Lesson Plan 2

Lander University Teacher Education Lesson Plan Template
Rev. 2013
Teacher Candidate: Samantha Sutton Subject/Grade: ELA/K-5 Learning Objective:
Lesson # __2__ Date and Time of Lesson: October 14, 2013 10:30 a.m.
Students will hear a story about the five sensesand restate the key details of the story. Students will use previous knowledge to make predictions about unknown words from the text.
Alignment with Standards: Identify the source and list standards (local, state, and/or national) that align with the learning objective. EEDA Standard 6: Cooperative Learning SSCA Element(s): Listening and Following directions SC Common Core RI.2: With prompting and support, identify the main topic and retell key details of a text. SC Common Core RI.4: With Prompting and support, ask and answer questions about unknown words in a text. Developmental Appropriateness or Cross-curricular connections: Students are already familiar with naming key events of a story. They have been introduced to identifying the setting and the main characters. With the previous knowledge they have they will already be listening closely to the story for these details. When a student can retell the main point and events of a story this lets the teacher know they have comprehended the information. When a student can answer questions about unknown words in a text, this allows them to make inferences and use prior knowledge. Assessment(s) of the Objectives:
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) Assessment for Objective 1: Before reading the text, I will ask questions to find students previous knowledge on the five senses. For individual assessment I will use my checklist at the end of the lesson. A check will indicate the student has comprehended the material and an x will indicate they have not comprehended. The students will not see the checklist. It will be for my use only. Use of Formative Assessment How will you use the assessment data to inform future instruction? The pre-assessment data will help me to know what the students already know about the five senses. If the students already know all five senses I will focus more on the comprehension part of the lesson rather than the senses. The assessment data will help me to know which students need extra help with the objective. It will also allow me to know where my class stands with this objective as a whole. Is my class ready to
Objective 1: Students will hear a story about the five senses and restate the key details of the story. Students will use previous knowledge to make predictions about unknown words from the text.
Lander University Teacher Education Lesson Plan Template move on? Do my students need more time with comprehension?
Rev. 2013
Accommodations:
The early finishers in my classroom are grouped together by table. Since this lesson will be done on the carpet, as a whole group, there really is no way the early finishers will get done before the rest of the class. This is time for whole group instruction. The same applies for the slower paced learners. However, if I see that a slower paced learner does not comprehend the objective, I will make note. I will go over the objective again with the slower paced learner during center time. This will give the slower paced learner more one on one time.
Materials: My Five Senses by Aliki, object cards Procedures:

Motivation Techniques: Students will listen to me read My Five Senses by Aliki. The book is about a young boy who discovers his five senses. The book shows images of the boy using his five senses. During the book I will ask the students questions about the five senses to check for comprehension. Grouping: During the reading, all of the students will be on the carpet as a whole group. After my reading, the students will stay on the carpet for further instruction. The students are seated on the carpet by rows that are distinguished by color. Each square on the carpet has a students name tag placed within the square. Instructional Strategies (steps) First, I will call the students to come sit in their spots on the carpet. Then, I will introduce the book I will be reading to them. The book is titled, My Five Senses by Aliki. I will explain to the students that throughout the book, we will see the little boy using his five senses in different ways. As I read the book, pay close attention to the five senses. By the end of the book, I want you all to be able to name all five. I will then read the book to the students. After reading page one, I will stop and ask the students why is the letter at the beginning of the sentence capital?. This will be a quick review for the students. I will then continue reading the book. On page 11, I will stop and ask another question. What facts have we learned so far about senses? Taste and touch are senses. You taste with your tongue and touch with your fingers. How are the senses of touch and taste different? You touch with your hands and you taste with your tongue. I will then stop the lesson and have all the students raise their hands and wiggle their fingers. I will point to the picture on page 11. What can the boy do with his hands? Touch. We touch with our hands. On pages 12 and 13 I will do the same and ask the same questions with the remaining senses. After the reading, I will ask the students to pay close attention and use their listening ears for what I am about to do. I will whistle. Could you hear or smell me whistling? Hear. How are hearing and smelling different? You hear with your ears and smell with your nose. I will then ask everyone to point to their nose. Lesson Closure: At the end, I will ask everyone what facts they learned from the story. They may answer with all five senses or how to use my senses. I will end the reading with a question. How are the senses all alike? They make us aware of what is around us. After the reading is finished, I will give each student a picture of an object. I will say each sense, one by one and let the students raise their hand when they have an object that goes with the sense. For example, I will ask the
Lander University Teacher Education Lesson Plan Template
Rev. 2013
students Who has an object that I can see? The student with the picture of the sun, moon, or stars will raise their hand. o Examples of objects Sun, moon, stars, drums, trumpet, apple, ice cream, flowers, feather, kitten.
Activity Analysis:
Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. In your explanation include the following prompts: The objective states that students can listen to a text and retell the main idea of the story. The reading of My Five Senses by Aliki and the students answering questions and pointing to the answers in the book shows they are meeting the objective. Many of the students in my classroom like to do hands on activities. The use of the picture cards will give the students a chance to have their own picture card and decide for themselves which picture goes with each of the five senses. Each student individually showing me which sense their card goes with will allow me to use my checklist to assess the students. I will not use any technology in this lesson. I am using object cards that the children can hold individually, instead of pulling them up on the Smartboard.
References
My Five Senses By Aliki Houghton Mifflin Harcourt. South Carolina Journeys Teacher edition. 2011.

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Lander University Teacher Education Lesson Plan Template

Teacher Candidate: Samantha Sutton Subject/Grade: ELA/K-5 Learning Objective:

Materials: My Five Senses by Aliki, object cards Procedures:

Lander University Teacher Education Lesson Plan Template

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