EDUC 450: Professional Clinical PracticeReflective Lesson Plan Model

Name: Jessica McCrea Date: Feb. 27, 2014

PART I: PLANNING

Title of LessonHoney Bees and the long e (Review)

Source

Is this lesson original idea? If not, from what source did I borrow this lesson?

This lesson was created by the first grade team at Sheridan Elementary.

Subject Area (s)ELA

Grade Level1st

Curriculum Standards

RFS.1.2a Distinguish long from short vowel sound in spoken single syllable words.

Description and Background Information

Describe the lesson’s activities and content to provide a clear overview of the lesson.

In this lesson, the students will sing-along with the Reading Street software that reinforces the vocabulary learned previously. The teacher will review the vocabulary words (special and individual). Students will copy word definitions on their word sheet and draw illustrations. Together the teacher and students will discuss onomatopoeia and briefly review the story “Honey Bees” in the Reading textbook pages 178-193. As independent practice, students will complete long vowel e worksheet. Students will reflect on what they have learned.

Lesson Objectives What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable.

Students will be able to distinguish between long and short vowel e sounds with 80% accuracy.

Varying Objectives for Individuals Needs

How will I vary these objectives for students who do not understand the material?How will I vary these objectives for students who have already mastered the concept?How will I vary these objectives for students who are presently learning English?

For students who do not understand the material and are presently learning English, the teacher will re-read the story aloud to them in a small group setting and help students blend words with the long e sound. For students who have already mastered the content, they will be asked to write as many words as they know that have the long vowel e sound.

Statement of Purpose

Why is it important for the students to learn this content?

It is important for students to learn this content because distinguishing vowel sounds is vital in their success and this will set that foundation that they will need in the future.

Materials and Resources

What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed? Will you use resource speakers?

Students: Pencil, paper, Reading textbook, word sheet and work sheetTeacher: Reading TE, Reading Street software, smartboard and red pen

Anticipatory Set What will you do to motivate the students and get their attention? What is the “hook” that will serve as a focus for the lesson’s activities?

To motivate and get students’ attention, students will view and sing along that will reinforce the vocabulary.

Part II: IMPLEMENTATION

Pre-assessmentHow will I find out what students already know about this topic?

N/A

Teacher Modeling or Demonstration

What will I do to show students what is expected?

The teacher will review the vocabulary words (special and individual). Students will copy word definitions on their word sheet and clap and count the number of syllables in each word. Teacher will explain what an onomatopoeia is and show video http://www.youtube.com/watch?v=f1b5kCvVBo8 .

Guided PracticeWhat will we do together as they learn how to succeed at the new task?

Students will use stories to create an onomatopoeia chart of sounds and what makes that sound in groups of 4 with teacher’s guidance. Together the teacher and students will engage in a long vowel e picture walk on page 172-173 and review the story “Honey Bees” in the Reading textbook pages 178-193.

Checking for UnderstandingWhat questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far?

To determine if students understand so far, the teacher will ask students the following questions:

- How can we tell the difference between long and short vowel sounds?- What is an onomatopoeia?

Techniques that will be used throughout the lesson are scaffolding and questioning.

Independent Practice

What will students do by themselves to show that they have internalized the knowledge?

Students will complete a long vowel e worksheet independently. On page 194, student will answer questions numbers 1, 2, 3 and 5.

ClosureHow will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

To conclude the lesson, the class will review the long vowel e sound and onomatopoeia. To relate the lesson to the future, the teacher will explain that they will come to the long e sound in the next grade level. I will reinforce the concepts by asking students to name words read from the story that has the long e sound.

Assessment(attach to lesson plan)

What will students do to demonstrate what they have learned?

none

Extension ActivitiesWhat can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance?

In the classroom, students will name items that have the long e sound. To improve student performance, a local beekeeper will be invited to talk about honey bees.

Technology

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

The teacher will use the smartboard and Reading Street software to enhance delivery and comprehension and to assist students with learning the concepts.

Connection Across the Curriculum

How will you connect this lesson with other content areas across the curriculum?

The Arts:Students will draw pictures that illustrate their word definitions.

Health: Students will name drinks/foods with the long e sound (ex. pea, tea)

Physical Education: Students will discuss that the word “knee” has the long e sound. Students will bend up and down to exercise knee muscles.

Science: Students will name science words with the long e sound (heat, steam).

SS: Students will name a SS word that starts with the letter L and has the long e sound (leader).

Math: Students will break down and count the number of syllables in each vocabulary words.

PART III: REFLECTION

Strengths

Describe the strengths of your instructional techniques, strategies and classroom management.Describe the strengths of student engagement.

A strength in my instructional techniques and strategies was my ability to engage students in the lesson by having them clap the number of syllables in a word and allowing them to work in groups during activity. The group activity increased student engagement greatly because it allowed students to work together and participate in friendly competition. A strength in classroom management was my ability to calm an upset student in a situation where two students were picking at her.

Weaknesses

Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

For the most part, I did not see any weaknesses in my instructional technique, strategies, classroom management or student engagement.

Suggestions for Improvement

What would you change when teaching this lesson again?

When teaching this lesson again, to save time I would arrange students’ desks in groups before the lesson began instead of waiting until the activity and directions have been given.

Revised 6-2013

THE CLAFLIN IMPERATIVEPREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN AMULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY