Dominican University Lesson Plan
Title:
‘B’ Words
Author:
Cate McNett
Subject:
Elementary Reading/Phonics
Grade Level(s):
Kindergarten
Duration:
15 Minutes
ELL/SPED/GATE Students
List number of students & level
ELL Students : 8 (kindergarten level)
Subject Area:
English Language Arts
UDL Principles in Action
Check which principles are addressed in this lesson.
❏ Representation/Content (different ways to present content): TTW use videos, worksheets, and verbal communication as a tool to learn during this lesson.
❏ Engagement/Process (different ways students engage): students will have the option to show and tell their objects brough from home or have the option to opt out and learn by watching their peers.
❏ Expression/Product (different ways students show understanding): Students will show their understanding of listening to direction by speaking aloud their learnings.
State Standards
Use the drop down menus on TaskStream
https://www.cde.ca.gov/be/st/ss/
CA California Common Core State Standards (2012)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Grade: Kindergartners:
Content Area: Foundational Skills
Strand: Reading
Domain: Phonological Awareness
Standard:
2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Indicator:
e. Isolate and pronounce the initial, medial vowel, and fi nal sounds (phonemes) in threephoneme (consonantvowelconsonant, or CVC) words.* (This does not
include CVCs ending with /l/, /r/, or /x/.)
Goal(s) of the Lesson
List 1-3 realistic, measurable goals for this lesson, connected to content standards, students’ academic & learning needs
TSW review the Bb sound
Practice public speaking skills during show and tell
TSW learn to isolate the beginning, middle, and end of words
Assessment of Lesson Goals
Describe explicitly how the teacher will assess each goal. Match each goal to an assessment.
To begin the lesson, TTW will review the Bb sounds and write the letter on the white board.
TTW will then ask for students to volunteer giving their own example of B words they know. With each word, we will break it down letter by letter to practice spelling it out together, as 3. this will also help students become aware of syllable isolation within words.
Instructional Methods & Strategies
Consider the following: Introducing content, modeling new knowledge, guided practice, independent practice, differentiation, progress monitoring
Introduction:
Engage Students.
Preview the goals for the lesson.
Connect to prior learning.
TTW review the “B” sounds. TSW copy the sound the teacher made. TTW then ask the class to say the sound once more all together to demonstrate learning.
Instructional Procedures:
List step by step description of what the teacher will do and say.
TTW ask the class to volunteer a word starting with the letter “B”.
TTW then write the words on the board and break them up to emphasize each letter and to practice syllable isolation.
TTW then play sensory “B’ video. (https://www.youtube.com/watch?v=F7WyPqms5x0 )
After video ends, TTW ask the class if they saw any of their B own words during the video.
TTW read aloud ‘Brown Bear Brown Bear What Do You See’ ( https://www.youtube.com/watch?v=9-NlZH_HcOw
)
TTW then pass out the worksheet (copied below) for students to practice tracing the letter B.
TTW walk around and scan the room as students work on the worksheet to monitor progress.
TTW open the floor to show and tell for the students who brought items that begin with B from home ( we will have done “A” items the week before).
Closure:
Review lesson goals &
Connect to future lessons
TTW review the sounds that ‘B’ make and remind the class that next time we will be learning about the letter ‘C’.
List Materials for Students:
Colored Pencils for worksheet, item starting with the letter ‘B’ for show and tell.
List Materials for Teacher:
Computer with ‘B’ video linked and ready to play (https://www.youtube.com/watch?v=F7WyPqms5x0 ) , proper number of worksheets, extra colored pencils for students who need them, whiteboard/markers, copy of ‘Brown Bear, Brown Bear, What Do You See?’’(https://www.youtube.com/watch?v=9-NlZH_HcOw)
Dominican Lesson Plan
Title:
Wants versus Needs
Author:
Danika Clifford, Damaris Gomez, Cate McNett
Subject:
Social Justice, History, Visual Arts
Grade Level(s):
Kindergarten
Duration:
45 minutes to an hour
ELL/SPED/GATE Students
List number of students & level
2 ELL students, 2 SPED and 2 GATE students
Subject Area:
History, Visual arts
UDL Principles in Action
Check which principles are addressed in this lesson.
Representation/Content (different ways to present content)
Engagement/Process (different ways students engage)
Expression/Product (different ways students show understanding)
State Standards
Use the drop down menus on TaskStream
https://www.cde.ca.gov/be/st/ss/
Visual Arts Standard:
Anchor Standard 7:Perceive and analyze artistic work. 7.1: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
Justice 14: JU.K-2.14: I know that life is easier for some people and harder for others and the reasons for that are not always fair.
History/Social Studies: HSS-K.6.3: Students understand that history relates to events, people and places of other times. Understand how people lived in earlier times and how their lives would be different today.
Goal(s) of the Lesson
List 1-3 realistic, measurable goals for this lesson, connected to content standards, students’ academic & learning needs
1. Students will be able to understand the concepts of having, not having and the feelings associated with these concepts.
2. Students will be able to write complete sentences or paragraphs about what they do and do not have and what this feels like.
3. Students will be able to engage in meaningful community discussions about the feelings and issues behind having and not having certain things.
4. Students will be able to analyze and critique media messages that encourage materialism.
5. Students will be able to consider, discuss and describe writing in the possibility of having non material riches.
Assessment of Lesson Goals
Describe explicitly how the teacher will assess each goal. Match each goal to an assessment.
The teacher will have the students brainstorm things that kids might have that make kids who don’t have them feel apprehensive.
The teacher will have the students write a sentence and draw a picture or write a paragraph telling about an experience they can remember of having something that someone else wanted. Then do the same thing but telling about an experience of someone else having something you wanted.
The teachers put the students in a group and they discuss the experiences they described in their notebooks.
Examine magazine ads, and or discuss pictures of billboards or common tv ads as a class, discuss strategies for avoiding media messages.
Write a poem describing one non material way you are rich.
Instructional Methods & Strategies (Consider: introducing content, modeling new knowledge, guided practice, independent practice, differentiation, progress monitoring)
Introduction:
-Engage Students.
-Preview the goals for the lesson.
-Connect to prior learning.
TTW begin the lesson by asking the class what they think it means to have something (or not have) something? As a class, TSW brainstorm a list of things that some kids have that might make the kids who don’t have that thing jealous (ex: technology, toys, etc). TTW write this list on the board.
Instructional Procedures:
List step by step description of what the teacher will do and say.
Using their notebooks, TSW draw a picture of a time they remember from when they had something that somebody else may have wanted. TSW then draw a picture of a time they can remember wanting something that someone else had.
In groups, the students will show and tell about what they drew, using emotions to describe how they felt about each situation. TTW make a list of feelings under the categories ‘Have’ and ‘Not Have’
As a class, look at different forms of advertisement (magazines, tv, billboards, etc.).
TTW ask the class how these advertisements encourage its viewers to think that having lots of stuff or owning certain items makes us better or cooler?
TTW ask the students ways that they think they can avoid negative marketing that encourage materialism (at this point TTW talk about sharing the things they already have)
TTW ask the class what they think it means the be rich in ways that do not have to do with money or material items.
As a class, compile a list of ways that you can be rich without money (ex; rich in family, rich in love, etc.)
With a partner, TSW write a poem about one way they are rich in a non-material way. They will publish it on a thick piece of watercolor paper and paint a picture about their poem.
Once all pictures have dried, TTW put all of the classes poems together to make a “What We Have” book.
Closure:
Review lesson goals &
Connect to future lessons
TTW read each of the student’s poems aloud in class to show all of the different and unique ways that the class is rich.
TTW remind the class that wanting vs. needing is an important lesson that often gets lost throughout the media and remembering that being rich in non-material ways is more meaningful than having a lot of money.
List Materials for Students:
Paper, Notebook, Markers, Watercolors
List Materials for Teacher:
Paper, Notebook, Samples of Magazine ads, pictures of billboards near school, current TV ads, etc. , Thin tipped markers, Watercolor paints/pencils, What We Have book that is handmade
Dominican University Lesson Plan
Title:
Rain Rain Go Away
Author:
Cate McNett
Subject:
Science
Grade Level(s):
3rd Grade
Duration:
30 minutes
ELL/SPED/GATE Students
List number of students & level
TTW have table groups work together and help translate for ELL students if needed. TTW talk slowly and write all the vocabulary on the board. TTW advise and encourage students to ask if they need anything to be repeated.
TTW read everything aloud from the slides and repeat. TTW check for students' understanding of the instructions before transitioning to another part of the lesson. TTW walk around the class and read aloud any directions for students with reading differences.
This lesson provides for sensory needs to be met. TTW encourage students to use shaving cream to create their own cloud shapes.
Subject Area:
Water Cycle/Clouds Unit
UDL Principles in Action
Check which principles are addressed in this lesson.
Representation/Content (different ways to present content)
Offers ways of customizing the display of information (1.1)
Activate or supply background knowledge (3.1)
Guide information processing and visualization (3.3)
Engagement/Process (different ways students engage)
Promote expectations and beliefs that optimize motivation (9.1)
Optimize relevance, value, and authenticity (7.2)
Expression/Product (different ways students show understanding)
Optimize access to tools and assistive technology (4.2)
Use multiple media for communication (5.1)
Enhance capacity for monitoring progress (6.4)
State Standards
Use the drop down menus on TaskStream
https://www.cde.ca.gov/be/st/ss/
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data at this grade level could include average temperature, precipitation, and wind direction.]
3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.
ELA/Literacy –
W.3.9 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-ESS2-2)
Mathematics–
MP.5 Use appropriate tools strategically. (3-ESS2-1)
Goal(s) of the Lesson
List 1-3 realistic, measurable goals for this lesson, connected to content standards, students’ academic & learning needs
1. TSW be able to name the different types of clouds and their differences
2. TSW be able to understand the water cycle and how rain works
3. TSW be able to create a model of a cumulus clouds using shaving cream and create a model of rain using water and food coloring
Assessment of Lesson Goals
Describe explicitly how the teacher will assess each goal. Match each goal to an assessment.
TTW ask questions about the types of clouds throughout the lesson and show multiple photos of different clouds, asking the students to identify their cloud type.
TTW assess student understanding of the water cycle through listening to group discussions
TTW monitor progress at the beginning, during, and after the experiment is done.
Instructional Methods & Strategies
Consider the following: Introducing content, modeling new knowledge, guided practice, independent practice, differentiation, progress monitoring
Introduction:
Engage Students.
Preview the goals for the lesson.
Connect to prior learning.
TTW re-introduce the water cycle to the class and review knowledge priorly learned. TTW ask “Can someone please raise their hand if they have any information or questions on the water cycle?” TTW take volunteers to speak about the water cycle.
Instructional Procedures:
List step by step description of what the teacher will do and say.
TTW transition from the water cycle review into a lecture on what rain and clouds are.
TTW ask the students what their definitions of rain is and follow up with the scientific definition.
TTW ask the students what their definition of clouds are and follow up with the scientific definition.
TTW play this video for the class to gain a deeper understanding of clouds and their different forms and uses.
TTW move into talking about the three types of clouds and give scientific and shortened definitions on each type of cloud.
TTW begin the “Guess that cloud” game
TTW ask for the class to shout out what type of cloud they think is displayed on the screen.
After finishing “Guess that Cloud”, TTW display the questions on the board and ask the students to write their answers down in their science journals.
After giving the students enough time to write their answers, TTW ask students to share answers with their partners.
TTW then explain the materials list of the experiment, stating that the jars are glass and to be careful not to break them, that there is a layer of water simulating the earth’s atmosphere, and shaving cream to simulate a cumulus cloud. TTW explain to the class that the colored water represents rain.
TTW pass out materials and allow students to experiment different ways to simulate rain using the shaving cream and colored water.
After about 10-15 minutes, TTW ask the students the same questions as displayed beforehand and ask if any of their answers had developed more so after completing their experiments.
Closure:
Review lesson goals &
Connect to future lessons
TTW lead a discussion on how the students felt about learning more about rain and clouds, making a point to connect their learnings from today with their learnings about the water cycle from past class periods. TTW conclude the class by letting the students know that next class they will continue their learnings the importance of water and the dangers of water scarcity. TTW then ask the class to assist in clean up.
List Materials for Students:
Science notebooks, clear vessel for water, food coloring, shaving cream, baby oil
List Materials for Teacher:
Computer, Powerpoint slides, video demonstration, clear vessel for water, food coloring, shaving cream, baby oil, materials for clean up (paper towels, sink, etc.)