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Gwynedd Mercy University-School of Education

Lesson Planning Framework


Subject Area: Language Arts/Reading Grade Level: Pre-K (ages 35)_______________
GMercyU Student Name:Kathleen
McGlynn______________________________________
Stage 1 Desired Results
PA Core Standard(s): CC.1.1.: Foundational Skills: Students gain a
knowledge of concepts of print, alphabetic principle, and other basic
conventions.
_________________________________________________________________________
Big Idea: (Overarching Theme) Objective Recognizing the difference
between lowercase and uppercase letters and finding the main idea of a story
read in a real-aloud.

Essential Question(s):
Students will consider and reflect on
throughout the lesson: When are
uppercase letters used? When are
lowercase letters used?

Enduring Understandings:
At the conclusion of the lesson students
will understand: Know the uppercase
and lowercase of the same letter.
Listening to the story to understand
what the main idea is.

Student Objectives (Outcomes):


At the conclusion of the lesson students will know and be able to: Students will
demonstrate what upper and lower case letters are by matching the
uppercase letter pumpkin to the lowercase letter seed.

Stage 2 Assessment Evidence


Performance Task(s):
Other Evidence:
Students will show what they know
Other evidence which demonstrate
by evidence of/list names of
student competence with the
formative or summative checks,
concept(s). List the names of the
quizzes, tests which indicate
performance tasks: There will be an art
evidence of learning: I will use an
activity on pumpkins which I will use as
informal assessment which is
a formal assessment.
matching the uppercase letter

pumpkin to the lowercase letter


seed. I will use observations during
my read-aloud to see if students are
focused and finding the main idea.

Stage 3 Learning Plan


Learning Activities:
Preparing students for the lesson: How will you activate prior knowledge, build
background, or review previous lessons? I will activate prior knowledge by
reminding my students of the field trip we went on last week, the pumpkin
patch. I will also ask questions with Blooms taxonomy such as How does a
uppercase A compare and contrast to a lowercase a? How are pumpkins
an example of fall? Can you retell part of the story?

Learning Activities Continued: Describe in sequence, the lesson:


I will show my students the bulletin board with pictures from their field trip and
say it is pumpkin themed.
Students will sit in front of me while I perform a read-aloud.
The book is Its Pumpkin Time! by Zoe Hall and illustrated by Shari Halpern.
During the real-aloud, I will include my students by asking questions
throughout the book and having students take turn to turn the pages.
After I have completed my read-aloud with my students, I will tell them to go
back to their seats.
The next part will be matching uppercase and lowercase letters.
I will hand out the pumpkin uppercase letters and seed lowercase letters to
each student.
I will model first with an example. My example will be matching A and a.
I will have my students begin to make matches.
The classroom aids and I will be around to help each student.
After each student has completed the activity, we will review together.
The next activity will be an art activity where students will apply their
knowledge on pumpkins.
After students complete their art activity, they will hang it on the bulletin
board to show their proud work.
For my closure, I will review our field trip from last week, the book details, the
uppercase and lowercase letters, and the art activity. I will also ask students if
they learned something new.
In the afternoon, I will use a scholastic teacher source for stories about
pumpkins on the smartboard to further their understandings.

Materials Needed:
The Book named Its Pumpkin Time.
For Bulletin Board: pictures from the field trip and fall decorations.
Language Arts Activity: The pumpkin uppercase letters, the seed lowercase
letters, and a sheet where students can match their objects.
For the art activity: paper plates, orange tissue paper, construction paper
made green stems, glue, q-tips to apply the glue, and Construction paper
made cut-outs for pumpkins face.
Tape to attach their artwork onto the bulletin board.
Crayon to write their name on their artwork.

Vocabulary/ New or Review: A review of the word pumpkin, recognizing the


look of a pumpkin, uppercase and lowercase letters. The new word stem,
words from the book that would be unfamiliar to them, I will explain.
Guided Practice: What will students do to use and apply new concepts or
skills? How will you monitor and guide their performance? I will model
matching uppercase and lowercase letters with one example. While making
connections to pumpkin and seeds to uppercase and lowercase letters, this will
be a new concept. Throughout the read-aloud, I will guide my students to be
engaged throughout the book and to be involved by turning the pages. I will
assist my students with using the glue onto the plates during the art activity. I
will be walking around to see if any students need assistance.

Check for Understanding of Student Learning: How will you know if


students grasped the material? What techniques will you use to assess
understanding? I will assess during my lesson by having the finished product
of the matched uppercase and lowercase letters. I will also make an
observational assessment while they are performing the actions during the
read-aloud, uppercase and lowercase letters, and art activity. I will walk
around the room, making sure all of my students are on task. If students begin
to be off task, I will provide them with assistance to get back on task.

Independent Practice: What will students do independently to use and


apply the new skills and concepts in a meaningful way? How will you assess
mastery of learning? There is no independent practice.

Differentiated Instruction: How will you provide access to this lesson for all
learners such as students with IEPs, ELLs, gifted, and other learning
differences, re: content, process, and product? All six of my students have
IEPs. I will modify my lesson by giving four students four letters to match
instead of five letters. This will help them focus on only four letters to match.
Some of the students need assistance in making their art activity. The aides
and I will assist by guiding their hand with the q-tip to apply the glue and
applying the tissue paper on.

Closure: How will students demonstrate proficiency with todays lesson


objective(s) i.e., Partner Sharing, Exit Ticket, Student Summarizer? I will
summarize what they have learned about pumpkins today. I will remind them
the difference between uppercase and lowercase letters. My closing
statement will be to look up at the bulletin board to see all the pictures from
the field trip and their artwork that has been displayed. I will mention that
later in the day, we will be learning about how pumpkins grow on the farm
using this Smartboard.

Reflection Guidelines
The student will write lesson plans with an eye to the Danielson Framework
and the Four Domains of Professional Practice. Use this as a resource when
writing lesson plans.
1.
2.
3.
4.
5.
6.
7.

Domain I Planning and Preparation


How do you know you were knowledgeable of your content?
What is the evidence that your objective was clear in the lesson plan?
How does the lesson address individual student learning needs?
What variety of strategies and methodologies did you consider when planning?
What is the evidence that lesson components were logically sequenced?
How did your lesson plan include checks for student understanding?
What PA Standards did this lesson address?

Domain II Classroom Environment


1. How did students know the behavioral and academic expectations for the
lesson?
2. What effective routines and procedures did you implement for lesson
efficiency?
3. How did you insure the classroom was physically accessible for all learners?
4. What evidence indicates that respect was shown between and among students

and teacher?
5. What evidence indicates that students placed a high value on quality
participation, process, and product?
6. How do you assess if the lesson was attainable for all students but also had
appropriate rigor?
Domain III Instructional Delivery
1. How did you align your lesson to PA Standards?
2. How did you insure a clearly stated objective, understood by learners?
3. How did you provide clear explanations as to how to proceed through the
lesson?
4. What questioning and discussion techniques insured all-learner participation?
5. What strategies did you employ to engage all students?
6. Describe how you made the content meaningful due to sequencing and
pacing.
7. Discuss how you checked for understanding, provided feedback, retaught.
8. What is the evidence that you were you flexible and responsive to the needs of
the learners?
9. Describe how you made meaning of the lesson with some form of closure
activity.
Overall Assessment
Briefly state any changes you will make the next time you teach this lesson or
activity, to improve any of the Domains of Professional Practice.