Student Teacher: Kelsey Jones Date: 4/29/2013
Grade: Second
Subject: Language Arts Topic: Icky Little Duckling
ELP Standards:1.6.3B, 1.6D, 1.6E
Instructional Objectives:
Students will be able to recall the sequence of main events from the story the Icky Little Duckling.
Materials and Resources Needed:
· Icky Little Duckling Book
· Train Graphic Organizer
· Paper
· Crayons
Anticipatory Set/ Motivation:
Good morning, boys and girls. Today, we will be reading about an icky little duckling. By looking at the cover, can you think of any reasons of why the little duckling might be icky? Let us read the story and find out. Pay special attention to the order of the events in the story.
Procedures:
1. Introduce the story
2. Have the students make predictions
3. The class will read the story through echo reading, so the teacher will read first and then the students, following along in the book, will reread the same part.
4. Students will partner up and will create a series of pictures that displays the sequence of the story.
5. The partners will present their illustrated sequence to the class.
6. The class will fill out the train graphic organizer together.
Adaptations and Accommodations:
1. The echo reading will help the students feel comfortable reading. It will also give them the opportunity to hear the correct pronunciation of words from the teacher before they have to read aloud.
2. The students will have the support of a partner to determine the sequence.
3. The graphic organizer will help the students organize their thoughts and will summarize the main events of the story. The sequence will be determined together by the class.
Closure:
Boys and girls, you did a very good job today. I hope you had fun reading about the icky little duckling.
Assessment:
The teacher will evaluate if the students understood the main concepts of the story by looking at their illustrated sequences.
Icky Little Duckling Lesson
Language Level: Developing
Can do:
· The students can sequence pictures, events, or processes.
· The students can identify main ideas.
· The students can retell stories or events.
Suggested Grade Levels: Second
Subject Area: Language Arts
English Language Proficiency Standards: 1.6.3B, 1.6D, 1.6E
Content Objectives: Students will be able to recall the sequence of main events from the story the Icky Little Duckling.
Language Objectives: Students will read, orally discuss, and draw the sequence of the Icky Little Duckling with a partner.
Materials:
· Icky Little Duckling Book
· Train Graphic Organizer
· Paper
· Crayons
Describe the Strategy:
The first strategy is the echo reading. In this strategy, the teacher will read a page and then the class, following along in their books, will reread the same page. The second strategy is working with a partner to determine and then illustrate the sequence of the story. The students will communicate with one another and will determine the correct order of the main events of the story and will then draw the events in the correct order. The partners will then share their pictures with the class. The third strategy is the graphic organizer. Together, the class will use the train graphic organizer to record the main events of the story.
When the strategy should be implemented:
The echo reading strategy will be implemented the first time we read the book. The working with a partner and illustrating the main events will be the very first activity after reading the story. The class will complete the graphic organizer after all sets of partners have shared with the class their sequence illustrations.
Rationale for the strategy:
The echo reading will help students hear the correct pronunciation of words and it will also provide comfort to those who do not like reading aloud by themselves. Illustrating the main sequence with a partner will allow students to practice their communication skills and will allow them to share ideas. The partner will provide extra assistant to those students, who are not particularly strong in language arts. Also, working with a partner, allows students to hear different points of views and ideas that they might not have come up with on their own. The graphic organizer will help the class work together, after reviewing the partner sequences, to come up with the main ideas. This will clarify any confusion and will help the students recognize the order of events from the story. The students, if they have questions, would be able to voice their concerns and the class and teacher would be there to support and help them discover the solution.
Student Teacher: Kelsey Jones Date: 4/29/2013
Grade: Kindergarten
Subject: Math Topic: Patterns
ELP Standards: LM2.1, 2.1, LM2.8A, B, C, D, LM2. 9D, 2.9
Instructional Objectives:
Students will be able to identify what comes next in a pattern and will be able to create their own pattern.
Materials:
· M&Ms
· Big Plastic Beads
· String
Anticipatory Set/ Motivation:
Good morning class, today, we are going to learn about patterns. Patterns can be found in many different ways. Today, we will even be able to see patterns in beads and M&Ms.
Procedures:
1. Give examples of patterns.
2. Do multiple demonstrations.
3. Ask for a thumbs up if the student understands and a thumbs/down if the student doesn’t understand.
4. The students individually will be given an M&M pattern and they will have to predict what the next five M&Ms will be in the pattern.
5. The students will get a partner and will make a pattern by putting beads on a string.
6. The teacher will state a pattern, such as boy, girl boy or girl,girl, boy and the students will have to arrange themselves into this pattern.
Adaptations and Accommodations:
1. The thumbs up/ thumbs down is an easy way for the ELLs to say whether they understand or not without having to worry about communication problems.
2. The use of manipulatives, such as the beads and M&Ms, will give the ELLs a more engaging learning environment and they will understand more from this method than just an oral lesson.
3. Making a pattern out of the classroom students will provide a first hand experience and will give the ELLs hands-on experience.
Closure:
You did a very good job, boys and girls. Remember patterns are all around, when you go home, see if you can spot any patterns.
Assessment:
The teacher will be able to evaluate if the students can predict the pattern by observing the M&M activity and the teacher will be able to see if the students can create their own pattern by observing the bead and string activity.
Completing and Creating Patterns
Language Level: Developing
Can Do:
· Make predictions
· Follow multi-step oral directions
Suggested Grade Level: Kindergarten
Subject Area: Math
English Language Proficiency Standards: LM2.1, 2.1, LM2.8A, B, C, D, LM2. 9D, 2.9
Content Objectives: Students will be able to complete and create patterns.
Language Objectives: Students will predict and create patterns following oral instructions.
Materials:
· M&Ms
· Big Plastic Beads
· String
Describe the Strategy:
1. When giving the lesson, the teacher will ask the students to indicate whether they understand or not by doing a thumbs up or thumbs down. This will help students who have difficulties with communicating.
2. The students will be provided with manipulatives of M&Ms and they will have to individually complete the pattern of the colors. Then, they will be given a partner and the duo will have to create their own pattern using the beads.
3. The students will be given a partner. They will have to work together to create their own pattern.
When the strategy should be implemented:
1. The thumbs up/ thumbs down should be implemented after the explanation of what a pattern is and after a few examples. That way if students are having difficulties, the teacher will know to go into more detail with their next few examples. Hopefully, the students’ confusion will be clarified and they will be able to move onto the activities.
2. The students should be given the M&M activity right after the teacher gives their lesson. This will allow the students to put into use what they just learned from the teacher.
3. Students will be able to practice communication with their partner. Also, if a student is still somewhat confused, their partner should be able to help them understand.
Rationale for the strategy:
1. The thumbs up/ thumbs down strategy is an easy way for the teacher to evaluate if all of the students are understanding. Also, some ELLs might have difficulty communicating that they don’t understand, so the thumbs up/ thumbs down would be as easy way to signal confusion.
2. The use of manipualtives will provide students with hands on experience. It will be easier for an ELL to learn if they can actually practice what they have been taught. The manipualtives will give the students an opportunity to actively learn through engagement.
3. Students should be given time to work with peers because it makes the lesson more enjoyable and because it will give students an opportunity to practice their communication skills.
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