This lesson plan was developed as a part of my Sophomore Field Experience. It is intended for a general education 1st grade classroom. This lesson is intended to help students further develop their comprehension and writing skills. The lesson encourages students to make personal connections to the text to help them understand it better.
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Lauren Wilkinson
Grade Level: 1st grade
Subject: Language Arts
Date: 4/18/20
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
List the Rationale (cite theories or theorists):
Students will be learning about the author’s experiences with bugs and will be relating it to their lives, thus they will be assimilating what they read with what they have already discovered. Piaget theorized that one way students construct knowledge is through assimilation, so by allowing students to hear about bugs and relate what they hear to what they have experienced, they will understand the information presented better than a topic discussing something they have no experience with. In addition, Bloom’s Taxonomy theory explains that in order for students to create new material, they must understand, apply, and evaluate prerequisite information among other things. Having students relate information to their personal lives helps them understand and apply the information better, which will allow them to create better descriptions of their own experiences.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”
Students will be able to connect experiences from the book, Bug Safari by Bob Barner to their own experiences.
Students will be able to relay their experiences to writing. They will write their experiences in a similar format to that of the author.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.
The learning objectives are appropriate for first graders in the fourth quarter of the school year because they already know how to write short paragraphs, however, they are still working on using their sentence checklist and writing complete stories with introductions. Thus, this lesson will provide another opportunity for students to practice their writing skills. In addition, this lesson will help guide students to share personal stories. So far, the students have not practiced this skill very much, but it is a skill they should start to develop.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).
In my class, there are five students who are not white; there is about a 1:1 ratio of boys to girls; one student is on an IEP and one is on a behavior plan. One student is well above grade level. There are no outstanding physical needs of students that affect the education of the students.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).
Most students speak English very well, no students appear to be significantly hindered by any language difficulties. However, one student has writing skills well below grade level which have not been appropriately addressed, so that student will need extra attention and guidance when writing. Not all students are likely interested in bugs, but most students have had at least one experience with bugs, so this assignment will allow students to write about their experiences whether they considered them positive or negatively.
List the materials/resources you will need to teach the lesson.
I will need the book, Bug Safari by Bob Barner and a graphic organizer to help students organizer their thoughts in order to write about their experiences. In addition, I will need a projector to keep the graphic organizer on display for students to reference when writing about their experiences.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.
I will use a projector to show the graphic organizer. I will also have examples of a completed organizer on display. Having these items on the smart board will assist students in the writing process.
Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. *
For the student described above, I will have a printed list of bug names with pictures as a reference for spelling. This will help that student focus on sentence formation instead of trying to focus on what he wants to say, how he wants to write his sentence, and how to spell bug names. On the board, there will be the spelling of the bugs in the graphic organizer, but having a simplified version on this student’s desk will assist them in the writing process.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.
I will not have a formal pre-assessment, however, I will gauge the student’s starting point by reviewing previous writings of the students to compare the new story the students write.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)
I am unable to provide the number of correct words or properly written sentences for this lesson. However, if I were able to, that would be the graph I would provide.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.
For the first part of the lesson, where I read the story, I will use total participation when asking questions to engage every student. I will do this with thumbs up thumbs down and think-pair-share as needed. During the second part of the lesson, I will use a choral response to fill in a graphic organizer. Finally, for the third part of the lesson for the independent work, I will use proximity and sticker charts. My cooperating teacher already has a sticker system in place, so students who are working quietly as expected, can earn stickers as a positive reinforcement.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.
I will read the selected book. Throughout the story I will ask questions to help engage students in the story line. I will also ask students to think if they have experienced a situation like what the author had described. I will not have them share at this point; I just want them to think about it to start getting them prepared to write about it. For the second part of the lesson, I will explain and give many examples of how to relate experiences to what the author explained.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).
I will ask the students to respond with a choral response to fill in the first graphic organizer. This organizer, when filled in, will list different insects on the bug safari, and briefly explain how they were involved on the bug safari. I will ask guiding questions to help the students pick out insects from the story and how they were described. After writing down the main bugs and the parts in the story they had, I will then provide many examples of how to write a story relating the text to your own life. After that I will take some student examples and guide them to write the first sentence of what will become their stories.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives?
After students have heard the instructions and examples, they will be instructed to fill in the first sentence: “When Bob Barner described __________________________ in Bug Safari, it reminded me of when I _______________. After that, students will be instructed to tell more about their encounter with the bug described. I will walk around reading students’ stories and guiding them in how to make them better.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).
I will reemphasize lesson objectives by reviewing how the students were able to write their own bug safari just like the author did. I will display their work to feature their stories.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.
I would provide a graph for a measurable post-assessment by counting the number of correct words and the number of correctly written sentences to compare to a previous writing assessment.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.
This lesson plan was developed as a part of my Sophomore Field Experience. It is designed for a Language Arts Small reading group of four to six students. This lesson works on many skills, such as reading fluency, comprehension, and sight word recognition.
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Lauren Wilkinson
Grade Level: 1
Subject: Language Arts- Guided Reading Groups
Date: 3/4/2020
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
RL.1.1: Ask and answer questions about key details in a text.
RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.
RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.4: Read with sufficient accuracy and fluency to support comprehension.
List the Rationale (cite theories or theorists):
Vygotsky’s theory: the zones of proximal development, explains that children master different skills as if they were zones of complexity. Vygotsky believed that in order for children to learn, the content that is to be taught needs to be in a zone above where they are currently at, and they need to master that zone. The help comes from teachers, peers, parents, or other role models. In guided reading groups, the students are with their peers who are at about the same reading level, so as an instructor, I can help students begin to learn and master the next zone in their reading skills by guiding their reading fluency and comprehension.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”
Students will be able to answer basic comprehension questions about text from the book, “A Visit to the Ranch.” They will be able to read the text fluently, understanding the vocabulary words presented.
Students will also be able to apply the sounds of letters when they are slowly presented in a word slide.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.
The students in my reading group are at about the average skill level for first graders. The book that has been chosen is appropriate for their age level, so with help, they should be able to fluently read and understand the book, “A Visit to the Ranch.” The students are also at the level where they are starting to associate sounds with letters, thus word slides are an appropriate exercise to practice the skill of sounds created by letters.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).
In my reading group, I have three females (one of which is a minority) and two males. No special needs or gifted students are present in the group. No students appear to have any cultural characteristics or any other special factors that affects their education.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).
All students in my reading group are pretty well behaved. As with all first graders, a few warnings are sometimes necessary, but other than that no disciplinary action is typically needed with this group. I have little knowledge on he previous academic experiences of my students, but no special actions appear to be needed for the reading group.
List the materials/resources you will need to teach the lesson.
For this lesson, I will need six copies of the book, “A Visit to the Ranch.” I will also need the word slides for the short vowel sounds. In addition, I will need the copy of quarter four site words.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.
No technology is needed for this lesson.
Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. *
All students are at about the same level, so accommodations are not necessary for this particular group of students.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.
I will measure student’s level of understanding based on simple observation. This is an informal pre-assessment, but for daily reading groups, and this lesson, observation is all that is necessary.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)
No secondary instruction is needed for sight words. The students were able to read and understand how to use the site words the first time. The students also did well on the book portion of the reading group. On average, they missed 1-2 words per page (about 20-30 words). Finally, the students did an excellent job on the word slides. No problems or misunderstandings were apparent.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.
I will follow the classroom management plan already in place by my cooperating teacher. If a student shows significant behavior problems, I will take away a button from their desk. On the flip side, if a student works quietly as asked, they can earn stickers. In addition, I will also ask students who need more attention extra comprehension questions to help keep them focused and engaged.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.
I will start the reading group by handing each student a sight word. I will ask them to look at their sight word and read it silently to themselves. Then, they must come up with a sentence that includes their word. I will demonstrate with the sight word that I have, “catch.” I will show the students my sight word and say, “I will catch the ball during my softball game.”
In the book portion of the reading group, I will read the title and author of the book. Then, I will remind the students of good listening and reading practices, such as using a guide finger, and being quiet while a classmate is reading. After that, I will review the vocabulary words provided in the front of the book.
Finally, when we get to the word slides portion, I will explain that I will pull out the word slides one at a time. I will explain that the students have to sound out the letters one by one as they discover the word. I will also explain that all the words we encounter today, will have a short vowel sound.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).
Each student will show the group their word. Then they will share their sentence. I will guide them by offering improvements to their sentences and praising them on excellent uses of their sight words.
In the book portion of the reading group, the students will take turns reading portions of the book. I will help guide them with words they struggle with.
As I pull words through the word slides, the students will practice sounding out the letter sounds as they slowly form the whole word.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives?
As each student shares their sight word sentence, every other student will be instructed to think silently about a different sentence they could use. This will provide extra independent practice.
In the book portion of the reading group, I will ask comprehension questions throughout. The students will independently answer the questions. This will help me gauge their level of understanding.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).
At the end of the lesson, I will reiterate the main idea of the book they read. In addition, I will re-visit the vocabulary words and the short vowel sound.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.
No formal post-assessment will be used.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
Based on observation, the students learned some new vocabulary words presented in the text. Throughout the book, there were a few words that the students struggled with. I explained what the words meant, and in the lesson closing, as we revisited these words, the students demonstrated an understanding of these words.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.
These five lesson plans were created for a Music Methods Course. They are designed to integrate music into the core subjects. Each lesson plan is for a different grade, and focuses on a different subject.
Overview
Music integration is extremely important to help students develop deeper understandings of content presented in the classroom. Music helps students rehearse information and elaborate on the facts. They can add meaning to what they learn by developing a thorough understanding of the content. In addition, the oral production of music allows students to remember the content better because they are not just passively listening, they are actively producing the facts through song. Furthermore, movement can be added to the song to allow students to feel beats or create actions that will further develop their understanding (Rinne et. al 2011). After students understand the content, music can help them gain vital skills in presenting and recalling material.
Because of these and other great benefits of music I plan to integrate music into my future classroom often. Not only will music help students develop excellent understandings of the content, but music will also be more motivating to students. Music has an emotional factor (Rinne et. al 2011) that can motivate students and help with recall later. Most students would much rather learn through song than through just hearing me talk, so with all of the benefits of music, I plan to integrate it into my classroom as much as possible.
Below I have 5 lesson plans of ways that I could integrate music into my future classroom. I have created at least one lesson in the 4 core subject areas for a variety of elementary grades. Each lesson plan could also be adapted to work for a grade above or below the current grade level. Each lesson plan includes music to help students understand the targeted content. These lessons were a lot of fun to create and I cannot wait to implement these into my future classroom.
References
Mathsongs1. (2015, November 19). Cardinal Directions Song. Retrieved December 03, 2020, from https://www.youtube.com/watch?v=f2I81_BFb-s
Place Value Song For Kids | Ones, Tens, and Hundreds | 1st Grade, 2nd Grade, 3rd Grade. (2016, December 12). Retrieved December 03, 2020, from https://www.youtube.com/watch?v=a4FXl4zb3E4
Rinne, Luke, Gregory, Emma, Yarmolinskaya, Julia, & Hardiman, Mariale. (2011). Why Arts Integration Improves Long-Term Retention of Content. Mind, Brain, and Education, 5(2), 89-96. doi: 10.1111/j.1751-228X.2011.01114.x
ScratchGarden. (2013, December 10). The Five W's Song | English Songs | Scratch Garden. Retrieved December 03, 2020, from https://www.youtube.com/watch?v=vXWK1-L41f0
ScratchGarden. (2018, November 27). The Simple Machines Song | Science Songs | Scratch Garden. Retrieved December 03, 2020, from https://www.youtube.com/watch?v=iQu3GY509ZM
TheLearningStation. (2018, May 27). Get Funky ♫ Funky Monkey Dance ♫ Dance Songs for Children ♫ Kids Songs by The Learning Station. Retrieved December 03, 2020, from https://www.youtube.com/watch?v=w6YbSxMhsQ0
Common Lesson Plan Template
MUS 353
Teacher Candidate Name: Ms. Lauren Wilkinson
Grade Level: 2nd Grade
Subject: Language arts (with music integration)
Date: 12/2/2020
PLAN
RATIONALE
According to Rinne et. al. learning is reinforced through the arts. Information learned in the general education classroom can be enhanced with music and other arts by having extra rehearsal and oral production, along with other proven ideas for the arts extending the scope of learning.
In this lesson students will use music to memorize the five w’s, so that they can create more detailed stories. By having the extra rehearsal and oral production of the five w’s, students will be able to better convey their ideas on paper, and then double check their stories by singing the song and checking for the five w’s.
LEARNING/BEHAVIORAL OBJECTIVE(S)
2.MU.Cn.11.1.a Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text
Students will be able to sing the song “The five w’s and demonstrate the use of the five w’s in language arts.
Students will be able to circle the five w’s in stories.
ACCOMMODATIONS
Students who are colorblind, will have difficulty with the current instructions of the lesson, because it deals with color coding. Instead of color coding, students who are colorblind will be instructed to use colors they can easily distinguish, and if they run out of distinguishing colors, they can circle with dots, they can make squares, they can make diamonds, etc. to create at least five different ways to designate the five different w’s.
IMPLEMENT
LESSON OPENING (hook)
I will tell some stories that are missing at least one of the 5 w’s. I hope this gets students interested in today’s lesson and in understanding that stories need the 5 w’s or they feel incomplete. For example, I might say “Played at the park on Friday for fun.” Or “Jimmy on Friday.” I will get students interested and ask them things like, “Do you like my story.” Or “Is something missing from my story?” This should get some laughs and get students interested in what we are talking about.
TEACHING PROCEDURES
I will then explain that my stories were incomplete because they were missing at least one of the five w’s. I will then write the five w’s out (who, what, where, when, and why) on the board. I will explain to students that every story we have needs these five w’s. I will then give more complete examples of short stories with the five w’s. For example, I might say, “Alice played at the park on Friday for fun.” I will color code the who (Alice), the what (played), the where (the park), the when (Friday), and the why (fun). I will give multiple examples where I color code the five w’s, and then I will have multiple opportunities for students to practice this too. Then I will pull up the five w’s song. I will have students just listen first. Then I will have the students sing the song with me. Then I will introduce actions and have the students sing the song again. After that, students will complete the attached worksheet. As a reminder, we will sing the song again, then students will write 2 of their own mini stories with the five w’s. They will also color code the five w’s in their stories.
https://www.youtube.com/watch?v=vXWK1-L41f0
LESSON CLOSING (transition)
To get students to hand in their stories, I will play the song again for students to sing along to, and as they sing along, they will be instructed to point to the w’s in their stories. Once they have completed both stories, they will be instructed to hand in their stories, then sit back down at their seats.
Common Lesson Plan Template
MUS 353
Teacher Candidate Name: Ms. Lauren Wilkinson
Grade Level: 3rd Grade
Subject: Math (with music integration)
Date: 12/2/2020
PLAN
RATIONALE
According to Rinne et. al. learning is reinforced through the arts. Information learned in the general education classroom can be enhanced with music and other arts by having extra rehearsal and oral production, along with other proven ideas for the arts extending the scope of learning.
In this lesson students will gain a better understanding of place value by singing and memorizing the place value song. Having the extra rehearsal will help students remember place value and be able to put it into use.
LEARNING/BEHAVIORAL OBJECTIVE(S)
3.NB.T.A Use place value understanding and properties of operation to perform multi-digit arithmetic (A range of algorithms may be used).
Students will be able to identify the place values of digits in numbers up to 7 digits.
Students will be able to sing the Place Value Song.
ACCOMMODATIONS
For a student with limited mobility, I will have them sway in their seat for the macro beat instead of standing up and rocking back and forth.
IMPLEMENT
LESSON OPENING (hook)
I will start by introducing a new incentive for the class to show good behavior. I will tell students that they need to be “caught being good” one-hundred times to earn 100 pieces of candy (which will work out to 4-5 pieces per student). I will tell the class though, that I cannot make 100 tallies on the board, because there isn’t enough space, so I will make tallies using place value. I will then introduce place value and tell students over the next few days we will learn about place value so they can keep track of how close they are to earning 100 pieces of candy.
TEACHING PROCEDURES
This song will be taught over a number of days, because it is kind of long, it will take time for students to learn the song, however, it is important for students to learn the entire song to help them with understanding place value. I will use rote song procedure to teach students the song.
First, I will first sing the whole song through with the music (linked below). The students will be expected to listen to the song without singing.
Next, I will sing the song again, but this time, I will have students move like me to the macro beat.
Next, I will again sing the song and students will again move like me, but this time we will all move to the micro beat.
Next, I will have students move like me with the macro and micro beats while I sing the song alone again.
Next, I will have students echo me. This step will be split into multiple days. I will start with the first line of the first verse, and then I will extend my arms out to indicate to students that it is their turn to repeat me. I will then sing the second line, and have students repeat me. I will then sing lines one and two together and have students repeat both lines. Next, I will sing the third line and have students repeat just the third line. Then, I will sing the fourth line and have students repeat that. Then I will put lines three and four together and have students repeat the lines together. Finally, I will sing the whole first verse and have students repeat the verse. I will repeat this step on days two and three to complete the other verses and the chorus.
On the third or fourth day, depending on the student’s progress, I will have the students sing the song with me in unison. Then, I will start the students off to sing the song on their own without me.
On day 1, I will do a lot of explicit instruction. I will explain how to identify what place each digit goes in in a given number. Then I will have whole group practice where I will have write a number on the board, and I will point to each digit one at a time, and ask students in a choral response to tell me what place value each digit holds.
On day 2, I will split students into groups. Each group will have a place value chart and a list of numbers. They will be responsible for using the note cards to put their number on the chart with each digit in the correct place.
On day 3, I will have students work independently on their iPads. When I state and show a number, students will write the numbers on the chart I give them. I will walk around the classroom to make sure students are understanding place value. To feature student work, I will have one student mirror their screen per problem. That way students will be able to share their work and students who didn’t quite get it, will be able to see an example of place value done correctly.
Place Value Song For Kids | Ones, Tens, and Hundreds | 1st Grade, 2nd Grade, 3rd Grade - YouTube
LESSON CLOSING (transition)
To get students back in their seat I will play the song again, but this time it will act as a transition to get students back to their seats. They will be free to sing along as they want.
Common Lesson Plan Template
MUS 353
Teacher Candidate Name: Ms. Lauren Wilkinson
Grade Level: 5th Grade
Subject: Science (with music integration)
Date: 12/2/2020
PLAN
RATIONALE
According to Rinne et. al. learning is reinforced through the arts. Information learned in the general education classroom can be enhanced with music and other arts by having extra rehearsal and oral production, along with other proven ideas for the arts extending the scope of learning.
In this lesson students will have lots of rehearsal with the Simple Machines song because they will not only be singing along with the song, but they will actually create their own music video. This will help students remember the simple machines, and it will give them a better understanding of the simple machines, because they will be demonstrating it through song.
LEARNING/BEHAVIORAL OBJECTIVE(S)
5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down.
Students will be able to identify and explain the simple machines and how they fight gravitational forces.
ACCOMMODATIONS
For the student with visual impairments, I will have the student use their magnifying technology, so that they can see the simple machines in action.
IMPLEMENT
LESSON OPENING (hook)
I will start by having students share what they think the simple machines are. I will tell students that they come up with some great ideas, then I will play the song to show what the actual simple machines are.
TEACHING PROCEDURES
After watching the video for the first time, I will play it again, but this time have students sing along. After, that I will have a brainstorm session with the class to see if they can list all of the simple machines. If they can, great, I will have them write down the simple machines with two lines between every machine in their journals. If they can’t get all of the machines down, then we will listen and sing to the song again, or until they can name all of the simple machines.
After the students have been able to list all of the simple machines, I will tell them that we are taking a tour around the school, and I want students to bring their journals as we take our tour. On the tour, I want students to point out and note any of the simple machines they see.
This should be the end of the day one part of the lesson. The next day, we will continue by singing the song again, so we start to memorize. Then, I will have students take out their journals. I will ask students if there are any simple machines that we haven’t located yet. If there are any, I will explain that it will be our task to make one or find one. We will complete the list, and then do class votes for each one on their favorite example. I will then explain, that as a class we will make our own simple machines music video using the examples we chose. But before that happens, I will share that we need to memorize the song, so for the rest of the second day, we will work on memorization.
On the start of the third day of this lesson, I will start the song again, but have the students sing without the lyrics in front of them. If they have memorized the song already, we can start the music video by singing chunks of songs in the different locations that the class chose. If it is not memorized yet, we will continue to work on it.
Once each of the locations have been filmed, we will sing the song one last time, so I will have the students singing the song in full to fill in the gaps between cuts.
https://www.youtube.com/watch?v=iQu3GY509ZM
LESSON CLOSING (transition)
As a closing to the lesson, I will have students watch their music video, and I will hand out invite sheets for students to bring to their families for a parent night. At this night, students will get to show off their music video.
Common Lesson Plan Template
MUS 353
Teacher Candidate Name: Ms. Lauren Wilkinson
Grade Level: 2nd Grade
Subject: Social Studies (with music integration)
Date: 12/2/2020
PLAN
RATIONALE
According to Rinne et. al. learning is reinforced through the arts. Information learned in the general education classroom can be enhanced with music and other arts by having extra rehearsal and oral production, along with other proven ideas for the arts extending the scope of learning.
In this lesson students will have a lot of rehearsal finding the different directions by singing the Cardinal Directions song and turning the given direction. By feeling the movement and singing the song, students will be able to know which direction they are facing quicker because they have had lots of practice facing the different directions.
LEARNING/BEHAVIORAL OBJECTIVE(S)
2.G.1.1 Construct and explain a map that includes directions, labels, and a key
Students will be able to label a compass on a map with the cardinal directions and list the types of animals that like the certain directions according to the Cardinal Directions song.
ACCOMMODATIONS
For the student in a wheelchair, I will give them a pointer. They will be able to have fun by pointing in the direction rather than turning that direction. Depending on how shy or outgoing the student is, I will decide if I want them to lead the group with the pointer, or to add extra sparkles or ribbons to the pointer to make it more exciting.
IMPLEMENT
LESSON OPENING (hook)
I will start by having students stand up and face the different cardinal directions. If they don’t know I will have them guess. After I have the students face each of the 4 cardinal directions, I will show students which direction is actually which by labeling the walls in the classroom. I will then show students a compass that they might see on a map.
TEACHING PROCEDURES
After introducing the cardinal directions, I will play the song for students to listen to. After the first listen through, I will have students stand up and listen to it again, but this time, each time a direction is sung, students will turn and face that direction. Then, I will play the music video a third time, but this time all students will sing along with the video and continue to turn to the directions. This is a very repetitive song, so I think students will pick up on the words very quickly.
Students will then be given a basic world map. They will be required to make a compass for their map, and then draw the animals that popped up in the video that go in each spot. The bird should go in the north spot, the penguin should go in the south spot, the giraffe should go in the east spot, and a sheep should go in the west spot. As a class, I will talk about how birds are known for living all over the world, but they are especially known for going north in the summers. Then, I will explain that around the south pole there are lots of penguins. After that, I will explain the Asia is known as being east, and the countries in Asia, like China, are called eastern countries. In these eastern countries we find animals like giraffes and elephants. Finally, I will talk about how the Americas are known as being in the Western part of the world, we have animals like sheep over here.
As the students are finishing drawing their animals, I will tell them to keep drawing, and I’m going to start playing the song again. When their maps are complete, they can stand up and sing the song while turning the different directions.
https://www.youtube.com/watch?v=f2I81_BFb-s
LESSON CLOSING (transition)
To close out the lesson, we will play a game. I will tell students that I am going to shout out the directions one at a time, and then for fun I might throw in sit or stand. When I call out a direction, or to sit or stand, students must turn that direction, or sit or stand. I will start off slowly, then speed up to make it tougher and more fun. After a few minutes of playing the game, I will call out the last instruction, “sit.” That way students will be in their seats ready to go for the next task.
Common Lesson Plan Template
MUS 353
Teacher Candidate Name: Ms. Lauren Wilkinson
Grade Level: 2nd Grade
Subject: Language Arts (with music integration)
Date: 12/2/2020
PLAN
RATIONALE
According to Rinne et. al. learning is reinforced through the arts. Information learned in the general education classroom can be enhanced with music and other arts by having extra rehearsal and oral production, along with other proven ideas for the arts extending the scope of learning.
In this lesson students will gain a better understanding of rhythm and rhyming words in music by listening and singing to the Funky Monkey song. I could have students just read the lyrics and pick out the rhyming words, and recognizing the line breaks for rhythm, but it is so much more meaningful for students to actually sing the song, and feel the rhythm.
LEARNING/BEHAVIORAL OBJECTIVE(S)
2.RL.4 Describe how words and phrases create rhythm and meaning in a story, poem, or song.
Students will be able to describe what words in the song create rhythm in the Funky Monkey song.
ACCOMMODATIONS
For the student who is in a wheel chair, I will have the option for any students to move in their chairs, and move their head instead of stepping or hopping in a certain direction.
IMPLEMENT
LESSON OPENING (hook)
To get students interested in the lesson, I’ll start with the song. It is a pretty fun and energetic song, so students should enjoy just singing and dancing to the song.
TEACHING PROCEDURES
After the opening run through of the song, I will ask students to sing and dance to the song with me again, but this time I want them to pay close attention to the words.
After singing the song for a second time, I will then ask the students what words they remember from the song that rhyme. Students will likely give me “funky” and “monkey” and then “clappy” and “happy.” They might also answer with some lyrics that were not in the chorus, but after the second listen through I don’t think they’ll remember too many rhyming lyrics. After students are done with the first brainstorm, I will play the songs again, and tell students to write down any additional rhyming lyrics they hear. After the third listen through, I will lead a second brainstorm session, to get the rest of the rhyming lyrics on the board. After that, I will tell the students that we are going to all sing and dance to the song again, but as they go through, I want them to think about why the words we wrote on the board contribute to the overall rhythm and completeness of the song. https://www.youtube.com/watch?v=w6YbSxMhsQ0
LESSON CLOSING (transition)
I will have students sing and dance to the song once again, and then when were are done, I will tell students that this will be one of the brain breaks we will use throughout the rest of the year.
This lesson plan was created to integrate a healthy living lesson into a language arts class for 1st grade. This lesson intends to teach students what they can do daily to live a healthy life.
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Lauren Wilkinson
Grade Level: 1st grade
Subject: Writing
Date:10/9/20
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
Health Standard 1.2.1 Describe healthy behaviors that affect personal health
1.W.8 With guidance and support, use background knowledge and/or information gathered from sources to respond in writing to a question.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”
By the end of this lesson, students will be able to describe at least 3 healthy behaviors they can do daily in a written story.
By the end of this lesson, students will be able to use a writing template to support their writing of a short story to respond to the question, “What healthy behaviors can I show in one day?” The structure will be completed at a high proficiency level, while spelling and grammar will be at a beginning proficiency level according to the post assessment.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.
Students in 1st grade understand how to write full sentences, but they often need help organizing their thoughts into a story. Therefore, having a template will help students organize their thoughts into story form.
Students in 1st grade also have a general idea of good and bad behaviors when it comes to being healthy. By having students recognize and describe specific behaviors, they can start to understand how they can implement healthy behaviors daily.
List the words relevant to the content area that you will either introduce and/or review during your lesson.
Healthy behaviors, healthy foods, exercise, sentences.
List the materials/resources you will need to teach the lesson.
Smart board, writing journals, writing template, mini dictionaries.
Assessment
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.
I will not have a specific pre-assessment for this particular lesson, instead, I will use previous writing assignments to see where the students are currently at.
In addition, I will have a formal pre-assessment where I ask students to share some healthy behaviors they can show every day.
Describe how the results of the pre-assessment (What the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment.
I will use previous writing assignments to see where the student’s writing levels are at. This will help me determine what writing skills need re-teaching.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson to enhance instruction and student learning.
I will need the smart board for this lesson.
Accommodations
Describe the accommodations/differentiations/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. *Be sure that these accommodations are based on what you identified/described in your contextual information (Task I)
I will allow students to use their mini dictionaries to help them spell words. I will also help certain students out by having them tell me what they want to say first before writing it down. I can do this or have a paraprofessional do this too.
Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.
I will use proximity to help keep students focus. I will also have students moving during the direct instruction portion to keep their bodies active and to keep them paying attention. In addition, I will be using a specific call back for this lesson, and adjacent lessons. That call back will be “Teacher: You are growing healthy and strong” Students “with healthy behaviors all along.” Furthermore, expectations will be posted at the front of the room.
Lesson Implementation
“I Do” Instructional Input
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe how you will activate student interest and present the learning objective in an engaging way (this is your lesson opening).
I will read aloud my “Healthy Day Story” and have students act certain verbs as I go along. My “Healthy Day Story” goes like this:
“My healthy morning starts with me waking up, taking a shower, getting dressed, and brushing my teeth. Doing these things keeps my body clean. Next, I eat a healthy breakfast of oatmeal with blueberries, strawberries, and cinnamon. Then, I walk to school to get some exercise in. Once I get to school, I stretch with my class. This helps me calm down and focus for the day.”
The words in bold are the ones that I will have students act out.
Describe how you will communicate (to students) how the objective is relevant to their lives.
I will explain to students to think about what goes into a healthy day. I demonstrated what goes into my healthy morning. The students must recognize what they can do to make their day’s healthy. By writing these ideas down they can remember them better and put them into practice easier.
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. (cite theories/theorists)
I will read my story out loud to demonstrate exactly what I want to see from my students. I will then have students go back to their desks and take out their writing journals. I will then pull up the format of the “My Healthy Day” story. This will be a story that starts with “My healthy [day, morning, afternoon, evening, night]. . .” Students will get to choose whether they want to write about their whole day, or a specific time of day. Then they will write their first 1-2 sentences of what their healthy day starts with. The next section should start with “Next, I…” After they complete 1-2 sentences with that, they can move onto “Then, I. . .”
I will explain each part and tell students they can choose what they want to include for each part. They may include healthy behaviors, healthy foods, los of rest, healthy drinks, etc. They just have to tell me at least 3 things that go into a healthy day for them.
“We Do” Guided Practice
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).
Before students begin writing their stories, they will fill out the given template with a short version of their ideas (not full sentences). I will walk around the classroom and give students feedback as they are workings. After everyone has filled out the template, I will have students turn to their table group and share their shortened story. For example, they could say, “My healthy day starts with getting ready, next I eat breakfast, then I walk to school.” Doing so allows student to share their ideas and get new ideas from their peers.
Describe how you will check for students’ understanding before moving on to independent practice.
I will make sure to see that each student has healthy behaviors written on their outline so that they are ready to write it in story form.
“You Do” Independent Practice
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? (this is the post-assessment)
Students will actually write out their healthy day stories like my first example. This story should be written in complete sentences and demonstrate that they can identify and describe healthy behaviors.
APPENDIX: Include a blank copy of your post-assessment.
Not Applicable- will be written on lined paper.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).
I will compliment students on their stories and encourage them to add more healthy behaviors into their day. I will ask students for ideas for what else they could do to make their days healthier.
Analyze
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
✓ Students’ progress from pre-to-post assessment. (if applicable)
✓ Factors that may have influenced the post assessment results.
✓ How the results of the post assessment highlight what areas of the lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you used the same document for both the pre and post assessments, it is strongly encouraged that you show the comparison.
This lesson plan was created to incorporate PE into a math lesson. This lesson is intended for 1st grade. Students are tasked with solving a math problem, and then jumping a certain number of times depending on their answer. I have also included a modified version of the lesson for 3rd grade that I have attached at the bottom.
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Lauren Wilkinson
Grade Level: 1st grade
Subject: Math
Date:10/9/20
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
S1.E3.1 Demonstrates 2 of the 5 critical elements for jumping and landing in a horizontal plane using two foot takeoffs and landings.
1.OAA Represent and solve problems involving addition and subtraction.
1.OAC Add and Subtract within 20.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”
By the end of this lesson, students will be able to perform at least 2 critical elements for jumping and landing at a proficiency level of 80%, based on observation.
By the end of this lesson, students will be able to represent and solve subtraction problems using a number line and the adding up model, at a proficiency level of 80% based on the post assessment worksheet.
By the end of this lesson, students will be able to subtract numbers within 20. Some with regrouping and some without regrouping, at a proficiency level of 80%, based on the post-assessment worksheet.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.
At this time in the year, 1st grade students have learned addition, and have learned the chip model for subtraction, so it is time to move on to use different strategies for subtraction. For the PE part of the lesson, students in 1st grade are still working on motor skills and on balance. Jumping is a great way to do that because they can work on their gross motor abilities and they can work on control to stay upright and in their area.
List the words relevant to the content area that you will either introduce and/or review during your lesson.
Subtraction, subtracting, number line, adding-up, gold medal, jumping jacks, high jumps, toe jumps, tuck jumps.
List the materials/resources you will need to teach the lesson.
I will need fake gold medals, the math worksheets, student iPads, the smart board, and a number line for each student. In addition, I will need some chip counters for students who need to double check with physical objects.
Assessment
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.
I will have 3 subtraction problems on the board. I will have students write these on their whiteboard apps on their iPads and complete them to the best of their ability. Once they have completed the problems or taken a guess, I will have them screenshot their work so that I can go into the iPads and check them later for whatever problems I am not able to see while walking around.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)
12-4=
10-6=
7-3=
Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).
I plan to give this pre-assessment on the day of the lesson, other information I will need as a part of pre-assessment will be from previous lessons.
Describe how the results of the pre-assessment (What the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment.
I will use pre-assessment results to see if I need to use larger numbers, or include more or less regrouping.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson to enhance instruction and student learning.
I will be using the smart board to roll virtual dice.
I will also have students use the whiteboard apps on their iPads.
Accommodations
Describe the accommodations/differentiations/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. *Be sure that these accommodations are based on what you identified/described in your contextual information (Task I)
I will have chip counters available for the students who need them to double check their subtraction after using the number line model or adding up model.
I will also have stuffed animals available for any students who cannot jump, they can make the stuffed animal jump instead.
Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.
I will use proximity to keep students on track and to assist them with subtraction as needed. I will also use choral responses to keep students engaged during the explicit instruction portion. In addition, I will have classroom rules posted at the front of the room. Furthermore, I will use the school-wide callbacks.
Lesson Implementation
“I Do” Instructional Input
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe how you will activate student interest and present the learning objective in an engaging way (this is your lesson opening).
I will have students stand up and stretch to get ready for the Math Jumping Olympics. I will have 2-3 students pick their favorite stretch for the whole class to complete before we start. I will then tell the class in today’s Math Jumping Olympics we have to complete the correct number of jumping jacks, high jumps, toe jumps, and tuck jumps in order to win gold.
Describe how you will communicate (to students) how the objective is relevant to their lives.
I will explain to the students that it is very important to subtract carefully and subtract correctly to be able to do the right amount of jumps in today’s Olympics, but it is also important to subtract correctly because they will be doing subtraction their whole lives in school, at work, when grocery shopping, etc.
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. (cite theories/theorists)
I will tell students that before we can compete in the Math Jumping Olympics, we have to first research how to succeed in the Olympics. To do this, I will first do explicit instruction. I will demonstrate the number line model for subtraction, and the adding up model for subtraction. I will use the thinking out loud strategy to show students what they should be thinking as I demonstrate the skill.
The adding up model involves taking a subtraction problem like 5-3= ___ and turning it into 3+__=5
“We Do” Guided Practice
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).
I will tell students we are moving on to the training portion for the Math Jumping Olympics. To practice subtracting with the number line model or adding up model, I will roll virtual dice on the smart board. One die will have numbers 7-12 and the other die will have 1-6. After the numbers are rolled, I will instruct students to write the numbers down on their paper with the bigger number on top and the small number on bottom. I will also write the subtraction equation on the board. I will then instruct students to choose a model for subtraction and subtract the numbers on their own, once they are done subtracting and double checking their work, they will be instructed to stand up. When everyone is standing up, I will ask for a choral response of what the answer is. If I hear the correct answer, I will affirm that answer and then tell students we will practice doing jumping jacks, but we have to do them together, and we can’t do any more or less than the answer for the subtraction problem. We will then do the jumping jacks together. We will do 3-5 more rounds of subtracting and then jumping jacks. We will then move on to high jumps (jumping as high as you can). We will follow the same procedure of rolling dice, subtracting, and then jumping. We will do the same for toe jumps (jumping without bending your knees, just with your toes). We do the same process again, but now with tuck jumps.
Describe how you will check for students’ understanding before moving on to independent practice.
I will be observing students as they work independently. I will walk around the classroom and help any students that are confused. I will also watch for the students who are standing up late, to see if there is something I can do to help them.
“You Do” Independent Practice
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? (this is the post-assessment)
It is time for the Olympics! I will explain to the students that the worksheet I am giving them has 4 sections for the Math Jumping Olympics. There are 5 subtraction problems in each. On their own they must complete these problems one at a time. After they complete each problem, they must do the jump listed for that section the amount of times that the answer is. Once they have completed the whole worksheet and have done all of the jumps, they may raise their hand for a teacher to check. If everything is correct, they will get a “gold medal” (those cheap plastic medals).
APPENDIX: Include a blank copy of your post-assessment.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).
I will review subtraction and the models used by picking a few examples from the work sheet. I will call on students to share how they figured out the problem. Doing so will re-emphasize strategies students can use to subtract.
Analyze
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
✓ Students’ progress from pre-to-post assessment. (if applicable)
✓ Factors that may have influenced the post assessment results.
✓ How the results of the post assessment highlight what areas of the lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you used the same document for both the pre and post assessments, it is strongly encouraged that you show the comparison
Physical Education Standard: S1.E3.3: Jumps and lands in the horizontal and vertical planes using a mature pattern.
Math Standard: 3.OA.1: Interpret products of whole numbers, e.g., interpret 5x7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5x7.
Learning Objectives: Following the end of the center, the students will be able to complete multiple jumps in a row using a mature pattern at an advanced proficiency level according to a student report, and teacher observation.
Following the end of the center, the students will be able to represent and find the products of whole number multiplications according to the post assessment record sheet.
Accommodations: For the student who is an ELL, I will have the instructions written in Spanish along with English. For the student with a specific reading disability, I will make sure they are not the student asked to read the instructions out loud. For the hearing impaired student, I will make sure to have extra copies of the instructions, so that any students can read the instructions on their own instead of just listening to them. For the student with autism, I will make the instructions very systematic and structured, so that student knows exactly what to expect. For the student who has a high ability in math, I will have them solve the multiplication problems in their head instead of using a model or algorithm.
Materials: Two different colored dice
Record logs
Student reports for jumping
Pencils
Procedure: Students will sit in a circle. Each student will get a copy of the directions, which read, “Welcome to the Math Jumping Olympics! You are now a team competing against the other teams in the classroom. Your goal is to roll the highest numbers so you can complete the most jumps. Here are the steps to get there:
One team member will roll the dice
Each team member will set up an equation with the numbers rolled. Create a multiplication equation by taking the number of groups times the number in each group. The green die will be the number of groups. The yellow die will be the number in each group. For example, if you roll a green 4 and yellow 3, you will write 4 X 3 =. Record the equation on the equation log.
Go to the work page. Decide how you will solve the problem. You may use the standard algorithm, number line model, array model or area model. Use the model or algorithm you choose, and solve the problem. Show all of your work.
Record your answer on the equation log.
Once everyone in the group has recorded the answer, check with everyone to make sure you all got the same answer.
One person from the group will draw a popsicle stick to show what kind of jumps you will be doing.
Your answer is how many times you will complete the jump. Complete the jumps now the given number of times.
Go back to step one and pick a new person to roll the dice.”
Assessment:
The first assessment that will be used is the equation log (A). This also has a workspace on it, so I can record if students completed the math correctly using an approved algorithm.
The second assessment is a student report (B). Students will rank how well they completed their jumps. I will also observe students, and rank their jumping ability with the same scale.