Week 3 / Week 4 – Field Experience Signature Assignment

Week 3 / Week 4
Field Experience Signature Assignment
Jaida VanDunk
National University

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Week 3 / Week 4 – Field Experience Signature Assignment

Abstract

For my ITL 608 signature assignment, I have decided to utilize the format of an example

lesson plan provided to the class during week 1 of the course with a few minor adjustments. I

have utilized different class resources, prior knowledge from other courses, advice given to me

by field experienced teachers, and my own observational notes to create this lesson plan. The

lesson plan is designed to be implemented in a second grade classroom and focuses on K-5

common core reading standards.

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Week 3 / Week 4 – Field Experience Signature Assignment

Stage 1: Planning

Description
Teacher:________________ Grade/Subject: _2nd Grade – ELA/Reading Comprehension

Academic Standard/Target: Craft and a. Describe how words and phrases (e.g.,
Structure regular beats, alliteration, rhymes,
repeated lines) supply rhythm and
meaning in a story, poem, or song
b. Describe the overall structure of a
story, including describing how the
beginning introduces the story and
the ending concludes the action.
c. Acknowledge differences in the points
of view of characters, including by
speaking in a different voice for each
character when reading dialogue aloud

Common Core Standards (2010)

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Week 3 / Week 4 – Field Experience Signature Assignment

Student Social-Emotional Goals

 Encouraging student to take responsibility for their actions and academics
 Ex: Understanding the importance of classroom expectations, completing
homework, etc.
 Ex: Consequences are a result of their own actions
 Positive collaborations with peers
 Open to other ideas
 Learning to critique without being “mean”; respectful and kind
 Comfortable asking for help when there is a misunderstanding
Learning Barriers
 No IEPs in classroom

Common Misconceptions/Potential Problems

 Different reading levels in classroom
 Students who are easily discouraged by get nervous about sharing their work

Classroom Knowledge/Background
 Survey submitted at the beginning of the year to learn about student
strengths/weaknesses/interests  use info to apply to lesson
 Understanding of different child behaviors and personalities so that potential problems
can be avoided

Accommodations/Adaptions/Intervention
N/A

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Week 3 / Week 4 – Field Experience Signature Assignment

Multiple Means of  Giving students opportunity to share work, ideas and

Engagement collaborate
 Selecting books for reading based on student interests
 Ex: students interested in animals get to read books about
zoo, ecosystem, etc.
 In classrooms with social students, limit time where students
are sitting as much as possible

Multiple Means of  Giving students the opportunity to show comprehension

Expression through visual art, performance, etc.
 Allowing students to share knowledge

Classroom  Strict routine at start of school year so that students are used to
Management expectations
 Enforcement of kindness, respect, etc. in the classroom
 Frequent acknowledgement of positive behavior and
interactions

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 Week 3 / Week 4 – Field Experience Signature Assignment

Stage 2 / Stage 3: Teaching and Assessment

Monday Tuesday Wednesday Thursday Friday
Plan: First Day of the Plan: Plan: Plan: Students will Plan (Assessment):
week goal will be Children will Children are be put into groups of Each child individually
introduced to have the given the day four (randomly reads short story out
children. Before opportunity to finish their popsicle sticks with loud with teacher. After
reading the book to create stories and name) students rotate reading the story, child
teacher will explain their own review with books with each identifies/summarizes
what a stories with teacher/ask other and point out the beginning of the
beginning/middle/end developed questions. each other’s story, the middle, and
will look like in a plot, Materials: beginning/middle/end end. Children will be
story/ provide characters, Paper, (5 Min per rotation) asked how these
meaning of beginning/ pencils, After class comes different elements were
beginning/middle/end. middle/end. markers, together and have the identified, what clues
Book will be read to Materials: crayons opportunity to share helped them come to
class, while reading, Paper, the plot of someone this conclusion, etc.
teacher will point out pencils, else’s book and how Materials:
clues that indicate the markers, they were able to Reading level
beginning of crayons identify different appropriate books
story/middle/end but parts of the book selected by teacher
not directly point out Materials: N/A
the
beginning/middle/end.
After reading, teacher
will ask children to
raise hands and share
what parts of the story
indicated the
beginning/middle/end
and why.
Materials: Book

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Week 3 / Week 4 – Field Experience Signature Assignment

Stage 4: Reflecting About Teaching and Learning

Student Results TBD

What Worked TBD

Revised Focus/What TBD

needs to be
improved/Additional
Student Support

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Week 3 / Week 4 – Field Experience Signature Assignment

Resources
Burden, P. R. and Byrd, D. M. (2016). Methods for Effective Teaching: Meeting the Needs of All

Students, 7th edition. Boston: Pearson.

Meyer, A., Rose, D. H., and Gordon, D. (2014). Universal Design for Learning: theory and

practice. Wakefield, MA: CAST Professional Publishing.

Common Core State Standards for ENGLISH LANGUAGE ARTS & Literacy in History/Social

Studies, Science, and Technical Subjects. 2010.