Mc Daniel |1
Chrischele Mc Daniel
Social Studies/Language Arts: Leaders of the Community
November 10-14, 2014
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Table of Contents
Contextual Information and Learning Environment Adaptations... 3-5
Assessment Plan... 6-8
Lesson Plans... 9-18
Reflection... 19-20
Kiser Micro Teaching Lesson Plan... 21-23
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CONTEXTUAL INFORMATION AND LEARNING ENVIRONMENT
ADAPTATIONS
My name is Chrischele Mc Daniel. I am currently student teaching at Kiser Pre K- 8,
which is an inner city school in Dayton, Ohio. The class that I am observing is kindergarten. My
cooperative teacher is Miss Crabtree. Out of the twenty five students in the class, sixteen of them
are Turkish, four are African American, three are Caucasian, one is Hispanic, and one is Russian.
Some of Miss Crabtrees students have parents that are not completely familiar with the English
language, so it is the students responsibility to interpret for their family.
When I talked to Mr. Fowler (the principal), he informed me that Dayton is a growing
city for the Turkish population. The total amount of students is 548. The population of the school
is:
50% African American
30% Caucasian
6% Latino
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6% Turks
3% Arab
1% Rwandan
1% Senegalese
1% Tanzanian
1% Vietnamese
The classroom is free spirited in my opinion. It is somewhat like organized chaos. It
may seem like a lot of things arent in place, but once I observed a few times, everything
began to make sense. There are seven blocks of four desks for the students to sit. There is
a big mat for circle time and classroom meetings and a small rug for movie time. The
manipulatives are on a shelf. Art and writing are side by side along with house keeping.
There is also a half table for intervention time.
The behavioral management system that Miss Crabtree uses is Class Dojo. It is a
point program online that rewards and disciplines behavior individually. The students
respond to it well because whenever they gain or lose a point, it makes a sound. They
also can get a Panther (Kisers mascot) as a whole class if the class had a great day.
Once they receive a certain amount of Panthers, they will be rewarded a class treat such
as a pizza party.
My cooperating teacher uses the S.T.A.R.S. program to help children with
literacy. She has three groups: yellow, green, and blue. Yellow needs the most help,
green needs slight help, and blue are either on their level or exceeding literacy
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expectations. During center time, students are given intervention in small groups, which
she lets me lead. We play letter sounds and recognition bingo and other games to
strengthen their skills.
Miss Crabtrees class is diverse in so many ways. There are parents that are
greatly involved, and some that cannot attend events and activities because they are
homeless or do not have a car. Some children live with guardians, and not parents. A few
of the Turkish children can barely speak English. One child does not speak at all (except
to Miss Crabtree) because she is shy, but somehow communicates with all of her
classmates. From observing my cooperative teacher, she showed me that inclusion is
great because no one will feel singled out. Her class also supports one another and is
always willing to help each other.
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ASSESSMENT PLAN
I plan to use informal, summative, and authentic assessment to monitor my students
progress. Observing kindergarteners would also be ideal. I believe that portfolios are beneficial
because it shows the genuine work of a student. Standardized testing is not always good because
it is only one test. Portfolios, however, demonstrate a students work in their relaxed state, so it
truly shows how much a student has developed since the beginning of the year.
Also, working with kindergarteners and writing assessments are not an ideal match.
Children in kindergarten are beginning learn how to read, so it would be overwhelming to have a
child not only read a sentence, but to comprehend what it is saying as well. Children learn
through play, so observation checklists would work great not only for academics, but behavior as
well. I would use them periodically, depending on the circumstance. For example, if I feel that a
child is being quieter than normal, or vice versa, I will fill out an observation checklist for them a
couple of days in a row.
Attached is an observational checklist.
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Observational Checklist Example
Initial Student Observation Sheet
Student Name: ______________________________ Date: _________________________
Grade: PK K 1 2 3 4 5
Observer: _____________________
Teacher: _________________________ Time Observed: ________________
Reason For Observation:
Academics:
Behavior Study/Organization:
Check In
Social-Emotional/Peer Relationships
Briefly describe the reason for student observation (Include relevant information from teacher
and specific behaviors, if applicable):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Teacher Request Unannounced Visit Notes
Record observation notes below.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
Observation Reviewed with Teacher:
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Lesson Plans
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Central State University
College of Education
Department of Professional Education
Unit Plan Title: Leaders of the Community Lesson Plan Title: Doctors and Nurses
Date: 11/11/2014 Day of Lesson: 1 Number of Days Covered: 3
Studies/Language Arts Grade Level: Kindergarten
Subject: Social
Standards Addressed:
Ohios New Learning Standards: Government Strand/ Civic Participation and Skills:
Individuals have shared responsibilities toward the achievement of common goals in
homes, schools, and communities
Common Core Standards: W.K.2.:
Use a combination of drawing, dictating, and writing to compose informative/
explanatory texts in which they name what they are writing about and supply some information
about the topic
Specific Observable/Measurable Learning Objectives:
Students will:
Be introduced to different types of occupations
Discover that everyone to be able to do and make a career out of anything
Use pictures to express their information
Begin to write sentences
Begin punctuation
Evaluation of Student Learning:
Oral, anecdotal, and portfolio; Students will be assessed orally, but informally about information
from the lesson as well as a portion of their work will be kept in a portfolio to monitor their
progress over time; take notes of how students play in the occupational center to see if they are
appropriately using the objects that match the occupation
Connections:
Past- On the Friday before the lesson is taught, send home a letter to the parents about this
weeks lesson. Ask them to discuss their jobs with their children. If they are not employed, ask
them to share with their children their dream job
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Present- Discuss as a class different occupations and have students share what they would like to
do when they get older
Future- Make time capsules and dream books for students to take home and keep; to motivate
them to do their best
Required Materials Needed for Lesson:
Worksheets (provided by teacher), Occupation cards (Provided by teacher), Book- What Do
People Do All Day? By Richard Scarry.1968, Scissors, Glue, Crayons, Pencils, Jumbo paper,
Occupational Clothing (scrubs, police hat, stethoscope, etc.)
Students Background/Prior Knowledge/Experience: (Pre-Assessment)
While on the circle time mat, ask students if they know what they want to be when they grow up;
describe a few occupations and see if the students can identify what they are
Main Ideas:
Occupations
Use pictures as a description
Key Vocabulary:
Occupation, Career, Doctor, Nurse, Hospital
Motivational Strategy/Anticipatory Set for Lesson:
Before coming to circle time, the students will go to centers. One center will be themed
Occupational Center. At this center, there will be different themed clothes as well as materials
that go along with that occupation. The occupations will change every day this week. Today will
be doctors and nurses. Each student will be allowed 20 minutes at that center along with the
usual centers
Content:
On the circle time mat, read What Do People Do All Day? (10 minutes)
Ask students if they noticed that some of the characters were doing what they were doing in the
Occupational Center. Explain what an occupation is. Ask students if they remember when they
went to the doctor or hospital and what happened. Write a list on jumbo paper of students
responses. Explain what nurses and doctors do. (5 minutes)
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On another sheet of jumbo paper, have one side labeled yes and the other side labeled no. Have
students individually come up and determine which picture cards are for the doctor occupation
and which ones arent. (10 minutes)
Have students go back to their desks and hand out worksheets. On one worksheet, students will
write the D is for doctor along with drawing a picture of a doctor. If they are advanced,
students can use sight words to create a new sentence (ex. I like the doctor). If they are behind,
they can repeatedly write the letter D. They will also do the same activity with the nurse, but they
will do the sorting (yes/no activity) individually and cut and paste. (25 minutes)
Differentiated Instructional Support:
Occupational Centers- Visual Learners
Worksheet Pace Variety
Precut worksheets for students with fine motor skill difficulty
Pre traced worksheets
Integration of Technology
None is needed today. Todays focus was to get students familiar with the term occupation.
We will incorporate technology with our lesson tomorrow.
Homework or Home Connections:
No homework today
Transitions:
Use bell; once bell goes off, students know to clean up, go back to their desks and get ready for
the next activity
Closure:
Review what an occupation is; ask what a nurse does, ask what a doctor does; ask where they
work
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Lesson Plan Title: Leaders of the Community
Number of Days Covered: 3
Kindergarten
Date: 11/12/2014
Subject: Social Studies/Language Arts
Day of Lesson: 2
Grade Level:
Standards Addressed:
Ohios New Learning Standards: Government Strand/ Civic Participation and Skills:
Individuals have shared responsibilities toward the achievement of common goals in
homes, schools, and communities
Good are objects that can satisfy peoples wants. Services are actions that can satisfy
peoples wants
Common Core Standards:
W.K.2.:
Use a combination of drawing, dictating, and writing to compose informative/
explanatory texts in which they name what they are writing about and supply some information
about the topic
W.K.7.:
Participate in shared research and writing projects
Specific Observable/Measurable Learning Objectives:
Students will:
Understand fair trade
Discover what it means to give and receive at the same time
Work together to make individual goals
Evaluation of Student Learning:
Oral, anecdotal, and portfolio; Students will be assessed orally, but informally about information
from the lesson as well as a portion of their work will be kept in a portfolio to monitor their
progress over time; take notes of how students play in the occupational center to see if they are
appropriately using the objects that match the occupation
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Connections:
Past- Review What Do People Do All Day? from yesterday
Present- Discuss new occupation (farming)
Future- Discuss students future occupational plans
Required Materials Needed for Lesson:
Worksheets (provided by teacher)
Computer
Book- What Do People Do All Day? By Richard Scarry.1968
Plastic food
Plastic bags
Crayons
Pencils
Occupational Clothing (scrubs, police hat, stethoscope, etc.)
Students Background/Prior Knowledge/Experience: (Pre-Assessment)
Ask students if they remember what an occupation is. Tell them to give you examples from
yesterday or new ones that they learned from home
Main Ideas:
Occupations
Use pictures as a description
Be able to use what you have to get something else that you want
Be fair
Key Vocabulary:
Occupation
Career
Farmer
Trade
Motivational Strategy/Anticipatory Set for Lesson:
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Before coming to circle time, the students will go to centers. One center will be themed
Occupational Center. At this center, there will be different themed clothes as well as materials
that go along with that occupation. The occupations will change every day this week. Today will
be doctors and nurses. Each student will be allowed 20 minutes at that center along with the
usual centers
Once they get to the mat, I will play Old Mc Donald Had A Farm. I would ask students if they
could tell me what occupation they thought that we would be talking about today
Content:
On the circle time mat, reread What Do People Do All Day? After verbally reading. I would play
the book on YouTube (15 minutes)
Point out and focus the farming occupation. Ask students what do farmers do, where do they
live, what type of animals to they have, etc. Then explain that farmers trade. (5 minutes)
Give each student three goods to trade (plastic food). Students will be allowed to trade their
goods with one another. Once they are finished, they will come back to the circle and share to
goods that they traded (20 minutes)
After sharing, students can go back to their desks and work on their farming worksheets; the first
worksheet is similar to yesterdays D is for Doctor worksheet; on the other worksheet the
students will draw the goods that they received from trading
Differentiated Instructional Support:
Occupational Centers- Visual Learners
Worksheet Pace Variety
Integration of Technology:
YouTube- What Do People Do All Day?
Old Mac Donald Had A Farm
Homework or Home Connections:
Have students explain to their parents what trading is; have parents trade and object with their
child and students bring in and share what was traded
Transitions:
Use bell; once bell goes off, students know to clean up, go back to their desks and get ready for
the next activity
Closure:
Discuss the recent occupations discussed
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Unit Title: Leaders of the Community Lesson Plan Title: Farmers Date: 11/12/2014 Day of
Lesson: 3 Number of Days Covered: 3 Subject: Social Studies/Language Arts Grade
Level: Kindergarten
Standards Addressed:
Ohios New Learning Standards: Government Strand/ Civic Participation and Skills:
Individuals have shared responsibilities toward the achievement of common goals in
homes, schools, and communities
Goods are objects that can satisfy peoples wants. Services are actions that can satisfy
peoples wants
Common Core Standards:
W.K.2.:
Use a combination of drawing, dictating, and writing to compose informative/
explanatory texts in which they name what they are writing about and supply some information
about the topic
W.K.7.:
Participate in shared research and writing projects
Specific Observable/Measurable Learning Objectives:
Students will:
Understand fair trade
Discover what it means to give and receive at the same time
Work together to make individual goals
Evaluation of Student Learning:
Oral, anecdotal, and portfolio; Students will be assessed orally, but informally about information
from the lesson as well as a portion of their work will be kept in a portfolio to monitor their
progress over time; take notes of how students play in the occupational center to see if they are
appropriately using the objects that match the occupation
Connections:
Past- Review What Do People Do All Day? from Monday
Present- Discuss new occupation (farming)
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Future- Discuss students future occupational plans
Required Materials Needed for Lesson:
Worksheets (provided by teacher)
Computer
Book- What Do People Do All Day? By Richard Scarry.1968
Plastic food
Plastic bags
Crayons
Pencils
Occupational Clothing (scrubs, police hat, stethoscope, etc.)
Students Background/Prior Knowledge/Experience: (Pre-Assessment)
Ask students if they remember what an occupation is. Tell them to give you examples from
yesterday or new ones that they learned from home
Main Ideas:
Occupations
Use pictures as a description
Be able to use what you have to get something else that you want
Be fair
Key Vocabulary:
Occupation
Career
Farmer
Trade
Motivational Strategy/Anticipatory Set for Lesson:
Before coming to circle time, the students will go to centers. One center will be themed
Occupational Center. At this center, there will be different themed clothes as well as materials
that go along with that occupation. The occupations will change every day this week. Today will
M c D a n i e l | 18
be doctors and nurses. Each student will be allowed 20 minutes at that center along with the
usual centers
Once they get to the mat, I will play Old Mc Donald Had A Farm. I would ask students if they
could tell me what occupation they thought that we would be talking about today
Content:
On the circle time mat, reread What Do People Do All Day? After verbally reading. I would play
the book on YouTube (15 minutes)
Point out and focus the farming occupation. Ask students what do farmers do, where do they
live, what type of animals to they have, etc. Then explain that farmers trade. (5 minutes)
Give each student three goods to trade (plastic food). Students will be allowed to trade their
goods with one another. Once they are finished, they will come back to the circle and share to
goods that they traded (20 minutes)
After sharing, students can go back to their desks and work on their farming worksheets; the first
worksheet is similar to yesterdays D is for Doctor worksheet; on the other worksheet the
students will draw the goods that they received from trading
Differentiated Instructional Support:
Occupational Centers- Visual Learners
Worksheet Pace Variety
Integration of Technology:
YouTube- What Do People Do All Day?
Old Mac Donald Had A Farm
Homework or Home Connections:
Have students explain to their parents what trading is; have parents trade and object with their
child and students bring in and share what was traded
Transitions:
Use bell; once bell goes off, students know to clean up, go back to their desks and get ready for
the next activity
Closure:
Discuss the recent occupations discussed
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Reflection
I was not surprised with the outcome of my microteaching experience. I believed that my
lesson went well. My only concerns were if the students were going to be fully engaged with the
activities and if they were going to retain the information that I taught them. After spending a
few weeks with them after I taught my lesson, I concluded that they genuinely understood the
lessons because when we reviewed the subject (the five senses- I integrated Language Arts and
Science), they were able to recall the information that I taught them. I am pleased to know that
my lesson was effective.
Overall, the lesson was smooth. The lesson was about the five senses. My students were
excited and wanted to know more about the subject, even after the activities were over. They
talked to me for reassurance on the correct senses to use for certain things. For example, a
student asked me if they used their nose to smell cookies, but if they also used their mouth to
taste the cookies.
For one activity, I created a mystery box. In my box were different cups of different
objects and textures for the students to feel. They had to guess what was in the cup and describe
to their classmates what they felt. Once a few students felt what was in the cup, I revealed what
was in it. The students loved the element of surprise and playing the guessing game to see
whether their observation was correct or not.
After they experienced the mystery box, the students created their own book of senses. In
the book, they had to describe something that they tasted, smelled, touched, felt, or saw. They
had to write and illustrate. The students also enjoyed that because they were able to make it their
M c D a n i e l | 20
own. The entire lesson consumed a lot of time, so the students were not bored or restless. I was
proud of my lesson.
My cooperating teacher said that I did a good job as well. She said that I should have
written down the students responses of the textures while doing the mystery box activity. She
also suggested that I used popsicle sticks to draw names of students to participate in the activity
so that I would not forget which students I did or didnt pick because a couple of them were sad
because I did not call on them. Dr. Swami was my observing teacher and he said that my
transitions should have been faster. I agreed with both of their suggestions.
I appreciated the constructive criticism and will remember those tips the next time that I
teach that lesson. Actually, I will remember them for any lesson because they gave me classroom
management ideas. On the next page is the lesson that I micro taught at Kiser Pre-K-8.
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Lesson Plan Title: Touching Mystery!
Date: November 21, 2014
Subject: Science, Language Arts
Number of Days Covered: 1
Grade Level: Kindergarten
Standard Addressed:
Science:
Objects and materials can be sorted and described by their properties.
Objects can be sorted and described by the properties of the materials from which they
are made. Some of the properties can include color, size and texture.
Language Arts:
W.K.2:
Use a combination of drawing, dictating, and writing to compose informative/
explanatory texts in which they name what they are writing about and supply some
information about the topic
W.K.7:
Participate in shared research and writing projects
Specific Observable/ Measurable Learning Objectives:
Students will identify the sense touch
Students will recognize the property of touch
Students will describe the five senses by drawing and writing
Connections:
Past- Review all five senses
Present- Focus primarily on touch
Future- Students will be able to recognize all five senses independently
Required Materials:
Worksheets
Pencil
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Paper
Boxes
Crayons
Objects with different textures
Students Background/ Prior Knowledge/ Experience:
Ask students have they ever felt something that was smooth, rough, hot, cold, furry,
scaly, etc.
Main Ideas:
Five Senses
Touch
Textures
Key Vocabulary:
Touch
Smooth
Rough
Hot
Cold
Warm
Motivational Strategy:
Talk about my Mystery Box; Explain that there are different objects in my mystery
box, but they will not be able to see them until the lesson is over; describe the different textures
that they may feel
Content:
Review the five senses. Have students move to small circle time mat to watch the
SockHead Smith YouTube video on the five senses (10 minutes)
Move to the big circle time mat to discuss video. Review touch cards to determine and
categorize textures. Reveal mystery box. Pass mystery box around and allow students to feel
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what is inside of the box. Draw and write students responses on jumbo paper for the entire class
to see. Discuss what is in the box as a whole. (20 minutes)
Make five senses books; students will draw and write something that they like that
pertains to the five senses (20 minutes)
Differentiated Instructional Support:
Pre write words in book for students that have difficulty writing
Extended writing and drawing time
Student Assessment:
Oral; review the five senses; record students responses from their books to see if they
comprehend what the senses are
