Field Report #3: Lesson Plan Components

Zoe Lane

Educ-1301-20001

Professor Sikes

10/29/2023
 The field report experience was conducted in Azle, Texas's Azle Independent School

District. This observation was conducted in Mrs. Hopkins Kindergarten classroom at Hilltop

Elementary School. Mrs. Finch teaches her 23 students by herself in her classroom.

Classroom Layout

Mrs. Hopkins has four tables in the shape of hexagons to accommodate all 23 students in

the classroom. As you walk into the room, you see Mrs. Hopkins's bean-shaped desk with little

chairs where she calls the students up to do small group work with her. There is no specific

theme; the classroom has all of the kids' artwork on the wall, as well as books on the window

seal. In the reading area was a butterfly rug in front of the multimedia; each butterfly had a

number on it, which was assigned to the students, so they had assigned seating. There are three

bulletin boards; the one next to the teacher's desk has multimedia, anchor charts, number lines,

and the alphabet. The second bulletin board has multiple math strategies and anchor charts of

math strategies to help guide the students when they need a reminder. The third board contains

the "word wall." The alphabet is listed with words underneath that start with the letter it is

underneath.

There are multiple anchor charts all over the classroom; Mrs. Hopkins has them

organized into each subject for easy access to locate when needing a reminder. There is also an

anchor chart with the bathroom expectations and the “Miss you dear” song. Every morning

during attendance, the students sing the “Miss you dear” song to the kids not in class that day. It

shows the students that their peers are still thinking of them if they miss a day of class and hope

they see them the next day.

Lesson Plan
 At the beginning of class, Mrs. Hopkins explains the objectives for the day to the

students. In the ELAR (English Language Arts) subject, the aim is to ask and respond to

questions verbally throughout a text. In math, the objective is to determine the quantity of a set

group of objects. In today's class with Mrs. Hopkins, the students and Mrs. Hopkins first

reviewed the alphabet and letter sounds together as a group and individually. After the review,

the students returned to their tables and Mrs. Hopkins had them do rotations. The rotations

included playing with Play-Doh, building with Legos, using iPads, and playing alphabet bingo in

a small group with Mrs. Hopkins. During alphabet bingo, Mrs. Hopkins would say the sound of a

letter, and the students would have to identify the corresponding letter. To grab the students'

attention and signal them to settle down, Mrs. Hopkins always starts with a song. Today's topic

in Mrs. Hopkins's class is recognizing sight words, learning how to write both a capital E and a

lowercase e, and understanding the sound that the letter represents.

Materials

Based on the information provided, Mrs. Hopkins incorporates various instructional

materials and tools in her teaching. The students have access to manipulatives like playdough

and Legos, as well as iPads with educational software installed. These hands-on materials and

technology can enhance students' learning experience and engagement. Additionally, Mrs.

Hopkins uses visual aids such as alphabet flashcards and writing examples on the board to

reinforce the content being taught. The use of multimedia, such as songs, during transitions,

helps to create a positive classroom environment and capture the students' attention. During the

"share reading" activity, the students engage with a poem as reading material. While it is not

explicitly mentioned, Mrs. Hopkins may also provide handouts or graphic organizers to support
student learning, though this is not confirmed in the given information. Overall, Mrs. Hopkins

incorporates hands-on materials, technology, visual aids, and potentially supplementary

resources to facilitate student learning in her classroom.

Understanding

While transitioning from the rug back to their seats, Mrs. Hopkins uses alphabet flash

cards to engage the students. She calls on each student individually and asks for the sound the

letter makes and what letter is being shown. If a student gives the wrong sound for a letter, Mrs.

Hopkins guides them by asking, "Does it make that sound or this sound?" She is patient with

struggling students and helps them break down the questions. She does not move on or tell the

answer if the student responds incorrectly. Instead, she helps them reevaluate their answer. After

the rug activity, everyone gathered in front of the multimedia area as Mrs. Hopkins transitioned

the students back to their desks. She called on one student to count the number of fingers she was

holding up. Mrs. Hopkins had three fingers on her left hand and two fingers up on her right hand.

The student initially said she had eight fingers up, but Mrs. Hopkins clarified and asked the

student to count out loud. The students then corrected themselves and said there were five

fingers.

During the "share reading" activity, Mrs. Hopkins introduced a poem about a pumpkin

and asked the students to find words that start with the letter "R." She called on a student who

circled the word "grow." Mrs. Hopkins then asked the student which letter "grow" starts with and

what the first sound in "grow" is. The student erased the word and circled the word "round"

instead. When teaching the students how to write capital and lowercase letters, Mrs. Hopkins

demonstrates visually by writing the uppercase letter E. Then, the students are asked to write the
uppercase E on their whiteboards. Mrs. Hopkins walks around to check if the students know how

to write it correctly.
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