My+Lesson+Plans


 * Lesson #1**
 * Name: __Courtney Higgins__ Grade Level: __Kindergarten__**
 * Has this lesson plan been completed for a course assignment? (Yes or No)**
 * Estimated number of days lesson will cover: __about 10 days__**
 * Lesson Subject/Title: Wants and Needs Bubble Bust! ||
 * Performance Standards:


 * SSKE4 The student will explain that people must make choices because they cannot have everything they want. ** ||
 * Lesson Objectives (What students will know and/or do) :

Given different pictures and prompts the students will determine the difference between a want and need at least 8 out of 10 times.

Enduring Understanding: People must work for money and that money must first be spent and saved for our needs not wants. ||
 * Essential Questions:

What is a want? What is a need? || Currency Want Need Community Helpers ||
 * Key Vocabulary:


 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 5 mins || Hook: I will pull out a stuffed toy (want) & apple (need) and ask/ discuss which is a want and which is a need. || On the back of the props there will be a label of the correct answer of which I will put in front upon discussion of the topic || Stuffed animal and apple || Group discussion and individual questioning ||
 * 35 mins || Direct Instruction: On the smart board we will use hide and seek power points to delve deeper into the concepts of wants and needs.

Guided Practice: On the bubble pop board students will chose which of the pictures in the bubbles are wants, they will then pop the bubble.

Independent Practice: students will use their journals to write and sentence and draw a picture of a need that was discussed today || Hints will be provided for those in the lower groups who struggle

Individual help will be provided as well as having the props still visible with the name tags on them

High students will be able to write the sentence by themselves with little help on letter or certain words and will write an additional sentence upon completetion of the required material.

Medium students will transfer the sentence from the board to the paper with some help from teachers.

Low students will have the opportunity to transfer from the board with help writing words and letter. If still struggling the student will be able to trace over words written by the teachers on their paper. || Smart board and hide and seek power points

Smart board and bubble pop game

Student journals, pencils, and crayons || Group discussion and individual questioning

Individual probing

Walking around the room looking at the pictures to see if it is a need and if it is one that we discussed. Also will include individual discussion of the students own work. ||
 * 5 mins || Review and Closure: Go over again what a want and need is. What needs we discussed today. How we get the things we needs discussed. Some time will be left over for clean up and transition into the next activity. ||  ||   || Group answers to probing questions. ||

Lesson Reflection: What worked well in your lesson? The bubble pop game.

What modifications did you make in your instruction for varying abilities of students based on your formative assessments? I would ask more questions of the students and I would ask them to say the name of the picture louder for the whole class to hear.

What follow-up instruction related to your objectives is needed either for remediation or extension? I would make a worksheet of the items that were in the game and go over them one-on-one with the student who is having problems

What would you still like to learn that might help you to better meet the diverse needs of your students? I would like to learn more differentiation.

**Lesson #2**
 * Name: Courtney Higgins Grade Level: Kindergarten**

a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure. b. Makes predictions from pictures and titles. c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text. d. Begins to distinguish fact from fiction in a read-aloud text. e. Retells familiar events and stories to include beginning, middle, and end. f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text. g. Connects life experiences to read-aloud text. h. Retells important facts in the student’s own words. || The students will listen to and answer questions about the story __Close Your Eyes__ by Kate Banks by writing a complete sentence and drawing a picture displaying at least two animals in the text given in the story.
 * Estimated number of days lesson will cover: 1 day, 45 minutes long**
 * Lesson Subject/Title: Close Your Eyes ||
 * Performance Standards:
 * ELAKR6 ****The student gains meaning from orally presented text. The student **
 * Lesson Objectives (What students will know and/or do) :

Enduring Understanding: Everything in the world is beautiful it its own way. Fiction vs. Non Fiction || Can real animals do the same things that the animals in the story do? ||
 * Essential Questions: How do you know the story is Fiction (make believe) vs. Non Fiction (real life)?
 * Key Vocabulary: Dream, Magic, Fiction, Non Fiction ||

By: Kate Banks || Ask periodic questions about the story ||
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 15 mins || The hook would be looking at the book and asking the students what they think the story is about based on the cover of the book. Then I will read the story to the students. ||  || __Close Your Eyes__
 * 5 mins

15 mins || Guided Practice: Help students get started on writing and drawing, by writing the beginning of the sentence leaving the animal names out on the smart board

Independent Practice: Students finish the sentences and pictures || Use smart board to provide visual aid for writing the sentence

Individual help from teachers, including help with some letters. Dot out words in the sentence or write sentence and let them trace || Smart board, journal paper, pencils, crayons || Watch the students write out his/her sentences about the story including animals seen in the story

Review the student’s progress on the sentences and take note on the ones who need more help. || Talk about the different animals seen, review over their work, and review the sight words learned throughout the book ||  ||   ||   ||
 * || Review and Closure:

Lesson Reflection: What worked well in your lesson? The students loved the story, because it was so colorful and just looked like fun! What modifications did you make in your instruction for varying abilities of students based on your formative assessments? The high group did not get help on writing their sentences. They will only get help on writing the name of the animal to fill in the blank. The middle group gets help writing the sentences and the low group will have some words written out for them in highlighter for them to trace. What follow-up instruction related to your objectives is needed either for remediation or extension? None What would you still like to learn that might help you to better meet the diverse needs of your students? I would like to learn more differentiation techniques.

**Lesson # 3** S1L1. Students will investigate the characteristics and basic needs of plants and animals. d. Compare and describe various animals—appearance, motion, growth, basic needs. ||
 * Name: __Courtney Higgins__ Grade Level: __First Grade__**
 * Estimated number of days lesson will cover: __1 Day__**
 * Lesson Subject/Title: Animal Features ||
 * Performance Standards:
 * Lesson Objectives: The students will compare and describe animals that walk on land verses animals that fly by independently creating an original bridge map in a group and individually.

Enduring Understanding: Some body parts of animals are similar to humans and some are very different. Animals have special body parts that help them stay the right temperature, move from place to place, defend themselves from other animals, and get the food they need to stay alive. Each body part has a different purpose to help the animal in unique situations. || What are some examples of similar body parts between animals and humans? Do animals use their arms and legs in the same way a human does? Where is a human’s skeleton located? What makes animals different from humans? What makes animals similar to humans? ||
 * Essential Questions:
 * Key Vocabulary: Fur- outer coat on animals, like hair to humans; Feathers-outer coat on birds, like hair or fur; Scales-outer coat on a fish, like hair for humans; Fins-hard appendages, like feet and hands, that help the fish steer; Claws- hard sharp appendages like fingers for birds; Mammals; Reptiles; Insects; Exoskeleton- skeleton of an insect that is on the outside of the body; Wings- birds use these to move like arms. ||

minutes
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 5 minutes || Hook: Have paper monkey with body folded up behind it. Then ask the student what I have in my hand, discuss with the students about how this is a monkey’s head which is a part of the monkey’s body (unfold the monkey). ||  || Paper, crayons, markers, scissors, and string. ||   ||
 * 15

10 minutes

10 minutes || Instructional activities: Play video-- Animal Parts (12 minutes). Lead a class discussion about the similarities and difference between animals and humans.

Guided Practice: From the class discussion, we will make a brace map discussing the different body parts of a certain animal and contrasting its uses to how a human would use it.

Independent Practice: Blue group will make their own brace map, which is modeled after the one that the class did together, but this time they will have to break down a big land animal. Red group will do the same, but they will have to break apart an animal that flies. || Read the words from the video to the class as they appear.

Give extra time for answers to those who need more help.

Ask leading question to those who need help.

Asking leading questions.

Giving more time.

The blue group needs more help with the words, so they get the easier animals to break apart. Red group will have an easier time writing words and they will sound out their words, so they get the harder animal to break apart. || Smart board, video

Smart board

Paper, pencils, crayons, markers || Watch to see if students are paying attention during the movies. During the class discussion lead it with probing questions.

Formatively assessing the students on how much the students retained from the video and discussion.

Compare individual maps to the group map to see if it follows the same guide line. Then make sure that the student broke down the animal correctly. || Compare and review the two groups of animals for the similarities and differences. ||  ||   || See who answers questions. Makes note on who does not and review the material with them again. ||
 * 5 minutes || Review and Closure:

Lesson Reflection: What worked well in your lesson? The video, they loved the song at the end What modifications did you make in your instruction for varying abilities of students based on your formative assessments? I would have pre-made the thinking map I was using so that we could discuss it, rather than having them help me fill it in because they started being silly. What follow-up instruction related to your objectives is needed either for remediation or extension? I would make an easier worksheet for the students. What would you still like to learn that might help you to better meet the diverse needs of your students? Different ways to teach science, my teacher uses a lot of videos, so I would like to learn something different.

**Lesson # 4** a. Reads and listens to a variety of texts for information and pleasure. b. Makes predictions using prior knowledge. c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud or independently read text. f. Makes connections between texts and/or personal experiences. g. Identifies the main idea and supporting details of informational text read or heard. h. Self-monitors comprehension and rereads when necessary. c. Makes connections: text-to-self, text-to-text, text-to-world. ||
 * Name: __Courtney Higgins__ Grade Level: __First Grade__**
 * Estimated number of days lesson will cover: __1 day__**
 * Lesson Subject/Title: Guided Reading Lesson—//Sam goes to school// by Jenny Giles ||
 * Performance Standards:
 * ELA1R6 ****<span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">The student uses a variety of strategies to understand and gain meaning from grade-level text. The student **
 * The student produces a response to literature that: **
 * Lesson Objectives (What students will know and/or do) : The students will read //Sam goes to school// by Jenny Giles and make at least one text-to-self connection and answer at least one question about the story.

Enduring Understanding: Sometimes new situations can be scary, but you need to be brave and face your fears because you will find that it’s not as bad as it seems. Feelings are valid and its okay to admit you are scared. Make friends may seem hard, but it is actually easy. || Can we make a text-to-text connection? Can we make a text-to-self connection? How is Sam feeling? On your first day of school did you feel the same way Sam did? What is the main idea of this text (what is the story about)? In the beginning of the story how did Sam feel? At the end how does Sam feel? Did you like the story or not? Is it okay to not like a story? || Classroom, feelings, Anxious, “I will look after you”, Happy, Excited, “big school girl”, Friendship ||
 * Essential Questions:
 * Key Vocabulary:

The students will do a picture walk silently. Once they have done the picture walk, the students will look at the some of the Key Vocabulary on the board with the teacher. The students will be asked what they think the words mean. Then the students will select a page from the book to read, all other pages will be read to the student by the teacher (model reading).
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 2 minutes || Activation of prior knowledge: Ask the students to look at the book and describe what they see on the cover the student what they think is going to happen in the story. ||  || 6 copies of //Sam goes to school// by: Jenny Giles (level 7 book) || Student answered question. ||
 * 10 minutes || Guided Practice:

After the story the students will discuss if they can make a text-to-text connection and a text-to-self. Then they will be asked question about the story || This group is all on the same reading level. They read on the level 7. One little girl gets extra time reading because she is an ESOL learner, her name is Jamillet. || White board, markers, eraser, books. || Listen to student answers and how they read. || Review the story and ask the student what they thought about the book. ||  ||   ||   || Lesson Reflection: What worked well in your lesson? The key vocabulary, the students liked seeing the board and having a discussion about the words. They also liked picking their own page to read.
 * 3 minutes || Review and Closure:

What modifications did you make in your instruction for varying abilities of students based on your formative assessments? I used simpler words and phrases with one of the students in my group because she is a ESOL student

What follow-up instruction related to your objectives is needed either for remediation or extension? I would give a study guide to take home about the story so that the parents could read with the study guide to help their student’s comprehension.

What would you still like to learn that might help you to better meet the diverse needs of your students? I would like to learn more about how to teach reading. I need some more techniques on going deeper into their learning process.