#1: Reading a Recipe

Total Time: 20 minutes

I. Objective(s):

• Students will be able to collaborate to read a recipe and produce a final product
o LAFS.K.SL.1.AP.1a Follow agreed-upon rules for discussions (e.g., listening to
others and taking turns speaking about the topics and texts under discussion).
o LAFS.2.SL.1.AP.1a Follow agreed-upon rules for discussions (e.g., gaining the
floor in respectful ways, listening to others with care, speaking one at a time
about the topics and text under discussion).
o LAFS.3.SL.1.AP.1d Express ideas and understanding in light of collaborative
discussions.
o LAFS.4.SL.1.AP.1c Make appropriate comments that contribute to a
collaborative discussion.

II. Introduction (2 minutes)

• Today we’re going to make the witches brew. The first material I have is here (hold up
bowl). This is a bowl but it's special to the Witch. Does anybody remember that word?
(Cauldron) -- This is a word we have been discussing throughout the week, we drew a
picture of it in calendar time and talked about it in our halloween stories.
• When we read recipes, they tell us how to make something! We are practicing our
reading skills, and math by adding ingredients. Knowing how to read a recipe means you
can help cook at home! When we know how to read a recipe we can make all kinds of
good foods. Has anyone ever read a recipe at home to help with making food?

III. Content Presentation, Guided Practice, Within-Lesson Formative Assessment (10

minutes)

I do- First, I will present the list of ingredients and show the camera as I go through.

I will talk about each item and hold it up as I go. I created this document (small preview below)
to guide us through, using real pictures of the objects to support student learning and
differentiate for those that are reading below grade level
We do- Next I will go along with the students and present each step of the recipe. I also created
this document to give each student equal access to the content and be able to read the recipe.
Together, we will talk about the ingredients in each step. I will do this for each student so that
they get an opportunity to speak and participate with support. After we read and discuss the
step, the student will move to independent practice. (The document will be seen in the work
samples).

Formative assessment, ex:

FORMATIVE STUDENT TEACHER INSTRUCTIONAL

ASSESSMENT RESPONSE FEEDBACK DECISION

Student will discuss The students did I was able to give For a majority of the
the very well overall each student students, I decided to
ingredient/materials with identifying the feedback as they move to independent
for the step materials needed took their turn. practice. The students
for the step before Sometimes I gave moved to tell me what I
we completed the them a choice or should do next.
step. told them while
pointing if they did
not answer
correctly

Independent Practice, End of Lesson Formative Assessment (You Do) (5 minutes)

Each student will instruct me to follow the step of the recipe. According to the lesson objectives
and standards, the student will make appropriate comments/follow the rules of a discussion/
contribute their ideas to a discussion. Since this is a language based lesson, they will show
me/tell me what to do.
For example: I will ask: Okay, what should I do? Then the student will explicitly tell me the next
step.

V. Closing (Approx. Time) The closing should:

• Discuss the importance of the lesson. We learned how to read a recipe, practice some
math skills, and used lots of language skills.
• The recipe let us access the text and have fun doing it. This is a great way to motivate
and engage.

VI. Evaluation Criteria

• I will know the students have met the objectives when they contribute to the
conversations and activities when prompted by telling me what to do next.

VII. Teacher Reflection

Overall, considering that this was a new type of activity I was trying online I thought the
lesson went very well. Recording the lesson also helped me reflect on my teaching. I felt that
overall I could have done a better job with purposeful questioning and reducing the amount of
teacher talk. For most of my students, they need extra time to process what they are seeing and
hearing, especially if this is happening at the same time. This lesson helped me get them
engaged and interested and I was able to make many connections to our vocabulary and books.
This is definitely something I will continue to do with my students. This lesson is important
because they are practicing language skills and they are engaged in processing visual
information on paper. The recipe had lots of pictures for them to look at and this was an
important support for them. I am glad I took the time to take pictures of the real objects I was
using. Beyond this, following written directions is an important life skill as well as taking turns. I
made sure to correct students when they were talking out of turn. Moving forward, I know that
engaging lessons like these can motivate my students for an end of the week activity and I am
so excited to see them engage in these type of activities in the classroom.

VIII. Student Work Samples

• Evidence of student outcomes is seen in the process of creating the recipe. I

summarized my thoughts about the lesson right after teaching it. Since this was a hands-
on activity, I was not able to take notes during the lesson like I usually do.
• Teacher feedback: I gave feedback to my students by responding and restating what
they said. For example, yes! I am going to put the dragon scales in next. What am I
going to do with them?

Summary of my notes:

- For most of my students, they were able to identify the materials I was working with and tell me
what to do. For example, one student identified the “dragon scales” immediately.

- Some of my students were able to show me the motion of stirring when prompted. Others
pointed to the screen in order to show their understanding.

Recipe Below:
#2: Read Across America Day
Total Time: 30 minutes

I. Objective(s):

• Students will be able to collaborate in a group discussion and make a choice about their
preferred activity.
• Standards (grade levels K-4 not 1st)
o LAFS.K.SL.1.AP.1a Follow agreed-upon rules for discussions (e.g., listening to
others and taking turns speaking about the topics and texts under discussion).
o LAFS.2.SL.1.AP.2a Engage in small or large group discussion of texts presented
orally or through other media.
o LAFS.3.SL.1.AP.1d Express ideas and understanding in light of collaborative
discussions.
o LAFS.4.SL.1.AP.1c Make appropriate comments that contribute to a
collaborative discussion.

II. Introduction (1 minute)

• Today is Read Across America Day! We’re going to talk a little bit about the history of
Read Across America Day and the ways we can celebrate. Then we’ll get to pick what
we do.

III. Content Presentation, Guided Practice, Within-Lesson Formative Assessment (10

minutes)

I do- I will present the news article to the students (see right). I will read the article to them,
pointing out key details as we read- who's birthday, why do we celebrate, what are some of the
things we can do to celebrate etc.
(We do)*

The students will work collaboratively to answer the following questions (see formative
assessment chart for breakdown of questioning)

What are we celebrating today?

Why are we celebrating today? What is special about March 2nd?

Who is Dr. Seuss?

What is one thing people do to celebrate Read Across America Day?

Formative assessment, ex:

FORMATIVE STUDENT TEACHER INSTRUCTIONAL

ASSESSMENT RESPONSE FEEDBACK DECISION

(K) student(1) will listen ABSENT

to the discussion,
attending to the screen

(2nd) student (1)will ABSENT

answer 1 question about
the text “what are we
celebrating today?”

(3rd) students (3) will L- Pointed to We can certainly read Move to independent
answer 1 question about the Cat in the the Cat in the Hat practice- differentiating by
the text - “What can we hat today to celebrate student interest
do to celebrate today” C- N/A no reading. We can also
participation read any other
J- Cat in the favorite books!
Hat

(4) student (1) will Cat in the Hat Its not Cat in the Move to independent
answer 1 question about birthday Hat’s birthday, its Dr. practice- differentiating by
the text “why do we Suess. He wrote the student interest (text was
celebrate on this day?” Cat in the Hat not engaging for this
(who’s birthday is it?) student)

Independent Practice, End of Lesson Formative Assessment (You Do) (15 minutes)

Each student will choose something to do to celebrate read across america day using the
choice board I made (see right).
V. Closing (2 minutes) The closing should:

• What are some things you will do at home today to celebrate? Can you read your
favorite book with your families? Find a fun craft to do or even make some green eggs
and ham!

VI. Evaluation Criteria

• Each student will choose an activity to celebrate. They will follow agreed upon rules
(raise your hand, ask with manners please/thank you, take turns, collaborate when
necessary)

VII. Teacher Reflection

This lesson was very fun for the students. As I note in my student work samples, the students
were very focused on Cat in the Hat instead of Dr. Seuss. This can be attributed to their
previous exposure and experiences with Cat in the Hat. Moving to the independent practice of
collaborating and taking turns was very successful as well. The four choices worked very well
for all of my students as they were able to choose preferred/familiar activities and I was able to
present them with the desired content. With that being said, the students exceeded my
expectations in following directions by raising their hands (unprompted) and taking turns with no
issues. Using the choice board allowed me to engage them in reading topics related to the
content while also giving them the power and opportunity to choose. This is definitely a strategy
I will use in the future. Further, this is a versatile strategy I can use to engage the students in
any topic and I can edit the icons for other choices. On the other hand, the article I chose for
content presentation was not as engaging, but I was able to supplement through other
resources.
VIII. Student Work Samples

Below is a photo of my notes from the lesson. I took notes during guided practice and
independent practice. K and 2nd were absent. I was able to focus my attention on the 3rd
graders and 4th grader. The students overall were VERY focused on the cat in the hat, and not
Dr. Seuss. The article chosen was not very engaging for the students (except for the small
symbol of cat in the hat)

During the independent practice they were more engaged- and each got to choose based on
their interests and preferences. This gave them more ownership over the material.

Teacher feedback (independent): great work raising your hand, what would you like to choose?
(drawing video) Okay, we will be drawing Cat in the Hat today….Thank you for choosing that
and sharing your artistic talents with us! Everyone's drawing looks fantastic, I like how
everyones looks different.

Good work taking turns, you should be very proud of the respect you are giving each other
today!
#3: Life Cycle Vocabulary Game
Total Time: 30 minutes

I. Objective(s):

• Students will be able to recall information learned about the life cycles of humans,
butterflies, frogs, and chickens.
• SC.2.L.16.In.1Observe and recognize the major stages in the life cycles of plants and
animals.
• SC.4.L.16.Su.3 Recognize the major stages in life cycles of common plants and animals.

II. Independent Work

The students were given materials to work with independently at home. This helped to reinforce
the concepts learned in our daily science sessions each day. The students were given
assignments to meet their individual needs and meet the grade level standards. Below are
some examples of the work the students were given (broken into four levels) for the chicken life
cycle. (human, butterfly, and frog were also given similar methods). I made sure that the
independent work was on each students’ level and provided them with an engaging/fun way to
interact with the material.

Student A was provided with video supplements to work with independently.

(https://www.youtube.com/watch?v=PqzF4-w7bG8&t=1s) This would help him with multiple
exposures to the material and attending for 1+ minute (one of his IEP goals)

Student B was provided with a cut and paste for the chicken life cycle using pictures.

Student C is ready to begin tracing letters and words with pictures.

Student D is ready to begin writing sentences (or dictating sentences). They were provided with
a blank sheet to write down their ideas (in addition to the life cycle materials provided).

III. Review Game

I have prepared a “jeopardy” style trivia game where students will be asked individual questions
based on their current level of knowledge on life cycles, their age, grade level, and ability. We
will first watch the Scratch Garden Life Cycles Video to review the life cycles (and to get the
students started).The response format is differentiated for each student (verbal, pointing, or
color card). Below are the questions from the powerpoint. I will keep track of student responses
on paper. As shown in the pictures, each question is designed to meet the student’s response
method (open ended, color coded, pictures, and just words). Each student will also be given
scaffolds as necessary. For activities like this, I start at the least support. Then I will give more
support if the student needs it (think aloud, peer support, visuals, and errorless or tell the
answer). The goal is to get the student to answer the question with the least amount of support
necessary, but I will be giving support if they need it to reinforce the concept and keep the flow
of the lesson.
V. Closing (Approx. Time) The closing should:

• We will count up our points (any score wins). We are playing as a team, everyone gets
the points and everyone wins!
• Talk about how we all think a little differently and that's okay because we are also all
there to support each other.

VI. Evaluation Criteria

 • I will know the students are able to recall information about the life cycle when they can
answer questions with about ¾ accuracy. Each student will have about 4 questions.

VII. Teacher Reflection

This lesson taught me a lot about reviewing information from a unit. I learned how to plan the
whole unit, plan for formative assessment and summative assessment, and make decisions
about future learning. I know that all of my students met the learning objectives because they
met the evaluation criteria. However, I also recognize that this does not mean I can move on
from the topic. I will be using this unit on animal life cycles to take us into plant life cycles. This
means I can reference their previous knowledge and reteach where necessary. For example, I
will definitely reteach the idea that the life cycle never ends! We can learn about how the last
step leads right back into the first step. Same idea with the idea that an “adult chicken” can lay
eggs, which is another aspect life cycles never ending. I also know that my students loved
learning about the animals and seeing real videos of the animals during the unit. I will
incorporate this more next time I do something like this- in order to tie in some of the material
we looked at (not necessarily cartoon pictures). I am also constantly reflecting on the way that
my students are able to participate in the lessons. During the trivia game, most of my students
answered verbally. However, one student is very comfortable with pointing (as they are an
emerging communicator and not yet speaking). I gave the option of creating cards but not every
student has access to these resources. Another student is always exposed to the material in
their individual session as they require the one on one attention. During this lesson, he was
focused on colors (red and green) as part of the activities he has been working on most
recently. Overall, I am very pleased with the student response to this lesson as it was a new
activity. Aside from academics, I am very pleased with the encouragement and eagerness to
play as a team as this shows the classroom climate that I am fostering with my students.