edTPA Task 1 Lesson Planning

(Refer to Rubric for Task 1 Lesson Plan)

Name: Rebecca Comeaux

Lesson Title: Community Helpers & Jobs

Grade Level: KG Social Studies

Learning Central Focus

Central Focus

What is the central focus for the content in the learning segment?

To discuss what community helpers are, the jobs they do in our community, and why we need them.

Content Standard

What TEKS standard (s) are most relevant to the learning objective? Write the standard(s) here.

K 6 (A) identify jobs in the home, school, and community; and K 6 (B) explain why people have jobs.

Student Learning Objective(s)

Skills/procedures (Observable and measurable)

Concepts and reasoning/problem solving/thinking strategies

Student will be able to identify who community helpers are, what they do in their community, and why they are important. Students will be able to classify each community helper with his/her job. Students will be able to illustrate each community helper job.

Prior Academic Knowledge and Conceptions

What knowledge, skills, and concepts must students already know to be successful with this lesson?

Students should have some knowledge of what a community is. Students may also know what a job is and why it is important.

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings

What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students?

Students may not have knowledge of what a community is, or jobs. Students may be unaware of why people need job in the community. Student may not know what the word community means.

Instructional Strategies and Learning Tasks

Launch

_____5_____ Minutes

How will you start the lesson to engage and motivate students in learning?

Begin with students on carpet, show students the card with the word community on it. Explain the definition of community to them. Then show them a card with helper on it, explain the definition. Bring out a grab bag of different community helper costumes. To get some background knowledge bring one costume out at time and ask students what it is. Quickly saying what the community helper is and what their job is.

Instruction (“I do, We do, You do”)

___10__ Minutes

Following the Launch, what will you do to engage students in developing understanding of the lesson objective(s)? How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community What will you say and do? What questions will you ask? How will you engage students to help them understand the concepts? What will students do? How will you determine if students are meeting the intended learning objectives? Script out what you will say: step-by-step instruction and questions you will ask to check for understanding that cover the extent of Blooms’ Taxonomy levels.

“I do.”

After the grab bag I will begin instruction, by elaborating on what a job is, “A job is what you want to do when you are all grown up!” Like me (Mrs. Comeaux), wanted to be a teacher when I (she) was little.” I will then bring up pictures on the smart board, of different community helpers. Can anyone tell me if they have heard the word community before? “Do you think you know what that word might mean?” Love the effort, a community is a place where a group of people live, like how we live in Katy. This is our community, we want to keep it safe, pretty, and want to see it grow right? “Well to help a community grow bigger we need what is called, Community helpers, which is someone who provides services to help others in our community.” “Can anyone tell me what Mrs. Comeaux does to help our community?” “Beautiful, I teach children like you, so I am helping our community have bright future leaders!” We are going to do a matching game to see if we can identify and classify other community helpers. Using smartboard pull up a list of pictures of community helpers, on other side pictures of what they use in their jobs. “Together we will match the community helper to their job, first we have a picture of what? “Right a doctor, what do doctors do in our community? Perfect, they keep us healthy, and makes up feel better when we are sick. So, we will match the doctor with the picture of the hospital.” “Next, we have a picture of someone holding a tray of food, hmm what could this person be doing to help our community? “Good, they are bringing us food, to keep us strong. They are called waiters they bring out food to us so we can have full tummies, and we need them in our community too!” “Now you are going to go back to your table, and work with your partner, I want you to complete the last few together. Then we will go over them and see what answers we all got.” I will give a few minutes for them to complete the next 4 examples. Pictures are dentist, firefighter, janitor/custodian, police officer. Pictures to match are toothbrush/toothpaste, fire hose, cleaning supplies/building, and police badge. “Class class yes, yes, ok let’s see what answers we got.” Table one what did you are your partner get for the next one.” Great, a firefighter needs a fire hose to put out fires. This keeps our community safe because all of our houses and buildings don’t burn down.” Continue on with each table giving an answer.

Structured Practice and Application

5 Minutes

How will you give students the opportunity to practice so you can provide feedback? How will students apply what they have learned? How will you determine if students are meeting the intended learning objectives? Script out what you will say: step-by-step instructions and questions you will ask to check for understanding that cover the extent of Blooms’ Taxonomy levels.

“We do.” for this activity we will look at the cards I have placed on everyone’s table. Each one has a picture of a community helper we have talked about. You will have to decide which picture on the side goes with that job. Let’s do the first one together.” “We see a picture of firefighter, and she is holding the hose. What could she be doing with that first hose?” let’s look at the three choices, water the plants? Thumbs or down? No, I don’t think she would do that. Next, she is thirsty? Thumbs up or down? No way she would just go get a glass of water, right? Ok, last choice there is a fire! Thumbs up or down? Perfect, the firefighter would use the fire hose to put the fire out.”

“You do.” “Now it is your turn, I want you to complete the rest of the worksheet by yourself. Once you are done you may turn it in. If you finish before time is up, you may find a one of our quite work activities to do while our friends finish. Your quite work choices are on the board.”

Closure

_____5___Minutes

How will you end the lesson? Review key points?

I will use a quick two or three question review to check for understanding with my students. I will ask students if they can think of two or three other community helpers we may not have talked about. Examples would include, EMS worker, Mailman, Military. I will also check for understand of the word community, by showing the new word wall sign and going over the definition before adding it to our wall.

Differentiation/Planned Support

How will you provide students access to learning based on individual and group needs? How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson? Address whole group, groups of students with similar needs, individual students, students with IEPs or 504 plans, and strategies responding to common errors and misconceptions.

For this lesson students who are in special education or English Language learners I will have pictures of all community helpers, and pictures that describe what they do. They will get extended time for the assignment.

For students who may not have the prior knowledge we will have the costumes as a visual, as well as books at the tables with pictures showing what a community looks like, along with its helpers. I will make sure I go around and work with students who need the extra help on the assignment. As a way of checking for understanding of the objectives.

Most of the lesson will be a whole group discussion and working with me. Once students go into partners, I will put students with IEPs, and 504 plans with a partner who can help them. I will also work with students who need guided practice at a small table.

For students with IEP/504 services, I will use a small group to make sure worksheet started and assess their knowledge of the lesson. If not done in the time allowed no points with be deducted.

Student Interactions

How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?

We will use partner opportunities during the structured part of the lesson. By doing this student will be able to work together to figure out the correct tool that each community helper needs to do their job. The classroom will already be set up in groups of two or three desk depending on how many students are in the class. They will work with the students who sit in their area. If adjustments need to be made due to students being absent, we will add students to other groups.

What Ifs

What might not go as planned regarding learning (NOT behavior) and how can you be ready to make adjustments?

Students may not have any clue what community means, or what a community helper is. I will be prepared with extra visuals, and descriptions to get their minds on the track they need to be on. Also, students may not be able to write words correctly, I will have the world wall with the words up. The presentation that was used in the lesson will be on the smart board, with examples of the community helpers and their jobs.

Theoretical Principles and/or Research– Based Best Practices

Why are the learning tasks to teach this lesson appropriate for your students? Include the research/theory learned in class or through other readings to justify your instructional choices. Do not merely mention a textbook author, name-drop a theorist (e.g., Vygotsky or Bloom said), or describe a concept without making an explicit and well-developed connection between the theory/research and your plans for instruction and knowledge of your students. Be sure your justification centers on instructional and support choices that move the students toward meeting the lesson objectives. See the textbook used for this course for additional guidance on research and theorists.

“If we reduce all of educational psychology to just one principle, we would say this: The most important single factor influencing new learning is what the learner already knows. (Ausubel, Novak & Hanesian 1968) In this lesson I will go into already having some understanding of their knowledge, and it will make the discussion successful. With Donovan Bransford 2005, helping students gain access to new information through their prior knowledge. By introducing this activity with visuals and asking for students input. This allows me again to build on what they already know. Applying Ausubel’s second principle of any stage of learning and understanding is building on the previous general levels. Allowing teachers to give new strategies of successful communication. Lastly, using the direct instruction model giving my students the steps to ensure they can follow them and learn the concept for that content area.

Materials

What materials does the teacher need for this lesson? What materials do the students need for this lesson? Be specific with links to videos and/or internet resources.

Teacher materials- three or four cheap community helper costumes. I have some from my daughters who play dress up, or you may use pictures. A word wall card with community written on it. A word wall card with helper written on it. Set of community helper cards, with pictures and tools used to help them do their job. Worksheet on community helpers for a grade. Smart board, to show PowerPoint presentation with the different pictures of community helpers, and their jobs. Pictures of what a community looks like (picture of Katy, Texas) definition of community and helper in the presentation. Students- listening ears, pencil. Everything else will be provided by me or will be visual on the board.

Academic Language Demands

Language Function

What language function do you want students to develop in this lesson? Think “action verbs” from revised Bloom’s Taxonomy. What must students understand in order to be intellectually engaged in the lesson?

Students must understand how to identify what a community, helpers, and jobs are. They must also be able to classify each helper with the correct community job. Students must be able to explain the definitions of the words being identified.

Vocabulary

What content specific terms (vocabulary) do students need to support learning of the learning objective for this lesson? Think about terms that are new within the lesson that students will have to understand and apply within the context of this lesson.

Community, helpers, jobs, classify, and identify.

Discourse

What specific way(s) will students need to use language (reading, writing, listening and/or speaking) to participate in learning tasks and demonstrate learning for this language.

Students will use the language learned to complete the worksheet. By being able to listen and make the connection to the words. Then by speaking with their partner for table work. Moving onto being able to read by seeing pictures to complete independent work on this lesson.

Student Support

How will you support students so they can understand and use the language associated with EACH language function and other demands in meeting the learning objectives of the lesson? Suggestion: Create a chart table for each academic language function to show how you will support the learning of each function to help you when writing your commentary after lesson is taught. See your subject-specific Academic Language Handout for additional examples of language supports in Bb for CUIN 3323.

Each word will be on a word wall card, so we can discuss the meaning of it. We will also add it to our word wall for future reference in the days to come. On the assessment and worksheet, the words are also on there in bold, to remind students these are the words we are working on.

Assessments

Assessments:

Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment(s) and the evaluation criteria/rubric in the resources section at the end of the lesson plan.

Types of

Assessments:

Description of the type of assessment

Modification of the assessment so that all students can demonstrate their learning

Evaluation Criteria - What evidence of student learning (related to the learning objectives

and central focus) does the assessment provide?

Informal / Formative

(Describe at least 2 informal/ formative assessment activities but the more the better)

Informal- thumbs up and down. To check for the understanding of the terms of each helper.

Pair/share- with a partner completing the rest of the matching game.

.

SPED/ESL- small groups, guided work with teacher in small groups. Extended time on assignment. No points taken off for misspelled words. Word bank will be given.

This assessment shows the teacher that students understand or do not understand the new vocabulary being introduced. Showing the teacher who students will need extra guidance on this topic. Pair/share shows me which students need the extra help from a partner. Shows me who needs more information on the concept.

Formal / Summative

Formative- observing as students are working in partners. Observing while they are completing the rest of the worksheet for a grade.

Guided by doing a few of the questions with them, and seeing they are ready to move to independent work

SPED/ESL- small groups, guided work with teacher in small groups. Extended time on assignment. No points taken off for misspelled words. Word bank will be given.

This assessment shows the teacher the students are understanding the concepts and vocabulary

being taught. By completing the assessment for this objective, student will show by a drawing or write the correct community helper in the box.

Important: Attach any samples of resources created or used in this lesson, worksheet(s) (pictures can be used), assessment and associated evaluation criteria/rubric.

https://teachingstrategies.com/blog/how-teach-community-helpers-preschoolers/

article

worksheet/matching games

assessment

LITY 3352 Comprehension Lesson Plan Fall 2021

Teacher/s: Rebecca Comeaux

Date: 11-15-2021

Subject/Grade

Book Title: Reading/ 3rd grade

TEKS: ELA. 3.9 E (ii)

Lesson title: Fact/Opinion

Vocabulary: Decoding , Closed Syllables

Gravity, Drifting, Creatures

Objectives: distinguishing facts from opinion; whole group. individual

Introduction: “Yesterday we talked about closed syllables, learning that a closed syllable is a syllable that has one vowel, and that vowel is followed by a consonant. It is also closed in by one or more consonants. Anyone remember some of the examples we talked about?” Examples from day before, magnet, napkin, chipmunk. In the book we read this morning “I am the Moon “written by Rebecca and James McDonald. I picked three words to focus on gravity, drifting, creatures.” I will show each word on the smart board, and repeat with students. They will use their Word Knowledge cards to show me what they know about the words. Students will do this after each word is shown on the board. We will then discuss how each of these words is a closed syllable. By demonstrating to students how we know this. I will then instruct students to write the three words in their reading journal, showing how they know it is a closed syllable. “We are going to make some predications now about our book today called, I am the Moon. When you make a prediction, you are making a guess as to what the book might be about, with the information you have been given. Yell “FRIENDS, we have a problem! I need your help!”

Lesson/activity: As students begin to look up at me. “I told you they would help you, come here! It is going to be ok!” Pull moon up from the floor. “Friends, this is moon, and he is upset! He heard some statements about himself, and he is unsure if they are facts or opinions! Can you help us?” Waiting for students to answer, while still calming my friend the moon down. “First, I need to tell you what a fact and opinion is.” Using an anchor chart, having the definition of a fact with one example. Then the definition of opinion with one example. Then begin to explain to class, “A fact is a something that is known to be true, we can prove it. Example would be the sky is blue. An opinion is what you think or feel about something. Example would be pink is prettier than purple. That is just how I feel about pink, you could think purple is better. Touch your nose if this makes sense? “Looking for understanding from students. I will then display the first sentence on the next page of the anchor chart. “I am going to give you a prediction sheet, with two statements on it. I will read the statements, and you will decide if it’s a fact or opinion.” Give all students a prediction sheet with two statements about the moon. “The first one says the moon could drift away at any point. (opinion) write F for fact and O for opinion. The next one says, other planets have several moons, but Earth only planet with a moon. What do we think about that one, fact or opinion? Write it on your prediction sheet F for fact and O for opinion. Good job writers! I am going to read I am the Moon by Rebecca and James McDonald.” Begin reading story, when reach a certain page stop, and connection questions. “Has anyone ever gone outside to see the moon at night? You look up and see this big bright light shining down on you. We just read that the moon is held by gravity. That would mean our first statement would be an opinion. It will not drift away because the gravity is holding it into place.” Checking that students are making the connection from the story. Continue reading until last page about the other planets. “Looking at your predictions what did you think about this statement? We are about half and half on this one. From the part we just read it proves that this statement is a fact. We have evidence from the text to prove it. Did anyone know that other planets have moons too? We are always learning new information when we read.” Put book down and pick moon back up. “Moon, are you feeling better about yourself? Do you think my friends have a done a great job helping you figure out facts and opinions? Great, we are so happy you feel more confident in yourself. The predictions we started with changed as we read the story because we learned new information. Remember a fact is something we know to be true; we can prove it. An opinion is how we feel or think about something. We cannot prove that.” Keep anchor chart with definitions in front of class for future reference.

Summary/Closure: “To help us know how to tell what is a fact and opinion we are going to an activity. At your tables there is a worksheet for you to come up with your own fact and opinions. You have one that says homework with the word fact, and homework with the word opinion. You are going to write one fact about homework, and one opinion about homework.” Giving students time to complete this activity, while walking around to remind them to use anchor chart for definition of fact and opinion.

Evaluation: The closure card activity will be graded, to see what kind of facts and opinions each came up with. (attached)

Materials: Pencil, reading Journals, Anchor chart with fact/opinion definitions and examples, Chart paper with two statements, Word Knowledge cards, “I am the Moon” book, worksheet with words to create fact/opinion statements.