Amanda Foster Multiplication lesson 3/12/14 Commentary for Lesson Plans

Respond to each prompt below by typing in your response using complete sentences. 1. Central Focus: a. Describe the central focus and purpose for the lesson. (Choose either comprehension or composition for the central focus. Identify the strategy you will use for the lesson.) Comprehend the three types of Pollutions, the effects, and causes Composition: Write about these Pollution: their effect and cause

b. Describe how the standards and learning objectives address the learning strategy chosen, the skills chosen to support the strategy, and the reading/writing connection. This lesson enables the student to build their comprehension on Pollution: their cause and effect. This enhances their knowledge of Pollution. The learning goal shows this by giving the students the opportunity to explore what pollution is and what causes the effects.

c. Explain how your lesson helps students to make connections between skills and the essential strategy. The Central Focus was to identify, describe and analyze the three types of pollution. This helped the students by practicing writing facts in a booklet and analyze the effects. This lets me observe that the students have mastered or partially mastered their knowledge of Pollution.

2. Knowledge of Students consider the variety of learners in your class. What types of accommodations/modifications do they need.

a. Describe prior knowledge, academic learning, and skills related to central focus. (What do students know, what can they do, and what are they learning to do?)

This was a teaching lesson on Pollution. They can write at least one fact about Pollution because they had an introduction lesson the day before and this lesson was Lesson two. However, after this lesson they were able to write at least 5 or more facts, about each type of pollution.

b. Personal/cultural/community assets related to central focus: what do you know about your students experiences, cultural backgrounds, interests?

Some of the students like the outside and nature, the lesson showed them how they are harming the Earth. When the teacher informed them of their contribution to pollution, they became more interested and engaged in the lesson. Their interests were sparked by the community effect.

3. Supporting Students Literacy Learning- as you explain, refer to materials and activities you have included. Use principles from research and /or theories to support your responses. a. Explain how your understanding of your students prior knowledge and personal/cultural/community assets guided your choice of activities and materials.

The lesson two I chose was part lecture and the other half: hands on. I chose the hands on activity because I know that my students love to draw so they could color and decorate their booklet. This lesson will help the students build their comprehension in the various types of Pollution.

b. Describe and justify why your chosen strategies, activities, and materials support the whole class, individuals, and/or small groups with specific needs.

The instructional strategies chosen for this assignment include lecture presentation that built comprehension. They had booklets that build their composition which will help them on the CRCT.

b. Describe common misconceptions or common developmental approximations within your central focus and how you will handle them.

A common misconception in discussing Pollution is the students will think everything outside is pollution. Every time they litter, the animals will die is also a misconception.

4. Supporting Literacy Development through Language a. Identify one of the language functions and key learning task for the lesson. Describe how the vocabulary or key phrases along with either syntax or discourse help students to understand the strategy. (What do students already know and what are they struggling with or what is new to them?)

The language function for this lesson was effects and causes. The effects and causes of pollution help them with their CRCT.

b. Describe the instructional supports that help students understand and use the language demands.

5. Monitoring Student Learning: a. Describe how your assessments will provide evidence that the students can use the strategy and skills to understand the lesson.

The assessment was to create a booklet and quiz about various types of Pollution.

b. How will you adapt assessments for students with specific needs?

I will have the group of struggling students and they will have to write two facts for each category with the assistance of the PowerPoint slides

c. What evaluation criteria will you use to analyze student learning? You can use a narrative, table or graph.

d. What feedback did you give students to guide further learning? I told them good job and great facts. e. Based on your analysis of student learning, what are the next steps for instruction? (Use principles from research and/or theory to help explain your decision.)

Using the theory of Piaget, Assimilation and accommodations, I will plan other activities for the students that are hands on and can build on the leaning goals and they will begin to work on division.