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Language Arts LP


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Language Arts LP

  1. 1. ESU Elementary Education Annotated Lesson Plan Format 1. Context and Learning Environment for this Lesson: Intern’s name ____Jessica McClure_____________________ School ___William Allen White________________________ Mentor teacher ___Mrs. Dalton_____________________________ Subject ____Language Arts/Poetry____________________ Grade level (s) ____Kindergarten____________ Tentative date to be taught ___October 7, 2016______________ Time __8:20_______ The setting: There are 16 children, 8 boys and8 girls, inthis class. These students have varyingabilitylevels, low to high. One studen t doesn’t speak English, but is beginning to catch onto the language. The students will all be seatedonthe “steps,” a set ofstairs for students to sit on. Thisis locatedina back corner ofthe room, isolatedfromexcess distractions. Infront ofthe stepis a podium for displayedpaper and a chair for the teacher. Materials: Shout! Little Poems that Roar by Brod Bagert Chart paper “Apple” A poem byLinda Sloan(20) Markers Pens “Colors ofPoetry” Book (20) 2. Lesson Goals, Outcomes, Objectives: Describe what you expect students to be able to do, to achieve, including: 2.1 Instructional Objectives: - The students will identifywords inread-aloudbooks that helpmake the poemrhyme. 2.2 Relevant local district/state/common core standard(s) - ( RL.K.5 Recognize commontypes of text. 3. Assessment: 3.1 Assessment/Evaluation: I will know the students have achieved the lesson objective when the students circle the rhyming words on the Apple Poem. I will also know they have achieved the lesson objective when they circle the rhyming words in the “Colors of Poetry” book. 3.2. Strategies and tools/materials usedto assessstudents will include: o Apple Poem handout o “Colors ofPoetry” book o Markers/Pencils 3.3. Criteria for Mastery (for judging/scoring student success): o The students will have met masterywhentheycircle 4 out of 4 rhyming words in the Apple Poem handout. o The students will have met masterywhentheycorrectlycircle the rhymingwords andcolor the pages withappropriate color with 5 out of 7 pages. 4. Adaptations: Plan Approved for Teaching (initial& date): Instructor ______LM______ Mentor ____________
  2. 2. 4.1 “Gearing down” (provide more support/differentiation): Students will orallydescribe the rhyming words inthe Apple Handout and “Colors ofPoetry” book. 4.2 “Gearing up” (provide more extension): Students will create their own poem and perform their piece infront of others. 5. Integration: Across: Writing is integrated with Reading whenthe students use a combinationof drawing, dictating, andwriting to compose opinion pieces (their favorite part of the poem). Within: Reading is integratedwith speaking when students participate incollaborative conversations withdiverse partners about kindergartentopics andtexts withpeers and adults. 6. References/Resources Used: Bagert, Brod. (2007). Shout! Little Poems that Roar. New York, NY:PenguinGroup Inc. 7. Instructional Design – Teaching Plan 7.1 Introduction: a. Anticipatory Set: Ask and Discuss:Do you know what poems are? Have you heard poems before? Whatare poems about? Can YOU make a poem? b. Communication of Objectives: “Today we will be talkingaboutpoetry. Poems area silly way to say something! They make you feel happy, excited, sad,mad, and more. They can be about anythingthe author wants.” The teacher will use the chartpaper to write characteristicsof poetry. *7.2. Input: The teacher will introducethe word “poetry.” The students will orally discusswhatthey know about poetry, the teacher will usethe chartpaper to write characteristicsof poetry. *7.3 Modeling: The teacher will read the book Shout! Little Poems that Roar. This will givestudents examples of rhyming poems aboutvarious topics. *7.4 Guided Practice: After the teacher reads the Apple Poem Handout, the teacher will assist the students in findingthe words that rhyme inthe Apple Poem handout. “Apple, apple wayup high, I can reach you if I try. Climb a ladder, Hold ontight. Pick you quickly, Take a bite!” *7.5 Checks for Understanding:
  3. 3. The teacher will ask rhymingrelated questions throughout the book Shout! Little Poems that Roar. The Apple Poem Handout, to which they circlerhymingwords,will also demonstrate their understanding. 7.6 Independent Practice/Assignment: Each student will receivea “Colors of Poetry” book. Page by page, the teacher will read aloud the poems (re-readingas necessary).The student will circlethewords and color the page with the appropriatecolor. Example: Yellow Yellow is the star. Yellow is the sun. Yellow is the moon, When the day is done. The student will then color the page and pictures YELLOW. 7.7. Closure, wrap-up: After the “Colors of Poetry” book is complete, students will sharewhich words they circled and tell why they colored the page a certain color.The teacher will encouragestudents to create poems usingwords or objects they see around them and bringthem to class to share.
  4. 4. Jessica McClure INTERN’S AFTER-TEACHINGREFLECTION (Language Arts Lesson Plan) A.Describe at least two things that went well during the lesson. 
 o This lesson required a lot of talking on my part, I was pleasantly surprised at how well the students listened and comprehended what I was saying. o The students loved the “Colors of Poetry” book to color. Within the book there were sight words that the students could read and color words they could recognize. They thoroughly enjoyed being able to read the book themselves. B.Describe one thing that went “differently” than expected (if applicable). 
 o As I lightly mentioned previously, I did not expect the students to listen so attentively. This lesson required me to talk and explain more than they were able to be hands-on. I was prepared for repetition and redirection, but the students were engaged and curious of the new word “poetry.” C.On the scale below, circle the number that best reflects the attitude children exhibited during your lesson. 
 (Negative/frustrated) 1 2 3 4 5 (Positive/optimistic) Explanation (required): I gave the student’s attitude a four rating because the students were positive but at times confused/stumped on what poetry consists of. D. On the scale below, circle your rating of the degree of difficulty you experienced in teaching your lesson. (Very difficult) 1 2 3 4 5 (Taught with ease) Explanation (required): I gave the degree of difficulty a three. I was concerned with my kindergarten-language for explaining poetry, I wanted it to be age appropriate but didn’t want to tell them wrong information as I simplified it. At the same time, I did not want it to be an advanced explanation. For me, the level of concern in my language made it more difficult than any other lesson I had taught. In addition, I was introducing an entirely new topic. The students were not even familiar with the word poetry/poems. E. Briefly describe evidence of the degree to which students achieved the objectives of your lesson. This might include a summary of student assessment data or work sample. 
 o Students met the objective when were able to identify rhyming words in the Apple Poem Worksheet and “Colors of Poems” book. F. Based on the extent to which the students achieved the lesson’s objectives, describe any changes you’d consider of you were to teach this lesson again. 
 o If I were to alter the lesson, I would bring a hands-on element to my lesson. The students are more receptive when they get to participate. I had them circle words on the board, but I would have liked more student involvement. G.Also related to the degree of success students achieved, describe what you would do if you had the opportunity to plan and teach a follow-up lesson to the same group of students. 

  5. 5. o If I were to plan and teach a follow up lesson, I would introduce a non-rhyming poem and have them identify the “beat” of the poem. H.As a result of your work I planning, teaching, and reflecting on this lesson, plus your mentor teacher and/or university professor’s coaching and assessment, what have you learned about yourself as a teacher-to-be? 
 o I’ve learned that my preparedness has readied me for success in the classroom. Being particular about lessons and the words I say help as I teach and help my students gather comprehendible information.