Westwood Experience Lesson Plan Template

Group Members A: Mariah Brewer

(who developed B: Megan Lemke
the lesson plan C: Emily Fuentes
letters included)

Information and Resources (5 points) B

Classroom Ms. Tiedel- Third Grade
teacher/grade
level

Summary (include Students will be painting with Prefixes today! In this Art/Language Arts
subject area, lesson today, we will be discussing what prefixes are, how they change
current student the meanings of words, and then will be creating our own prefix pallette,
level, and other using words that we come up with! This will get the students’ creative
pertinent juices flowing and also create more knowledge in the area of prefixes!
information)

Instructional
materials
(handouts,
supplies, etc.
include the
hyperlink)

Resources (video,
PPT, website,
Pinterest, etc.
include the
hyperlink)

Disposition- Respect for the Diversity of Others

 Educators should be sensitive to individual learning and the social needs of
students and embrace the cultural diversity of the community. They should
develop and maintain educational communities marked by respect for others.
They should interact with their students, fellow educators, administrators,
parents and other community members with courtesy and civility and establish
relationships characterized by respect and rapport.

Evidence: Teacher will incorporate respect into our prefixes lesson.

Standard, objectives, and differentiation (5 points) A

Standard(s):
2.RF.3 d. Decode words with common prefixes and suffixes.

Objective (ABCD): Students will be able to create 3 paint splatter words with prefixes on a
paper palette with 3/3 or 100% accuracy.

Student objective I will be able to define 3 new words for my paint palette.
(written for the
students to
read/see):

Differentiation: Excelling: After putting a prefix on their base words, they can be to write
the word in a sentence on the back of their paint palette.
Needs support: Students who need support will be pulled to the back
table and walked through how prefixes affect base words. A TL can show
them how to do a -re paint splatter for more help.
Language learners: Draw a picture of what they think the word means.
For these students, the TLs will walk around and ask them what their
drawings mean.
Quick finishers: Come up with more words and write them on the back of
their paint palette.

Direct instruction elements (15 points) A

Anticipatory set Ask students if they know what prefixes are. Talk about how they come
before the base word and how they can change the meaning of a word.
Provide a few examples- disobey and dislike. Write both words on the
board to show how the prefix dis changes the base words obey and like.
Students’ knowledge of prefixes was very little and I think the lesson
content was a little too high for them.

Teach/model (I Teacher will explain that a prefix comes before the base word and
do) changes its meaning. Apply what we just learned to new prefixes -un and
-re (-un means not, -re means again). Talk to a partner about what you
 think -un and -re do to a word when they are in front of it. Think about
words that begin with -un and -re. Call on a few students.

Guided practice Ask students if they have ever used a palette with paint before. Show
(we do) them the final project so they know what to work for. Walk students
through expectations for paint splatters. Go through the process of
finding a base word, putting the prefix with it, defining it, and coloring it so
it can be cut out and pasted on their paint palette. We ended up not
having students define the prefix because it was too high for them. Plus,
we ran out of time with the activity.

Independent Give students 15 minutes to complete the three other paint splatters. One
practice (you do) -un prefix and two -re prefixes. The expectation is that they write, color,
cut, and paste the other 3 paint splatters on the paint palette within the
15 minutes. Using a timer for future lessons should help with time
management in the classroom.

Closure Talk to your table group about 1 word that you chose and what you think
it means.

Assessment (10 points) C

Assessment We will be assessing students on their prefix palettes. They will receive
(include one point based on each paint splatter they completed.
assessment and 4/4 -100%
outline of ¾- 75%
point/percentage 2/4- 50%
distribution) ¼- 25%

Assessment data
(include students’
Ayub 4/4
name and
scores/anecdotal Zavion 4/4
notes)
Johnny 4/4

Isabella 4/4

Nayelis 4/4

Benicio 4/4

Gabriella 4/4

Rosita 4/4
 Sahniyah 4/4

Yaretzy 4/4

Pauline 4/4

Antonio 4/4

Julianna 4/4

Mila 4/4

Jesus 4/4

Jose 4/4

Adalynn 4/4

Monica 4/4

Javier 4/4

Marie 4/4

Arlette 4/4

Alonso 4/4

Espoir 4/4

Amarion 4/4

Isaac 4/4

Luis 4/4

Anderson 4/4

Jenesis 4/4

Reflection (all members) (10 points) C -make sure everyone participates

Group Reflection Discuss the disposition for the week: Honest
(after the lesson
brief discuss your Mariah: I feel like this lesson could have gone a little better, but I
thoughts, think the students enjoyed it! There were a couple things out of our
questions, or
control like the class came late so we had a shorter time to teach
wonderings, in
and do the activity and we had no access to a document camera or
addition use track
changes to revise SMART board. In the future, I want to utilize using a timer for
activities just to account for time so we stay on track. But overall, I
lesson) think it went the best that it could and the prefix palettes turned out
so cute!
Emily: This lesson was super cute and the students liked it! I think
there were a lot of factors that swayed the lesson, like having a
substitute teacher, class showing up late, and the students were
less behaved because they knew their teacher was not there to tell
them otherwise and no document camera that we were expecting
to use. Overall, Mariah did an amazing job explaining the lesson
and guiding them in the right direction. We can definitely talk to
Tiedel in advance if she were ever to have a sub again to avoid
mishaps.
Megan: This lesson was incredible!! Definitely will be stealing this
one from you, Mariah! You totally rocked it! The students were
engaged the entire time and learned so much! It was fun seeing
them be creative and explore with the different colors and prefixes!
Such a fantastic and creative way to learn pre-fixes! Also, looks
super cute in our hall! Great job, Mariah!

Leadership B
Emailed Date/Time:
Westwood
teacher and Akard
the lesson plan
and
C!/T.P./Standard
(with date and
time)

Added image, Date/Time:

standard, and
description to
Methods FA19
Pictures

Westwood Experience Lesson Plan Template

Group Members A: Mariah Brewer
(who developed B: Megan Lemke
the lesson plan C: Emily Fuentes
letters included)

Information and Resources (5 points) C

Classroom Ms. Tiedel- Third Grade
teacher/grade
level

Summary (include The subject area is Art and Language. The students will be working on
subject area, Point of View this week. They are wonderful at using sentence stems and
current student should have no problem completing this activity. To begin, talk to class
level, and other about the story of the the three little pigs, whose perspective it is and
pertinent about perspective in general. Then, students will watch the video
information) recording of the book “Three Little Pigs”. TL will ask the class who the
POV was in this version of the book. Then they will get a worksheet with
a wolf on it. They will write “the wolf told the story” on their worksheet.
Finally, students will be able to color the wolf.

Instructional
materials
(handouts,
supplies, etc.
include the
hyperlink)
Resources (video, https://www.youtube.com/watch?v=m75aEhm-BYw
PPT, website,
Pinterest, etc.
include the
hyperlink)

Disposition- Fairness
Educators should promote social justice and equity, maintain appropriate
standards of confidentiality and exercise fairness in all areas including
assessment.

Evidence: Did the three little pigs receive fairness from the wolf in the story?
Let students answer and guide answers as needed.

Standard, objectives, and differentiation (5 points) B

Standard(s): 3.RI.6 Distinguish one's own point of view from that of the author of a
text.

Objective (ABCD): Students will be able to determine their own point of view of the story
and complete the point of view worksheet with 100% accuracy.

Student objective I will be able to discover and write the point of view on my worksheet.
(written for the
students to
read/see):

Differentiation: Excelling: These students will write additional facts about the story on
their point of view worksheet.
Needs support: These students will receive extra guidance from the
Teacher Helper.
Language learners: These students will also receive extra guidance from
the Teacher Helper, along with sticky notes for needed writing guidance.
Quick finishers: These students will help clean up and continue to draw
the rest of the story on the back on their worksheets.

Direct instruction elements (15 points) B

Anticipatory set “How many of you have heard of the story of the Three Little Pigs?
*Let them answer*
Well I have a bit of a different version of the story to share with you guys
today. In this story, the perspective is different! Be paying attention to
what you think the point of view is as we read this story!”
 Teach/model (I Explain to students that point of view refers to how a person or character
do) looks at, or views, an object or a situation. Hand out point of view
worksheets to students to complete.

Guided practice We will discuss as a class the idea of point of view and why this story has
(we do) a different point of view. Then we will discuss in table groups what we
believe the point of view to be.

Independent Talk about point of view with your table groups and then begin writing the
practice (you do) point of view of the story. Once finished, you may color in the wolf on
your paper.

Closure Have the students raise their paper in the air and collect them as their
exit tickets.

Assessment (10 points) A

Assessment Students will be assessed on the completion of their worksheet. They will
(include receive one point if they wrote the point of view, and one point if they
assessment and colored their wolf in.
outline of 2/2- 100%
point/percentage ½- 50%
distribution)

Assessment data
(include students’
Ayub 2/2
name and
scores/anecdotal Zavion 2/2
notes)
Johnny 2/2

Isabella 2/2

Nayelis 2/2

Benicio 2/2

Gabriella 2/2

Rosita 2/2
 Sahniyah 2/2

Yaretzy 2/2

Pauline 2/2

Antonio 2/2

Julianna 2/2

Mila 2/2

Jesus 2/2

Jose 2/2

Adalynn Placencio n/a

Monica 2/2

Javier 2/2

Marie Romero n/a

Arlette 2/2

Alonso 2/2

Espoir 2/2

Amarion Singleton n/a

Isaac 2/2

Luis 2/2

Anderson 2/2

Jenesis Gaytan n/a

Reflection (all members) (10 points) C -make sure everyone participates

Group Reflection Discuss the disposition for the week: Honest
(after the lesson
brief discuss your Mariah: I think the lesson went well today. Megan did a great job
thoughts, leading the class and setting expectations for the day. I think the
questions, or
students enjoyed listening to the story/video and coloring in their
wonderings, in
wolves. We incorporated a timer for the lesson this week and I
addition use track
changes to revise think it helped move the class along efficiently. While they were
coloring their wolves, I walked around the classroom and asked the
lesson) students if they thought the wolf deserved to be in jail and if he
blew the houses down on accident or not.
Emily: This lesson was simple, but effective. The students have
read this story before, so they were not surprised by the outcome.
However, this book is so perfect for point of view. Megan did a
great job with coming up with the lesson, teaching it and engaging
the students, all while being sick. Purple bead for her!! I think the
students loved the lesson. We could improve on being more
prepared for the lesson before hand.
Megan: I think my biggest downfall with this lesson was
confidence. Although I had all my materials prepared, I feel as
though I could have been a lot better prepared mentally, along with
more prior knowledge of the book. None the less, the students
really enjoyed reading this book and thought it was hilarious. It
really seemed to be a class favorite! I wish I had more writing for
the students to complete, but they succeeded well with the writing
they were given and understood the lesson well!

Leadership C
Emailed Date/Time:
Westwood
teacher and Akard
the lesson plan
and
C!/T.P./Standard
(with date and
time)

Added image, Date/Time:

standard, and
description to
Methods FA19
Pictures