting on the rug. Present the word strip with the landmark name

to have the students understand that the spoken word, image and written word all represent the same landmark. Continue steps above for about 5 landmarks (estimating it will take about 1215 minutes) Before breaking off into activities, review initial letters of words with the class.

Guided Practice: - Once students are dispersed throughout the classroom, those students seated at Table 1 will be asked to retrieve their journals and asked to think of a landmark they want to draw. - Landmark word strips are fastened to the easel, which will be moved onto Table 1. - Teacher may move landmark word strip and/or images closer to students as they work and need inspiration or additional support. - Teacher will ask each child before/as they are working which landmark it is that they are drawing. Once landmark is chosen, teacher will ask what the first letter of the word is. - Responses will be collected in assessment data sheet. Independent Practice: - Students will work independently as they draw their landmark. Some students will be able to write the name of the landmark without teacher assistance by using the landmark name cards as reference. For those students who need additional support from the teacher when writing, the teacher will lightly trace or create dots which need to be connected, so that they student can write the name of their landmark. - When task is completed, students will be asked to put their journals away and move on to another activity. Final Summary: - Instead of a story time, the class will gather on the rug after Activity Time, to have a discussion. Some students may be selected to share which landmarks they chose to draw/write. Students from other activities may be called on to share what they did during that time. Students will be asked if they have any favorite places/favorite things to do in NYC. Teacher may choose to select a students favorite place and write it on the dry erase board to determine what the first letter is. Extension: - In future journal related activities; students will be encouraged to write alongside their drawings. Typically, during journal time students are responsible for copying the date and then having the dictating their ideas to their teacher who translates the ideas to words in their journal. Moving forwards students will be prompted to write a word or even just a letter to represent their drawing. Teachers will be available to assist by spelling a

word out loud, writing it down or tracing letters for a student to copy independently. Students who do not have the opportunity to draw and label their landmark on this day will be given other opportunities to do so. Landmark word strips will be available and accessible at the writing center area moving forward for any students who want to take the initiative to pull one out and copy it on their own.