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TEDU 517 – Science Lesson Plan

Science Practicum Classroom Lesson Plan: Plant Life Cycle

Purpose

  • Students will gain a better understanding of the life cycle of plants, what stages are a part of the plant life cycle, and finally consider what factors within the world may affect the cycle.
  • SOL: Earth Patterns, Cycles, and Change
    • 8 The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include;
      • a) patterns of natural events such as day and night, seasonal changes, simple phases of the moon, and tides;
      • b) animal life cycles; and
      • c) plant life cycles.
  • NSES: Life Science
    • Life Cycles of Organisms
    • Plants and animals have life cycles.
    • A life cycle includes: birth, development, adulthood, reproduction, and death.
    • Offspring resemble parents.
    • Some characteristics of organisms are inherited while others result from interactions.

Objective

  • The third-grade students will be able to correctly answer questions about the plant life cycle given the questions, a prior, class handout, and a prior plant life cycle game without error.

Procedure

  • Introduction:
    • Introduce the lesson by posing a challenge to the class. Tell them that you would like to see just how knowledgeable about plants they are.
    • Ask them to think of as many different facts about plants as they can. (ENGAGE)
    • Give them a minute to ponder and then ask them to raise their hands to share their most interesting fact.
    • Take a few answers and then tell them that today, you will be going over the plant life cycle.
  • Development:
    • Hand out a copy of the plant life cycles notes to each student.
    • Go over the handout, having students follow along with you as you go.
      • The plant life cycle begins with a seed, which then sprouts, then begins to grow roots and a stem, eventually it becomes a mature plant with leaves above the ground, next it flowers or fruits which have seeds in them, the seeds are carried off and planted again which starts the cycle anew.
      • Plants need sunlight and water to grow.
    • When finished, have the class glue the handout into their science notebook.
    • Afterwards, take any immediate questions before having the class turn to their tablemates.
    • Tell them that they are going to play a game, and that the table that shows you how the plant cycle works correctly, by creating a visual with the pieces of the cycle you will hand out to them, the fastest, wins and will be the table that helps guide the class through the different steps of the cycle.
    • Be sure to let them know to work together and once they are finished, have them raise their hands so you can check. (EXPLORE)
    • Allow them ready themselves and then tell them to start.
    • Once a table correctly finishes (It should be the order below, in a circular visual), announce that the class has a winner and go over the cycle once again for everyone with the winning table helping you.
    • Let all tables order them correctly and in the correct pattern. (EXPLAIN)
      • Seed à Seed Sprouts à Seedling w/ Roots and Stem à Mature Plant w/ Leaves à Flowers or Fruits w/ seeds àSeed (starts again)
      • The pictures should be placed in a circular pattern to indicate that it is a cycle and it repeats.
    • Tell the class you have one more challenge for them.
    • Ask them to think of anything in the world that they believe might change or interrupt the cycle. (EXTENSION)
    • Let them think for a few minutes before having each table share. Examples may include ideas like big storms blowing the plants away or animals eating them.
  • Summary:
    • End the lesson by asking students to pull out a piece of paper and a pencil.
    • Write or project the following questions and have the students answer them on their papers.
      • What are the stages in the plant life cycle (list them in order)?
      • Draw a picture of the cycle.
      • What is one thing that can interrupt the plant life cycle?
    • Be sure to tell them to do this individually. It is their exit ticket to your lesson and you want to know what they learned today. (EVALUATION)
    • When finished, have students turn it in to you.
    • Go over the three exit ticket questions as a class and take any final thoughts or questions before ending the lesson.
  • Differentiation
    • Students of all levels, struggling, advanced, and on pace, will have auditory and visuals throughout the lesson with the review notes and the game itself.
    • Students will have kinesthetic learning in which they manipulate and work with the pictures/pieces of the cycle and try and properly depict what the cycle looks like.
    • Struggling students may have additional help from the teacher.
    • Struggling students may have additional help from their peers during the game activity.
    • Students who finish the game early may discuss what they know and what they think about the plant life cycle.
    • Students who finish the extra, end challenge early may think of more things that can disrupt the plant life cycle and where those things might fit in the plant life cycle.

Materials

  • Teacher
    • Access to a whiteboard or chart paper or smartboard
    • Writing tool; expo maker, pen, pencil, etc.
    • Questions for the exit ticket (see above)
  • Students
    • Paper (Notebook, plain paper, etc)
    • Science Notebook
    • Glue sticks
    • Pencils
    • Plant Life Cycle handout
    • Plant Life Cycles Game (one per table)
  • Safety Precautions
    • The activities for this lesson, the class discussion, review, game, and exit ticket, do not require any specific safety precautions and/or extended steps in order to ensure classroom and student safety.

Evaluation A

  • Students will be evaluated and learning will be assessed based on whether or not they have correctly answered the three end of lesson questions, pertaining to plant life cycles, individually, completely, and without error.

 

 

 

 

 

 

 

TEDU 426 – Read Aloud Lesson Plan

This is a lesson and a reflection based upon a read aloud that I performed with my third grade practicum class. I learned quite a lot about not only reading to a class effectively, but also what it takes to keep engagement and assess student understanding while still being timely and staying with the targeted goals.

Read Aloud Lesson Plan

Purpose:
– This lesson, the read aloud, is important to conduct because it helps students to understand and see what a fluent reader is like. By watching a teacher read aloud, they are able to see how a reader demonstrates fluency, through expression, clarity, and the speed of reading. The students also gain practice with comprehension and vocabulary. With the questions and activities spaced throughout the reading, focusing on what is happening, predicting, connecting experiences, and exploring new words, the class is able to not only see how one should think while reading, but also gain experience in actually participating in this more in depth thinking while exploring literature. Over all, student both see and take part in the process of reading to learn, which will help them to better be able to function in society as this is a skill that is used in everyday life.
– SOL:
Reading – 3.5 The student will read and demonstrate comprehension of fictional text and poetry.
a) Set a purpose for reading.
b) Make connections between previous experiences and reading selections.
k) Use reading strategies to monitor comprehension throughout the reading process.
m) Read with fluency and accuracy.

Objective:
– Students will be able to correctly answer questions based on the theme, progression of the story, and the vocabulary. Before the read aloud, students will be able to correctly form a prediction given prompting from the teacher and working with a partner with without error. During the read aloud, students will correctly answer questions on the progression of events and vocabulary given specific questions with 80 – 90% accuracy. After the read aloud, students will be able to correctly demonstrate critical thinking and reflecting given a final prompt asking to confirm whether or not their initial predictions were correct and why without error.

Procedure:
– Introduction:
o I will introduce the lesson by having students gather around me on the reading carpet and telling them that today we will be reading a fable called The Lion and the Mouse.
o I will then go over what a fable is with the class, ask them to connect their own experiences with fables with this one and share those ideas with the class, and finally I will tell them we will be working on predicting and some vocabulary.
 A fable is a fictional story that has an important lesson to teach. The lesson is called a moral.
– Development:
o Next, and before actually reading the book, I will have the class turn and talk to a partner to form an idea, a prediction, about what the story may be about (Auditory).
o I will have students share with the class what they came up with before telling them to keep their ideas in mind.
o I will then begin reading the book (Auditory, Visual).
o I will read up until the the words ‘majestic shaggy mane’, and then pause to ask the class a few questions.
o I will ask them what words they heard that they think describe lion and his actions (majestic, shaggy, strutted).
o Then, once either they or I have mentioned the three words, I will ask the class to think about what they might mean and then have them raise their hands to share with the class once they have an idea.
o We will go over what each means.
 Strutted – a way of walking like you own the place, Majestic – being fancy or like a king, Shaggy – usually hair that is messy or poofy.
o Finally, I will ask the class to tell me what reference source they would use to find the meaning/definitions for the words we talked about if they did not know them (Possible answer: Dictionary).
o I will then continue reading up until the words ‘lion roared furiously’.
o We will pause once again and this time, I will have the class turn and share with a partner what has happened so far in the story and what they think will happen next.
o Afterwards, I will have students volunteer and share with me their summaries of the story and their new predictions.
o Then, I will then continue reading until the end.
o After the actual read aloud, I will have the class think about what happened and ask them what they think the lesson/moral of the story was.
o We will then go over it as a class.
 Moral: ‘Even the small can be great, and it’s important not to judge people on appearance’.
– Summary:
o To end the lesson, I will go over the idea that we have just read a fable as well as talk about what happened in the story and the moral of the story one more time.
o I will then ask the students to think about how they can relate the lesson/moral to their own life or experiences and have them share.
o Finally, students will return to their seats and write a sentence answering the following question (Kinesthetic):
 Was your first prediction, right? Why or why not?
o When finished, students will turn in their sentences.
– Differentiation:
o Students who may struggle with understanding the plot or events will have support from other students, in the form of partner sharing for the during read aloud pauses, who can explain to them the sequence of events.
o For students who struggle still to understand, I will be there to answer questions the best that I can.
o Students who are on level have both an auditory and visual learning example with me reading the book to them aloud. They will be able to listen and see the pictures to help them understand the substance of the story.
o Students who excel will have an opportunity to help who are struggling and test their knowledge of the content in the form of helping to teach it to another.

Materials:
– Teacher:
o Book: The Lion and the Mouse by Aesop, retold by Max McGee
o Questions / Comments for before, during, and after activities
o Question for Wrap Up
– Students:
o Paper
o Pencil

Evaluation:
A:
Student work will be evaluated based on whether or not the class has successfully created working predictions without error before the read aloud, has successfully answered the story and vocabulary questions during the read aloud with 80-90% accuracy, and has successfully revised and considered the ‘why’ portion of their writing prompt after the read aloud without error.
B:
For my read aloud lesson, my students did meet the objectives that I had set for them. I know this because of how they not only formed predictions at the beginning, without fail, and then revised them and wrote about why at the end, without error, but also how the students successfully answered all of my questions during the read aloud. All students who individually answered my questions, answered them correctly. As a class, the students were all also able to answer any of my questions with expected answers. They were also able to quickly craft and then considered their predictions, both with partner help and individually.
My lesson had both strengths and weaknesses, as most lessons do. For example, one of my strengths was engagement. The students were extremely engaged with the read aloud and the lesson in general. I was able to keep myself sounding excited and interested, showing expression and fluency during the reading, which in turn helped to keep my students wanting to know what I had to say and what would come next. Not only that, but another strength is that I was able to relate my read aloud to what the class was already learning about in their literacy block, fables. I had the chance to talk to my teacher about the read aloud, and together, we came up with an idea for a book that would not only satisfy what I needed, but help the class to gain even more practice and reinforcement with a concept they are already focusing on. On the other hand, I also have weaknesses. One weakness was my reading speed. I tend to talk fast, and as such, I read fast as well. I know that the students were able to keep up with me, but it still could not hurt to slow myself down a bit to help things to sink in and allow students to better absorb what they are hearing from my reading. I also could have worked more on having an exact definition for the vocabulary that we talked about. I gave them general, off the tongue definitions, but specific, dictionary ones would probably help to better solidify the words’ meanings with the students.
There are a few things I would like to change should I have the chance to reteach my read aloud lesson. For one, I would like to practice reading my book a few more times before hand to try and help with my own pacing as I read. I think that more practice would allow me to better find a slower, better pace so that I could help better portray the story to students. I would also like to prepare more for any vocabulary that I might want to focus on before doing the read aloud. Specifically, I would like to have the definitions and potential synonyms already prepared to give to the class in case general, off the top of the head ideas do not catch with everyone. I think that these few things would definitely help to solidify the over learning from the read aloud and not only give me more confidence in my teaching it, but also help improve student learning as well.

TEDU 426 – Running Record Lesson Plan

This is a lesson plan created based around performing a running record with a single student. It focuses on what and how a running record is done and what a teacher must do to successfully gather data on a student’s reading information. It was very insightful to myself and helped me to not only practice a running record, but be more aware of what goes into such a thing.

Running Record Lesson Plan

Purpose:

  • The purpose of this running record is to gain an understanding of at what level a student is proficiently reading. Then, based on the information gained, it can be appropriately decided whether to keep the student at the same, current reading level or adjust it for the student’s unique needs so that they are reading at the right level for their fluency and comprehension capabilities.
  • SOL: 3.6 – The student will read and demonstrate comprehension of nonfiction texts.
  1. a) Identify the author’s purpose.
  2. b) Use prior and background knowledge as context for new learning.
  3. c) Preview and use text features including table of contents, headings, pictures, captions, maps, indices, and charts.
  4. d) Ask and answer questions about what is read using the text for support.
  5. e) Draw conclusions using the text for support.
  6. f) Summarize information found in nonfiction texts.
  7. g) Identify the main idea.
  8. h) Identify supporting details.
  9. i) Use reading strategies to monitor comprehension throughout the reading process.
  10. j) Read with fluency, accuracy, and meaningful expression.

Objective:

  • The student will be able to successfully demonstrate fluency and comprehension in texts with the use of a provided passage from a book as shown by reading the mentioned passage with a 90-97% accuracy, as well as making predictions and answering questions correctly about it.

Procedure:

– Introduction:

  • The lesson will begin with explaining to the student that they will being reading to the teacher (student teacher), and that the teacher will in turn be taking notes about their reading.
  • The student should be told that this is an activity to help the teacher better understand them as a reader, and that it is not something for a grade.
  • The teacher will then introduce the book to the student, allowing them to see the cover, title, and any present on the front, while reading the title aloud to them.
  • Once the student has had a chance to look over the front, for about a minute, the teacher will ask the student to make a prediction about what will happen.

– Activity:

  • Once the student has made their prediction, they will be asked to read the story/ selected passage to the teacher aloud.
  • The teacher will time the student’s reading, as well as take notes, using the hundreds chart, on the student’s mistakes, including any with; substituting, omitting, repeating, reversing, or having to be told a word or words.
  • The teacher will also be offering assistance should a student not know a word, telling the student the word after five seconds of the child being unable to give it.
  • Closing:
    • After the student finishes reading the passage, the teacher will then stop the time and ask the student a few questions about the reading (at least one).
      • Did your prediction at the beginning come true?
      • What did you learn about *the topic* from reading this?
      • Tell me what happened during this story.
      • What do you predict will happen next?
    • The teacher will then close up the activity by reviewing one of the student’s mistakes they made while reading with them. The teacher should make note of it in the passage and explain to them what they changed and how it was different from what was actually on the page.

Materials:

  • The book which contains the selected passage for the student to read (student use)
  • A hundreds chart (teacher use)
  • A timer, stop watch, or something to keep time with (teacher use)
  • Miscue Analysis chart, for after the running record (teacher use)

Evaluation – Part A:

  • The student’s knowledge will be assed with the use of the data gathered from the running record with the hundreds chart to see if the student has performed within the 90-97%, Instructional level, as well as with the responses given about the passage for the comprehension questions about the story.

Evaluation – Part B:

  • The student I worked with did meet the objectives that I had set for him. Logan read the passage with an accuracy of 97% and had a total of four mistakes in his reading, one of which was not counted as he self-corrected himself. However, his reading and fluency was much stronger than his comprehension. When asked about what the story had told him, he only gave a very simple answer, and even asked what I meant by my question at first. The error that we went over together was with the words ‘grow’ and ‘grown’ and how he had left off the ending of the word grow when he read it. The student made that mistake twice and I wanted to be sure that he understood the difference between the two versions of the word and that the ending can change the meaning of a sentence, and if it even makes sense.
  • The percentages for the cues were as follows; meaning – 100%, structure – 25%, visual – 75%. The percentages for self-corrections was 25%.
  • I had both strengths and weaknesses with my teaching for this lesson. One strength was that I was able to clearly tell the student what I wanted and they were able to do so. I had no issues with Logan understanding that I wanted to see how his reading was and how I wanted him to demonstrate it to me. On the other hand, a weakness was the lack of clarity with my actual, comprehension questions. The student either did not understand fully what he had read or was not sure of what I was asking with a few of my questions, perhaps because of how they were worded, and that created confusion and affected his comprehension. Another weakness was that the student was clearly somewhat nervous with me. He read very quietly and never made eye contact with me. While it may be because the student is shy, it is also important to make sure that he is comfortable to as to not skew his data because of some miscellaneous variable.
  • For the next time I teach this lesson, I will be sure to try and work on a few things to improve it. First, I will definitely try to vet any questions I plan to ask the students again more carefully. I want the students to be able to understand the question and answer it to the best of their ability so that I can get a full, unhindered understanding of their comprehension and what they know. I will also work to try and make sure that the student is comfortable when working with me. To do, I will do my best to emphasize that I am not only not taking this for a grade, but that I am not judging them either and that the activity is only there to help them do their best.