Lesson Planning

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Lesson Planning
EDU 200 FINAL PROJECT

• Allison Jaskowiak
• University of Southern California
• Fall 2004

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Observation Site

• Weemes (Lenicia B.) Elementary School
• 1260 W. 36th Pl.
• Los Angeles, CA 90007

K-5 Year-Round Schooling
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Demographics
Los Angeles Unified School District
Weemes Elementary

• 66.9 Hispanic
• 32.5 African American
• 0.4 White
• 0.1 Asian

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Class Observed
Ms. Henderson 3rd Grade 8 Years Teaching
Experience

• Class Size 19
• Technology 3 Computers -old, not used
• Overhead projector
• Layout Desks in groups of 4-5
• Standards Labeled projects displayed on
• walls with standard it was fulfilling (only
  two standards visible)

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Ms. Hendersons Lessons

• Daily Journals and Homework Check
• New Spelling Words
• Learning the Long A sound and different
  spelling patterns
• Blending Worksheet
• Listings of examples of different categories of
  words (ex. Homophones, compound words, spelling
  words, words that would appear in that weeks
  reading.)
• Sentences with different categories of words
  mixed together
• Using the category of homophones as an example,
  students would then have to underline all the
  homophones in the sentence.
• Reading
• Identified title, genre, author, and illustrator
  of story
• Did chart together of clues, problems, and
  wonderings
• Vocabulary from story
• Eventually wrote sentences and drew pictures for
  each word

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Field Notes

• How does the teacher identify the objective?
• How do the children know what is expected from
  them?
• How does the teacher give the rationale Does
  the teacher make the lesson relevant to children?
• How does the teacher check for understanding?
• What kinds of group activities do the children
  do?
• How does the teacher assess the children at the
  end of the lesson?

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Field Notes Continued

• How does the teacher identify the objective?

• Clearly stated it
• Now we are going to learn the Long A sound.
• Wrote the key word on the board
• Began lesson by testing the students prior
  knowledge on the topic
• These words are homophones What are
  homophones?
• For vocabulary she wrote the word on the board,
  would put it in a sentence, and then have the
  students
  guess what it meant

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Field Notes Continued

• How do the children know what is expected from
  them?

• It seemed the lessons I observed involved
  activities the students were very familiar with
  (ex. Journal assignments, blending worksheet,
  spelling and vocabulary words, identifying
  clues, problems and wonderings in the story.)
  Therefore, they new what to do and what was
  expected of them.
• Completed Homework grades for the week were
  posted in the
  front of the classroom
• A Responsibility chart informed students what
  jobs they had that week
  for the classroom
  (ex. Office runner)
• Behavior Standards were displayed over the door
• Clearly stated what was expected
• Spelling words will be written in cursive

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Field Notes Continued

• How does the teacher give the rationale Does
  the teacher make the lesson relevant to children?

• Made questions and example sentences relevant to
  their age group
• -Daily Journal Question Ex. Is it safe to
  ride your bike without a helmet?
• -Spelling words were put into sentences such as
  Why would you stay away from a busy street?
  The class would then give reasons why.
• -Vocabulary example incorporated Bugs Bunny.
• If homework was not complete, would have to
  finish it during recess

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Field Notes Continued

• How does the teacher check for understanding?

• Checks homework at beginning of class
• Walks around the classroom monitoring
• When she was reading off the new spelling words,
  she walked around the classroom to make sure each
  student was writing in cursive and using the
  correct word patterns
• Marker would have to placed on certain word
  during the Blending lesson
• Asks questions constantly throughout the lesson,
  not only about the current lesson but about
  previous lessons and how they are related
• Randomly selects a student to answer questions
• Each students name was written on a
  popsickle-stick and placed in a can
• Has students repeat it aloud as a whole class
  and then in their small table groups
• When reading the sentences during the Blending
  worksheet, each table had to read the sentence.
  I was impressed with how much each table improved
  simply from listening to the previous table read
  it.

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Field Notes Continued

• What kinds of group activities do the children do?

• The classroom is organized into four groups
  consisting of 4-5 desks.
• During lessons, there was no group work
  pertaining to completing an assignment. There
  was more of a teamwork type of group work.
• Tables would have to read together and in unison.
  If someone was slower or faster than the others,
  the whole group would have to start over
• Before recess, the group that cleared their
  tables off and was in recess position first,
  would be dismissed first.

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Field Notes Continued

• How does the teacher assess the children at the
  end of the lesson?

• For vocabulary, had them write a sentence and
  draw a picture for each word. She checked their
  work when they were finished.
• Spelling tests are at the end of the week
• Math homework is assigned regularly

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My 3rd GradeLesson Plans

• Theme
• Heroes

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Lesson 1

• Technology Needed
• TV/DVD
• Overhead Projector

• Standard
• 1.0 Writing StrategiesStudents write clear and
  coherent sentences and paragraphs that develop a
  central idea. Their writing shows they consider
  the audience and purpose
• Organization and Focus1.1 Create a single
  paragrapha. Develop a topic sentence.b.
  Include simple supporting facts and details.

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Lesson 1 Continued

• Objective
• TSSBAT separate a topic sentence from facts and
  details. They should then be able to write a
  paragraph on their own.

Motivation Current animated heroes will be used
as the topic for learning how to write a
paragraph.
Input of Information I will show a clip from
Finding Nemo. When the clip is finished, on the
board, I will have a paragraph written about
Marlin and the reasons I consider him a hero. I
will use this paragraph to illustrate the topic
sentence, its purpose, supporting details and
their purpose.
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Lesson 1 Continued
Checking Comprehension Each group of students
will be handed a different piece of paper with a
sentence on it. One paper will have a topic
sentence and the others will be supporting
details. As a class, they will combine the
sentences in order to produce a paragraph and we
will tape them on the board.
Structured Practice Each member of each group
will receive a piece of
paper with a sentence on
it. Each group will be responsible
for piecing together the sentences into a cogent
paragraph. Each group will write their paragraph
on a transparency. A spokesperson from each
group will then read their paragraph and place it
on the overhead. The entire class will verify
their accuracy.
Guided Practice Each student will write a
paragraph about their favorite animated hero and
why they consider he/she a hero. Prior to
writing, we will brainstorm possible examples of
topic sentences and supporting details.
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Lesson 1 Continued
Closure A few volunteers will read their
paragraph aloud to the class, excluding the topic
sentence. The listening students will suggest a
topic sentence dependent upon the details the
reader provides. I will quickly restate the main
purpose of a topic sentence and supporting facts
and details.
Assessment The assessment connects all three
of my lesson plans. The students will go home and
interview someone they consider to be a hero in
their life (I will give suggestions, such as
grandparents, parents, siblings, aunts, cousins.)
I will supply them with a sheet of possible
questions. They will then have to write two
paragraphs utilizing a topic sentence and
supporting details. The first paragraph will
describe the students relationship to the
interviewee and a brief history of the
interviewee. The second paragraph will explain
why the student considers this person a hero.
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Lesson 1 Continued
Feedback
Melanie Abnoosian Sounds like a really fun
lesson plan. I think the kids will enjoy it a
lot. I question whether it will be too much for
the students to write two paragraphs on their
own, maybe you should make it one.
Lina Simpson What a fun lesson! "Finding Nemo"
is every kids favorite movie and I think that it
is a great way to get the students excited about
the writing exercise. Interviewing a hero for
homework and presenting their writings in front
of the class is not only good for their writing
skills, but helps students with their speaking
skills. Great job.
Mansur Wadalawala  I like how you used popular
youth culture in your lesson.  It is sure to get
the students motivated for the rest of the
lesson.  Group work was perfect in this
situation.
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Lesson 2

• Standard
• 2.0 Reading ComprehensionStudents read and
  understand grade-level-appropriate material. They
  draw upon a variety of comprehension strategies
  as needed
• 2.5 Distinguish the main idea and supporting
  details in expository text.

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Lesson 2 Continued
Objective TSSBAT identify the main idea of a
story and the supporting details
Motivation The entire lesson will be based upon
the students favorite literary characters and
heroes. Each student would have been asked the
day before to bring a book with their favorite
character or written by their favorite
author. Books will be available
within the classroom for those
students who cannot bring books
from home.
Input of Information The class will move their
desks to the outer rim of the classroom and we
will all sit in a large circle. I will narrate
and act-out the story from my favorite literary
story Green Eggs and Ham by Dr. Seuss. First, I
will just ask them to listen to the story. The
next time through, I will conduct my check for
comprehension activity.
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Lesson 2 Continued
Checking Comprehension As I read it the second
time, the students will write on one piece of
paper what part of the story they thought was
most important and on another paper what they
thought was a supporting detail. We will make a
T-Chart on a long sheet of paper in the middle of
the circle. One side will be main idea and the
other side detail. Each child will place their
main idea or supporting detail on the appropriate
side of the T-chart so that all students can
compare each others interpretation. I will then
mention any main topics or details the students
failed to mention.
Structured Practice The students will be given
time to read over their chosen stories. They
will then, on the worksheet I provide, write out
the main ideas of the story and any supporting
details. When each student finishes, they will
raise their hand and I will check their work.
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Lesson 2 Continued
Guided Practice Students will then use the
worksheet with their main topics and details to
write a paragraph summarizing their story. I
will remind them a summary consists of the main
topics of the story and possibly a few important
supporting details (First Grade Content
Standards). They will also write a short
paragraph about why their selected character or
author is their favorite.
Closure Students will then draw a picture of
their favorite character using their books
illustrations as a guide. After I check over the
paragraphs, the students will re-write them in
cursive and we will display them along the wall
of the classroom (low enough for all of the
students to see and read.)
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Lesson 2 Continued

• Assessment
• Any students who does not finish their drawing
  will finish it for homework.
• The assessment connects all three of my lesson
  plans.
• The students will go home and interview someone
  they consider to be a hero in their life (I will
  give suggestions, such as grandparents, parents,
  siblings, aunts, cousins.) I will supply them
  with a sheet of possible questions. They will
  then have to write two paragraphs utilizing a
  topic sentence and supporting details. The first
  paragraph will describe the students
  relationship to the interviewee and a brief
  history of the interviewee. The second paragraph
  will explain why the student considers this
  person a hero.

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Lesson 2 Continued
Feedback
Melanie Abnoosian Wow, another great lesson
plan , it seems that you have included
everything.
Lina Simpson I think its great how you use a
lot of group work in your lessons where you work
as a class together. Constructing a chart or
graph is a nice way to summarize all the students
thoughts. Also, I think it is motivational for
the students to be able to write about their own
personal favorite heroes.
Mansur Wadalawala Excellent assessment which
ties together all three lesson plans.  Again, the
use of characters and popular youth culture is a
great idea and I am sure it will aide in the
motivation of your students!
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Lesson 3

• Technology Needed
• Computers
• Internet

• Standard
• 3.4 Students understand the role of rules and
  laws in our daily lives and the basic structure
  of the U.S. government.
• 6. Describe the lives of American heroes who took
  risks to secure our freedoms (e.g., Anne
  Hutchinson, Benjamin Franklin, Thomas Jefferson,
  Abraham Lincoln, Frederick Douglass, Harriet
  Tubman, Martin Luther King, Jr.)

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Lesson 3 Continued
Objective TSSBAT describe the lives of a
variety of American heroes and the impact their
decision-making has had on freedoms today.
Motivation I will be applying the American
heroes lives to the lives of the students. I
will then have them choose people from their
family who they consider heroes and why. What
impact have their personal heroes had on the
students life?
Input of Information As a class, we will go over
the basic freedoms the Constitution and Bill of
Rights lays out for America. (ex. Freedom of
speech, press, religion, etc.) We will also
discuss the meaning of these freedoms and give
examples of them.
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Lesson 3 Continued
Checking Comprehension We will brainstorm any
freedoms we currently have, focusing on freedoms
the students take advantage of everyday and that
particularly pertain to them. I will also bring
into the conversation that the soldiers are
fighting overseas to maintain the freedoms our
country has earned. To earn these freedoms
people had to take risks.
Structured Practice I will give a brief
presentation on the impact Abraham Lincoln has
had on American freedoms with an emphasis on
civil rights. The class will discuss what things
would be different in their lives if Abraham
Lincoln had not taken any risks for our country.
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Lesson 3 Continued
Guided Practice I will split the class into
pairs and each pair of students will be assigned
a person who has dramatically affected the
freedom of America. (ex. Harriet Tubman, Thomas
Jefferson, Martin Luther King Jr. etc.) As a
class, we will then make trips to the computer
lab and library to research the person assigned.
I will have a list of specific websites for the
students to use and guidelines for finding
sources in the library.
Closure The separate pairs will design a poster
with the main accomplishments of the person and
why they are considered an American Hero. Their
contributions to American freedom, a few basic
facts (date of birth, death, birthplace,
occupation) and a picture of the individual will
also be included. Each pair of students will
give a short presentation about the American hero
they were assigned and the posters will be
displayed on the classroom walls.
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Lesson 3 Continued
Assessment Once all presentations are complete
and a review sheet has been handed out and
completed as a class, the students will have a
quiz on the contributions of each person. The
quiz will entail about 1-2 questions on each
American hero and one paragraph about a hero of
choice (other than the one they did their
presentation on.) The assessment connects all
three of my lesson plans. The students will go
home and interview someone they consider to be a
hero in their life (I will give suggestions, such
as grandparents, parents, siblings, aunts,
cousins.) I will supply them with a sheet of
possible questions. They will then have to write
two paragraphs utilizing a topic sentence and
supporting details. The first paragraph will
describe the students relationship to the
interviewee and a brief history of the
interviewee. The second paragraph will explain
why the student considers this person a hero.
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Lesson 3 Continued
Feedback

• Lina Simpson
• I didn't learn about the bill of rights until I
  was older, but I think its great how you are
  teaching a complex subject in a fun and
  understandable manner. I also like how you are
  putting the students in pairs, encouraging
  collaboration. Using the computer lab is not
  something that most elementary school teachers
  do, but I believe that its necessary and
  important for students to understand how to use a
  computer. Nice lesson plan!
• Mansur Wadalawala
• I like how you used a diverse group of
  historical figures in your lesson.  Brainstorming
  as a class is perfect for peer-peer scaffolding. 
  Pairing up the students is also good for this
  reason.  Good use of educational theory!

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Bibliography

• Ed-Data Education Data Partnership Website
  http//www.ed-data.k12.ca.us/
• California Department of Education Website
  http//www.cde.ca.gov/ci/

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The End