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# EDU 543 VAPA Lesson Plan

Candidate Name: Amy Helzer

Describe the students in this class: Use your fieldwork List potential high risk
school for information. (type of) students,
This is a kindergarten classroom. There are 8 boys and 12 issues, or anticipated
girls in the class. They are 5 and 6 years old. About 40% are difficulties with
Hispanic, 50% are Caucasian, and 10% are African American. engaging students in
There are 3 ELLs in the classroom. There are no children with this learning
IEP’s. 60% of the class qualifies for free and reduced lunch. opportunity.
The children are eager to learn and have a lot of energy. The
teacher needs to have a constant flow of activity to keep the Young students may not
children on task and engaged. The children enjoy learning work well independently.
through song, hand gestures, and movement.
There are young children
using scissors.

The ELL students may
need scaffolding to be
able to comprehend the
lesson.

State Adopted Content Standard(s) How do these
standards integrate
Visual Arts – Creative Expression across the curriculum?
K.2.2 Demonstrate beginning skill in the use of tools and
processes, such as the use of scissors, glue, and paper in While the students glue
creating a three-dimensional construction. the different pieces
together they will be
Mathematics - Counting and Cardinality practicing the
K.CC.1. Count to 100 by ones and by tens. mathematics skills of
K.CC.4. Understand the relationship between numbers and counting to 100 by tens.
quantities; connect counting to cardinality.
a. When counting objects, say the number names in the Each day when the
standard order, pairing each object with one and only one students tear off a part of
number name and each number name with one and only one the paper chain they will
object. practice counting objects
b. Understand that the last number name said tells the (the remaining chains).
number of objects counted. The number of objects is the
same regardless of their arrangement or the order in which The paper chain allows
they were counted. them to practice asking,
K.CC.5. Count to answer “How many?” questions about as “How many (days left)?”
many as 20 things arranged in a line, a rectangular array, or
a circle, or as many as 10 things in a scattered configuration; During circle time the
given a number from 1–20, count out that many objects. students will be able to
express their thoughts
ELA – Speaking and Listening and feelings about
K.SL.6. Speak audibly and express thoughts, feelings, and summer break.
ideas clearly
Academic learning goals (objectives) What specifically will
SWAT arrange paper strips into a paper chain using glue. students be able to
SWAT cut out a rectangle on the dotted line using scissors. know or do?
SWAT identify the number of remaining days before summer Students will be able to
break by counting the chains on their paper chain with 95% cut out a rectangle shape
accuracy. on the dotted line using
SWAT to count to 100 by 10’s with 90% accuracy. scissors. They will be
able to use their fingers
WORDS TO KNOW to glue the edges of
Summer Break – The period between when one school year paper strips together.
ends and another school year begins. It takes place in the After gluing the ends of a
summer. strip together they will
Paper Chain – A chain made of colored paper links used to hold it together until they
decorate a room or torn off one by one to count down to a count to 100 by 10’s.
special event. Each day they will tear off
Dotted Line - A line of dots or dashes on a form or one chain. They will be
document. able to count the
remaining chains to know
how many more days
there are until summer
break. They will
understand that the
number of chains left
answers the question of
“How many days until
summer break?"
Materials, Technology, other Resources Rationale: Why did you
select these materials?
Materials The students will use child
For each student: scissors with the rounded
Countdown to Summer Break sheet tips for safety.
Scissors
Glue Glue will be poured onto
Paper towel paper towels (about the
Different colored strips (One for each day left in school, each size of a quarter). This
a different color) will prevent the over use
Stapler of glue. Also using their
Wet Wipes finger to place glue on the
edge of the strips is
easier than holding the
glue bottle.

Each child will get a wet
wipe at the table for their
fingers. This will cut
down on them wiping the
glue off their fingers on
the table or their clothes.
Assessment: What evidence of learning will you collect Why did you select this
during this lesson that will indicate the extent the students evidence of learning and
have completed the lesson goals? how will it show student
For an informal assessment, I will walk around the room competence?
observing. I will carry a clip board so I can check off who is I chose to use an informal
able to cut on the dotted line, create the paper chain using assessment because they
glue, and count by 10’s to 100. I will also observe if they are are performance driven.
interlocking the paper chains and offer help when needed. Effective teaching is
Each day the students will find their paper chains. They will based on identifying
tear off one chain. They will then count the chains left. performance objectives,
During circle time, I will ask them to hold up their fingers to instructing according to
show the number of days before school break. these objectives, and
then assessing these
A rubric will be used for a formal assessment. performance objectives.
Using my clip board list, I
The student can receive 1-4 points: can keep track of which
students did not meet an
4 = All 9 chains are interlocked and stuck together with glue. objective and create
The student cut on the dotted line on at least 80 % of the intervention activities to
rectangle. re-teach these objectives
when necessary.
3 = The paper chain has 6-8 chains that are interlocked and If a child can cut on the
stuck together with glue. The student cut on the dotted line dotted line and glue strips
on at least 60% of the rectangle. together they are showing
competence in the use of
2 = The paper chain has 3-5 chains that are interlocked and tools. If they are able to
stuck together with glue. The student cut on the dotted line count to 100 using 10’s
on at least 40% of the rectangle. and state how many days
left before summer break
1 = The paper chain has 0-2 chains that are interlocked and after counting their chains
stuck together with glue. The student cut on the dotted line they are showing
less than 40% of the rectangle. competence in the math
standards and objectives.

A rubric is a great tool for
teachers, because it is a
simple way to set up a
assignments. Not only is
this tool useful for
teachers, it is helpful for
students as well.
A rubric defines in writing
what is expected of the
student to get a particular
grade on an assignment.

Instructional Strategies: Rationale: Why did you
Direct instruction is the use of straightforward, explicit select these strategies?
teaching techniques, usually to teach a specific skill. It is This strategy will allow
a teacher-directed method, meaning that the teacher stands me to give clear
in front of a classroom and presents the information. This instructions of how to
strategy allows the teacher to structure the lesson following create the paper chain. I
a clear, sequential approach, with the teacher in control of will need to teach in a
the activities and lesson pacing. sequential style so the
students understand the
order of steps they will
need to take to create the
paper chain. This model
will also allow me to have
careful monitoring of
student outcomes.
Student Learning Activities: Rationale: Why did you
select these activities?
Activity One: Through discussing
Teacher will use the class calendar. By pointing to today’s summer and the number
date the teacher will count to the end of the school year of days until break it
stating, “We have only _ days of school left.” There will be a helps the class
brief discussion about summer. The teacher will ask the understand the purpose
students to share any fun summer plans their families have of the activity.
made. The teacher will then introduce the idea of a paper
chain to count down the days until summer break.

Activity Two: How will they help
The teacher will demonstrate how to make the craft. The students accomplish the
teacher will point out how she is cutting on the line of the lesson goal and standard?
summer break paper. The teacher will show how to create a The students will learn
chain out of the paper strips with glue. The teacher will more through a
emphasis how long and how to count when holding the ends demonstration of how to
shut after gluing. The students should count by 10’s to a create the paper chain
hundred while they wait for each chain dry before moving to than if the teacher just
the next. The teacher will also highlight the need to loop the lectured about the
chains before gluing. Safety using scissors will be reviewed. process. It will also help
The teacher will place her paper chain on the white board as ELLs and other learners
a visual aid. that may not be able to
understand all the
directions to put the
sample up as a visual aid.
Student Work: Make the assignment/activity (use as a Explain how you will
model). use this work sample.
GUIDED PRACTICE When the paper chains
All materials will be passed out to the students (see list above). The are finished they will be
students will be reminded of the order of steps in creating the paper hung up in the classroom.
chain. First cut out the rectangle. Then glue the strips to create the Each day the students will
chain. They will loop the next paper through the previous chain find their chain and tear
before gluing it. When they are done they will bring their rectangle one off. They will count
and chain to the teacher who will staple it together and put their the remaining chains to
name on it. determine how many
days are left before
While the students make their project the teacher and any parent summer break. The class
helper walks around the room offering assistance when needed. will discuss how many
days are left during circle
DEBRIEF AND EVALUATE time each day.
When the students bring the chain and rectangle to the teacher
to be stapled, the teacher will check that it is complete. The
students will then be excused to do coloring or silent reading
while they wait for the class to finish. If a student is having
trouble completing their chain they can be partnered with a
student who already finished their chain successfully that can
help them.

EXTENSION
Each day during circle time the students will find their paper chain
and tear off one chain. They will then count each chain to
determine how many more days until summer break. They will
share their answers by holding up their fingers as a group.

Student Grouping Rationale: Why did you
This instruction and floor activity will be done as a whole select this type of
group. When the students are completing their paper chains grouping (ex. whole
they will be seated in their table groups working group, small groups,
independently. boys, girls, ELA/ELD)?
The lesson is easy to do
as a whole group. Each
child in the class has the
capability of being
successful in this lesson.
There was no need to do
small group instruction or
split students up into
leveled groups. With the
class, all doing the same
thing it offers the teacher
the opportunity to walk
around with a clip board
assessing the entire class.
The table groups are
heterogenous groups.

Progress Monitoring of Student Learning: How will you monitor
The progress of the students will be monitored as the teacher how the students are
and any parent volunteer walks around the room. The doing with learning
teacher will carry a clip board to check off which students are this lesson?
able to cut on a dotted line, glue strips of paper to make a The most difficult part of
chain, and count to 100 by 10’s. this lesson is making sure
to loop the next paper
strip through the circle
before gluing it. The
students must also count
to 100 by 10’s while
holding the ends of the
chain before moving on to
glue the next one. If their
chains are linked and
staying together they are
doing well. These
activities will be
monitored as a teacher
walks around the room
observing the students.

Difficulties: List and explain the 2-3 difficulties or Why do you think
problems you anticipate that all students might have these might be
with this content and these learning activities. potential problems?
The most challenging task for most students is remembering
to loop the paper strip through the previous chain before When young children are
gluing. busy and excited they can
forget rules.
Students may forget how to be safe with scissors.
Most children have a
Explain how you will solve these problems so all tough time remembering
students will learn to full potential. multiple steps. It would
not be uncommon for
I will be constantly walking around the room offering help them to forget to loop the
and checking to make sure the chains are looped. I will chains in the business of
welcome a parent volunteer for the activity for added gluing.
support. Safety with scissors will be reviewed before the
activity and monitored closely.
Adaptations: List steps that you could take to ensure learning for specific students
experiencing these difficulties in the spaces below.
ELD Learner: Rationale:
Strengths – She enjoys school and desires to do well. She
asks for help when she needs it. She is intelligent. She is Visual aids are a proven
polite and listens to instruction. SAIDE strategy.

Weaknesses – Struggles to understand English so may not
be able to follow directions.

Your intervention or adaptation: I will model how to
make the art project. I will leave a sample hanging on the
board for her to see.
Special Needs Learner: Rationale:
Strengths – Loves to do art projects is very creative. For some students in
order for them to be
Weaknesses – Fine motor skills are weak. Does not always successful they just need
pick up on social ques. more time.

Your intervention or adaptation: If the child is not able to
cut with scissors I will help cut the sign out. If the child
needs more time to cut they can have more time.

Student with Behavior Issues: Rationale:

Strengths – They are high energy with a lot of enthusiasm Table points can
for school. The student loves to create things. encourage fellow
classmates to remind
Weaknesses – Their energy can manifest behaviors that other students of
are distracting for others. For example, talking out of turn, classroom rules. Students
moving around on the carpet, and not keeping their hands to who want table points will
themselves. be monitoring the
behavior of all the
Your intervention or adaptation: students at their table.
When teaching a unit where the student needs to focus I This takes some work off
need to be sure it is done after recess or early in the morning the teacher to be the one
before the child gets too antsy. For this particular lesson, I that constantly reminds
will sit the child at a table with children who are quieter and students of the rules.
calm. I will place that table near the front of the room. I will
constantly observe that student to see if they are listening to
directions and being safe with scissors. A reminder of
classroom rules will be helpful for all students but especially
for those who struggle. Using a table point system for good
behavior during art activities would be an added motivation.

Reflection: What have you learned about planning instruction for a diverse
student population in this content area? Many different details need to be
considered when teaching a diverse student population. Students needs should to be
considered before starting a lesson so that the teacher is prepared and the lesson runs
smoothly.

What area of this instructional plan was easy to complete? The easiest areas to
complete were the words to know and the materials list.

What area will you need more knowledge/skill in order to do the task well? I
don’t understand how to measure when a kindergarten is meeting the standard of using
art tools. What exactly is “demonstrate beginning skills of scissor and glue use?” How
do you measure that in a standard?

Use form below for finding out about your students prior to planning your
lessons/fieldwork
Skill needed for TPA 1 and 2

Getting to know your students - Work Backwards: What questions can you ask to
get the information in this case study? Turn each statement into a question and
provide a source or a person you could ask to get this information.
Monique is a 6-year-old student. Though she was born in the United States her parents
are immigrants from Mexico. For the first 5 years of her life she only spoke Spanish. Her
first exposure to English was at the beginning of the school year. She enjoys school and
desires to do well. She asks for help when she needs it. She is intelligent. She is polite
and listens to instruction. Her CDELT test scores show that she is in the beginner range in
all categories. She has been identified as an English learner.
Question 1: Does Monique know her Who would you ask? Or what source
numbers? would you check? Review math
assessments from this year.
2. What summer activities are typical for Can ask the parents or Monique.
Monique’s culture?
3. Does Monique have enough English Speak to the ELL teacher at the school
vocabulary to speak about summer at circle who works with her.
time?
4. What friend can assist her if she needs help Check CDELT levels of other students in
in this assignment? the class to see if there is a Spanish
speaking student who is more advanced
in their English that can be a resource
for her.
5. Are paper chains used in her culture and if Ask her or her parents.
so for what purpose?
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