Full Practicum Lesson Template

Name: Caroline Finnerty Date: 2/6/17

School: Angier Elementary Grade: 2

Starting and Ending Time: 2pm to 2:45pm

MA Curriculum Frameworks incorporating the Common Core State Standards: With

regard to how this lesson fits into the big picture of the students long-term learning, which
MA framework does the lesson most clearly address?

Social Studies
2.6 Explain the difference between a continent and a country and give examples of each
2.7 describe traditional food customs, sports and games, and music of the place they came
from.
2.8 give examples of traditions or customs from other countries that can be found in America
today.
2.9 identify and describe well-known sites, events, or landmarks in at least three different
countries

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

SWBAT use their background knowledge to contribute to the class KWL chart about China and
to formulate comparisons between what they saw and learned in an instructional video about
China with life and traditions in America.
SWBAT read a text and use the table of contents to find the answers to factual questions about
what they have read in the text.

Assessment: What specific, tangible evidence will show that each student has met this objective?
The students and myself will co-construct a KWL chart about China. Students will also complete
two pages in their worksheet- one factual page about the text they have read and another a
drawing of the flag of China.
Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

SWBAT use vocabulary learned from our discussion, the book or the video (such as country,
continent, emperor, yen, and population) to reflect what they have learned from the lesson.
SWBAT identify these words in a written book and be able to answer simple factual questions
using the vocabulary.
SWBAT use simple verbal and written sentences to express their ideas and answers to questions
that involve learned vocabulary from the lesson.

WIDA levels-
O- 5.6
B- 4.7
A- 3.8
S- 1.5

Assessment: What specific, tangible evidence will show that each student has met this objective?

Students will complete a worksheet with the learned vocabulary words on it, and their initial
ideas will be recorded on the KWL chart. This lesson has mostly tier 2 words, so I do not expect
there to be many difficulties with the vocabulary or be introducing many new concepts to ELL
learners. This lesson is meant to be more of an introduction to the vocabulary than an expectation
to master the vocabulary.

Content: What are the specific details of the lessons content knowledge?

Students will begin to learn basic, factual information about the country China, including Chinas
landscapes, the flag, Chinese traditions, food, people, buildings, currency, etc.
 PROCEDURES FOR THE LESSON
In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (_10_ minutes): How will you introduce the instructional objective to the students,
activate learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?
To begin the lesson, I will call all the students to come join me on the rug to fill out a KWL chart
about China. Before mentioning anything about the unit, I will put a picture of the country of
China on the board as it appears on a map and ask the students if anyone knows the country and
continent just by looking at the image. If no students guess correctly, I will give them a clue by
giving them the first two letters and asking them to guess again using the clue. Once someone
answers correctly, I will thank them for their answer and explain to the students that we are
beginning a unit on China and are going to fill out a KWL chart together as a class. I wil write
the lesson objective up on the board and orally state it as well (by the end of this lesson we will
have learned at least 5 fun facts about China!)
I will put the KWL chart up on the board, and ask the students to raise a quiet hand and help any
friends that may have forgotten or never seen a KWL chart before remember what the three
letters stand for. I will then begin the KWL chart by asking students to raise a quiet hand and let
me know what they THINK they may know about China. I will write their ideas down under the
K column (if their ideas are too extensive to fit, I will make them more concise). I will then thank
the students for their ideas and move on to the W chart, and ask the students to share anything
they would like to know about China with the class while I again document their ideas. I will put
the students initials after each of their comments as a way to document whos ideas are whose. I
will also use different colored markers to distinguish between the three columns.
During Lesson (_20_ minutes): How will you direct, guide, and/or facilitate the learning process
to support the students in working toward meeting the instructional objectives?

After completing the KWL chart, I will show the students a 9 minute video on China, and will
play the first few minutes of the video. I will then ask the students to turn and talk with a partner
and share 3 things they noticed in the video (i.e colors, people, animals, buildings, flags, etc.) If
the students are having difficulty, I will ask them think about what they saw in the video and how
it differs from their knowledge of life in America. After sharing their ideas, I will pair the
students up and ask them to read the book Into To China with their partner. I will model for the
students my expectations for partner reading (i.e taking turns, reading quietly, and not rushing
through the book). I will let the students know that once they have read the book through with a
partner, they will each complete the worksheet on p.2 of their packet. I will display the page up
on the whiteboard for the students to see what it looks like before going back tot heir desks to
start reading their books. Before sending the students to their desks, I will briefly discuss with
the students how the book they are reading is a nonfiction book about China, and will project the
table of contents page up onto the board. I will then model for the students how to use the table
of contents to find information in the book that I may be looking for before assigning them their
partners (their table buddies).
Once I have noticed that students have begun working on the worksheet, I will ask the students
to please turn their attention to me (1,2,3 eyes on me 1,2 eyes on you) and ask them to turn their
attention to the whiteboard where I will have displayed three different numbers. I will ask the
students if they remembered reading anything about the population of China in the books. Once
they answer no, I will let them know that one of the three numbers I have up on the board is the
correct population of China. I will ask the students to all take a second to look at the numbers
and think of their idea before having them rest their heads on their desks. I will tell the students
that I will be calling out each number and to please silently raise your hand while keeping your
head down if you think the number called is the correct population of China. I will tally up the
points and have a brief discussion with the students about whether or not they guessed the right
population. I will then ask the students to resume their work.

Video: 1:27-5:20

Closing (_5_ minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

Once students finish their worksheet, I will ask them to please color the flag on p.3 of their
packet. I will project the Chinese flag up on the board for reference. A few minutes before the
end of the block, I will ask a student to volunteer to read the class the lesson objective from
his/her seat. I will then ask the students stay at their desks and quietly raise a hand to tell me
some facts they learned about China that we could add to the L section of the KWL chart. I will
then ask the students to clean up their work and turn in their packets to the finished work bin
with their names on it. I will thank the students for their hard work, and lead them into a
transition for their next activity,
SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL), and utilize resources at the following links:

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format
Seat students Graphic organizers (verbal/written)
strategically near one Provide alternate
another reading Use Braille or large Give daily progress
print report
Pair students Provide on-level
reading Use manipulatives Extend time

Use assistive devices

Give verbal cues to Technology Use interpreter

emphasize main
ideas Give students copy of Give more breaks
directions
Increase number of Allow use of computer
review activities

Hand out copies of

notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation.

Support #1: I will pair students with partners who I know will not be a distraction to one
another, and who can stay focused on their work despite working with a friend. If any partners
are having a hard time concentrating or are not working well together, I will re-group the
students as I see fit.

Support #2: I will provide several options for student responses, including sharing their ideas
verbally in a whole group setting, writing their responses, and drawing. If students do not feel
comfortable or unable to voice their thoughts for the KWL chart verbally, I will allow them to
come up and write them down themselves or communicate their ideas to me and I will write
them down for them.

Support #3: The book that the students will be reading is specifically chosen for this unit and
this grade level with the readers abilities in mind. The books have large, dark print and only
have a few lines per page. The content is appropriate, concise, and
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

I will use Responsive Teaching techniques to help the students with transitions and with focusing
on the lesson and working diligently. I will use techniques such as 1,2,3 eyes on me and shh,
shh, shh to get the students attention during transitions, if things get too loud, or out on control. I
will reinforce appropriate behavior by commenting on any desirable behavior the students are
exhibiting and reminding students who are not exhibiting desirable behavior to make good
choices.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

KWL chart
Map of China
Flag of China
Youtube video (https://www.youtube.com/watch?time_continue=4&v=JvfwBU_G4Hg)
China unit packet
Markers
Pencils
Books (All About China)
Computer
Overhead projector

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lessons overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

My SP and I will continue to teach the unit plan and follow up on the lesson by revisiting our
KWL chart and adding more things they have learned about China to the L section of the chart. In
the following lesson, students will add any key words they have learned during the lesson to a
word chart which documents important vocab the students have learned throughout the unit. After
the lesson I will go through the KWL chart and highlight in yellow highlighter any key
vocabulary the students used and will start a vocabulary chart for the full unit. I will not have time
to do the vocabulary chart during the lesson.

Revised August 2015/Cass/Malley/Hagen 7

Venkatesh/Akoury/Malley
 REFLECTING ON THE LESSON
& DEVELOPING AN INQUIRY STANCE IN DAILY PRACTICE

Revised August 2015/Cass/Malley/Hagen 8

Venkatesh/Akoury/Malley
 These questions and prompts are to be used to guide the post-lesson evaluation and critique.
Review the BC-CAP to see if this reflection can be used as a piece of evidence.
1. Student Learning/Classroom Management/Routines
a. What do you think the students learned? How did student learning differ from what you
were expecting? Identify specific examples of student work to answer #3 below.
b. Describe how your language objectives supported your English Language Learners in
meeting your instructional objective. Based on your experience with this lesson,
describe any changes you would make to the lesson if you were to teach it again.
c. Describe the levels of engagement of three different students in the class. How do you
account for these varying levels of engagement? Why might this have happened?
d. Which parts of classroom management were most and/or least effective? Why? In what
ways did instructional activities help or hinder the classroom management or routines?

2. Lesson Adaptations
a. What were some of the ways you adapted the lesson while teaching to address the
needs of various students in the class. Provide specific examples.
b. In hindsight, how might you have adapted or changed the lesson during the planning
stages?
c. What specific suggestions from your Program Supervisor or Supervising Practitioner
were implemented or not? What was the outcome? Were they beneficial? Why or why
not?

3. Student Learning/Assessing Student Work

a. Choose one or more examples of student work to review/analyze.
b. What were some specific misconceptions students had during the lesson? How do you
know? To what would you attribute the misconceptions?
c. How does analyzing student work inform your success with this lesson? Cite at least 3
examples from student work that either support your teaching, or indicate to you that
you should have approached the lesson differently.
d. Using the information from 3c, if you were to teach this lesson a second time:
What would you change about the lesson and why? This should include any
planning, delivery of instruction, or closing changes.
Be specific and cite the examples of student work that are informing your
changes.
What additional information about the students or subject matter would have
been helpful to you as you initially planned the lesson? Explain why.

4. Strengths and Areas Needing Improvement

a. In thinking about your lesson as a whole, what do you think were the most effective
and least effective parts of the lesson? What specific evidence do you have that
support these claims?
b. What do you see as your teaching strengths in the lesson? These can be in any areas
related to teaching such as planning, instruction, classroom management, assessment,
etc.
c. What areas of your teaching need improvement? Explain why.
d. If you were to teach this lesson again, what would you do differently? Why?

Revised August 2015/Cass/Malley/Hagen 9

Venkatesh/Akoury/Malley