Running head: THEMATIC LESSONS 1

Thematic Lessons

Rolanda S. Hardy

May 10, 2017

Trinity Washington University

EDCC 207- Professor Dawkins

THEMATIC LESSONS 2

Thematic Lessons

Part 1: Learning Objectives

Prekindergarten overall objectives

1. Students will be able to demonstrate understanding of the job of an entomologist.

2. Students will be able to represent their knowledge of bugs and their habitats in their mazes.

3. Students will be able to express what they included in their models and why.

Prekindergarten standards

Language arts:

1. Objective 6b. Expresses thoughts, feelings, and ideas verbally, enunciating clearly enough

to be understood

2. Objective 6e. Uses words and phrases acquired during conversations, by listening to stories

and informational texts read aloud, playing with other children, and other activities

Math:

1. Objective 18a. Identifies the relative position of objects, using appropriate terms such as

above, below, in front of, behind, over, under

2. Objective 17a. Correctly names basic two-dimensional shapes (squares, circles, triangles,

rectangles), regardless of their orientations or size

Science:

1. Objective 19b. Demonstrates understanding that living things change

2. Objective 22d. Represents scientific thinking and knowledge by drawing, dramatizing, and

making models

Social Studies:

1. Objective 23c. Demonstrates understanding that people have different kinds of jobs
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2. Objective 23e. Participates in the creation of a classroom community

Physical Development:

1. Objective 33a. Uses finger and hand movements to work with small objects and accomplish

tasks

Arts:

1. Objective 25b. Uses a variety of materials to create products

First grade overall objectives

1. Students will be able to express thoughts and ideas through writing and drawing.

2. Students will be able to write time in hours and half hours.

3. Students will be able to communicate thoughts through movement.

First grade standards

Language Arts:

1. L.2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

2. L.1. Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

Math:

1. 1.MD.3. 3. Tell and write time in hours and half-hours using analog and digital clocks.

2. 1.G.2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-

circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms,

right circular cones, and right circular cylinders) to create a composite shape, and compose

new shapes from the composite shape.

Science:
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1. K-2-ETS1-1. Ask questions based on observations to find more information about the

natural and/or designed world(s).

2. ETS1-A. Before beginning to design a solution, it is important to clearly understand the

problem.

Social Studies:

1. 1.1. Students interpret maps, including the use of map elements to organize information

about places and environment

2. 1.2. Students identify and describe the symbols, icons, songs, and traditions of the United

States that exemplify cherished ideals and provide continuity and a sense of community

across time.

Physical Education:

1. 1.2.2 Identify and independently use personal space, general space, and boundaries while

moving in different directions, and discuss why they are important.

Arts:

1. 1.1.3 Demonstrate thoughts and feelings through movement.

Part 2: Assessments

Prekindergarten

Pre-Assessments:

Standard 12: Writes letters and words: individual observation of student writing during morning

message completion.

Standard 22d: Represents scientific thinking and knowledge by drawing, dramatizing, and

making models: Students observing and documenting changes in their caterpillars as they change

to butterflies
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Ongoing Assessments:

Standard 23c: Demonstrates understanding that people have different kinds of jobs: The

observation of student play as they assume scientific roles in the dramatic play centers

entomology lab.

Objective 6b. Expresses thoughts, feelings, and ideas verbally, enunciating clearly enough to be

understood: observation of responses during morning meeting

Post-Assessments:

Standard 12: Post-Assessment: the product of a students daily journal entry.

Standard 33: Demonstrates strength and coordination of small muscles: Pre-Assessment:

observation of student performance during stringing beads activities such as jewelry making.

First Grade

Pre-Assessments:

Physical education 1.2.2: Identification and use of personal space during brain breaks and Go

Noodles indoor recess.

1.MD.3. 3.: observation of students writing of time on the daily schedule.

Ongoing Assessments:

Math 1.G.2.: Using shapes at a math station to create new shapes.

Language Arts L.1.: observation of student speech during story retellings.

Post-Assessments:

Language Arts: L.2. student writing in their journals.

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Social Studies 1.2.: student ability to answer questions about United States symbols during a game

of Jeopardy

Lesson Plan 1: Prekindergarten

Lesson Overview Standards

Name: Rolanda Hardy Date: May 12, 2017

Grade/Subject/Class: prekindergarten Unit/Theme/Topic: Bugs and Insects

Common Core or State Standard(s): What content standard(s) are you specifically

addressing in this lesson? (Hint: These need to be focused. Be sure to select only

standards that clearly relate to your lesson.)

Standards taken from DC Early Learning Standards

Standard 12: Writes letters and words

Standard 22d: Represents scientific thinking and knowledge by drawing, dramatizing,

and making models

Standard 23c: Demonstrates understanding that people have different kinds of jobs

Standard 25c: Expresses experiences, ideas, and feelings through visual arts

Standard 33: Demonstrates strength and coordination of small muscles

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Lesson Objectives
Specifically, in measurable language, what do you want students to know and be able

to do by the end of the lesson? Be sure to include all components of a measureable

objective (Conditions, Performance/Behavior, and Criteria) and Blooms Taxonomy.

(Hint: Be sure that these are focused and that they relate directly to the standards

selected.)

1. Students will be able to demonstrate understanding of the job of an

entomologist.

2. Students will be able to represent their knowledge of bugs and their habitats in

their mazes.

3. Students will be able to express what they included in their models and why.
Rationale

Provide an explanation of the reasons you are teaching this lesson including the

importance for children of this age to learn this material. Discuss developmentally

appropriate practices. Describe the instructional approaches and methods you will

follow in presenting the material.

These are standards that should be covered. I chose this lesson because young

children are still learning about the world around them. This lesson ties together what

students have learned and prompts them to create models based on their new

knowledge. This allows for hands-on discovery and authentic assessment.

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Materials
Materials/Equipment/Preparation: List all materials including texts and assistive

technology that are needed to teach this lesson. List items to help you organize

yourself before the lesson. Make sure you write or draw an agenda and review it with

the students. If you are using technology, set up and practice before the lesson.

Legos

Hexbugs

Rocks

Leaves

Sticks

Plastic birds and spiders

Paper, markers, model magic, tape, popsicle sticks

Book: On Beyond Bugs and The Very Hungry Caterpillar

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Planning for Learning Differences*

Accommodations: Explain how you will use accommodations to meet student needs.

This includes students with a variety of exceptionalities. (Note: Accommodations will

vary depending on the specific issue and the nature of the lesson presented. Learning

differences is broadly inclusive and not limited to students with identified special

needs.)

Students who have difficulty connecting the Legos will receive additional teacher

support. In addition, they will be placed with a partner who can assist them. Students

who are not yet writing can use pictures on their signs to indicate meaning.

Differentiation: Explain how you will reach students with a variety of learning

preferences. For example, use of Multiple Intelligence Theory or multiple methods of

presentation, multiple methods of engagement, and multiple options for assessment.

(Example: English Language Learners, Enrichment, etc.)

My visual learners and those who enjoy drawing, can assume the role of a sign-maker

in their group. Tactile learners and those who like manipulatives will be able to build

with the Legos. More logical students can take the lead in planning the mazes

structure and the direction the bugs should go.

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Assessment
Explain how you will check for understanding during the lesson. Explain how you

will determine whether students have met the lesson objective(s) at the end of the

lesson.

I will gage student understanding by observing their interactions with peers, teachers,

and materials. I will be looking for student ability to use tools to create their mazes. I

will also be evaluating handwriting by looking at their signs. Gathering student

understanding of various community jobs can be observed through students involving

themselves in their mazes by assuming the role of the entomologist, studying the

insects and their habitat. This might look like students using magnifying glasses or

describing what they see the insects doing.

Time/Duration Sequence of Steps: Detail each step you will use to Materials and

(approximately acquire the desired outcome from your introduction Differentiation

20 minutes) through closure. (Describe specific

(Hint: You will likely include more than six steps. When materials and

typing into this document, just add on to the steps). how you will

differentiate

instruction in this

section).
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Introduction:
1. Purpose and Objective: State purpose and/or

objective of the lesson to the students in student

friendly language. (Students will be able

to). Be sure that you are communicating to

the students specifically what you expect them to

learn/be able to do by the end of the lesson.

Students will be able to use writing to convey

meaning

Students will be able to express thoughts and

ideas through drawings

Students will be able to plan and build mazes and

paths with Legos.

2. Value: Indicate to the students WHY this is

worthwhile for the students.

Young boys frequently find bugs while they dig in

the dirt. Meanwhile, the girls are often afraid of

the bugs. Boys can learn about a topic of interest,

while girls learn about the bugs that surround

them daily.

3. Engagement: Show how you will scaffold or

bridge from past lessons, grab student attention,

and/or create interest in the lesson.

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Do you remember when we read The Very

Hungry Caterpillar? Was it safe for the

caterpillar to eat human foods and treats? No, he

got a tummy ache. But he felt better when (he ate

a leaf). What about our book On Beyond Bugs.

Do you remember some things the bugs like?

What about things they dont like or are

dangerous? Well today we are going to work

with hexbugs! You will make mazes for your

hexbug to travel through. Inside your maze, you

can use rocks and sticks as hiding places. You

can put in leaves for the bugs to eat. You can

makes signs to keep dangerous bugs out (ex.

Stripes=poison. Dont eat me!) or to tell the bugs

which way to go.

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Core Instruction/Activities
Core activities may include demonstration or modeling,

guided practice, independent practice/extension, and

assessment/evaluation.

1. Read two of the themed books (literature).

2. Sing 5 little bugs song to reinforce content

(music and math).

3. Remind students what we have learned thus far

about insects and bugs.

4. Model use of materials at the work tables in the

room.

5. Send students to their space with their partners.

6. Walk around the room providing support and

scaffolding where needed.

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Closure/Wrap-up:
Closure/Wrap-up:

This is the wrap-up portion of the lesson, where the

teacher helps students recall what they have learned in

the lesson. Teacher reinforces lesson objective(s).

Wow that was super fun! You all did an amazing job

finding creating your own habitat mazes for your bugs to

travel through. What kinds of things did your bug pass?

Did it go through more safe or more dangerous things?

Homework or Create a homework assignment to go along with the lesson. Demonstrate

Home Family home/school connections.

Connection Is there a place inside or outside of your home that bugs would like to hide?

Draw a picture of that place and tell us why the bugs would like to live

there.
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Student learning: How do you know the students did/did not meet the

lesson objectives? What evidence from your assessment supports your

answer?

I know the students met the lesson objectives because they were able to

discuss content amongst themselves and with me. They were also able to

use their knowledge to create models of habitats for hexbugs.

Your teaching:

What did you learn about teaching from this lesson? What was successful?

What would you do differently? What were your proud of?

From this lesson, I learned that young children are very capable. I thought

this task may be too advanced, but they proved they were up for the job. I

was proud that students really got engaged and went to get materials and

objects that I did not even suggest. They successfully made connections on

their own and made some classroom items symbols for other related things.

Because my students vary in development, next time I would assign roles in

groups, or help students choose from a list of roles. This would ensure that

all students are participating equally as opposed to certain students

attempting to control the project.

Lesson Plan 2: Second Grade

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Overview

Lesson
Name: Rolanda Hardy Date: May 10, 2017

Grade/Subject/Class: First Grade Unit/Theme/Topic: Bugs and Insects

Standards

Common Core or State Standard(s): What content standard(s) are you specifically

addressing in this lesson? (Hint: These need to be focused. Be sure to select only

standards that clearly relate to your lesson.)

1.L.1. Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.

2. ETS1-A. Before beginning to design a solution, it is important to clearly

understand the problem.

3. 1.1.3 Demonstrate thoughts and feelings through movement.

Lesson Objectives

Specifically, in measurable language, what do you want students to know and be able

to do by the end of the lesson? Be sure to include all components of a measureable

objective (Conditions, Performance/Behavior, and Criteria) and Blooms Taxonomy.

(Hint: Be sure that these are focused and that they relate directly to the standards

selected.)

1. Students will be able to express thoughts and ideas through writing and

drawing.

2. Students will be able to write time in hours and half hours.

3. Students will be able to communicate thoughts through movement.

THEMATIC LESSONS 17

Rationale
Provide an explanation of the reasons you are teaching this lesson including the

importance for children of this age to learn this material. Discuss developmentally

appropriate practices. Describe the instructional approaches and methods you will

follow in presenting the material.

I am teaching this lesson because it teaches about the fly, whom as the weather gets

warmer they will see a lot more of. In the first-grade classrooms I observed, creativity

and drama were not used as much as I thought they should be. It is appropriate

practice to prompt creative thinking and reinforce material through art integration.
Materials

Materials/Equipment/Preparation: List all materials including texts and assistive

technology that are needed to teach this lesson. List items to help you organize

yourself before the lesson. Make sure you write or draw an agenda and review it with

the students. If you are using technology, set up and practice before the lesson.

Book Diary of a Fly

Diary of a Fly worksheet

Drawing tools: colored pencils, markers, crayons, etc.

Pencils

Art supplies for making props for story dramas: construction paper, craft

sticks, card stock, felt, glue, glitter, fabric, hot glue gun, etc.
THEMATIC LESSONS 18

Planning for Learning Differences*

Accommodations: Explain how you will use accommodations to meet student needs.

This includes students with a variety of exceptionalities. (Note: Accommodations will

vary depending on the specific issue and the nature of the lesson presented. Learning

differences is broadly inclusive and not limited to students with identified special

needs.)

Teacher assistance will be available for those who need help manipulating materials.

Those who need assistance with writing, can receive it from their intentionally

selected partners or a teacher.

Differentiation: Explain how you will reach students with a variety of learning

preferences. For example, use of Multiple Intelligence Theory or multiple methods of

presentation, multiple methods of engagement, and multiple options for assessment.

(Example: English Language Learners, Enrichment, etc.)

Those who enjoy representing thoughts through drawing are able to do so. Our more

active students are able to move their bodies in a meaningful way. English Language

Learners (ELLs) will be given assistance to find the words in English. Some ELLs

may need to contribute words in their home languages.

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Assessment
Explain how you will check for understanding during the lesson. Explain how you

will determine whether students have met the lesson objective(s) at the end of the

lesson.

I will check for understanding through the assessment of writing products. I will

determine whether students have met the lesson objectives at the end of the lesson

through observation of their interactions with peers as well as their performances of

their brief story dramas. I will look for necessary elements such as the writing of time

and the inclusion of a U.S. symbol.

Time/Duration Sequence of Steps: Detail each step you will use to Materials and

(e.g., 9:00-9:30, acquire the desired outcome from your introduction Differentiation

or 10-15 through closure. (Describe specific

minutes) (Hint: You will likely include more than six steps. materials and

When typing into this document, just add on to the how you will

steps). differentiate

instruction in

this section).
THEMATIC LESSONS 20

Introduction:
1. Purpose and Objective: State purpose and/or

objective of the lesson to the students in

student friendly language. (Students will be

able to). Be sure that you are

communicating to the students specifically what

you expect them to learn/be able to do by the

end of the lesson.

Students will be able to express ideas through

writing and drama.

2. Value: Indicate to the students WHY this is

worthwhile for the students.

This is worthwhile for students because they

will be able to demonstrate knowledge of key

concepts in a fun, engaging way.

3. Engagement: Show how you will scaffold or

bridge from past lessons, grab student attention,

and/or create interest in the lesson.

After reading the book, this is where the diary

of the fly ends. But it doesnt have to. We can

extend the diary after fly has become a

superhero. Your job is to create a diary entry for

fly. Identify a problem that includes a U.S.

symbol (Statue of Liberty, White House, etc)

THEMATIC LESSONS 21

and how Super Fly is going to solve it. Be sure

to add the time this is happening. When you are

finished writing, youll draw a depiction of

your writing. After I have seen your writing and

drawing, youll then find a partner. You and

your partner will create props for you to reenact

one of your stories today. Youll do the other

tomorrow.
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Core Instruction/Activities
Core activities may include demonstration or

modeling, guided practice, independent

practice/extension, and assessment/evaluation.

1. I will model what is expected. This will not be

too detailed: that may decrease creativity.

2. Provide students paper and pencils, and

drawing tools for the independent writing

portion.

3. Assist students in partnering with classmates.

4. Observe students as they read each others

narratives.

5. Observe student use of materials as they create

props.

6. Assist students as necessary.

7. Observe and assess students as they perform

their story dramas to the class.

Closure/Wrap-up:

Closure/Wrap-up:

I really enjoyed watching your story dramas today! I

want you to think about which story drama was your

favorite that you heard today. Find a workspace and

write which was your favorite and why.

THEMATIC LESSONS 23

Homework or Create a homework assignment to go along with the lesson. Demonstrate

Home Family home/school connections.

Connection I want your opinion! Would it be better to be a superhero or a normal

person? Why?

Student learning: How do you know the students did/did not meet the

lesson objectives? What evidence from your assessment supports your

answer?

I know students met the lesson objectives because they demonstrated

understanding in writings and dramas.

Your teaching:

What did you learn about teaching from this lesson? What was successful?

What would you do differently? What were your proud of?

From this lesson, I learned that multiple skills can be assessed in a project

like this one. It was successful and I was proud of student performance.

Next time, I would allow students to work on the stories collaboratively and

create writing together based on research they obtained.

4 Quality Prekindergarten Books

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The Very Hungry Caterpillar by Eric Carle

Caterpillar to Butterfly By Laura Marsh

My, Oh My- a Butterfly: All About Butterflies by Tish Rabe

On Beyond Bugs: All About Insects by Tish Rabe

4 Quality First Grade Books

Scholastics Bugs A to Z by Caroline Lawton

Diary of a Fly by Doreen Cronin

Are you an Ant? by Judy Allen and Tudor Humphries

Bugs Are Insects by Anne Rockwell

2 Prekindergarten Songs
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2 First Grade Songs

Reflection

1st paragraph will discuss the chosen theme and age groups and the rationale for choosing

the theme. The theme for this assignment is insects. I chose to create lesson plans for

prekindergarten (4 years old) and first grade (6 and 7 years old). I chose to complete lesson plans

for an insect theme because it captures various students. As the weather gets warmer, we encounter

an increasing number of insects and bugs. Young boys, especially at my school, enjoy digging in

the dirt and finding worms and bugs. The girls are generally afraid or want nothing to do with the

bugs. Rather than simply tell the girls that the bugs will not harm them and that it is okay, this

is a perfect learning opportunity. This is also a favorite theme of mine for incorporating STEAM.

In teachers efforts to cover a plethora of topics, students can be denied opportunities to

more deeply explore concepts. According to Curtis and Carter (2008), in many ways this is

contrary to young childrens nature. They like repetition and immersing themselves in their current

passions (p. 15). If students are interested in art or music, integrating these interests provides the

repetition they need. This helps to reinforce learning in a meaningful way.

THEMATIC LESSONS 26

Curtis and Carter (2008) suggest that educators commit yourself to developing curriculum

that uncovers more and more about the childrens ideas, rather than shaping it around your own

knowledge and ideas (p. 42). The beauty of integrated learning is that students can really explore

concepts and make learning their own. Integrating science allows students to develop scientific

inquiry skills. Intentional teachers would be able to observe student inquiries and use those

observations to scaffold student learning. As students use dance, drama, and art to express thoughts

and feelings, they are exhibiting their perspectives on what they obtained from classroom and life

experiences.

Not only does integration allow learning to be structured around student ideas, it helps

realize students working approaches. Eric Gardner proposed that people have multiple

intelligences. This means that there are multiple ways in which people are smart and relay their

intelligence. Curtis and Carter (2008) draw on this theory in their claim that children naturally

have multiple approaches to learning as they play, but they arent necessarily aware of their process

(p. 113). Some students have difficulty with traditional forms of teaching that do not include

integration. That sitting quietly with paper and pencil style of teaching does not help students to

realize their talents. It is actually detrimental as they feel that they are not smart and can be

discouraged altogether from learning. Making students aware of their process helps to be

successful both in and outside of the classroom.

5th paragraph will reflect on the process of writing the lesson plans. As I began creating

lesson plans for this assignment, I started off creating lessons for a health unit. Then, I realized

that the theme for the lesson plans had to correlate with the theme for the classroom blueprints we

submitted previously. Reflecting on the essence of backwards design, I began thinking about the

standards and objectives that I wanted to cover. Then I thought about how I can integrate other
THEMATIC LESSONS 27

domains into the learning. This is my first semester working with the backwards design approach.

Although this approach was not necessary for this assignment, I really wanted to practice working

with it. It is more time consuming, yet worth it. When you start with an activity you want to do,

you can miss out on valuable opportunities to incorporate other standards. Beginning with the

lesson plan process with the standards and objectives allows educators to ensure that they are

covering key concepts and skills as developmentally appropriate for their students.

Overall, this assignment was great preparation for when I become a teacher. My current

school requires lesson planning, yet not as in depth as Trinity Universitys lesson plan format.

While this process is lengthy, it is helps to change my thought process when I lesson plan. This

format forces you to consider all aspects of a lesson, from initial engagement to closure. Most

importantly, in my opinion, it encourages reflection and reflecting on experiences is the source of

the most effective learning for both adults and children (Curtis & Carter, 2008, p. 170).
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References

Curtis, D., & Carter, M. (2008). Learning together with young children: a curriculum framework

for reflective teachers. St. Paul, MN: Redleaf Press.