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Complete the following lesson plan elements for EACH required item above (except the
Learning Goals).
Materials:
Poster board
Teacher example of what is expected of them.
Poster worksheet
Pencils
Markers
Pictures (will get after the worksheet is completed)
The Plan:
Anticipatory Set:
Since its our first day together I made a little poster to help me introduce myself
and you will make one to you can introduce yourself to me.
Introduction:
Introduce myself with the poster I made. Going over each section.
Say you are going to complete your own All About Me Poster and we are going
to fill out this worksheet together with what you want to put on your poster
Instruction:
Take a picture of the student and make sure you have the correct spelling of the
students name.
Have student talk and write down 5 of their favorite things.
Have students pick 3 of their favorite books, talk and write.
Have student pick their favorite activity at school and home, talk and write.
Have student answer something that they want to try.
Have student talk and write about where they would like to take a trip.
Provide any assistance needed.
After student has completed the worksheet. Print materials that will go on their
poster. Print the pictures, book covers, favorite things, something they want to try,
where they want to travel and their favorite activities.
Paste materials on their poster to bring to practicum next time.
Closure:
What are some things we have in common?
What are some unique things about us?
Assessment/Evaluation:
Materials:
Construction paper (1 regular size page)
3 different color markers
The Plan:
Anticipatory set:
Do you have rules in school or at home?
What are some of those rules?
Why do you think we have those rules?
Introduction:
Ask students- what does it mean to do your best?
Ask students- describe what doing your best looks like.
Today were are going to create our guidelines to follow while I am here
and we are working together but I want you to come up with them so we
are going to have a discussion. Well eventually have 3 important
guidelines. So what do you think is important?
Instruction:
Modeling
One of the biggest rules that I always like to follow is the golden rule;
treat others the way you wanted to be treated?
A way that I make sure I am doing my best is making certain that I am
always listening to my teachers and their directions.
We-do/ Discuss
So you are going to come up with three rules that you want to follow
while you are working with me.
Discuss with your peers (if applicable) and me.
If I am looking around the room and talking to my friend, is that doing my
best?
Why do you think it is important to have rules and guidelines?
Jot down their ideas on the construction paper. Leave a big space for them
to write their three rules.
You Do
Come up with some guidelines you would like to follow while I am here
with you.
Write the guidelines.
Closure:
After students have discussed have them choose three important guidelines
they plan to follow while you are working with them. Have students write the
guidelines on the construction paper and have students sign at the bottom.
Assessment/Evaluation:
What are our 3 rules?
Why are they important?
Objective/Evaluation/Common Core Standard:
TSW read and respond to questions on the question ball 5-6 times responding to others
responses.
Strand: Speaking and Listening
Box Sub-heading: Comprehension and Collaboration
Standard: SL 1.1 Participate in collaborative conversations with diverse partners about grade 1
topics and text with peers and adults in small and large groups.
Materials:
Question ball
The Plan:
Anticipatory set:
We are going to play a little ball game with my question ball.
Introduction:
I want to get to know a little more about you and I have a question ball to help
me get to know you a little better.
Instruction:
We do have some rules regarding the question ball.
o We must throw softly and under hand, like this (demonstrate)
o You will read the question out loud and answer in
complete sentences.
Okay, lets start. (Toss the ball 5-6 times to get to know the student a little better)
If student lands on a question they have already answered have them pick a
different question.
Participate in the activity with the students; have them throw to you as well.
Answer in complete sentences.
Closure:
Restate something you learned about the student. For example, I think it is really
cool that you have a pet turtle.
Assessment/Evaluation:
Whats one thing you learned about me (or the other student if there is one)?
Materials:
Word Lists
Where-to-Start Individual Record
Where-to-Start word directions
Where-to-Start Chart
Pencil
The Plan:
Introduction:
Say: I want you to read some words. When you come to a hard word, try it. If you
cannot read it, go on to the next word. Ill be making notes while you read. Start
here (point to the beginning of the list).
Instruction:
Prompt student to start reading. If student is having difficulty with a word have
them move on. By saying read the next one
As students are reading the record their responses on the Where to start Individual
record sheet. Use the running record marks
Score errors when student
o Doesnt read the word
o Substitutes the word or sounds
o Says the word in different ways and is uncertain of pronunciation
o Doesnt read the whole word
Do not prompt, coach or ask student to repeat a word (unless you didnt hear it)
Record the number of words read correctly at the bottom of the where to start
individual record sheet and the bottom of each list.
If the child reads 19 to 20 words on a list correctly, then go to the next list. If the
child reads less than 18 words correctly, then stop and begin the text reading at
the appropriate level shown on the Where-to- Start Chart.
Closure:
Thank you. What kind of books would you like to read?
Assessment/Evaluation:
Pick level appropriate books to bring next lesson.
Materials:
The book Miss Nelson Is Missing
Reading response questions
The Plan:
Anticipatory Set:
Do you like being read to?
I am going to practice being a teacher by reading a story out loud.
Introduction:
Have you read Miss Nelson is Missing?
Miss Nelson is Missing is a story about a teacher who has a class that gets a little
out of hand. Lets read to find out what Miss. Nelson does and how the class
behaves.
Instructions:
Read with prosody, out loud to the student(s)
Stop after page 4 and ask the students about the text. Ask them to explain what
the students were doing that Miss Nelson was not happy about.
Continue reading; pause to check for understanding after the students go to the
detective. Why did the kids want Miss Nelson back?
After reading the book ask them the questions from the worksheet.
o Who is Miss Viola Swamp?
o Where is this story taking place?
o Describe Miss Nelson.
o Describe Miss Viola Swamp.
o Why did Miss Viola Swamp show up?
o How were the students behaving at the beginning of the book? How do
you know?
o How were the students behaving at the end of the book? How do you
know?
o Whats the main idea of Miss Nelson is Missing?
o Put an A next to appropriate behavior and an I in front of inappropriate
behavior.
___ Squirmed and made faces
___ Sitting attentively during story time
___ Refusing to do lessons
___ Sticking spitballs to the ceiling
Help them work through the worksheet.
Closure:
What did you like about the story
Is there anything you didnt like about the story?
Assessment/Evaluation:
Students are able to identify key ideas and main details.
Students are able to describe characters and settings.
7. How were the students behaving at the end of the book? How do
you know?
5 Favorite things
1.
2.
3.
4.
5.
3 Favorite Books
1.
2.
3.