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EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Jacquitta Graham PART I: PLANNING

Concepts of Authority: President

Date: March 5, 2014

Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?

Source Subject Area (s) Grade Level

This lesson was constructed by the First Grade Team at Marshall Elementary School. Social Studies First 1-2.2 Summarize the concept of authority and give examples of people in authority, including school officials, police safety officers and government officials.
Describe the lessons activities and content to provide a clear overview of the lesson.

Curriculum Standards

Description and Background Information In the lesson the students will begin by singing the song, America.
Students will then view a short description of Our Government and how it operates. The students will view a short video on our President . Students will add examples of authority figures under Government on their Umbrella and discuss what they do. Students will then choose one and write about it in their SS journals.

Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable.

TSWBAT summarize the concept of authority and give examples of people in authority including the President, in order to recognize and respect authority with 100% accuracy.
How will I vary these objectives for students who do not understand the material? How will I vary these objectives for students who have already mastered the concept? How will I vary these objectives for students who are presently learning English?

Varying Objectives for Individuals Needs

For students who do not understand the materials: TSWBAT summarize the concept of authority and give one example of people in authority including the President, in order to recognize and respect authority. For students who have already mastered the concept: TSWBAT summarize the concept of authority and give examples of people in authority, including local and state government in order to recognize and respect authority. For students who are presently learning English: TSWBAT summarize the concept of authority and give one example of people in authority including the President, in order to recognize and respect authority with the aid of the ESOL teacher.
Why is it important for the students to learn this content?

Statement of Purpose

It is important for students to be able to demonstrate an understanding of how the government functions and how the functions of government can affect families.

Materials and Resources

What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed? Will you use resource speakers?

To assist the students in achieving the stated objectives resources and materials needed are: pencils, paper, SS journals & Umbrella of Authority. To assist the students in achieving the stated objectives the teacher materials needed are : http://bensguide.gpo.gov/k-2/index.html, BrainPopJr, website, Anchor Chart: Umbrella of Authority, markers, YouTube- Song America, pens & Star Interactive Board
What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities?

Anticipatory Set

The teacher will begin the lesson with Daily Oral Analogy 117. Students will sing along with You Tube Video, America. Teacher will use the website http://bensguide.gpo.gov/k-2/index.html to view Bens Guide to US Government: Our Government as a quick explanation of some of the roles of authority, including the President and his job description.

Part II: IMPLEMENTATION


How will I find out what students already know about this topic?

Pre-assessment

To pre assess what the students know about this topic the teacher will ask guided questions such as, Who is the president of the United States?, Where does the President live?, How many terms can a President serve?
What will I do to show students what is expected?

Teacher Modeling or Demonstration Guided Practice

The students will gather on the rug to discuss the roles of authority that belong under the section: Government on their Umbrella of Authority and teacher will begin to complete this section on the Class Anchor Chart.
What will we do together as they learn how to succeed at the new task?

The students will view a short video on BrainPopJr, entitled, President and discuss. The students will then add examples of authority under Government on their Umbrella of Authority such as President and Vice Presidents and discuss what they both do. Teacher will write some of their job responsibilities on a class t chart.
What questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far?

Checking for Understanding

Teacher will choose popsicle sticks with students magic number and ask guided questions such as , What is one job that the President of the United States is responsible for?, How many terms can the president serve? How many years total is two terms? and What is one job that the Vice President is responsible for?
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice Closure

The students will choose one, President/Vice President, and write two facts about that person in their SS journals.
How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

The teacher will zip around the room and choose students to share what they have learned,
What will students do to demonstrate what they have learned?

Assessment (attach to lesson plan) Extension Activities

Students will complete a quick Easy Quiz on the president.


What can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance?

This lesson can be extended to the home by having the students look through various magazines, articles and newspaper clippings to create a collage of different people in authority. As the teacher, I can also set up a time for the Mayor of Orangeburg to come in and speak with the

students about his role of authority and to discuss his job description with the students.
How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

Technology

The Interactive Board along with the Lumens Camera will be used during this lesson to enhance students learning and pa rticipation.
How will you connect this lesson with other content areas across the curriculum?

Connection Across the Curriculum

The Arts: The students will begin each lesson that ties to this standard by singing, America. Health: During this lesson the students will make a list of all the healthy foods that they think the President may eat during the course of a day. Physical Education: The teacher will have the students stand and place their right hand over their forehand as a way to salute all political figures while singing, America, just as we do in a public setting if the president walked in a room. ELA: The students will read a short passage on the US Government and answer questions about the functions of the government.

PART III: REFLECTION


Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement.

Strengths

During this lesson I engaged the students by using various s activities that give them the chance to incorporate the Interactive Board, which all the students enjoy the opportunity to come up and actually touch the board. I also feel that completing a Class Anchor chart helps the students to have something to go back and refer to throughout the course of instruction. Classroom management is key to every successful lesson and the classroom display of buttons that can be moved down throughout the course of the day really helps to manage behavior issues.
Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

Weaknesses

One weakness that I have not only during this lesson but across the curriculum is not being able to keep a few low performing students on task. These students have the tendency to daydream and have problems staying focused. While the majority of the class will stay focused , for these students, directions and statements have to be repeated very often.
What would you change when teaching this lesson again?

Suggestions for Improvement

If I had to teach this lesson again I would definitely have someone from the community such as the Mayor, Police Chief, County Librarian or a Fire Chief come in and speak with the students about their role of authority in the community.

Revised 6-2013
THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Jacquitta Graham PART I: PLANNING Date: January 28-31, 2014

Title of Lesson

Topic 8: Tens and Ones


Is this lesson original idea? If not, from what source did I borrow this lesson?

Source Subject Area (s) Grade Level

envision Math: Common Core Math First 1.NBT.2 Understand that the two digits of a two digit number represent amounts of tens and ones. 1.NBT.2.a 10 can be thought of as a bundle of ten ones; called a ten 1.NBT.2.c The numbers 10-90 refer to one, two , three, four, five, six, seven, eight, or nine tens ( and 0 ones).
Describe the lessons activities and content to provide a clear overview of the lesson.

Curriculum Standards

Description and Background In this lesson, the teacher will provide students with more examples and Information
practice for each lesson in the entire topic.
What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable.

Lesson Objectives

The main objective of this lesson is reviewing the lessons in Topic 8 so that students will be able to complete Topic 8 Assessment.
How will I vary these objectives for students who do not understand the material? How will I vary these objectives for students who have already mastered the concept? How will I vary these objectives for students who are presently learning English?

Varying Objectives for Individuals Needs

For students who do not understand the material: TSWBAT develop the concept of numbers greater than 10 by using a variety of concrete, visual, and real- life models of two digit numbers during small group instruction to complete Topic 8 assessment. For students who have already mastered the concept: TSWBAT complete Topic 8 Assessment independently. For students who are presently learning English: TSWBAT review lessons in Topic 8 with assistance from the ESOL instructor and complete Topic 8 assessment.
Why is it important for the students to learn this content?

Statement of Purpose

The purpose of this lesson if to review lessons in Topic 8 to complete Topic 8 Assessment.
What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed? Will you use resource speakers?

Materials and Resources

To assist the students in achieving the stated objectives, resources and materials needed are: place value mats, connecting cubes, pencils, Interactive Star Board and Topic 8 Assessment. The teacher will need to the following resources and materials: place value mats, lumens camera, Interactive Star Board and Topic 8 Assessment.
What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities?

Anticipatory Set

The teacher will read the Big Book Interactive Math Story: Tens and Ones at the Diner. This is a story in which students till identify groups of ten and leftover ones.

Part II: IMPLEMENTATION


How will I find out what students already know about this topic?

Pre-assessment

The students have taken a Pre- Test on the standards that will be addressed in Topic 8: Tens and Ones. The scores from these Pre- Tests determine which lesson within Topic 8 the students will begin with.
What will I do to show students what is expected?

Teacher Modeling or Demonstration

The teacher will model on Star Board 25 balls in groups of tens and some left over. The teacher will use a Ten and Ones Mat to show how many ten and ones for the number 25.
What will we do together as they learn how to succeed at the new task?

Guided Practice

Teacher will guide students in Completing Reteaching Sets A and B. Students will circle groups of 10 and counts by 10s, then write the numbers.
What questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far?

Checking for Understanding

Teacher will go over Reteaching Sets A and B as a class to engage students in conversation to check for understanding.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Students will complete Reteaching Sets C and D. Students will count the tens and ones, then write the number. Students will also use connecting cubes and place value mat to show two other way to make the number.
How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

Closure Assessment

Students will complete Topic 8 Assessment independently.


What will students do to demonstrate what they have learned?

(attach to lesson plan) Extension Activities

Students will complete Topic 8 Assessment independently. ( Summative Assessment)


What can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance?

This lesson will extend to the 100 Day of School celebration. The students will build groups of tens and ones with various edible objects being donated by class parents.

th

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

Technology

The Interactive Board along with the Lumens Camera will be used during this lesson to enhance students learning and participation.
How will you connect this lesson with other content areas across the curriculum? The Arts: Students

will use objects such as Fruit Loops and Cheerios to build and glue selected two digit numbers.

Connection Across the Curriculum

During the 100th Day Celebration the teacher will discuss which donated edible items are healthy or non healthy.
Health:

The teacher will have the class play, Simon Says by choosing a student to act out a movement first by a group of ten ( ten times) hen single ones.
Physical Education:

PART III: REFLECTION


Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement.

Strengths
Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

Weaknesses Suggestions for Improvement


Revised 6-2013
THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY What would you change when teaching this lesson again?

EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Jacquitta Graham PART I: PLANNING Date: January 28-31, 2014

Title of Lesson

Numbers Made with Tens (Reteaching)


Is this lesson original idea? If not, from what source did I borrow this lesson?

Source Subject Area (s) Grade Level

enVision Math: Common Core Math First

Curriculum Standards
1.NBT.2.c The numbers 10-90 refer to one, two, three, four, five, six, seve,

eight, or nine tens ( and 0 ones).

Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background Research says the physical models that allow students to construct Information groups of ten provide a meaningful context for students to understand
tens and ones. In this lesson, students will show groups of ten with connecting cubes.

Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable.

TSWBAT count groups of ten, up to 10 tens, and write how many.


How will I vary these objectives for students who do not understand the material? How will I vary these objectives for students who have already mastered the concept? How will I vary these objectives for students who are presently learning English?

Varying Objectives for Individuals Needs

For students who do not understand: TSWBAT complete Intervention Activity: Counting by Tens with teacher assistance during small group instruction. For students who have already mastered the concept: TSWBAT complete Advanced Center Activity: Play A Game during small group. For students who are presently learning English: TSWBAT complete On- Level Center Activity: Play a Game during small group. These students will be paired with high performing students for Partner Talk: Listen for players to confidently count forward and back by 10s.
Why is it important for the students to learn this content?

Statement of Purpose

The purpose of this lesson is to show students that the decade numbers to 100 are built on groups of ten. When there are only tens, counting by 10s can be use to find how many there are in all. Numbers can be use to tell how many.
What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed? Will you use resource speakers?

Materials and Resources

To assist students in achieving the stated objectives, resources and materials needed are: connecting cubes, Interactive Board, Lumens camera, 8-2 Interactive Lesson Packet, Math Journals and Quick Check Master 8-2. The teacher will need the following resources and materials: connecting cubes, Lumens camera, Pearson Interactive Lesson website.
What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities?

Anticipatory Set

The teacher will read Tens and Ones at the Diner by Robin Roberts. Discuss.

Part II: IMPLEMENTATION


How will I find out what students already know about this topic?

Pre-assessment

The students have taken a Pre- Test on the standards that will be addressed in Topic 8: Tens and Ones. The scores from these Pre- Tests determine which lesson within Topic 8 the students will begin with.
What will I do to show students what is expected?

Teacher Modeling or Demonstration

Teacher will write the number 20 on the board. Teacher will help students understand that the place of the digit in the numerals tell its value. Teacher will explain that the 2 in 20 means 2 tens because it is in the second place from the right in the numerals. Teacher will give students time to explore using connecting cubes. Have students share what they have decided.
What will we do together as they learn how to succeed at the new task?

Guided Practice

Teacher will call the students attentions to the Visual Learning Bridge at top of pg. 274. Teacher will guide students through Guided Practice Items 1-4.
What questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far?

Checking for Understanding

Teacher will use Reteaching Problem to check for understanding: Teacher will explain that 1 dime is worth 10 pennies. Teacher will show different numbers of dimes and have students count by 10s to tell how many pennies the dimes are worth.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice Closure Assessment (attach to lesson plan) Extension Activities

Students will draw tens for the following numbers in their math journals, 2 tens =_______, 7 tens =_________ 9 tens= ______________.
How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

The teacher will check journals for understanding.


What will students do to demonstrate what they have learned?

Students will complete Quick Check Master 8-2 to assess understanding. ( Formative Assessment)
What can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance?

This lesson will extend to the 100 Day of School celebration. The students will build groups of tens and ones with various edible objects being donated by class parents.

th

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

Technology

The Interactive Board along with the Lumens Camera will be used during this lesson to enhance students learning and participation.
How will you connect this lesson with other content areas across the curriculum?

Connection Across the Curriculum

Students will use objects such as Fruit Loops and Cheerios to build and glue selected two digit numbers. th Health: During the 100 Day Celebration the teacher will discuss which donated edible items are healthy or non healthy.
The Arts: Physical Education: The

teacher will have the class play, Simon Says by choosing a student to act out a movement first by a group of ten ( ten times) hen single ones.

PART III: REFLECTION


Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement.

Strengths
Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

Weaknesses Suggestions for Improvement


Revised 6-2013
What would you change when teaching this lesson again?

THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Jacquitta Graham PART I: PLANNING
Topic 8: Tens and Ones ( Review Assessment)

Date: January 28-31, 2014

Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?

Source Subject Area (s) Grade Level

enVision Math: Common Core Math First 1.NBT.2 Understand that the two digits of a two digit number represent amounts of tens and ones.

Curriculum Standards

1.NBT.2.a 10 can be thought of as a bundle of ten ones; called a ten 1.NBT.2.c The numbers 10-90 refer to one, two , three, four, five, six, seven, eight, or nine tens ( and 0 ones).
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background Information

In this lesson, the teacher will provide students with more examples and practice for each lesson in the entire topic.
What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable.

Lesson Objectives

The objective of this lesson is it assess students understanding of the concepts and skills in Topic 8 using multiple choice and constructed responses.
How will I vary these objectives for students who do not understand the material? How will I vary these objectives for students who have already mastered the concept? How will I vary these objectives for students who are presently learning English?

Varying Objectives for Individuals Needs

The objective of this lesson is it assess students understanding of the concepts and skills in Topic 8 using multiple choice and constructed responses.
Why is it important for the students to learn this content?

Statement of Purpose

The purpose of this lesson is to show students that the decade numbers to 100 are built on groups of ten. When there are only tens, counting by 10s can be use to find how many there are in all. Numbers can be use to tell how many.
What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed? Will you use resource speakers?

Materials and Resources

To assist the students in achieving the state objectives, resources and materials needed are: Topic 8 Assessment and connecting cubes. The teacher will need the following resources and materials: Topic 8 Assessment, index card and Lumens camera.
What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities?

Anticipatory Set

The teacher will hold up an index card with 2 tens written on it and an index card with 20 written on it. Teacher will ask, Is 2 tens the same as 20? How do you know? Teacher will allow students to use connecting cubes to show their answer.

Part II: IMPLEMENTATION


How will I find out what students already know about this topic?

Pre-assessment

The students have taken a Pre- Test on the standards that will be addressed in Topic 8: Tens and Ones. The scores from these Pre- Tests determine which lesson within Topic 8 the students will begin with.
What will I do to show students what is expected?

Teacher Modeling or Demonstration Guided Practice

On the Lumens camera the teacher will show the students the number 41. Teacher will demonstrate the different way to write the number using a chart.
What will we do together as they learn how to succeed at the new task?

Teacher will guide the students in completing a chart (organized list) using connecting cubes to figure out the different ways to make the number 42.
What questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far?

Checking for Understanding

The teacher will move around the room to each group checking to see if the students have completed the chart.
What will students do by themselves to show that they have internalized the knowledge?

1.NBT2 Assessment; Teacher will have students use different strategies

Independent Practice Closure Assessment (attach to lesson plan) Extension Activities

to solve the problems in 1.NBT2 Assessment.


How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

Students will play, I Have, Who Has: Counting Tens and Ones Game.
What will students do to demonstrate what they have learned? N/A What can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance?

This lesson will extend to the 100 Day of School celebration. The students will build groups of tens and ones with various edible objects being donated by class parents.

th

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

Technology

The Lumens camera will be used to enhance students participation and learning.
How will you connect this lesson with other content areas across the curriculum?

The Arts: Students

Connection Across the Curriculum

will use objects such as Fruit Loops and Cheerios to build and glue selected two digit numbers. During the 100th Day Celebration the teacher will discuss which donated edible items are healthy or non healthy.
Health:

The teacher will have the class play, Simon Says by choosing a student to act out a movement first by a group of ten ( ten times) hen single ones.
Physical Education:

PART III: REFLECTION


Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement.

Strengths
Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

Weaknesses Suggestions for Improvement


Revised 6-2013
THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY What would you change when teaching this lesson again?