USF Elementary Education Lesson Plan Template: EDE 4943
Name: Amanda Dunphy & Abigail Still
HOST Activity Block (circle one): Creative Arts / Outdoor Time / Read Aloud / Homework
Purpose/Objective - What skill(s) are
you developing in this lesson? What
do you want students to practice, or
be able to do?
Given a sentence written in the past
or present tense, A: the student B:
will be able to re-write the sentence
in future tense D: with no errors in
tense or tense contradiction
Connection to the Cornett
Text-What chapter/art medium are
you using in your lesson and how are
you applying it? Page # activity?
Date of Lesson: May 15, 2017
Our Objective: While participating in the game Simon Says, Ms. Dunphy & Ms. Still will promote a sense
of community and openness between both students and their teachers, as we explore common interests
and get to know our students personally.
Students Objective: While participating in the game Simon Says, the students will be able to share their
personal interests and see how they are alike/different than their peers and teachers, while practicing
proper listening and collaborating skills.
Chapter 2: The Underpinnings of Arts Integration (Teaching for Creativity) Page 64
While reading this chapter, it discussed classroom culture and how the main goal of a teacher(s) is to
design places and spaces that are safe and stimulating, and where diverse ideas and opinions are
welcomed. While participating in a get-to-know-you version outdoor game of Simon Says, we will be
fostering the characteristics/techniques needed to establish a welcoming and supportive group of
students. This activity will focus on:
Fostering a learning environment where students readily dare and share.
Listen actively to student responses and questions, while showing interest by responding with
encouragement.
Take pleasure in ambiguity- dont shy away from questions or topics when answers are diverse.
Share a sense of humor and readily share personal opinions/interests.
Materials Needed- (What does HOST
already have & what do you need to
collect yourself?)
Step-by-Step Plan- (What exactly
do you plan to do in teaching this
lesson? Be thorough. Act as if you
needed a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching
are you using?
Differentiation-How did you
engage in differentiation between
different grade levels? Make
connections to differentiation by
No materials are necessary for this. We will be outside with our students and if weather did not permit,
one could still complete this activity inside.
Begin each rotation by properly introducing ourselves by name & asking the students to go around,
one-by-one, and say their names aloud as they do a funny dance move. We will model this when
we say our names.
After everyone introduces themselves, we will have the students stand in staggered rows, so that
everyone can see us and we are also able to see everyone participating.
Once we have every student in line, we will review the instruction of the game Simon Says.
Okay boys & girls, so today we want to get to know all of you so were going to play a game called
Simon Says! Some of you may have played this before, but were doing it a little differently.
Instead of the regular Simon Says, we will say things like Ms. Dunphy says put your hand on your
head if you like sports, those of you who do like sports will put your hand on your head, those of
you who dont will squat to the floor and touch the ground in front of you (Ms. Dunphy & Ms. Still
will act out this movement as we explain). Lets start with a practice round, make sure to listen
carefully! This will help us all get to know each other better.
Run through a practice round, with one Simon Says statement and movement, judging by how
the students perform, we will decide whether another practice round is needed or we can begin
the game.
Prior to beginning the activity, we will ask if anyone has any clarifying questions.
As we run through the activity, Ms. Dunphy & Ms. Still will be alternating turns forming different
Ms. ___ says statements. By doing so, our students will become familiar with both teachers as
well as our names.
After we play this game for approximately 15 minutes, if time permits, we will begin a SEED activity
from the text, called Eye-magine.
Tell students to warm their hands by rubbing them together and then lightly place their hands over
their eyes for a minute. With closed eyes, invite them to imagine colors and shapes as they are
mentioned.
Since we were able to know ahead of time the Monday schedule and that our allotted teaching time would
be approximately an hour or so while working only with first and second graders, we planned our Simon
Says game for this age group. If students agree with a statement such as Ms. Still says spin in a circle if
content, process, and product?
First Grade
Second Grade
Evaluation--How will you know
your students have met your
purpose/objective?
Back-up SEED Activities from
Cornett Text
Please list and write a brief
description of SEED activities
(including page number from text)
you can use if you finish your block
early, have time during transitions,
etc. **Please note these activities
can be used across several days.
you like pizza, the students who agree with this statement will proceed by completing the action.
While working with our first group, we will be avoiding any movements that involve extensive exercises
which would lead to loss of time due to a need for explanations.
It was addressed during orientation that a student who is in our second group requires additional
supervision and has a hard time keeping his hands to himself and acting out when redirected. We will
place this student closer to us as we work through the game.
Since this outdoor activity involves constant movement and requires active engagement while promoting
listening skills, we feel it is accommodating for those students who have difficulty focusing and often resort
to getting off task. This activity also allows students to properly release the energy they have after a
school day and eating snack before going outdoors.
By observing, taking field notes, and actively participating with our students, we will be able to assess that
our students were engaged in learning about one another and diverse opinions/interests. Through these
observations we will also know the level of discipline and level of performance in regards to following
directions with these groups of students.
Following this activity, we, Ms. Dunphy & Ms. Still, can better accommodate our individual students and
properly inform our instruction for the following lessons to come.
SEED activities are used as energizers and warm-ups, while they get your students engaged mentally and
at times, physically.
We would like to incorporate the following activities during transitions and if there is extra time allotted
(Page 272):
Eye-magine
Tell students to warm their hands by rubbing them together and then lightly place their hands over
their eyes for a minute. With closed eyes, invite them to imagine colors and shapes as they are
mentioned. (This would be used with grades Kindergarten-Third)
Silent Game
When students are standing in line, one student will be the judge who is given the task of
watching their peers as they stand as still and silent as possible, hoping to be chosen as the next
judge. (This could be used with Kindergarten-Fourth)
Riddles

Reflection Notes-- What was
effective about your step-by-step
plan? What might need to be
adjusted in your step-by-step when
using this plan in the future?
If there is extra time and/or students are standing in line, one of us will give the students time to
think about a given riddle. We will explain that to answer this question, they will turn and talk
about their brainstormed ideas and raise their hands when they want to share aloud their possible
answer. (This would be used with Fourth & Fifth grade)
Possible Riddles:
1) What has a face and two hands but no arms or legs? A Clock.
2) What has to be broken before you can use it? An egg.
3) What goes up and doesnt come back down? Your age.
May 15, 2017
By planning this outdoor lesson step-by-step, we were able to set-aside the necessary amount of time
needed for direction, transitioning and the overall activity. While preparing to work with first and second
graders I had not met before, I was very excited to get to know my students on a personal basis and modify
my plans to better accommodate each student. While helping the first graders during their club time
and talking to them about some of their interests, me and my partner, Abby Still, learned quickly that these
first graders were energetic and ready to get some of that energy out! While walking our students outside,
we heard several children discussing how they wanted to run around, race each other, or simply run.
Therefore, we decided to look back at our plans and change the way our Simon Says game went. Instead
of having our students do different movements and/or exercises, we lined them all up on a yellow, bold
line. We then explained that we would be calling out different interests of ours and if they agreed with
this statement, they would run to the line directly in front of them/us and if they did not agree, they would
stay on the line originally standing on. We used statements such as Run to or stay with Ms. Dunphy, if
you enjoy playing outside. Depending on their location (which line they were on), the students either ran
to the opposite line or stood where they were. The students enjoyed this activity, especially the boys, but
towards the end I noticed some girls becoming distracted and moving slower as they got increasingly
hotter. I loved that through this game we were able to learn students names and personal interests or
opinions, they did not view the game as this, but instead found it very interactive and fast-paced.
By working with the first-grade prior to introducing this game to our second-graders, we decided to
continue similar instruction/format of the game, Simon Says. However, the second grades were not
interested in simply running from line to line, therefore, we decided we would make this getting-to-know-
you activity slightly harder by adding in factors such as jumping on one foot, skipping, or hopping to
the overall idea of Simon Says. Statements such as Ms. Dunphy says skip to the opposite line if you love
ice cream got the children excited and they began moving before the statement was even finished. We
then had to address our students and remind them to listen to our full statement(s) before moving or
going to run to the other line or their peers.

Before working at this HOST location, I had been exposed to ESOL students, but not to the point where I
was working with those who may not speak English daily. The specific classroom I was in had several
bilingual students, but when I needed to work with students who were classified as ESOL, I usually went to
a different classroom. I was not aware of some of the vocabulary I used and how it could be viewed at as
confusing or misunderstood by those students who did not speak the English language comfortably. While
playing Simon Says, I said something that involved the word siblings and a few students looked at me
twice. I then elaborated on my statement by explaining that the word siblings means brothers or sisters.
They then understood what I was originally trying to say and further reacted to my statement. Once I
picked up on this miscommunication, I was very careful with how I worded things and explained given
words or statements before my students had the chance to become confused and/or overwhelmed.

While working with the second graders I met two young girls who were eager to get to know me and share
information about their daily lives and background. I am now planning to work with one of these two
students, Natalia (pseudonym) or Lilah (pseudonym). I will focus on one of these students for my ESOL 3
class and the corresponding critical task. These students were extremely friendly and were one of the first
students to interact with me when I entered the HOST program earlier this day.

My first day at this HOST site was very hands-on and allowed me to get to know my diverse group of
students that I would be working with the next two weeks. While I was only able to work closely with two
grades, I could observe other grades/groups during times such as snack time, club time, and dinner. While
certain students stand out because of behavior problems or their outgoing personalities, I can tell that this
program will be an excellent learning experience for me outside of the general classroom. Times and
experiences such as this will allow me to think on my feet and come up with alternative lessons, ideas, and
activities that can be implemented into my future teaching career. I cannot wait for the next few days as I
get to work with different age groups and diverse students!

Name: Amanda Dunphy & Abigail Still
HOST Activity Block (circle one): Creative Arts / Outdoor Time / Read Aloud / Homework
Purpose/Objective - What skill(s) are
you developing in this lesson? What
do you want students to practice, or
be able to do?
Given a sentence written in the past
or present tense, A: the student B:
will be able to re-write the sentence
in future tense D: with no errors in
tense or tense contradiction
Connection to the Cornett
Text-What chapter/art medium are
you using in your lesson and how are
you applying it? Page # activity?
USF Elementary Education Lesson Plan Template: EDE 4943
Date of Lesson: May 16, 2017
Kindergarten: After students watch a video that interprets and replicates movements of a different culture,
the students will be able to replicate this specific dance and its movement patterns, with an understanding
of this cultures dance.
First Grade: After students watch a video that interprets and replicates movements of a different culture,
the students will be able to replicate this specific dance and its movement patterns, with an understanding
of this cultures dance and its individual characteristics.
(We are not working with kindergarten on this given day).
Second Grade: After students watch a video that interprets and replicates movements of a different
culture, the students will be able to replicate this specific dance and its movement patterns, with an
understanding of this cultures dance and its individual characteristics.
Third Grade: After students watch a video that interprets and replicates movements of a different culture,
the students will be able to replicate this specific dance and its movement patterns as well as writing a few
sentences discussing how dance makes them feel, with an understanding of this cultures dance while
writing with less than 5 grammatical errors.
Fourth & Fifth Grade: After students read an article on a diverse specific culture and watch the
corresponding dance video, the students will be able to write a paragraph addressing something they
learned about this new culture/how dance makes them feel, while including details from the article and
showing proper grammatical conventions.
Chapter 10: Integrating Dance and Creative Movement Throughout the Curriculum; Page 387
We wanted to incorporate dancing into our social studies lesson, as it is a fun way to engage our students
whether it be kindergarten children or fifth graders. Since dance entails thinking through movement and
provides a stimulus that increases concentration, we wanted to have our students partake in dancing after
learning new information about their culture or explaining where themselves/ others may be from. Our
students will be fostering creative thinking during this lesson, which will promote cognitive and physical
development.
Materials Needed- (What does HOST
already have & what do you need to
collect yourself?)
Step-by-Step Plan-(What exactly
do you plan to do in teaching this
lesson? Be thorough. Act as if you
needed a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching
are you using?
Modifications after day one
Second Grade
Third Grade
Computer
Video: https://www.youtube.com/watch?v=XgRMRfQgslM
Article: http://dance.lovetoknow.com/Mexican_Hat_Dance_Steps
Projector
Paper/Pencil
Kindergarten:
Have students sit in a large circle in the middle of the floor.
Reintroduce ourselves to the class.
Instruct students to go around the circle, one-by-one, (Instructors deciding who starts)
introducing themselves aloud and showing their favorite dance move.
Explain to our students how different places around the world each have their own unique
dances and characteristics.
After discussing this idea, introduce the Mexican Hat Dance by defining what this dance
is, where it comes from, and what it entails.
Have students stand up, still in a large circle, and go step-by-step through the movements
that make up this dance.
We will two practice rounds before playing the sing along version of the Mexican Hat
Dance.
If extra time is allotted, we will ask our kindergarteners to act out different dance
movements and share their individual movements with their peers.
Second & Third grade:
Have students sit in a large circle in the middle of the floor.
Reintroduce ourselves to the class.
Instruct students to go around the circle, one-by-one, (Instructors deciding who starts)
introducing themselves aloud and showing their favorite dance move.
Explain to our students how different places around the world each have their own unique
dances and characteristics.
After discussing this idea, introduce the Mexican Hat Dance by defining what this dance
is, where it comes from, and what it entails.
Have students stand up, still in a large circle, and go step-by-step through the movements
that make up this dance.
We will two practice rounds before playing the sing along version of the Mexican Hat

Differentiation-How did you
engage in differentiation between
different grade levels? Make
connections to differentiation by
content, process, and product?
Modifications after day one
ELLs (English Language Learners)
Dance.
Once we have finished reenacting this dance, we will pass out loose-leaf paper and pens to
each student and ask them to write about how dancing makes them feel. This will be
answered with two sentences or three-four sentences and turned in.
Fourth & Fifth grade:
Upon students entering room, instruct them to sit at a desk.
Introduce ourselves to the class and explain that they will be reading an article on a
different country/cultures traditional dance followed with writing a paragraph on
something they learned about this cultures dance/how dance makes them feel.
Pass out the article, Mexican Hat Dance Steps by Tamara Warta along with loose-leaf
paper and a pen.
As the students read this article and write their individual paragraphs, walk around the
room to assist any students who need clarification or support and to ensure students are
on task.
Once students have been given ample time to complete the article/writing piece, we will
play music that is popular with their age group and allow them to show us all common
dance moves.
By looking at the schedule, we know we are only working with second grade, third grade, fourth
and fifth grade, as well as kindergarten. We will differentiate between each age group that we
working with.
- Kindergarten: We will only be teaching these students the Hat Dance and having them
replicate it with us. If we have additional time, we will have them share with their peers
different dances that they know as well as draw pictures on how dancing makes them feel.
- Second grade: These students will work with us to learn the Hat Dance, they will imitate this
dance and show that they know the proper movements. After the dance, our second graders
will write two sentences on how dancing makes them feel.
- Third grade: Third grade will do the same as second grade, but must write three to four
sentences instead.
- Fourth & Fifth grade: This group will be reading an article about the cultures dance and
writing a paragraph touching on new information they have learned, how dancing makes them
feel, and any preferred dance styles. If time permits, we will allow this group to listen to music
that is popular during to their age group that portrays different cultures/dances (they enjoy
dancing with one another and showing off their moves).
For our ELL students, we are incorporating the use of visuals (dance videos), graphics, and asking

Evaluation--How will you know
your students have met your
purpose/objective?
Back-up SEED Activities from
Cornett Text
Please list and write a brief
description of SEED activities
(including page number from text)
you can use if you finish your block
early, have time during transitions,
etc. **Please note these activities
can be used across several day.
other students to help, as our teacher assistant, to translate/assist with the dance and learning
of other cultures. By expressing what they have learned through dancing, we can see whether
they understand the countrys dance and can demonstrate proper dance movements along with
an explanation of the learned content.
For students in grades kindergarten as well as first & second, we will know that they have
mastered an understanding of this cultures dance by proper imitation of the movements.
For our third-grade students, we will know they understand this cultures dance by observing
proper imitation of the movements. We will also be looking at the paragraphs they have written
about how dance makes them feel.
For students in grades 4-5, after reading their article on this cultures characteristics and
corresponding dance, we will know they have comprehended the new material, by collecting their
individual writing pieces. Each student will be writing about what they have learned after reading
the given article and explain how dance makes them feel.
SEED activities are used as energizers and warm-ups, while they get your students engaged mentally and
at times, physically.
We would like to incorporate the following activities during transitions and if there is extra time allotted:
Eye-magine
Tell students to warm their hands by rubbing them together and then lightly place their hands over
their eyes for a minute. With closed eyes, invite them to imagine colors and shapes as they are
mentioned. (This would be used with grades Kindergarten-Third)
Silent Game
When students are standing in line, one student will be the judge who is given the task of
watching their peers as they stand as still and silent as possible, hoping to be chosen as the next
judge. (This could be used with Kindergarten-Fourth)
Riddles
If there is extra time and/or students are standing in line, one of us will give the students time to
think about a given riddle. We will explain that to answer this question, they will turn and talk
about their brainstormed ideas and raise their hands when they want to share aloud their possible
answer. (This would be used with Fourth & Fifth grade)
Possible Riddles:
4) What has a face and two hands but no arms or legs? A Clock.
5) What has to be broken before you can use it? An egg.

Reflection Notes-- What was
effective about your step-by-step
plan? What might need to be
adjusted in your step-by-step when
using this plan in the future?
6) What goes up and doesnt come back down? Your age.
Page 272
May 16, 2017
My second day was very interactive and the students seemed to love our activity! For our curriculum day,
my partner and I decided to incorporate dance/creative movement into our social studies lesson. This
specific lesson was designed to introduce a cultural dance to our students, known as the Mexican Hat
Dance and to discuss how different cultures have specific dances and characteristics. Since dancing
involves thinking through movement and provides a stimulus that increases childrens concentration, we
wanted to test this theory and provide an aesthetic environment for our students. After working with
several age groups, I can say that the dancing during our curriculum time did just that!
Our first two groups, second and third grade, did exceptionally well while learning this new cultural dance
and loved participating in the reenactment of the specific dance movements. The students surprised me
with how quickly they picked up the steps and could participate in the dance. They were extremely
engaged throughout this time and I loved hearing the laughter and happiness my students expressed. By
having our students write short pieces involving how dance makes them feel, we were able to see how
well these students wrote and learn their individual strengths/weaknesses as it pertains to the English
language.
Since the fourth and fifth graders are a bit older and may not have enjoyed learning a new dance with a
sing-along version of the song, we thought we could incorporate a more thorough background of this
cultures dance into our lesson. While researching this dance, which was new to us, we found the article,
Mexican Hat Dance Steps by Tamara Warta and thought this was just the right amount of information to
share with this group! I was quite nervous to work with this group, since on our first day at HOST we were
unable to do so, however, this group was very welcoming and quite comical. The students were very
social, whether it be with their peers or my partner and I, and had a difficult time focusing on the given
article. While looking at their paragraphs, I could infer that they could write about their opinions/feelings,
but most the students had a difficult time with correct spelling, different conventions, and tenses. While
preparing for our second week, I would love to incorporate a more hands-on, interactive curriculum based
task.
While working with the kindergarten group, I had the chance to get to know 4 students exceptionally well.
Since we got this group at 5 oclock, the group had dwindled quite a bit as students were already getting
picked up from HOST. Originally planning for a group of approximately 11 students, we had assumed the
activity would take more time than permitted. Beginning this time with an introduction and individual
dance movements by each child went quickly and the students were difficult to redirect. As we drew them
to attention, we began modeling the Hat Dance and the students were eager to learn it, however, they
quickly got distracted and wanted to move onto another activity. Since we completed the overall objective
of replicating this cultural dance and its movement patterns, we then had our kindergarteners exert some
energy by continuing to show us dance moves. After a few minutes of this, we had our students sit
down with us and draw pictures showing the class dance, how dance makes them feel, or about the
Mexican Hat Dance. The students were persistent that we kept their drawings instead of sending them
home with them, which was touching and made me excited to work with these kindergarteners again
during creative arts time.

After completing my second day at this HOST location, I can say that I feel a lot more comfortable in the
environment and strive to be social and helpful to every student possible. The first day was overwhelming
as we were not even familiar with this schools layout, after-school program, or students. However, as we
began our second day the kids were extremely excited to work with us again and greeted us with smiling,
eager faces. I enjoyed snack and dinner time both days, since it gave us additional time to get to know our
students and I could introduce myself to new faces. I am so excited for the relationships I will form with
these students and I hope I have the opportunity to work at this location again!
 USF Elementary Education Lesson Plan Template: EDE 4943

Name: Amanda Dunphy & Abigail Still Date of Lesson: May 17, 2017
HOST Activity Block (circle one): Creative Arts / Outdoor Time / Read Aloud / Homework
Purpose/Objective - What skill(s) are
you developing in this lesson? What Kindergarten-Third Grade: Students will learn about the process of recycling through a different point of
do you want students to practice, or view and be able to answer comprehensive checkpoints periodically throughout the read-aloud, while
be able to do? accessing prior knowledge and referring to the text.
Given a sentence written in the past (We are not working with second grade on this given day).
or present tense, A: the student B: Fourth & Fifth Grade: Students will be able to use context to determine the meaning of unknown or
will be able to re-write the sentence multiple-meaning words, by answering comprehension checkpoint questions throughout our reading.
in future tense D: with no errors in (We will be continuing the book that is being read aloud to these age groups. Our HOST instructor
tense or tense contradiction expressed that this age group has a hard time focusing and being involved with new books, therefore we
will continue with the class chapter book; Island of the Blue Dolphins by Scott ODell).

Connection to the Cornett

Text-What chapter/art medium are Pg. 44: By integrating art that is meaningful to our read-aloud on recycling, we are making this
you using in your lesson and how are information more meaningful and memorable. We are leading our students to think about the content
you applying it? Page # activity? from different perspectives and encouraging them to promote recycling.

Pg. 197: Prior to beginning our read-aloud, we will address that calling out is not acceptable and to
complete our reading, we must respect our peers and instructors.

Chapter 4: Integrating the Literary Arts throughout the Curriculum; Pg. 145: Literature is literary art
and like all art, it is for conveying thoughts and emotions in readers. Childrens literature has the
ability to stimulate aesthetic response and grow a deeper understanding of specific topics, ideas, and
content.

Chapter 6: Integrating the Visual Arts throughout the Curriculum; Pg. 223
By incorporating visual images and discussing what these images mean/describe, we are emphasizing
our students attention to these pictures and helping them decode messages throughout the stories.

Materials Needed- (What does HOST

already have & what do you need to The book: The Adventures of a Plastic Bottle: A Story about Recycling, written by Alison Inches
collect yourself?) Island of the Blue Dolphins by Scott ODell
- Which is the book that the fourth & fifth grade students are reading (it was expressed that we

Step-by-Step Plan-(What exactly
do you plan to do in teaching this
lesson? Be thorough. Act as if you
needed a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching
are you using?
Modifications after day one
should continue to read these chapter books since it is difficult to find a text that appeals to
the diverse group of students.
Post-it notes
Loose-leaf paper
Pens
Kindergarten-Second Grade:
Have the students enter the room and sit in front of us, on the floor.
Begin by engaging their prior knowledge through asking them What do you know about
recycling? Allow them to turn & talk. Call on three students to share aloud what they discussed
with their partner(s).
After discussing what we know about recycling, introduce the title of the book; The Adventures of
a Plastic Bottle: A Story about Recycling.
Ask the students to take a look at the title and book cover illustrations and discuss what the book
may be about.
Begin reading The Adventures of a Plastic Bottle: A Story about Recycling.
After completing the read-aloud, if time permits, we will have these students illustrate on their
individual papers what recycling is or how we can encourage it in our communities.
Third Grade, Fourth & Fifth Grade:
Have each group of students enter the room and sit in front of us, on the floor.
Since the third graders did not begin this book, introduce them to the book by going over the title,
front cover, as well as the synopsis.
- Have students discuss with their shoulder partners what they think the book will be about
after reading the title.
- After reading the synopsis, have the students discuss if this was similar to any predictions they
previously made.
Begin chapter one and as we read, measure the students comprehension by asking the following
checkpoint questions:
- If her age is 12, how old is her brother if he is half as old?
- Why do you think that the chief gave his real name?
- What do you think about the men that came on the Aleut ship? Captain Orlov?
Begin engaging the students (fourth & fifth grade) by discussing the book began on Monday.
So the interns you had on Monday began reading you this book. We were told that you all
finished the first chapter so can someone please raise their hand and share with the class a

Differentiation-How did you
engage in differentiation between
different grade levels? Make
connections to differentiation by
content, process, and product?
ELLs (English Language Learners)
Evaluation--How will you know
your students have met your
purpose/objective?
summary of what we have read so far.
Begin reading chapter 2 of Island of the Blue Dolphins by Scott ODell.
While reading, measure students comprehension by asking the following checkpoint questions:
- How old is her sister if she is 2 years older than Karana?
- Do you think that the Indians should have shared with the Aleuts? What are you noticing so
far? How do you feel?
Continue to read, beginning chapter 3, while asking the following checkpoint questions:
- Does it seem like the tribe trusts the Aleut men? Would you?
- How do you think Karana feels about the animals on her island?
- Lets make a prediction How many think Captain Orlov will pay for the skins and leave OR
who thinks he will leave without paying?
Have students write their answers on loose-leaf paper after discussing with their shoulder
partners.
Call on three students to share and collect loose-leaf paper before students switch blocks.
For the younger grades, we are using a book that includes illustrations that will keep students
engaged and help their comprehension. This also is very effective for our English Language
Learners since they can refer to the pictures as we read through the book in order to encourage
comprehension as well as promoting them to follow along with the text.
While reading aloud the chapter book, Island of the Blue Dolphins, we are allowing our students to
discuss the reading and brainstorm with their peers throughout checkpoints in the text.
For all grades, by reading aloud, we are modeling proper fluency, intonation, expression, and
pronunciations. We will also be encouraging our students to help us decode new, confusing words
or words with multiple meanings by using context clues.
Kindergarten-Second grade:
Upon completion of the book, The Adventures of a Plastic Bottle: A Story about Recycling, we will
have a group discussion addressing what recycling is, how we use it/how often, and answering any
remaining questions that the students might have. We will collect samples of their artwork.
Third, Fourth & Fifth grade:
As we read through chapter 2 of Island of the Blue Dolphins, these students will be answering
comprehension checkpoint questions aloud as well as writing their thoughts on a post-it note to
turn in.
Back-up SEED Activities from
Cornett Text
Please list and write a brief
description of SEED activities
(including page number from text)
you can use if you finish your block
early, have time during transitions,
etc. **Please note these activities
can be used across several day.
Reflection Notes-- What was
effective about your step-by-step
plan? What might need to be
adjusted in your step-by-step when
using this plan in the future?
SEED activities are used as energizers and warm-ups, while they get your students engaged mentally and
at times, physically.
We would like to incorporate the following activities during transitions and if there is extra time allotted:
Eye-magine
Tell students to warm their hands by rubbing them together and then lightly place their hands over
their eyes for a minute. With closed eyes, invite them to imagine colors and shapes as they are
mentioned. (This would be used with grades Kindergarten-Third)
Silent Game
When students are standing in line, one student will be the judge who is given the task of
watching their peers as they stand as still and silent as possible, hoping to be chosen as the next
judge. (This could be used with Kindergarten-Fourth)
Riddles
If there is extra time and/or students are standing in line, one of us will give the students time to
think about a given riddle. We will explain that to answer this question, they will turn and talk
about their brainstormed ideas and raise their hands when they want to share aloud their possible
answer. (This would be used with Fourth & Fifth grade)
Possible Riddles:
7) What has a face and two hands but no arms or legs? A Clock.
8) What has to be broken before you can use it? An egg.
9) What goes up and doesnt come back down? Your age.
Page 272
May 17, 2017
While beginning our third day at this HOST site, I was extremely excited to work with these students again
and introduce our newly found, recycled book. Since the theme of the week was recycling, which few
students seemed to know, my partner and I bought a recycling book from Barnes & Noble that was very
kid-friendly as well as ELL friendly due to the vivid, engaging pictures. However, before introducing our
book to the first graders and kindergartners, we read the chapter book, Island of the Blue Dolphins by Scott
ODell, to the third, fourth and fifth grade, due to rotations.
We began our read-aloud rotations with the third grade, whom we had worked with the previous day as
well as sat with them during dinner time, so we knew the student quite well. By looking at the schedule,
we were aware that the third-graders had not had a read-aloud rotation on Monday, therefore we were
beginning the book, Island of the Blue Dolphins, with them. As we went over the title, cover of the book,
and synopsis, the students were instantly engaged and participated in our discussions, which were to make
predictions about the given book. As we read through Chapter 1, the students were listening to my
partner and I as we went through the book (each of us reading about 3-4 pages before switching with the
other). Every student had very focused eyes and were writing when asked to do so. There were few
distractions other than the occasional student entering/leaving the room, where the multi-purpose room is
the HOST pick-up location. We collected their writing pieces, which were quite descriptive and often
referred to details from our text.
Our second rotation, the fourth & fifth graders, came into the room eager to pick up where they had left
off. However, since the fifth graders were on their fifth grade field-trip on the first Monday our peers
began the book, they had not read Chapter 1 like the other students. With this in mind, we reviewed the
title of the book, the cover, as well as the synopsis of the book. We then had a few students raise their
hands and review what went on during Chapter 1 and catch the fifth graders up to speed. I had begun this
rotation a little nervous because I was unsure as to how the fourth and fifth graders would react to being
read aloud too. It was addressed during our orientation that this group of children enjoy being read aloud
too, but only I the book is emotionally engaging and they then quickly form an emotional connection to the
book and its associated characters. I was extremely happy to see the students engaged in the book and
commenting on things that went on throughout the reading. We got through two chapters of Island of the
Blue Dolphins before having our students make predictions about the upcoming chapters.

After working with our first two rotations, we then had a short break for dinner time. I was so happy and
relieved when the fourth & fifth grade students asked us to sit with them at lunch. They explained that no
interns had sat with them yet and they would love it if we did. Of course, we took this offer and additional
time to get to know these students more! They were extremely comical and welcoming, whereas most of
our peers seemed frightened to sit with the students who were a little older, my partner and I loved this
time. When they explained how we were the first two to sit with them and converse, I felt bad for the
students and hoped that they did not feel uncomfortable or unwanted. When dinner was ending, we
discussed that we would see them the next day and find time to sit with them again.

After dinner time, we worked with kindergarten and first grade. Which we were to read our recycling
book, The Adventures of a Plastic Bottle: A Story about Recycling, written by Alison Inches to our students.
The kindergarteners entered the room energetic and refueled after having time to eat some food, so we
knew it was going to be difficult to keep them focused on our reading without a lot of interactive
techniques/strategies. As we read through the book the students were so excited to learn about what
would happen to our friend, the water-bottle, in the book and kept asking questions about this ongoing
process. At the end of the book, I was so pleased to see that the students remembered most of the
information we reviewed and could illustrate what happened as we went through the recycling process.
First grade was just as energetic! The students came into the room and were pleased to see my partner
and I, we were greeted with hugs prior to beginning our lesson. This group had dwindled and we only had
8 students when they first arrived and we finished the lesson with only 5 students. Since HOST time was
ending at 6, most the students had been picked up. While we read the book about recycling, one students
mother showed up and he was so upset he had to leave our group, he even tried to stay! This showed me
that the book was engaging and our students were truly involved in it, wanting to know what would
happen next. Since it was such a small group of students, my partner and I were able to get personal with
several of them and we sat on the floor as they illustrated what recycling was and how they could
encourage their neighborhood to participate.

The HOST leaders/instructor approached us after reading to our students and explained that the book was
extremely cute and engaging (The Adventures of a Plastic Bottle: A Story about Recycling, written by Alison
Inches). They even asked for the name of the book so they could get it! As week one is wrapping up
already, I am saddened we only had the chance to work with these students for two weeks. It may seem
long, but these days fly by and I feel like there is never enough time in a day to get to know every student!
Day by day, I can see more students getting comfortable with me and welcoming me with hugs. This
makes my heart happy and I am more excited to teach my own group of students in my future classroom
even more!

Name: Amanda Dunphy & Abigail Still
HOST Activity Block (circle one): Creative Arts / Outdoor Time / Read Aloud / Homework
Purpose/Objective - What skill(s) are
you developing in this lesson? What
do you want students to practice, or
be able to do?
Given a sentence written in the past
or present tense, A: the student B:
will be able to re-write the sentence
in future tense D: with no errors in
tense or tense contradiction
Connection to the Cornett
Text-What chapter/art medium are
you using in your lesson and how are
you applying it? Page # activity?
Materials Needed- (What does HOST
already have & what do you need to
collect yourself?)
USF Elementary Education Lesson Plan Template: EDE 4943
Date of Lesson: May 18, 2017
K-3: Students will create a practical gift with recycling paper material while showing engagement in
instructions and working diligently without distraction.
(We are not working fourth & fifth grade on this given day).
Chapter 6: Integrating the Visual Arts throughout the Curriculum; Pg. 247
It is encouraged for teachers to incorporate different forms of art that are visually appealing to their
students and that children should see/feel beauty. We are entering this rotation with a plan to allow
our students enough time to complete the arts & craft by providing them the necessary tools and
equipment in an organized, clear fashion.
Chapter 7: Visual Arts Integration; Pg. 288
By connecting our arts & craft to the HOSTs weekly theme, recycling, and the book read to them on
the previous day, we are ensuring each student comprehends the concept of recycling. Our students
are creating evidence of recycling through the action of making bracelets/necklaces from recycled
materials.
Wide variety of colorful magazines, catalogs, brochures, or junk mail
Premade beads for younger grades (K-2)
String/Yarn
Liquid Glue
Scissors
Pencils or Toothpicks
Recycling coloring sheet
Markers, crayons, colored pencils
Step-by-Step Plan-(What exactly
do you plan to do in teaching this
lesson? Be thorough. Act as if you
needed a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching
are you using?
Modifications after day one
Differentiation-How did you
engage in differentiation between
different grade levels? Make
connections to differentiation by
content, process, and product?
ELLs (English Language Learners)
Evaluation--How will you know
your students have met your
purpose/objective?
In this activity, students make paper beads from colorful paper recycled from catalogs, magazines,
brochures, colored paper scraps, wrapping paper, and junk mail.
Students in grades K-2:
We will be providing these children with the beads, already made, to give them additional time
for assembly of the necklace (4-5 beads each student).
Each student will be given a piece of string/yarn for either a necklace or bracelet.
They will string at least 4-5 beads on their individual piece of string/yarn.
We will be walking around to assist in tying these pieces of art.
Once students have finished their assembling of their jewelry, we will pass out a coloring sheet
involving recycling.
Students in grades 3-5:
(We are not working fourth & fifth grade on this given day).
We will be providing these children with the beads, already made, to give them additional time
for assembly of the necklace (10-12 beads each student).
Each student will be given a piece of string/yarn for either a necklace or bracelet.
They will string at least 10 beads on their individual piece of string/yarn.
We will be walking around to assist in tying these pieces of art.
Once students have finished their assembling of their jewelry, we will pass out a coloring sheet
involving recycling.
When working with our students, we will have already premade the beads to ensure that our
students have adequate time to assemble and create their own piece of recycled jewelry.
This activity is ELL friendly as it is hands-on and interactive with little use of written/spoken
language. Students will be able to assist one another if they need help or refer to Ms. Dunphy &
Ms. Still for any further help/assistance. This visual art is helping our ELLs understand the concept
of recycling and how it relates to the content read the day prior.
Kindergarten-Second Grade:
We will know that our students have met our objective by completion of their recycled jewelry.

Back-up SEED Activities from
Cornett Text
Please list and write a brief
description of SEED activities
(including page number from text)
you can use if you finish your block
early, have time during transitions,
etc. **Please note these activities
can be used across several day.
Third, Fourth & Fifth grade:
We will know that these students have followed directions and have met our objective by creating a
recycled bracelet/necklace from the beads.
SEED activities are used as energizers and warm-ups, while they get your students engaged mentally and
at times, physically.
We would like to incorporate the following activities during transitions and if there is extra time allotted:
Eye-magine
Tell students to warm their hands by rubbing them together and then lightly place their hands over
their eyes for a minute. With closed eyes, invite them to imagine colors and shapes as they are
mentioned. (This would be used with grades Kindergarten-Third)
Silent Game
When students are standing in line, one student will be the judge who is given the task of
watching their peers as they stand as still and silent as possible, hoping to be chosen as the next
judge. (This could be used with Kindergarten-Fourth)
Riddles
If there is extra time and/or students are standing in line, one of us will give the students time to
think about a given riddle. We will explain that to answer this question, they will turn and talk
about their brainstormed ideas and raise their hands when they want to share aloud their possible
answer. (This would be used with Fourth & Fifth grade)
Possible Riddles:
10) What has a face and two hands but no arms or legs? A Clock.
11) What has to be broken before you can use it? An egg.
12) What goes up and doesnt come back down? Your age.
Page 272
Reflection Notes-- What was
effective about your step-by-step
plan? What might need to be
adjusted in your step-by-step when
using this plan in the future?
May 18, 2017
As I have always loved arts & crafts, I was most excited to work with the students on this day! While
planning our lessons for this week, we had known little information on our students, therefore we planned
an activity that would be engaging for a diverse group of students and could be used with several age
groups. After meeting the students and getting to know them quite quickly, we adjusted our plans for
each rotation that we would be working with. While our HOST instructor is very organized and works with
us to the best of his abilities, he provided us with a schedule that set up who and when we would work
with our 4 different age groups/rotations. Therefore, on this given day, while working on arts & crafts, we
were to work with kindergarten, first grade, second grade, and third grade.
While my partner and I, Ms. Still, have been revisiting our lessons daily to better accommodate certain
children, prior to working with the kindergarteners, we made sure to have everything laid out and ready to
be completed in a timely manner. Since we have worked with the kindergarteners three days so far, we
have gotten quite close with these students and it has been brought to our attention that these children
require additional assistance and structure while completing a given task. Since making recycled bracelets
would be appealing for such a young age group, we did not want to take away this activity, but instead
made sure to have everything pre-made, such as the beads and the string pre-cut. By having our beads
organized in different containers and our string pre-cut, we were able to quickly pass out the materials and
sit with the students who needed help stringing the beads. We found it quite difficult for these students to
keep the beads on their string and numerous students continued to lose, drop, and misplace their beads.
Once each student had strung their beads onto their individual string, me and Ms. Still rushed around the
table to tie their bracelets, that way they would not have to start over, yet again. The only other mishap
we ran into while working with this first rotation was children noticing how many beads each student got,
since their wrists were tiny, we were giving each child approximately 6 beads. As the children got excited
and dropped/misplaced their beads, they would look at their peers and comment on not having the same
number of beads Alex (pseudonym) has more beads than me, was a statement we heard several times.
After working for 30-minutes to complete their bracelets, every child had finished their individual craft and
was eager to show it off to the other students. Since each child had a bracelet that looked different, they
were very proud of their hard work and some expressed they would not only bathe with the bracelet on,
but they did not plan on taking it off.
Our second rotation, first grade, had seen us working with the kindergarten students and they were just as
eager to make their own bracelets! This was the largest group we worked with all day, but these students
did not butt heads, lose focus, or have major issues while working on the recycled piece of art. Since this
group of students were more independent while stringing their beads, Ms. Still and I were able to help
those who truly needed the extra support/assistance. While originally planning this lesson, we knew that
some students would have additional time after completing their recycled bracelet. After conversing with
numerous children, we learned that coloring and drawing is a common pastime while these students
absolutely love to do this if spare time is allotted. Therefore, we found three recycling coloring sheets to
use after our craft was completed. We wanted to provide not one, but three options for this coloring
sheet because no child thinks or feels the same as another. While one sheet included a picture of a family
and this could appeal to some, it may not seem as appealing to other children because of their home-life
situation. We were pleased to see that the first-graders could get to this coloring sheet and after
completing this, they gave Ms. Still and I numerous pictures to take home! All the students we were
working with were so thankful for the time spent with us and before switching to dinner, they were
hugging us, thanking us for making the recycled beads (out of paper) and showing off their new jewelry!

During dinner time, I was able to sit with several age groups, as I mingled throughout the lunch room. I
always love snack and dinner time because it allows me to get to know my students on a more personal
basis since we are not following a lesson plan or have objectives/purposes in mind while doing something.
I feel as if these half-hour breaks go by so quickly because every student is eager to sit with you and you
cannot give your attention to simply one student... I try to jump from each grade, spending at least 5
minutes at each table, that way every group knows that I am interested in what they are doing, how they
are feeling, and so forth and do not feel as if I am playing favorites. I also feel as if this time is beneficial
because you can inquire how your students days are going and tailor your lesson, if need be.
After dinner time, most students start to get picked up, so our last two rotations are usually much smaller
than the beginning of the day. Our third rotation was with the second graders, who were extremely
excited to work with us again today, since they were unable to do so the day prior because of the pre-
made schedule. This group got right to work and every child completed their recycled bracelet and was
given time to work on coloring sheets. Some students expressed that they would be giving their parent(s)
either the bracelet and/or the sheets they were coloring before switching rotations.
Our last rotation of the day was with the third grade, beginning with 6 children, but by the time our
rotation was over, we only had 4 students. Despite their age, these students were all very engaged while
completing their recycled jewelry piece. Since our group was much smaller, we could share personal
likes/dislikes and get to know our students more than we had the past few days. They were all so friendly
and eager to share with us stories about school, their family, and upcoming summer trips. One student
even pulled me aside because she wanted to tell me a story that was kind of upsetting. As this student
grew more comfortable with me she expressed that her third-grade teacher at the beginning of the year
was extremely rude to the student and after laying his hands on a young girl, he retired. She seemed to
be overwhelmed as she told me about what happened, but she then changed the subject to more positive
things and asked for help with her homework, which was to learn a song that the class would be singing to
their parents the upcoming Monday. While we worked together, in our space, her mother had showed up
to take her home, she pleaded to have additional time with me and her mother left and sit in the car for a
few minutes to allow her to continue working with me, one-on-one. I was so happy that this student not
only wanted to talk to me about personal, upsetting situations, but the fact that she felt so comfortable
and safe with me was such a compliment. I had been working with every student to create a warm,
welcoming environment and this student needed me. This is one of my main goals as a future teacher To
create a safe, fun, welcoming environment for every student where they can become a successful
individual.
As I reflect on my first week at this HOST site, I am so sad that we only have four more days with these
children. While every student is diverse and brings something different to our rotations, I have learned so
much from these students. I have been able to accommodate each child, in an alternative setting, but they
still loved the time spent with my partner and I while still learning/taking something away from our
lessons. I cannot wait for one more week with these kiddos, but I dread the final day where I must say
goodbye to my new friends!