My+Lesson+Plans

__**Estimated number of days lesson will cover:**__ **2_** Thomas Jefferson || SS1H1a The student will read about and describe the life of historical figures in American history. a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman),Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the environment), George Washington Carver (science). || Students will understand contributions made by Thomas Jefferson, and they will create their own invention by giving a detailed drawing and description about what their invention does and will either meet or exceed this activity based on the given scale.
 * Lesson Plan #1 (EDUC 3003)**
 * Name: ___Elizabeth Martin_____ Grade Level__:___1st___**
 * Lesson Subject/Title:
 * Performance Standards:
 * Lesson Objectives (What students will know and/or do):

Enduring Understanding: Students will understand the contributions of Thomas Jefferson as well as how important inventions are for creating a better quality of life. || Who was Thomas Jefferson? What contributions did Thomas Jefferson make to America? What is an invention and why are they important? || Thomas Jefferson, invention, Declaration of Independence ||
 * Essential Questions:
 * Key Vocabulary:


 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 10 minutes || Introduction/hook/activation of prior knowledge

Introduce Thomas Jefferson by reading the “big book” entitled “Thomas Jefferson”. To get them interested, do a picture walk before reading the book so that they can predict what the story is about and to get them involved in the lesson. During the book, make relatable connections to the students. At the end of the book, ask the students if they know what an invention is. After they answer, explain that an invention is something that has never been created before, and it makes our lives easier. Next, give a few examples of inventions such as cell phones, computers, Ipads, etc. Then, give a few examples of inventions that Jefferson made including different types of plows used for farming as well as the bookstand mentioned in the book previously read. Explain to the students that they are all going to be creating their own invention for today’s assignment. || The book will be helpful to visual as well as auditory learners.

Asking the students to tell what an invention is will help the children who work best in discussions. || The book “Thomas Jefferson” by Karen Franklin Lowther. || Assess how much prior knowledge students have about Thomas Jefferson and inventions. This will set the tone for the activity. Make sure that the students are listening to the story and participating in the discussion. ||
 * 5 minutes

5 minutes

50 minutes total || Instructional activities Demonstrate/Model (if appropriate)

Show students example of an invention that you have created as well as how you have written a complete sentence describing your invention. I created the “Pink Wings Flying Shoes”, which are tennis shoes that give you the ability to fly. Next, show the students the scale they will be graded by on the Smart Board. Make sure that the students know that they need to at least “Meet” requirements but push them to “Exceed” on the grading scale.

Guided Practice (if appropriate) Brainstorm as a class what machines they would like to create to do certain chores for them.

Independent Practice (if appropriate)

__**Day two**: They will draw and illustrate their invention using details and vivid colors.__ || Students will use their writing skills as well as their artistic and creative side. (Fine motor skills) || The example of an invention that you have already created.
 * Day 1**: First pass out a slip that says “My invention is___”. Tell the students to fill in the slip with a description of what their invention does and how it works. Pass out construction paper and tell the students to glue the slip to the bottom of their construction paper, leaving enough room for their illustration of the invention.__

Smart Board

Rubric

Construction paper

Slips that say “My invention is_”

Glue sticks

Markers, crayons, or colored pencils. || Assess the students by reading their faces to see if they are confused by the grading scale. Go over the scale more than once if necessary.

Walk around and see how the students are progressing in the activity. If needed, give more examples of inventions. Make sure that all students are actively participating by viewing them at their desks. ||
 * 5 minutes || Review and Closure

At the end of the lesson, collect all of the inventions and tell the class that you will bind all of the inventions into a book that the class can keep. Ask the students to raise their hands if they know what an invention is and what Thomas Jefferson did. Reiterate the importance of Thomas Jefferson’s input into the Declaration of Independence as well as his love of inventing. ||  ||   || Assess how well the students know what an invention is by grading their invention drawing and description. Grade them based on the scale created (ex. Does Not Meet, Needs Improvement, Meets, Exceed). ||

Lesson Reflection: What worked well in your lesson? I think that the students really enjoyed me reading the “big book” of Thomas Jefferson. It was an awesome visual and had some really cool pictures and information. The students liked me asking them questions as I read the book so that they could be active in the discussion, and they enjoyed getting to create their invention went really well because they love being creative. Lastly, I think that my enthusiasm really got my students interested and excited about their invention.

What modifications did you make in your instruction for varying abilities of students based on your formative assessments? I had a big space between the lines that they wrote on for “My invention is” which helped students who need work on their fine motor and handwriting skills. I also used a visual, the book, for my visual learners. My auditory learners were also given plenty of information through our discussion and my reading. Students who work best in discussions were given the opportunity to participate, and it was a group effort to answer questions throughout the book. For my autistic student, he was given the opportunity for social interaction. My three special needs students will not be graded as harshly, and one of them was given more time to finish their coloring.

What follow-up instruction related to your objectives is needed either for remediation or extension? I think that we definitely need to review Thomas Jefferson and the Declaration of Independence. I also think that it’s important to go into greater detail about the thirteen original colonies and how we were originally ruled by England. The students also need to know where England and the United States are on the map, as well as the thirteen colonies. We definitely need to give the students more knowledge on the first start up of our nation and who else besides Thomas Jefferson played an active role in helping our nation get started.

What would you still like to learn that might help you to better meet the diverse needs of your students? I would love to learn more ideas for differentiation and how I can accommodate my students with special needs without singling them out. How can I give these students shortened or differentiated assignments without the other students asking questions or making fun of them? (Example: If a regular education student complained that it wasn’t fair that they had less work to do).

**Lesson Plan #2** and expression. effectively. The student b.Recognizes grade-level words with multiple meanings. c.Identifies words that are opposites (antonyms) or have similar meanings (synonyms). from grade-level text. The student b.Makes predictions using prior knowledge. || Students will read with speed, accuracy, and fluency as they read their assigned guided reading book, as well as understand synonyms by matching synonym cards correctly (ex. Cat and kitty). Students will make predictions about the text from the picture walk and prior knowledge.
 * Name: Elizabeth Martin Grade Level:_1st_(Level I Reading Group)_**
 * Estimated number of days lesson will cover: 1_**
 * Lesson Subject/Title: Guided Reading ||
 * Performance Standards:
 * ELA1R4 ** The student demonstrates the ability to read orally with speed, accuracy,
 * ELA1R5 ** The student acquires and uses grade-level words to communicate
 * ELA1R6 ** The student uses a variety of strategies to understand and gain meaning
 * Lesson Objectives (What students will know and/or do):

Enduring Understanding: Students will become more fluent by participating in leveled reading groups, as well as understand what synonyms are. || What is a synonym? Are noodles the same as pasta? ||
 * Essential Questions:
 * Key Vocabulary: synonym, noodle, pasta ||


 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 5 minutes || Introduction/hook/activation of prior knowledge

Take up book from night before, stamp reading sheet, and pass out today’s book.

Introduce book, //Know Your Noodles// || Students are put in guided reading groups based on what reading level they are on. || //Know Your Noodles// By: Irene Cohen ||  ||
 * 3 minutes

5 minutes

5 minutes || Instructional activities Demonstrate/Model (if appropriate)

Picture walk.

Discuss real pictures (today’s book) versus drawings (yesterday’s book) and non-fiction (today’s book) versus fiction (yesterday’s book). Discuss table of contents and the index, which make the book non-fiction.

Guided Practice (if appropriate)

Independent Practice (if appropriate)

Have students whisper read to themselves so that you are able to hear.

Once they are finished reading the book, discuss synonyms. Then, lay the synonym cards face down scattered across the table. Mix the cards up. Give each child a chance to pick up two cards, if they cards match up as a set of synonyms, then take the cards out of the mix. If they don’t match, lay the cards back down where they came from. This “Memory” synonym game will continue until all of the cards are matched up correctly. || If you notice a child struggling with a page, have them read to page aloud to you, while the other students continue to whisper read. || Synonym cards || Assess the students’ predictions about the story.

Assess the students’ prior knowledge about fiction and non-fiction. (Standard in Kindergarten)

Assess fluency, speed, and accuracy. ||
 * 3 minutes || Review and Closure

Review the story and ask comprehension questions. Lastly, review synonyms. Take up today’s book and send the previous day’s book home for the students to read that night. ||  ||   || Ms. Allen will take a Running Record next week.

The next day, their reading sheet will be checked to make sure they completed their homework and read the story. ||

Lesson Reflection:

What worked well in your lesson? The memory matching game worked great! The girls loved it. I think that anytime you can create an educational game, you should. It makes the students so much more excited to learn!

What modifications did you make in your instruction for varying abilities of students based on your formative assessments? The groups are already differentiated by reading level. I asked each student to read me a page to make sure that they weren’t struggling with the reading material. If I saw them struggling with a word, I would help them sound it out.

What follow-up instruction related to your objectives is needed either for remediation or extension? The following day in their reading group, I will review synonyms and let the students give me a few examples of them.

What would you still like to learn that might help you to better meet the diverse needs of your students? I would like to learn what other ways to differentiate in a reading group, besides their reading levels and asking them to read to me.

**Lesson Plan #3** __**Estimated number of days lesson will cover:**__ **_1** Letter to Veterans || student e.Begins to use appropriate formatting conventions for letter writing (e.g., date, salutation, body, closing). i.Uses planning ideas to produce a rough draft. j.Rereads writing to self and others, revises to add details, and edits to make corrections. s.Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states), and periods after grade- appropriate abbreviations. ||
 * Name: Elizabeth Martin_ Grade Level:_2nd**
 * Lesson Subject/Title:
 * Performance Standards:
 * ELA2W1 ** The student begins to demonstrate competency in the writing process. The
 * Lesson Objectives: Students will understand who veterans are and they will write a friendly letter using correct formatting, grammar, and punctuation to a veteran. Students will produce a rough draft of their letter to a veteran, revise it, and finally edit the letter to be able to successfully write the final draft the next day.

Enduring Understanding: Students will be able to write a friendly letter to veterans using correct formatting and punctuation. Students will understand the rough draft, edit, and revise stages of writing, and they will understand who veterans are and why they are important. || Who is a veteran? How do you write a friendly letter? What is the formatting of a friendly letter? ||
 * Essential Questions:
 * Key Vocabulary:

Veteran, rough draft, edit, revise ||


 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 8 minutes || Introduction/hook/activation of prior knowledge

Read the book //The Wall// by Eve Bunting and after the book ask the children if they know what a veteran is. Discuss veterans and explain why they are important.

Tell students that today they are going to write a friendly letter to a veteran to thank them for their service in our military. || Using the book as a visual for the visual learners. || //The Wall// by Eve Bunting ||  ||
 * 5 minutes

5 minutes

20 minutes || Instructional activities Demonstrate/Model (if appropriate)

Show students the correct way to write a friendly letter by projecting an example letter on Smartboard. Brainstorm different subjects to write about in letter. Point out the date, greeting, comma usage, body, closing, and signature.

Guided Practice (if appropriate)

Show the students an incorrect letter on the Smartboard and have them help correct it. (Spelling, punctuation, format, and grammar errors)

Independent Practice (if appropriate)

Have students write a rough draft of their letter. Then, have students revise and edit letter. They will complete the final draft the following day. || Visual and kinesthetic learners will be enabled to learn by the visuals as well as the opportunity for a hands-on activity. || Correct letter.

Smartboard.

Incorrect letter. || Informally assess how well the students have grasped the correct formatting, grammar, and punctuation of a friendly letter.

Walk around to help students working on their letters, reminding them of using capital letters, commas, the date, greeting, etc. ||
 * 1 minute || Review and Closure

Tell students to put their letter in their writer’s workshop folder, and that they will finish the final draft the following day. Ask the students what a veteran is and why are they important. ||  ||   || The next day, assess the final draft of their letters and look for any possible errors. ||

Lesson Reflection:

What worked well in your lesson? I think that reading “The Wall” to the students helped them to understand a person that been in the military, and since the little boy in the story was around their age, it made it very relatable. I also think that incorporating the Smart board was a strength of my lesson plan. The students needed to see the correct way to write a friendly letter so I put an example on the Smart board. Then, I put up an incorrect letter and the students had to come up to the board and help me correct it. They really seemed to enjoy the hands-on interaction that I included in my lesson.

What modifications did you make in your instruction for varying abilities of students based on your formative assessments? As far as modifications, I used a book and the Smart board for my visual learners. For my kinesthetic learners, I used the hands-on activity on the Smart board. For the assessment, students will have a completed final draft that will be reviewed by myself and Ms. Turner, and we will review any areas that they students struggled with.

What follow-up instruction related to your objectives is needed either for remediation or extension? The next day the students will create the final draft of their letter once they have finished editing and revising it. We will also review the parts of a friendly letter once they have finished their final draft.

What would you still like to learn that might help you to better meet the diverse needs of your students? I would like to learn how I can meet the needs of my gifted students as well as my on grade level kids. It’s hard to single out the gifted kids in a lesson plan that involves the entire class without the average students noticing.

**Lesson Plan #4** and expression. text. effectively. The student c.Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms. || Students will read with speed, accuracy, and fluency as they read their assigned guided reading book, as well as understand homophones by matching homonym cards correctly (ex. Two and to). Students will use a variety of strategies to gain meaning from the text.
 * Name: ___________Elizabeth Martin________________ Grade Level:___________2nd__(Level N Reading Group)_______**
 * Estimated number of days lesson will cover: _________1__________**
 * Lesson Subject/Title: Guided Reading ||
 * Performance Standards:
 * ELA2R2 ** The student demonstrates the ability to read orally with speed, accuracy,
 * ELA2R4 ** The student uses a variety of strategies to gain meaning from grade-level
 * ELA2R3 ** The student acquires and uses grade-level words to communicate
 * Lesson Objectives (What students will know and/or do):

Enduring Understanding: Students will become more fluent readers by participating in leveled reading groups, as well as understand what homophones are. || What is a homophone? || Homophone, family tree (Also, the words on the flashcards.) ||
 * Essential Questions:
 * Key Vocabulary:


 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 5 minutes || Introduction/hook/activation of prior knowledge

Go over book from the night before and tell students to put that book in their browsing box at the end of the lesson.

Introduce book, //The Family Tree//

Show example of a family tree to give a visual aid to those who may be unfamiliar with the term. || Students are put in guided reading groups based on what reading level they are on.

Visual aid of family tree for visual learners and those unfamiliar. || //The Family Tree// by Julie Ellis

Example of a family tree. ||  ||
 * 2 minutes

20 minutes || Instructional activities Demonstrate/Model (if appropriate)

Picture walk

Guided Practice (if appropriate)

Go around the circle and have each student read a page to you.

Explain what homophones are and give a few examples. Then, explain the memory matching game. Give each student a chance to play the game. Whenever all of the cards are matched up, go over each homophone set and explain the meaning of each word.

Independent Practice (if appropriate) ||  || //The Family Tree// by Julie Ellis

Homophone flash cards. || Informally assess predictions before the story as well as during the story.

Informally assess how each child grasps the concept of homophones. ||
 * 1 minute || Review and Closure

Tell the child to finish the book for homework and review homophones with them. ||  ||   ||   ||

Lesson Reflection: What worked well in your lesson?

What modifications did you make in your instruction for varying abilities of students based on your formative assessments?

What follow-up instruction related to your objectives is needed either for remediation or extension?

What would you still like to learn that might help you to better meet the diverse needs of your students?