Standard A

Standard A:
Planning Curriculum and Instruction
Teacher Candidate: Jill Cameron

First Lesson Plan

Second Lesson Plan

Unit Plan

Reflective Essay No. 1

Observation No. 1 (PDF file)

First Lesson Plan:

Instructional Plan –Observation 1 Date: 1/21/13
School: The Peirce School, Arlington MA Grade: 1
Class:Phonics
Topic: Glued Sounds & The Suffix -s

Class Composition: The class is made up of students, between the ages of 6 and 7 who come from the surrounding
neighborhood. There is limited racial diversity and some ethnic/theist diversity with no language barriers. The socio-
economic profile is roughly flat and there are varying degrees of academic readiness. During the two weeks that I’ve been
able to participate or observe, I’ve noticed that a lot of the disparity comes from varying attention spans; consequently, the
lesson will incorporate a lot of movement so as to provide students with a mode through which to channel some energy.

STANDARDS:

Massachusetts Curriculum Frameworks for Language Arts, p.20. 1. RF 2:Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Massachusetts Curriculum Frameworks for Language Arts, p.21. 1. RF 3: Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for representing long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed
word.
e. Decode two-syllable words following basic patterns by breaking the words into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.

Understanding Learning Goals/Instructional Objective:
Essential Questions:

Learning Goals:
Students will learn how to add the suffix –s to an –ng base word.
Students will learn to read –ng base word with suffix –s fluently

How do I use what I already know to figure out how to spell a word I don’t know?
How do I use what I already know to figure out how to read a word I don’t know?

The Learning Experience/Task/Challenge:
lesson overview and task description: Thursday’s lesson will introduce “s” to the end of words containing last weeks
“glued sounds”. The sounds are: ank, onk, unk, ink, ang, ung, ong, ing. The “s” suffix will first be introduced on the rug;
we will practice together, tapping the sound out and using the white board/easel to create new words from base words
such as “fang”, which will become “fangs” (Word of the Day, WOD). Students will then help class come up with 5-10
new words and sentences using our blends and the suffix –s and we will review how to mark the word up. We will then
discuss the word of the day (fangs). Students will go back to their desks to enter the WOD into the phonics notebook,
mark up the WOD and write one sentence. Students will then use their cookie sheets to practice making word wall words
as I check notebooks. If we are short on time, students will use their white boards to practice word wall words. We will do
a dictation and review before cleaning up.

.
Work products generated: Students will produce written practice in their phonics notebooks

attached any worksheets:N/A

Materials and Technology to Support Teaching & Learning
Materials and quantities: 23 of each: pencils, erasers, green phonics notebooks, cookie sheets or white boards

Technology- ID if and how technology will be used to support learning:N/A

Physical Space- describe arrangement of physical space: Students will begin on morning meeting rug and move
throughout the classroom to and from their clustered desks during the duration of the lesson. See photographs.

Instructional Procedure

Identification and/or Purpose Time Teacher Role/Key Things to Student Role/Response
of Teaching/Learning Phase Allotment Remember/Prompts, Questions & Anticipate the full range of
Probes student thinking and responses
Phonics Chant: to review 2-3 Limited- I will prompt this week's Student will pick up pointer and
previous work and prepare minutes phonics helper (class job) to come lead class through an oral
student's minds for upcoming up to the front of the morning exercise/chant. Vowels, specific
lesson meeting rug and lead the chant. It digraphs, glued sounds and new
should be student directed from words will be reviewed. If
there though I may need to prompt student cannot remember the
student when confronted with the chant, his or her classmates
new word wall words generally chime in. May need
prompt from teacher.
Word talk/Review yesterday’s 2-5 Teacher lead. I will lead students Students will participate by
WOD (kings, winks) students. minutes through a quick review of last weeks repeated the words, discussing
Purpose: identifying the base glued sounds. I will lead them in what is special about the words
word "tapping out" the sounds with their (glued sounds can't be separated)
hands so as to help them identify and then using their hands to tap
the base word verbally, audibly and the sounds out together.
physically before introducing a
suffix. We will build new words
using the consonant blends + suffix
–s, use in sentences

Word Talk/Introduction of the 2-5 I will repeat the last step, this time Students will repeat the last
suffix "s" to glued sound minutes including the extra sound (s). exercise, introducing the new
“ang”. We will build new words using the sound (s) and thus new hand
consonant blends + suffix –s, use in motion. The purpose of the hand
sentences motion is to make them stop,
think, and feel the difference
between the words (like honk vs.
honks) They will suggest new
words, discuss marking them up,
and use in sentences
Written practice 5-10 I will dismiss students from the Students will be responsible for
minutes morning meeting rug and they'll retrieving their notebooks, which
retrieve their green phonics should be routine. They will need
notebooks. I will instruct them to to tap words out as a group and
open to the vocab page and enter copy them down in their
the WOD into the space provide, notebooks. Students will then
tapping it out if needed and they will mark up their words, providing
be instructed to mark up the base further support visually. Students
word and complete one sentence will be instructed to give me a
for the WOD. I will go around and nonverbal cue (thumbs up) when
provide support and check work as finished
students finish
Extension: use of cookie 2-5 The students will finish at different Students will need to be semi-
sheets to practice sight words minutes rates. After I checked their work, self-directed at this point. Those
and build new words (or white they will be allowed to grab their that finish early will have the
boards) cookie sheets (used for their chance to get more practice with
magnetism) and practice adding the consonant blends and suffix
suffix –s to word wall words (use
white boards if short on time)

Review 2-3 We will review the WOD, blends and Students will return their folders
minutes suffix –s. We will use our white (if not done already) to their
boards (or cookie sheets) to write cubbies and put their cookie
dictated words. We will then clean sheets or whiteboards away, we
up and return to the rug to start a will review as a group. When
new lesson. complete, students will return to
the rug for Workboard (new
lesson)

Assessment N/A I will be sampling the class using a
thumbs up thumbs down strategy
throughout the lesson. Additional
chances for evaluation will come
while the write (as I will be
circulating the room providing
support). The accuracy and pace at
which they finish will help me to
assess myself as well and inform me
as to what I need to revisit, whether
I need to slow down, and who may
need additional resources

Equity, Diverse Learners & Culturally Relevant Instruction:
My instruction will stay consistent with Mrs. Hurley’s current practices because I think that consistency is key when
dealing with any age group, specifically because it means that expectations are clearly understood and students know what
they need to do to be successful. Additionally, students are following a set program and do need to stay on track.
Instruction will include many opportunities for movement; the movement from rug to tables notwithstanding, the
“tapping” out of sounds will help provide support for students who happen to be more kinesthetically inclined.
Additionally, chanting will provide support for the audio/linguistic students and the written work is not only being done
because it conforms to tradition, but because it provides visual support and “marking” up words (example- circling the
base word and underlining the suffix) help students with preferences towards spatial organization orient themselves to old
patterns in new materials.

Differentiation: one student has difficulties with fine motor skills; he and his para will have white boards for the written
portion as well as larger lined paper with which to work

Literacy and Communication:
Phonics instruction is designed to provide the very foundation for literacy. This instruction will help students expand their
written and spoken vocabulary and provide them with additional tools which they can use while in the classroom (the
phonics notebook is a great tool for students stuck on words when reading on their own). The discussion on the WOD will
also provide them with the opportunity to display their knowledge or expand it through conversation.

Second Lesson Plan:

Instructional Plan- Observation 2 Date: 2/6/13
Class: Science
Topic: Life Cycle of Penguins

able to participate or observe, I’ve noticed that a lot of the disparity comes from varying attention spans; consequently, the

STANDARDS:

Massachusetts Curriculum Frameworks for Life Science (Biology), grades PreK – 2. p.44. #1: Recognize that
animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water.

plants and animals have life cycles, and that life cycles vary for different living things.

Massachusetts Curriculum Frameworks for Informational Text, grades PreK – 5. p.18. #1: Ask and answer
questions about key details in a text

Massachusetts Curriculum Frameworks for Informational Text, grades PreK – 5. p.18. #2: Identify the main topic
and retell key details of a text

Massachusetts Curriculum Frameworks for Writing, grades PreK – 2. p.31. #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.

Massachusetts Curriculum Frameworks Speaking and Listening, grades PreK – 2. p.37. #1-3:

o Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers
and adults in small and larger groups.

 Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a
time about the topics and texts under discussion).
 Build on others’ talk in conversations by responding to the comments of others through multiple
exchanges.
 Ask questions to clear up any confusion about the topics and texts under discussion.
o Ask and answer questions about key details in a text read aloud or information presented orally or through
other media.
o Ask and answer questions about what a speaker says in order to gather additional information or clarify
something that is not understood.

Massachusetts Curriculum Frameworks Language, grades PreK – 2. p.42. #2:
o Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
 Capitalize dates and names of people.
 Use end punctuation for sentences.
 Use commas in dates and to separate single words in a series.
 Use conventional spelling for words with common spelling patterns and for frequently occurring
irregular words.
 Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.


Learning Goals:

Students will understand that penguins go through stages called a life cycle.

Students will know the basic details of the stages in a penguin’s life cycle and be able to describe them both
verbally and in writing.


What are the stages in a penguins’ life?

What happens at each stage?

lesson overview and task description:
This lesson will have 3 main parts: the introduction, practice through movement, and a more standard, written practice. I
will first review the previous lesson (students learned where penguins are found) then I will introduce the new lesson,
stating the goals clearly for the students and myself. As a part of the introduction, we will read a piece of a nonfiction
story that discusses the life cycle of a penguin. We will then discuss what we got out of the story and use chart paper to
organize our observations into 4 categories, these categories will be similar, or exactly the same, as those on the life cycle
wheel worksheet. After organizing out thoughts and while still sit on the rug, I’ll introduce the main activity of the day.
First, because they have been sitting for a while, we will do an art project (the coloring and assembling of the life cycle
wheel). Then, for traditional practice, I’d like the students to write four sentences that will tell the reader what the life
cycle of a penguin is. At the end of the lesson, around 2:00, we will review what we learned as a class with students
volunteering to read one of the sentences they wrote about the life cycle of a penguin. I’ll collect their work and post in
the classroom for them to see/play with.

.
Work products generated:
Students will produce a list detailing the stages of the penguins’ life cycle and a life cycle wheel.

Attach any worksheets:
(See picture at end of lesson)

Materials and quantities:
1National Geographic Readers: Penguins!
National Geographic Readers: Penguins! Paperback
published by National Geographic Children's Books (2009)

23 pencils, erasures, crayon boxes, glue sticks, brass fasteners, scissors, penguin worksheet 1, penguin worksheet 2

Technology- ID if and how technology will be used to support learning:
Great suggestion for home support: National Geographic Kids video: Emperor Penguin Families
http://video.nationalgeographic.com/video/kids/animals-pets-kids/birds-kids/penguin-emperor-parenting-kids/

Physical Space- describe arrangement of physical space:
Students will begin on morning meeting rug and move throughout the classroom to and from their clustered desks during
the duration of the lesson.


Identification and/or Time Teacher Role/Key Things to Student Role/Response
Purpose of Allotment Remember/Prompts, Questions & Anticipate the full range of
Teaching/Learning Phase Probes student thinking and responses
Review 2-3 minutes Remind students about our lesson Students will be seated on the
on where penguins live. Review morning meeting rug and
important points (they south of the participate verbally.
equator, they don’t always live
where it’s cold, they must live near
water).

Introduce today’s topic 3-5 minutes State learning goals (penguins’ life Students will be expected to
cycle and the stages in the life cycle) listen and are encouraged to ask
Read non-fiction about penguins’ questions if/when needed
life cycle.

Review topic 3-5 minutes Teacher lead- brief discussion about Students will be expected to offer
the content of the story being read. verbal participation. They will talk
Together we will talk about the about what they learned from
stages in the penguins’ life cycle. I the reading. Their suggestions
will write stages on chart paper will go on the chart paper
(broken up into 4 boxes, 1 per stage)
Modeling 3-5 minutes I will show the students a finished Students will be expected to
copy of the activity I have planned repeat the instructions and show
(penguin life cycle wheel and writing understanding before returning
practice.) We will review the to seats. Paper passer will pass
expectations (write 4 sentences out first sheet (with lines for
first, then, when approved, move on writing).
to “fun” part, coloring and cutting).

Practice- 10-15 I will monitor the activity and Students will write four
minutes provide support where needed. sentences describing the life
Daniela and I will each “Ok” the cycle of a penguin. They will be
sentences, allowing the students to encouraged to look to the chart
go on once their papers are paper for help, or ask a teacher
approved. for clarification. Once their
sentences are OKed, they will be
allowed to get the next
worksheet (on the share chair)
and start on the life cycle wheel
(color & cut, glue. Teacher will
assemble with bracket)

Sentences should include this
basic info (ties into recent math
lesson on place order):
1. First…Penguin lays eggs
2. Second….father keeps
egg warm
3. Third…egg hatches
4. Fourth…chick grows into
penguin.

Work while you wait 5-10 minutes I will provide extra activities Students that finish early will be
(located above cubbies) for expected to work on extra
students that finish early activities while others finish their
work
Review/assessment 3-5 minutes At the end of the lesson, I will Students will share what they
review the stages with the students. learned verbally.
This will be a whole class activity.
Students will be asked to volunteer
one sentence per life cycle stage.

I will collect the completed activities
as a self-assessment.


Instruction will include many opportunities for movement and collaborative work. The goal of this movement and
discussion is to help support those children who learn through discussion or are kinesthetically inclined. Additionally,
introducing this with a book I am providing opportunities for an audio/visual representation of the lesson.

Differentiation: students will work at varying paces on this project. There will be extra work provided for the students
who work at a faster pace and I will be able to assess those that go at a slower pace during the initial activity. Students
will also be supported by being able to use the sentences and vocabulary words written on chart paper during our
introduction activity. Those who can expand on the conversation will be invited to do so. Our IEP student will not be in
the room for this lesson.

This lesson is designed to help students hone written and verbal skills, specifically retelling, summarizing and
cooperation. They will need to cooperate at the rug and their seats (there will be a lot of movement), listen and provide
feedback. Students will also have the opportunity to practice retelling and sentence structure skills during the written
portion of the lesson.

Work Product:

Unit Plan:

Curriculum Unit Plan Date: January 31, 2013- February 28, 2013
Class: Science
Topic: Penguins

Part 1: Establish the Learning Goals & Essential Questions:

A & B: The Understanding Goals, Big Idea, and/or Concept-Content and Technical Skills:
a. Enduring Understandings:
i. Penguins are animals. They live near water and only in the Southern Hemisphere. Penguins have
a life cycle and characteristics that help them adapt to their environment. Specifically:
1. Students will activate prior knowledge about penguins
2. Students will set goals for their own learning.
3. Students will learn where penguins live.
4. Students will be able to identify continents.
5. Students will be able to identify oceans.
6. Students will understand that penguins go through stages called a life cycle.
7. Students will know the basic details of the stages in a penguin’s life cycle and be able to
describe them both verbally and in writing.
8. Students will investigate the way blubber keeps penguins warm
9. Students will activate new knowledge about penguins
10. Students will review and evaluate their learning goals

b. Key Terms:
i. Penguin, Antarctica, Southern Hemisphere, Krill, Blubber, Continent, Ocean, Life Cycle, Habitat,
Shelter

c. Technical Skills:
i. Students will be able to identify the stages in a penguin’s life cycle and apply that knowledge to
other creatures. Students will be able to identify continents and oceans on a map (general, not
specific). Students will make predictions and will participate in age appropriate critical thinking
discussions.

d. Relevant Frameworks:
 Massachusetts Curriculum Frameworks Speaking and Listening, grades PreK – 2. p.37. #1-3:
Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
o Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion).
o Build on others’ talk in conversations by responding to the comments of others
through multiple exchanges.
o Ask questions to clear up any confusion about the topics and texts under
discussion.
 Ask and answer questions about key details in a text read aloud or information presented
orally or through other media.
 Ask and answer questions about what a speaker says in order to gather additional information
or clarify something that is not understood.

 Massachusetts Curriculum Frameworks for Life Science (Biology), grades PreK – 2. p.44. #1:
Recognize that animals (including humans) and plants are living things that grow, reproduce, and
need food, air, and water.

 Massachusetts Curriculum Frameworks for Life Science (Biology), grades PreK – 2. p.44. #3:
Recognize that plants and animals have life cycles, and that life cycles vary for different living
things.

 Massachusetts Curriculum Frameworks for Informational Text, grades PreK – 5. p.18. #1: Ask
and answer questions about key details in a text

 Massachusetts Curriculum Frameworks for Informational Text, grades PreK – 5. p.18. #2:
Identify the main topic and retell key details of a text

 Massachusetts Curriculum Frameworks for Writing, grades PreK – 2. p.31. #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.

 Massachusetts Curriculum Frameworks Language, grades PreK – 2. p.42. #2:
Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
o Capitalize dates and names of people.
o Use end punctuation for sentences.
o Use commas in dates and to separate single words in a series.
o Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
o Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions

 Original Massachusetts Curriculum Frameworks Science Standard #8, Prek-2, p.119
Observe and discuss animals in their natural habitats.
Choose an animal and provide students with a list of its habitat needs. Allow the students
to imagine that they are that animal. Can they find what they need to survive (i.e., food,
water, shelter/space)?

e. Identify relevant school/district learning standards: N/A. Arlington does not have separate standards.

C. Habits of Mind (from BPS Site http://www.missionhillschool.org/classroom/habits-of-mind/ ):
a. Evidence:How do we know what’s true and false? What evidence counts? How sure can we be? What
makes it credible to us? This includes using the scientific method, and more.

b. Connections/Cause and Effect: Is there a pattern? Have we seen something like this before? What are
the possible consequences?

c. Conjecture: Could it have been otherwise? Supposing that? What if…? This habit requires use of the
imagination as well as knowledge of alternative possibilities. It includes the habits described above

D. Essential Questions:
a. What knowledge do you bring to the topic: penguins?
b. What do you want to learn about penguins?
c. Where do penguins live?
d. What is a continent?
e. How many continents are there?
f. Where are the oceans?
g. What are the stages in a penguins’ life?
h. What happens at each stage?
i. How does blubber keep penguins warm in Antarctica?
j. What did you learn about penguins?
k. How did what you learned compare to what you wanted to learn?

Part 2: Establish Evidence of Student Learning- Summative

A. Performance of Understanding-
Starting with the first mini lesson, students will produce the following work products: KWL chart, a life cycle
wheel, a descriptive essay, and a color coded world map

B. Identify Relevant MCAS items:
First graders do not take MCAS, however, a close approximation can be found in the 2012 ELA test at the third
grade level:
http://www.doe.mass.edu/mcas/2012/release/g3ela.pdf
a. Reading and Literature Items:2 (standard 8), 9 (standard 4), 11 & 12 (standard 12)

Part 3: Propose a scope and sequence of learning experiences:
This unit takes a surface level look at penguins, their life cycle, their habitat and the adaptations that allow them to inhabit
some of the harshest environments on earth. The unit will follow a very structure sequence designed such that each topic
builds on and supports its predecessor. We will begin with a KWL mini lesson, the goal is to prepare students mentally,
and I’d like it to serve as an informal assessment which will help me establish what knowledge and misconceptions the
students are bringing to the class. From there we will learn about what penguins eat and what their life cycle looks like
from a high level (e.g egg, chick, adolescent, adult), and establish where they live. Our culminating lesson will be an
experiment that will help the students understand how specific attributes of penguins allow them to live in the coldest
climates.

Part 4: Identify resources to support learning & teaching:
A. Digital:
Students: N/A
Teaching: I utilized National Geographic’s website (http://kids.nationalgeographic.com/kids/) to support my content
knowledge and I used Pinterest (http://pinterest.com/ ) and TeachersPayTeachers (http://www.teacherspayteachers.com/ )
to find applicable worksheets and project ideas. All work was completed on a laptop.

B. Community Resources: I used the library to gather books that the class could use during their free reading time.

Unit Lesson Plan1:

Date: 1/24/13
Class: Science
Topic: Introduction to Penguins- mini lesson

economic profile is roughly flat and there are varying degrees of academic readiness.

STANDARDS:

exchanges.
other media.


Learning Goals:

Students will activate prior knowledge about penguins

Students will set goals for their own learning.


What knowledge do you bring to the topic: penguins?

What do you want to learn about penguins?

This lesson will start on the morning meeting rug. I’ll introduce the topic to the students and then introduce the KWL
chart (on large chart paper). We will discuss what each column on the chart stands for and then I will pass out sticky-notes
to each student with the instruction that they go back to their seats and write down one thing that they already know about
penguins. When they finish, they will be expected to come back to the rug and post their note on the chart under the “K”
column before taking a seat. When every student has had a turn to post a sticky-note, we will begin a class discussion
about what they already know. We’ll point out similarities and differences between different posts and discuss whether we
agree or disagree with others. Once this discussion ends, I will hand out a second round of sticky-notes. This time, the
students will go back to their seats and write down one thing they’d like to know or learn about penguins. When they
return to the rug, they’ll post this note under the “W” column and take seat before we begin a discussion about what
they’d like to know. To close the lesson, I’ll remind them that we will be learning about the animal over the next few
weeks and let them know that at the end of those weeks, we’ll post something to the “L” or “learned” column and review
the chart again. Science is their last class period before the end of the day, so I will close the lesson with a Tacky the
Penguin story for fun.

KWL on chart paper

attached any worksheets:
N/A

Chart paper, marker

N/A

Students will enter the classroom follow their special and have a seat on the morning meeting rug


Teaching/Learning Probes student thinking and responses
Phase
Introduction 1-2 minutes I will tell the students that over the Students are only expected to sit
next few weeks, we will be learning quietly on the morning meeting
about penguins and that before we rug and listen at this point
start, I’d love to see what they already
know and what they’d like to learn.

Practice 1 2-5 minutes I will show the students some chart Students will participate in the
paper. Across the top I’ve written discussion (What is a KWL?) and
“KWL”. We will review together what then each on will take a sticky-
these letters stand for and I will give note back to his or her desk where
students some sticky-notes and ask they will write 1 thing they already
them to help me fill in the “K” column. know about penguins. When they
are done writing, they will post

their sticky note in the K column
on the chart paper and sit back
down.

Review 1 2-5 minutes I will go through all of the stickies with Students will participate in a
the students and we will discuss some discussion about what they
if needed, or decide whether we agree already know. They will help point
or disagree with others. This will also out similarities and differences
be a time where I will take some between their posts and decide if
inappropriate stickies and have they agree or disagree with others
students redo them.
Practice 2 2-5 minutes I will give students another sticky-note. Students will go back to their seats
This time, they’ll write down something and write down 1 thing they’d like
they’d like to know about penguins to know about penguins and post
it on the chart in the “W” column
before sitting back down on the
rug
Review 2 2-5 minutes I will go through all of their questions Students will have the chance to
with them offer more input, or decide if
we’ve already answered some of
their questions.
Review 3 5 minutes I will end the mini lesson on a fun note Students will listen to the story on
with a Tacky the Penguin story (this is the rug and then prepare to go
the last period of the day) home


discussion is to help support those children who learn through discussion or are kinesthetically inclined. They’re also first
graders, so it’s important to keep them moving in order to keep them engaged in the lesson.

Differentiation: The K and W on the KWL chart cater to differentiation. Students are able to work at their own level and
share their own interests. The lesson is relatively informal, so students who would like to write complete sentences on
their stickies can do so, while others for whom that is difficult, do not have to. The word “Penguins” will be displayed
and easy to see in order to support their writing. Our IEP student will not be in the room for this lesson.

This lesson is designed to help students hone listening and discussion skills while also providing some writing practice. It
will also serve as an initial assessment so that I can see what I’m working with and build their knowledge, or lack of, into
the unit.

Unit Lesson Plan2:

Date: 1/21/13
Class: Science
Topic: Science: Where do Penguins Live?

able to participate or observe, I’ve noticed that a lot of the disparity comes from varying attention spans that said, the

STANDARDS:

exchanges.
other media.


Massachusetts Curriculum Frameworks for Informational Text, grades PreK-5, p.18 #4: Ask and answer
questions to help determine or clarify the meaning of words or phrases in a text

Massachusetts Curriculum Frameworks for Writing grades PreK-5, p.19 #8: With guidance and support from
adults,recall information from experiences or gather information from provided sources to answer a question.

Original Massachusetts Curriculum Frameworks Science Standard #8, Prek-2, p.119
o Observe and discuss animals in their natural habitats.
o Choose an animal and provide students with a list of its habitat needs. Allow the students to imagine that
they are that animal. Can they find what they need to survive (i.e., food, water, shelter/space)?


Learning Goals:

Students will learn where penguins live.

Students will be able to identify continents.

Students will be able to identify oceans.


Where do penguins live?

What is a continent?

How many continents are there?

Where are the oceans?

Like all of my lessons, this will be initiated on the morning meeting rug. I will first do a brief review of what we have
learned about penguins already, and go over some of our questions on the KWL chart we previously did. I will then
introduce the new topic using a National Geographic reader. Students will need to listen for key points about where
penguins live. We will then take a look at the world map (large version is a pull down located above the white board,
which is above the morning meeting rug). We will discuss key terms, talk about what we learned from the book and then I
will, introduce the work sheet. With the participation of students, I will model the first problem and send them back to
their seats to try the rest of the worksheet on their own. They may ask for help and I will leave the map up as added
support. I suspect that this worksheet will be challenging for most of the students, but there will be some who finish
before the rest and for them I’ll have an additional worksheet (a true/false penguin fact sheet). Once the majority of the
class is finished, they will pass their worksheets in and have a seat on the morning meeting rug again. We’ll discuss the
worksheet as a class and talk about what we learned and what we struggled with. I will close the lesson with a sticky note
challenge: I will give each student one sticky, they will write their initials on that sticky (we will review the term
“initials”) and then one at a time, post their sticky on the world map, they must post it in a place inhabited with penguins.
We’ll review their choices and end the lessons there.

.
Students will complete a world map work sheet on which they will identify where penguins live, name the continents, and
name the oceans. Students will also produce a visual class map using sticky notes.


Large world map, 22 map worksheets, 22 True/False worksheets, 22 pencils, 22 erasures, 22 sets of crayons, 22 sticky
notes

We will need a pull down world map which will be used to model the lesson and support an reinforce student learning.

Students will begin and end on the morning meeting rug which is a great place to facilitate conversation and model
student work. They will complete all work at their desks which are arranged in clusters of 4.


Identification and/or Time Teacher Role/Key Things to Student Role/Response Anticipate
Purpose of Allotment Remember/Prompts, Questions & the full range of student thinking
Teaching/Learning Phase Probes and responses
Review 2-3 minutes Remind students about the Students will be seated quietly on
penguin unit and draw attention to the rug for the introduction.
the KWL chart (which is posted on a
door for all the students to see).
Remind the students of some
things that we already know, and
of some questions they had. Tell
them that we will now see if we
can answer some of those
questions
Introduce today’s topic 3-5 minutes Show students the National Students will be seated quietly and
Geographic reader which will be listening during this piece of the
used for this lesson, and the lesson. They may ask questions
worksheet that they will need to fill when I finish reading. We will
out after listening to the story. Let revisit anything that gave them
students know that they have to trouble.
listen carefully because the book
will help them do the worksheet.
Read non-fiction tidbit about
where penguins live. Restate goal
(remember where they live) after
reading.

Introduce the worksheet 2-3 minutes After reading from the National Students will listen to instructions
Geographic book I will show the and then ask questions about
students the worksheet I have directions that they find unclear.
planned for them and review the
instructions. They will be
encouraged to ask questions after
the review

model 3-5 minutes After reading the instructions, I will Students will listen to instructions
model the first question on the and then participate in the
worksheet for them and ask for discussion about vocab (this should
students to help me as I go along. be a review for them) and ask
I’ll slide the large world map down questions about directions that
& briefly review and discuss vocab they find unclear.
(oceans- how many do you see),
continents, what does I mean, how
many do you see?, which one do
we live on?, where do penguins
live?
Practice- 10-15 Students will go back to seats and Students will be expected to work
minutes do worksheet, color when quietly and complete their
complete. Some students will worksheet. They will be allowed to
finish faster than others, for them ask for help. If students finish early,
there will be extra work (a there will be extra worksheets on
True/False penguin worksheet). top of the cubbies (this is routine)
When everyone is done, they will and they can start on those. Once
come back to rug everyone is done, they will come
back to the rug and have a seat.
Review 5-10 We will discuss what we learned Students will participate in a group
minutes and I will hand out one sticky note discussion and follow directions.
to each student. I will have them go They will each write their initials
back to their seat and write their (review the term) on a sticky note
initials on the note, come back to and then one at a time, place their
the rug and sit down. I will then call sticky on the world map, in a place
on them, one at a time, and they inhabited by penguins. We will
will be able to place their sticky discuss why they chose what they
somewhere on the world map. The did and if we missed anything.
goal is for everyone to put a sticky
on a place inhabited by penguins


As with all of my lessons, the instruction will include many opportunities for movement and collaborative work. The goal
of this movement and discussion is to help support those children who learn through discussion or are kinesthetically
inclined. They’re also first graders, so it’s important to keep them moving in order to keep them engaged in the lesson.

Differentiation: the students have recently learned some map skills and related vocabulary, because this is still a new
subject for them, I will be heavily focused on supporting their understanding of this lesson through modeling and group
practice and discussion. I will use the large world map to help introduce the worksheet and have students physically point
out the places on the map so that they can develop an association between the spatial thing that is the world map and a
tactile representation of where each continent is. The large world map will stay down throughout the lesson so that
students have a good point of reference (it will match their worksheet) and spelling support. At the end of the lesson, I
will gain have students touching the map to reinforce the idea of one continents physical relationship to another. For the
faster students, I will have additional work available. Our IEP student will not be in the room for this lesson.

This lesson is designed to help students hone listening and discussion skills while also providing some writing practice.

Unit Lesson Plan3:

Date: 2/6/13
Class: Science
Topic: Life Cycle of Penguins

able to participate or observe, I’ve noticed that a lot of the disparity comes from varying attention spans that said, the

STANDARDS:

animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water.

plants and animals have life cycles, and that life cycles vary for different living things.


Massachusetts Curriculum Frameworks for Informational Text, grades PreK – 5. p.18. #2: Identify the main topic
and retell key details of a text

Massachusetts Curriculum Frameworks for Writing, grades PreK – 2. p.31. #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.



exchanges.

other media.

Massachusetts Curriculum Frameworks Language, grades PreK – 2. p.42. #2:
o Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling
when writing.
 Capitalize dates and names of people.
 Use end punctuation for sentences.
 Use commas in dates and to separate single words in a series.
 Use conventional spelling for words with common spelling patterns and for frequently occurring
irregular words.
 Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.


Learning Goals:

Students will understand that penguins go through stages called a life cycle.

Students will know the basic details of the stages in a penguin’s life cycle and be able to describe them both
verbally and in writing.


What are the stages in a penguins’ life?

What happens at each stage?

This lesson will have 3 main parts: the introduction, practice through movement, and a more standard, written practice. I
will first review the previous lesson (students learned where penguins are found) then I will introduce the new lesson,
stating the goals clearly for the students and myself. As a part of the introduction, we will read a piece of a nonfiction
story that discusses the life cycle of a penguin. We will then discuss what we got out of the story and use chart paper to
organize our observations into 4 categories, these categories will be similar, or exactly the same, as those on the life cycle
wheel worksheet. After organizing out thoughts and while still sit on the rug, I’ll introduce the main activity of the day.
First, because they have been sitting for a while, we will do an art project (the coloring and assembling of the life cycle
wheel). Then, for traditional practice, I’d like the students to write four sentences that will tell the reader what the life
cycle of a penguin is. At the end of the lesson, around 2:00, we will review what we learned as a class with students
volunteering to read one of the sentences they wrote about the life cycle of a penguin. I’ll collect their work and post in
the classroom for them to see/play with.

.
Students will produce a list detailing the stages of the penguins’ life cycle and a life cycle wheel.

(photo above)


23 pencils, erasures, crayon boxes, glue sticks, brass fasteners, scissors, penguin worksheet 1, penguin worksheet 2

Great suggestion for home support: National Geographic Kids video: Emperor Penguin Families
http://video.nationalgeographic.com/video/kids/animals-pets-kids/birds-kids/penguin-emperor-parenting-kids/

Students will begin on morning meeting rug and move throughout the classroom to and from their clustered desks during
the duration of the lesson.


Teaching/Learning Phase Probes student thinking and responses
Review 2-3 Remind students about our lesson Students will be seated on the
minutes on where penguins live. Review morning meeting rug and
important points (they south of the participate verbally.
equator, they don’t always live
where it’s cold, they must live near
water).

Introduce today’s topic 3-5 State learning goals (penguins’ life Students will be expected to listen
minutes cycle and the stages in the life cycle) and are encouraged to ask
Read non-fiction about penguins’ questions if/when needed
life cycle.

Review topic 3-5 Teacher lead- brief discussion about Students will be expected to offer
minutes the content of the story being read. verbal participation. They will talk
Together we will talk about the about what they learned from the
stages in the penguins’ life cycle. I reading. Their suggestions will go
will write stages on chart paper on the chart paper
(broken up into 4 boxes, 1 per stage)
Modeling 3-5 I will show the students a finished Students will be expected to
minutes copy of the activity I have planned repeat the instructions and show
(penguin life cycle wheel and writing understanding before returning to
practice.) We will review the seats. Paper passer will pass out
expectations (write 4 sentences first sheet (with lines for writing).
first, then, when approved, move on
to “fun” part, coloring and cutting).

Practice- 10-15 I will monitor the activity and Students will write four sentences
minutes provide support where needed. describing the life cycle of a
Daniela and I will each “Ok” the penguin. They will be encouraged
sentences, allowing the students to to look to the chart paper for help,
go on once their papers are or ask a teacher for clarification.
approved. Once their sentences are OKed,
they will be allowed to get the
next worksheet (on the share
chair) and start on the life cycle
wheel (color & cut, glue. Teacher
will assemble with bracket)

Sentences should include this
basic info (ties into recent math
lesson on place order):
5. First…Penguin lays eggs
6. Second….father keeps egg
warm
7. Third…egg hatches
8. Fourth…chick grows into
penguin.

Work while you wait 5-10 I will provide extra activities (located Students that finish early will be
minutes above cubbies) for students that expected to work on extra
finish early activities while others finish their
work
Review/assessment 3-5 At the end of the lesson, I will Students will share what they
minutes review the stages with the students. learned verbally.
This will be a whole class activity.
Students will be asked to volunteer
one sentence per life cycle stage.

I will collect the completed activities
as a self-assessment.


discussion is to help support those children who learn through discussion or are kinesthetically inclined. Additionally,
introducing this with a book I am providing opportunities for an audio/visual representation of the lesson.

Differentiation: students will work at varying paces on this project. There will be extra work provided for the students
who work at a faster pace and I will be able to assess those that go at a slower pace during the initial activity. Students
will also be supported by being able to use the sentences and vocabulary words written on chart paper during our
introduction activity. Those who can expand on the conversation will be invited to do so. Our IEP student will not be in
the room for this lesson.

portion of the lesson

Unit Lesson Plan4:

Date: 2/28/13
Class: Science
Topic: Blubber Investigation & KWL Recap

economic profile is roughly flat and there are varying degrees of academic readiness.

STANDARDS:

exchanges.
other media.


Learning Goals:

Students will investigate the way blubber keeps penguins warm

Students will activate new knowledge about penguins

Students will review and evaluate their learning goals


How does blubber keep penguins warm in Antarctica?

What did you learn about penguins?

How did what you learned compare to what you wanted to learn?

This lesson will begin with a review of past knowledge and a reminder about the KWL we created during our introduction
to Penguins mini lesson. I will use this review as a stepping stone into a discussion about where penguins live and what
we know about the climates of those places, and what the penguin has that helps it adapt to those environments. I will stop
short of explaining what attributes help it survive the cold, and tell the students that we will be doing an experiment that
will help us understand how penguins live in such harsh climates. I will then show the students the materials we will be
using for our class experiment (a bowl of cold water, a bag of Crisco and one empty sandwich bag), I will explain the
function and purpose of each and model how I want them to do the experiment by putting the empty bag over hand and
the Crisco filled bag over the other, and then dunking both hands in the bowl of cold water at the same time. While my
hands are in the water I will narrate how I am making mental notes about the similarities and/or differences between the
ways each hand feels in the water. I will then give the students a chance to do the same, one at a time, stressing the need
for secrecy. After everyone has had a turn we will discuss as a group what we noticed about how our hands felt, and how
this might apply to penguins. After we’ve completed the experiment and review of our findings, I will send the students
back to their seats with a sticky note. On this note they will each write one thing that they learned during the penguin unit.
When they finish writing, the students will post their note on the KWL chart paper under the “L” column. We will end our
unit by reviewing what we have learned and the questions that still remain. If there are questions unanswered, I will point
students towards resources that they can use to answer those questions for themselves.

KWL on chart paper

N/A

Chart paper, marker

Bowl, water, 3 plastic bags, Crisco

N/A

Students will enter the classroom follow their special and have a seat on the morning meeting rug


Identification and/or Time Teacher Role/Key Things to Student Role/Response Anticipate
Purpose of Allotment Remember/Prompts, Questions & the full range of student thinking
Teaching/Learning Probes and responses
Phase
Set up 3-5 minutes Before students enter the classroom, I n/a
will set up the blubber experiment (fill
one, deep bowl with cool to cold water,
fill one plastic bag with Crisco, insert
another plastic bag into the first one to
avoid messes, and then make sure a
third bag is available.) The experiment
will be placed near the morning
meeting rug, but not in an obvious
location so as not to distract the
students
Introduction 3-5 minutes I will introduce the lesson by reminding Students will enter the classroom
students about the KWL chart they and take a seat in a circle on the
made during their first lesson (the chart morning meeting rug. They will be
will be located behind me). We will asked to listen to me, and one
enter into a brief discussion about what another, and to engage in the
we have learned already, leading to discussion when they have
where penguins live and what their something to add. They’ll signal
environment is like. I will then invite that they have something to say by
students to make guesses, based on raising their hands.
what we know about penguins bodies
(feathers, fins/flippers, blubber, etc),
about how penguins bodies help them
stay warm in cold climates.
Instruction 2-3 minutes After our review, I will show the Students will be expected to listen
students the materials I have put quietly during this piece. They may
together for their experiment and ask questions at the end of the
explain what each one is and what its introduction.
purpose is. I will explain what an
experiment is, and state the goal for
our class experiment. I will stress that it
is very important that they do not
share any of their findings with their
peers.
Modeling 1-2 minutes Before students take part in the Students will be expected to listen
experiment, I will model it for them. I and watch
will place one, empty bag over one
hand, and then place my other hand in
the double bagged Crisco bag (if done
right, no one should come in contact
with the actual Crisco). I will place both
hands in the water and narrate how I
am making observations about the
similarities and/or differences between
how each hand feels.
Practice 5-10 Starting with one of the students next Students will cooperate and take
minutes to me I will give each one the chance to turns dipping their bag-covered

do the experiment for themselves, hands into the water. They will
periodically stressing the need for make mental notes about what
secrecy. they are feeling and sit back down,
without sharing with their friends.
Review 2-3 minutes I will give every student the chance to Students will take part in the
share one thing that they noticed about conversation and share what they
the experiment. There will probably be noticed about the experiment.
lots of repeats, but this is a good thing. They will be expected to apply prior
I want to them to come to the knowledge and experience to learn
conclusion that Crisco, or blubber, acts something new.
as an insulator and the more students
that notice and share that the hand in
the Crisco bag was warmer, the more
this idea will be reinforced.
KWL recap 3-5 minutes At the end of the blubber investigation Students will be expected to put
I will send the students back to their their newfound knowledge into
seats with a sticky note. They will write words by writing something they’ve
one new thing they learned about learned on a sticky note. They will
penguins during the unit, post it on the stick the note on the KWL chart
“L” column on the KWL chart and have paper in the “L” column and will
a seat on the rug for one final review in participate in a class
which I’ll read what they learned and discussion/review of the chart.
we’ll decide as a group whether or not
we agree.


As with all of my lessons, the instruction will include many opportunities for movement and collaborative work. The goal
of this movement and discussion is to help support those children who learn through discussion or are kinesthetically
inclined. The thing that I think is special about this particular lesson is the opportunity for students to get hands on
practice and build meaning through doing. At this age, children are concrete learners and I think that allowing them to
experience the science first hand will help cement the knowledge for them and hopefully keep them interested in science.

Differentiation: The sensory component of this lesson will be great for some students and difficult for others, thus each
student will have the opportunity to opt of out the experiment if they wish. Additionally, the hands on piece will give
every student the chance to experience something at their own level and develop understanding through firsthand
experience. Allowing students to write what they’ve learned on sticky notes provides choice: above grade level students
can add as much detail as they want, and at or below grade level students can participate at a level comfortable to them.
Our IEP student will not be in the room for this lesson.

portion of the lesson.

Reflective Essay No. 1: Professional Standard A: Planning Curriculum and Instruction

I entered and ended student teaching at a rather difficult time: immediately following the holiday break and

immediately after the February break. The largest challenge I found at this point, aside from acclimating to a new

environment, was introducing a science unit while re-conditioning the students to their pre-vacation selves. This proved

more difficult because science wasn’t a large part of the first grade curriculum, being taught once every other week. To

my supervising practitioner’s everlasting credit, she gave me a loosely defined unit that could easily be adjusted to meet

the current needs of the students. The unit was “Penguins”.

Admittedly, I was first thrown by the idea of creating a unit, with little guidance, in a new environment and on

short notice. I had hoped that I would have the opportunity to work with something with more definition. As it happens,

the malleability of the Penguins unit turned out to be a boon especially when faced with students who were having

some difficulty adjusting to a structured routine following their time off. I had the freedom to create a unit that played

to their strengths, took advantage of the extra energy they brought to the classroom and still met the grade level

standards. My previous experience at Emmanuel brought me into close contact with the old MA teaching frameworks,

however, the state has adopted the Common Core since my last course and it was a bit of a struggle to learn and

understand the new standards. What I learned is that the Common Core essentially ties all subject areas in under various

aspects of literacy. Therefore, every lesson was heavily grounded in and driven by literacy standards. The challenge was

in learning how these new standards related to the specific area of study I chose: science. I found that throughout the

unit planning, and perhaps as a direct result of my teaching style, a few standards found their way into all of my lessons.

Specifically, I most often worked with the MA Frameworks #1-3 (p.37) for Speaking and Listening for pre-kindergarten

through second grade. I found that this standard was woven into the fabric of a productive and successful first grade

room. It is essential to harness the natural conversation inclination of 6 and 7 year olds and use it to help them learn

how to be successful students. Rather than to suppress their desire to communicate, I tried to make it an integral part of

my lessons. This means that every lesson, including the first, involved quite a bit of discussion.

First, I sketched a plan of the direction which I wanted the unit to take, based on what the students were

expected to know in the first grade. I knew that I wanted to teach them, from a high level perspective (or surface

learning vs. in depth study), about the penguins physical characteristics, their life cycle, where they are found, and

something about their anatomy that made them “special”. I also knew that I wanted the unit to be as integrated with

ELA as possible so as to instill as much knowledge in the students as the schedule and first grade curriculum would

allow. Before I added detail and definition to my plan, I initiated the unit with a mini-lesson and an informal assessment.

I had the children help me complete a KWL chart, or a graphic organizer that would help me understand what

knowledge or misconceptions the students were bringing to the classroom, and what they wanted to learn. I used this

chart to inform my planning, and as an anchor for the students. It was prominently displayed in the classroom, along

with the work products they produced throughout the unit.

Initially, I thought I was off to a great start. However, with my second lesson, or first full lesson, I hit a stumbling

block. I initiated the lesson with a reading from an informational text. Following the reading, I had students do a project

based on the content of the text. The project was a teacher lead art piece that combined a text related Q/A with

drawing. I underestimated the student’s ability, and found that they were bored and could and should be challenged

more. Thus, I adjusted each subsequent lesson with this fact in mind. Incidentally, the lesson to which I’m referring is not

included in the unit plan because I decided that it isn’t something I would use again. This failure on my part was at first

very frustrating, for both me and the students, but I think that in the end it was more helpful than harmful. They still

learned something new and failing right out of the gate enabled me to create better, more engaging lessons that were

more appropriate for the class as a whole.

Thanks to my first mistake, the remaining three lessons were at the appropriate level of difficulty for the

majority of the students in the class, with options provided for those either above or below level. However, with my

third lesson, I discovered two new areas in which I needed to improve my practice: order and intent. This lesson

covered the life cycle of penguins. It was a very general study, again introduced with an informational text reading. The

students were to produce a written description of a penguin’s life cycle, supported as needed by chart paper used in the

beginning of the lesson to introduce the stages of the cycle. In addition to the writing, they were going to create an

actual “life cycle wheel” complete with a fastener to make it functional. My mistake was twofold: the order I chose to

present the project in placed more importance on the wheel than the writing and thus muddled the intent I set at the

start of the lesson and didn’t help me to accomplish the goals I had set for myself or the class. My initial reasoning went

like this: doing the “fun” aspect of the lesson first would give the students the chance to expend some energy after

sitting before they had to sit and write. I thought that by saving the written portion of the lesson until the end would

help to reinforce the facts that I wanted the students to retain. My mistake was ultimately a result of my immature

classroom management skills. To avoid making this mistake in the future, I structured the following lessons such that the

piece that was central to their learning experience was done first.

Lesson three was the first real step in the right direction. It was challenging, yet age appropriate, integrated ELA

and social studies with science and was easy to scaffold. Furthermore, I clearly articulated the learning goals and focused

the bulk of the period on the more important aspects of the plan. I do think that if I were to do this lesson again, I would

provide more support for lower level students. The majority of the material covered had been taught before and should

have been familiar to all students; however, several are pulled out during the day and sometimes miss the already

infrequent science and social studies periods. In hindsight I would have provided them with an alternative worksheet

and given the main worksheet to them as a challenge if they finished the first early.

My favorite aspect of the unit was the culminating lesson; and investigation into the role of blubber in keeping

penguins warm in cold climates. My intention when building the unit was to provide students with enough background

knowledge that they would be able to make inferences. I understand that in first grade, students have a very literal and

concrete way of experiencing the world around them and learning from those experiences. In my last lesson I tried to

capitalize on this concrete understanding and use their new knowledge to carry them towards the periphery of their

current abilities. They students loved the experiment and were able to extend their knowledge and display that

extension both verbally and in writing.

Essentially, despite the personal mistakes I made along the way, as a result of the final activity and KWL

assessment I came to realize that student learning and motivation are inseparable. I learned that I need to look beyond

my interests, personal concerns and the fine details of the frameworks, and use those things only to inform my initial

direction; the student’s will only engage if the material is presented in a way that is relevant to their learning style and

academic needs. If I were to do the practicum again, I would like to have the ability to do the full four month period so

that I’d have more time to understand the motivations of my students. I can only hope that once in the profession this

knowledge is something that comes with time and experience.

Standard A

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