WVSU LESSON PLAN FORMAT (Updated 7/11)Teacher Candidate: Sabrina Schouten Date: March 22, 2013School: Dunbar Primary School Grade/Subject: Kindergarten/ ReadingLesson Topic: Chickens Aren’t The Only Ones

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Students will be able to recall animals from the story by listening, seeing, and

repeating the different types of animals. Students will be able to recognize different animals that lay eggs. Students will be able to write and illustrate different types of animals that lay eggs.

WV CSOS ReadingRLA.O.K.1.8 recognize that print conveys meaning.

RLA.O.K.1.11 use basic comprehension concepts in a variety of texts(e.g., author/illustrator, main idea, setting, characters, sequence, retelling, predicting).

RLA.O.K.2.2 use writing and other methods for self-expression(e.g., drawing pictures, telling, dictating).

RLA.O.K.3.1

Science:

listen, recite and respond to familiar stories, poems, nursery rhymes, songs and stories with repeated patterns.

SC.O.K.1.1 ask questions about themselves and their world.

NATIONAL STANDARDS – ACEI 1.0 Development, Learning, and Motivation 2.1 Reading, Writing, and Oral Language 3.4 Active engagement in learning

MANAGEMENT FRAMEWORKOverall Time This lesson will take approximately 30 minutes to complete.

Time Frame5- Introduction20- Body5- Closure

STRATEGIES Read Aloud- Students will make connections to animals that lay eggs while

listening to the story “Chickens Aren’t The Only Ones” By Ruth Heller. Explanation of activity. Hands- on Egg activity- Students will create their own paper egg and write down

and draw an animal from the story that lays eggs.

Wrap up/ sharing of animals that lay eggs.

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONSBefore students begin their egg activity, we will have a teacher led demonstration of the activity. Examples of how to properly spell different types of animals will be displayed on the board. Before students begin their paper egg, we will have a teacher led demonstration of the activity. Also a projected paper egg will be displayed in the classroom during the lesson for students to refer to.

PROCEDURESIntroduction/ Lesson Set

This lesson will begin with a teacher-student discussion on what animals lay eggs. Students will be asked questions like: What animals do you think lay eggs? Which

animals lay the biggest eggs? Which animals lay the smallest eggs? Students will then be shown pictures of some animals that lay eggs.

Body & Transitions After student responses teacher will read “Chickens Aren’t The Only Ones” to the

students. Students will be told to listen carefully for different animals that lay eggs.

After completing the story, teacher will have a short discussion with the students asking questions like: What animals from the story lay eggs?

Teacher will explain paper egg activity to the class. To complete the activity the students will need to cut out the two egg papers. The egg paper that contains lines will be the second paper contained in the egg. Students will then place the two cut out eggs on top of each other. Teacher will come around and place two hole punches on the egg. Students will then insert two prong paper fasteners in the hole that was punched. Students will then flip open their egg and recall from the story an animal besides a chicken that lays eggs. The students will then write out that animal and draw a picture of the animal.

Teacher will demonstrate how to properly cut out and put together the egg. Students will then work individually on their paper egg.

Closure I will close this lesson by having the students sort out words on the board of

animals that lay eggs.

ASSESSMENTDiagnostic

Students response to teacher- student discussion about which animals lay eggs.

Formative Kid-watching while students write down an animal that lays an egg from the story

and draws the animal that they wrote.

Summative: Teacher will assess student’s work using a teacher created rubric.

MATERIALS Chickens Aren’t The Only Ones storybook by Ruth Heller Pictures of animals that lay eggs (ostrich, lizard, chicken, snake, alligator) Prong paper fasteners Egg Papers Scissors Pencils Crayons Markers White Board Erasers

EXTENDED ACTIVITIESIf student finishes early, they will color their drawing of the animal they chose to draw that lays eggs.

If lesson finishes early, I will ask students to share what animal they chose to write and draw that lays eggs.

POST-TEACHINGReflections

Planning The parts of my planning and lesson plan that was most helpful for my

instruction was my objectives, materials, and procedures. My objectives were

helpful because I focused on them when I was teaching my lesson. I wanted the

students to finish the lesson being able to fully accomplish all of the objectives.

The materials were helpful because I was prepared and ready to go when I

needed to be. I had all the materials set up so when I started the lesson all I had

to do was pass them out to the students. The procedures were helpful because I

remembered the order in which I was going to do things and it ran smoothly. I

stayed on track with time, and was able to finish the entire lesson with all of the

students remaining on task the entire time.

In order to challenge the higher order and divergent thinking skills of my

students, I asked the students questions based on the lesson. Before the lesson

began, I asked students if they knew of any animals that hatch from an egg. If

some students did they raised their hand and I called upon them to give me an

answer. I had students mainly give me animals such as birds, chickens, and

penguins. One student however, said the animal alligator. It was great thinking

skills on the students’ part because they related something they learned earlier in

their life, to what they were learning now, and it taught the entire class that

alligators hatch from an egg. After I read the story, I asked the students what

animals hatch from an egg. This allowed students to recall information that they

heard and saw from the story. Once when I started the egg activity, I would have

the students recall different types of animals from the story that hatch from an

egg. Once when the students were done putting together their egg, I walked

around and checked each egg, and asked students at random if they could tell

me one different animal, aside from the one they wrote down, that hatches from

an egg.

The changes I would have made in my lesson plan was adding an

interactive egg game in which students would be able to pick out the correct

animal that hatches from an egg. For instance there would be a fish and a cat,

and the students would have to be able to pick out the correct one that hatches

form an egg. This would help the students in remembering which types of

animals hatch from an egg, and which animals do not. It would also help

reinforce the main animals that were mentioned in the story, and expand the

students’ knowledge on other animals that they might not be familiar with.

The WV CSOs fit into my lesson plan very well. I found four Reading

CSOs that worked perfectly with my lesson. They were recognizing that print

conveys meaning, use basic comprehension concepts in a variety of texts, use

writing and other methods for self- expression, and listen, recite and respond to

familiar stories with repeated patterns. Each one of these CSOs was used

properly and efficiently to complete the lesson. Everything that the students did

involved a CSO at all times. I used a science CSO that was implemented when I

had a teacher led discussion about animals that lay eggs and hatch from eggs.

Students were asked questions like “ What animals do you see in real life that

hatch from an egg? Do we hatch from an egg? What different types of animals

lay eggs?” The science CSO that I used allowed students to ask questions about

themselves and their world that they live in.

Implementation

The parts of my lesson that went well was the read aloud, the teacher-

student led discussion, and the putting together of the egg papers. The students

were fully engaged and energetic in doing this part of the lesson. The students

responded well to the story by telling me their opinions and predictions, they had

so many different animals that they wanted to share with me during the

discussion, and they all wanted to keep adding on to their egg picture. The egg

activity I don’t think needed to be revised, but it did need some more pages

added to it. The students loved recalling different animals from the story that

hatched from an egg, and they wanted to write and draw more then one, but

there was no room for them to do so. My objectives, strategies, and assessment

was appropriate for the age group because it was something they did learn and

were able to do at the end of the lesson. Not only were students able to learn

different animals that hatch from an egg, but also they were also able to listen to

and follow directions in order to correctly put together their own egg. For

diagnostic assessment I asked the students prior knowledge on what animals

that they know of that hatch from an egg. For formative assessment I kid-

watched as they wrote the correct animal on the line provided that hatched from

an egg. And for summative assessment I made a rubric that would assess their

egg. The time factor for the most part worked out. The students were not rushed,

and there was never any student just sitting their doing nothing. There was

enough to do for the students at all times.

My sequence of procedures worked out perfectly. Everything that I had

planned went smoothly and on time. It was good that I started out with a teacher-

student discussion, and then went into reading the story. After the story I had the

students recall animals that hatch from an egg that were mentioned in the story

and then we started the egg activity. After the egg activity I closed the lesson by

having students pick out pictures of animals that hatch from eggs and pictures of

animals that do not hatch from eggs. I had plenty of space to do the lesson and I

had all the materials I needed in order for the lesson to be completed. The

students were seated on the carpet while I read the story and had the teacher-led

discussion. Then when I was ready to start the egg activity, the students were

seated in their normal seats for the day where it faces the board, so they were

able to see what was on the board, along with what I was demonstrating.

At the end of my lesson I followed through with a closure/ summary by

asking the students at random to give me an animal that hatches from an egg,

that they didn’t know hatched from an egg before. Once when a student gave me

an animal, I also asked them questions like “What animal did you write down in

your egg?” My closure reinforced skills that the students learned in the lesson,

and allowed students to recall animals that were introduced to them. The pace

was lively and I did not lose any students at all throughout the lesson.

Throughout the lesson, I was not rooted. I moved around in the classroom at all

possible times. If I was not upfront demonstrating to students, I was walking

around watching and assisting them.

Clarity of Presentation

My voice, pronunciation, use of Standard English language, volume,

means of expression, and gesture was appropriate, engaging, energizing, and

appealing. Throughout the entire lesson, I kept a clear, strong voice where all the

students could hear me very well. I was energetic in presenting the story

“Chickens Aren’t the Only Ones” to the students to the point that all the students

were engaged. I changed the tone in my voice when reading to gain the students

interest in the story. I used body movements such as moving around in the

classroom, holding up papers for future directions, and my hands to get the

students attention when needed. I do not think I need help in speaking or

presenting the material. If anything I think this would be my strongest point in

teaching the lesson. I used a strong clear voice when needed, and was able to

take it down when needed. I did not talk too quickly, or too slowly, I talked at a

speed that the students could understand and could follow me. I would also

repeat things I said to reinforce the importance of it. Everyone in the class could

see, hear and understand me. When I was demonstrating and teaching I was in

the front of the room where every student was facing me. When I had completed

demonstrating, I would move around the room to see how well each student was

doing. The examples that I used in order for the students to understand were

clear. I mainly demonstrated to the students or asked the students for examples.

Attention to individual differences

My choice of strategies and activities did accommodate individual differences.

I demonstrated to the entire class how to spell different types of animals that

hatch from an egg. I would ask a student for an animal that hatches from an egg

and then write that animal on the board for all the students to see. Then during

the egg activity, I would demonstrate which pieces to cut first and how they

should be cut. I would then hold up what it should look like and then the students

were able to cut theirs out. When it was time to put it together I would hold mine

up and show them where it is supposed to go. So all throughout the lesson,

students knew what to do and how to do it because I was demonstrating it for

them.

My lesson did include a practical variety of visual, oral, auditory, kinesthetic,

and tactile means of delivery and engagement with the learning material. The

visual part of the lesson was having the students see the pictures of animals in

the story that hatch from an egg and see me demonstrate parts of the lesson.

The auditory part of the lesson was having the students hear me read the story,

and hear me teach and give instructions. The oral part of the lesson was having

the students respond to my questions. And the kinesthetic part was having the

students make their own egg. I dealt with inclusion students by having them

actively participate in the lesson by passing out supplies, or answering questions.

I also monitored these students working, making sure they were following me

and understanding it at all times. I did make provisions with my lesson design by

demonstrating each thing the students had to do. I did make provisions for early

finishers by allowing them to start coloring their egg.

Student response

The students and I related very well with this lesson. Whenever I asked the

students a question they were all very eager to respond. When I told the students

I needed someone to pass out papers and supplies, the entire class raised their

hand to participate. When I did the closure of my lesson in doing the sorting of

pictures of animals that hatch from an egg, then entire class again raised their

hand to participate. The students responded very well to my teaching. They were

with me at all times. The students were very enthusiastic when we began to

make the egg. They were excited that they got to cut out and place the pieces

together, and then write and draw a picture of an animal that hatches from an

egg. If anything I had to invent ways of dealing with responses because the

students kept wanting to share animals that they learned from the story. I would

try to move on to another step of the activity and I would have one student that

would keep trying to shout out different animals that hatch from an egg. I handled

this situation by telling the student that is a great job of recognizing different

animals that hatch from an egg, but now it was time to be quiet and work on your

egg, that their would be time later for more discussion. And when that time came,

the student was eager to say more. The students related with each other by

working together to make sure they were cutting out the egg the correct way.

They would ask me, but if I was with another student they would then ask their

neighbor and their neighbor would help them out. I provided my students to work

collaboratively when they sorted out pictures of animals that hatch from an egg.

They were allowed to ask a friend if they got stuck while they were up at the

board, and their friend came up and they did it together. When working together,

the students were respectful, helpful, and supportive of each other. They were

constantly telling each other great job, and way to go. I gave an equal opportunity

for all students to participate. Whether it was answering a question during the

teacher-student discussion, giving me an example of an animal that hatches from

an egg, or coming up to the board to sort a picture, each student actively

participated and did something during the lesson.

Planning and Implementing Higher Order Thinking Skills

I provided opportunities for analyzing by creating the picture-sorting of

animals that hatch eggs. Pictures of animals that hatch from eggs and do not

hatch from eggs were hung up the board. On the left side students had to place

the pictures of animals that hatch from eggs and on the right side pictures of

animals that do not hatch from eggs. The students were called upon and asked

to put the correct picture on the correct side of the board. This allowed students

to make decisions, solve problems, self-assess, and make adjustments. I

provided opportunities for my students to relate what they were learning with the

context of their current lives by asking them questions like what animals have

you seen in life that hatch from an egg? Students did not use technology for the

completion of this lesson.

Assessment

I did implement a variety of assessment throughout the lesson, beginning with

my introduction. Beginning with my introduction, I used diagnostic assessment by

doing a teacher-student discussion about which animals hatch from an egg. This

allowed the students to use their prior knowledge in order to answer the

questions. For formative assessment, I kid-watched while the students correctly

wrote down an animal that hatches from an egg. For summative I made a rubric

that would asses the students’ egg that they made in class. My assessment tools

did indicate level of mastery for my students with their knowledge and skills. I

provided helpful feedback to the students to inform them of their progress by

saying great job, that’s it, way to go, that is just what I was hoping to see, are you

sure about that, and so close, try again! During my teaching my students learned

different animals that hatch from an egg and how to spell these animals. Not only

did they learn about animals, but my students also learned how to pay attention

and follow directions in order to complete an activity. Most of my students got

what I wanted them to get. I know this because when I kid-watched they

understood what animals hatched from an egg.

I learned that not all students know what you are talking about or know

what you want them to do unless you physically show them one-on-one. I also

learned that students who get engaged in the lesson like to share and participate

all the time. Some students like to ask questions to make sure they are doing it

right, they want the teachers approval before they move on or make a mistake.

Some areas I need to work on to improve my teaching effectiveness is the order

in which I have students do things. For example I hole punched their egg papers

and put a paper fastener to hold the egg together, but when they went to color

some of the students ripped the papers because of the fasteners. Next time I will

have the students color, and then hole punch and fasten the egg together.

Special addition: Areas of Improvement

Two areas that I improved on from lesson #2 is the distribution of supplies,

and the limiting of talking among the students while I am giving instructions. I

improved in these two areas by I handed out the papers one at a time. During

lesson #2 I handed the papers out all at once and the students got confused with

so many different papers in front of them. This time the students only received

one paper at a time and there was no confusion amongst the students.

I improved in the area of limiting the talking amongst the students while I

was giving out instruction by they really had to concentrate on what they were

cutting. The directions I gave to the students were more complicated then last

time, so there was hardly any talking of the students because they were paying

attention. Also the distribution of one paper at a time made the students not talk

about the other papers to their neighbors.

Data Based Decision Making

Student Classifications Number of StudentsMet Grammar 17Met Followed Directions 15Met On Task 19Met Required Elements 19Did Not Meet Grammar 2Did Not Meet Following Directions 4Did Not Meet On Task 0Student Classifications Percent of StudentsGirls Met Grammar 42%Boys Met Grammar 47%Girls Met F.D. 42%Boys Met F.D. 36%Girls Met On Task 100%Boys Met On Task 100%Girls Met Required Elements 100

%Boys Met Required Elements

100%

Girls Did Not Meet Grammar

10%

Boys Did Not Meet Grammar

0%

Girls Did Not Meet F.D. 10%Boys Did Not Meet F.D. 10%Girls Did Not Meet On Task 0%Boys Did Not Meet On Task 66666600 0%Girls Did Not Meet R.E. 0%Boys Did Not Meet R.E. 0%Did Not Meet Required Elements 0

Based on the data collected from the lesson, I would focus more on students following my directions. There were only five students who did not score 4’s in all areas of the rubric. There was only one student who received two 3’s on the rubric. The student who received two 3’s received this because she had one grammar mistake and she did not follow directions that were given. For the most part however, my students did extremely well with this lesson with a majority of the class exceeding objectives. They did what was asked of them, and how it was supposed to be, and they listened and stayed on task the entire time.

Chickens Aren’t The Only Ones Rubric

Teacher Name: Ms. Schouten

Student Name:     ________________________________________

CATEGORY 4 3 2 1Grammar There are no

grammatical mistakes on the egg.

There is 1 grammatical mistake on the egg.

There are 2 grammatical mistakes on the egg.

There are more than 2 grammatical mistakes on the egg.

Followed Directions Student followed each direction given by the teacher.

Student followed most directions given by the teacher.

Student followed some directions given by the teacher.

Student did not follow the directions given by the teacher.

On Task Student works for the entire time allotted.

Student works for the majority of the time allotted with only small breaks.

Student takes several breaks and works only a small portion of the allotted time.

Student is frequently off task. Very little work occurs during allotted time.

Required Elements The egg includes all required elements.

Most required elements are included on the egg.

Some of the required elements are included on the egg.

Several required elements were missing.