Phonics Lesson Plan RDG 3113 - Lesson Plan Samnle a...

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Unformatted text preview: Lesson Plan Samnle ‘ a...“ . -_ Name/Author; ' a. ; Vital Informa' 7' i ‘ learn though Bodily—Kinesthetic Intelligence Subject: Language Arts Topic or Unit of Study: Voc/Comprehension/Phonics/Phonemic Awareness Grade/Level: kindergarten Component 1: Learning Context/Student Information: The student is a bodily— kinesthic learner. She loves things girly and hands on. She has trouble sitting still if she does not have variety in what she is doing. Comgonent ll: lnstructive Obiective (s): The student will work on the sounds, writing and letter recognition of letter P. At the end of the lesson the student will be able to recognize the letter P, write it, and say the sound. CCSS: RF 3a Comgonent lll: Procedures: A. Anticipatory setllntroductionl: This is to get your student’s attention or get himlher interested in and ready for your lessonll introduce the lesson content 1) Getting your child interested in your lesson a. The student and the Teacher will being by singing "Who Let the ABCs Out.” b. The teacher will lay out the materiais for the lesson, one at a time, and explain each material to the student. The student will be able to touch all of the materials. The teacher will tell the student that she will be able to use all of the materials during the lesson. 0. The teacher will ask the student if she has P in her name and they will talk about what those letters might look or sound like. 2) Getting your child ready for your lesson by setting the purpose: a. The teacher will tell the student “Today we will learn all of the tricks of letter P. B. Teach the lesson (This is the part of the lesson when you teach the lesson to your child. Please keep your objective in mind at all time: how the new concepts, skills, or knowledge are taught, reviewed, materials are used....). a. Direct teaching! Modelingll Do (You do it and students will observe you) (Please remember we should teach the materials we want the students to learn, instead of seeking the correct answers. We should explain, show, or model what we want the child to learn). a. The teacher will tell the student to watch and listen to her. b. The teacher will introduce letter P by showing the student flash cards the letter (both capital and lower case) and asking the student if she knows what that letter is. The teacher will then say it is the letter P and it makes a p sound. c. The teacher will use the flash cards of the letter P and trace it with her finger while saying the sounds and repeat 3 times. b. Guided PracticelWe Do: the child applies what shelhe has learned with teacher’s guidancelhelp. a. The student will use her fingers and write the letter P on the conditioner zip lock bag while saying the sound and letter name. The teacher will say the sound and letter name while writing the letter P on the dry erase board. b. The student will swap with the teacher and use the dry ease board. 0. Independent practiceIYou Do: a, The teacher will have Play-Doh for the student to craft a P with. b. The teacher will ask what sound a P makes as the student is working on the Play-Ooh letter. 0. Once the Play-Doh letter is completed, the teacher will give the student a large cut out of the letter P. d. The student will be able to glue pasta, pipe cleaner, pink paper, purple paper, and pom-poms onto the large P. Component IV: Materials and Resources: Play-Doh Conditioner filled Ziploc bag Dry erase board and markers Large cut out of letter P Pasta Pipe cleaner Color samples Pom-poms Flash cards Assessment check list Component V: Assessments: 1) The teacher will assess the child by showing her a flash card with the letter P on it. She will ask what the letter is and its sound. The teacher will put away the flash card and ask the student to write the letter P on the dry erase board. 2) The teacher will record the knowledge on a check list. April 27, 201 *- Lesson Plan Reflection The lesson plan I did was letter recognition and sound. My objective for the lesson was that the student would be able to recognize the letter P, its sound, and how to write it. The reason I chose to work on the letter P is because she had a hard time with it during our phonics assessment and Mrs. Cannon said that it was a letter that was hard for her to grasp at the time. I wanted to make the lesson really hands on because Mariah works better when she is active. She is a Bodily— Kinesthetic Intelligence learner. The first thing we did was go over all of the materials got to Viagra. free play with them for a minute before we got really started. Mariah loved all of the materials. i/(iLE i5»?- Next, I went to introduce the letterLand—itssolmd. Mariah already knew the P well so she just r by; jumped right into telling me exactly what letter it was anditflsfisgund. I was very proud of her l “L; J because she had been working so hard all semester. You could tell that it made her feel good ' 9 about her newly found knowledge. We just played with all of the materials and W P on the board, in Play Doh, in the Ziploc bag, and decorated our letter. I was a little sad that I did not actually get to teach her something but I like to say that I got to teach her a new level of confidence. The changes I would make woald have to be making enrichment aspect to the lesson plan. I knew that she had been working on P during the time I was waiting to do my lesson plan so I wish I would have gave myself “the oth level. I wish I would have made the enrichment recognizing the P sound in beginning of words. I believe Mariah really enjoyed the lesson because she got to show off her knew information and play. The lesson might not have taught her anything new academically but it helped her socially by building confidences and self-worth. V ' Oneumm ' 421) _ ‘28 m c \ (,0Uld the crudem WWW J “H mm? m sovnd of 1’? (bold m9, Studem 9'04"“! “M q wnifn ?? J “233" imam 7M 09h 3m 2mm COUId *he STUOICN +G“ 9°“ 9am me [en-gr ? bi tec ' ? J ' 002s fine; 9n:de “9‘1" " 00 good vnclersmmhn?) \f Minnem ' I “‘1 -: II otarlPoints ‘J /100 ,_ _ r .- Met 72 of the Met Less than 7 ' requirement 1/3 requirement yarme Wm Specific, clear: what students should learn: ii of ie'tters, sounds or events in stories-..; Appropriate for the focus child Procedures Step by rtep, so detailed the substitute teacher an follow Includingintrpdclugflon, teaching lesson, and closer DAP: appropriate for the age and level, interesting, active, needs... Please ask yourself: If I were the child, how well would i learn what] should learn and how much would I like this lesson? Materials: DAP: apprOpriate for the age and level, interesting, active, needs, and culturally appropriate Assessment: Connected to objectives Appropriate, specific Mechanics: spelling, sentence structure, grammar ' Small group presentation See the presentation information sheet for more info. é I’M Rubrics: Description and Reflection Points “4 70 Name of the Teacher Candidate: J‘iwf/ g COMPONENTS UNACCEPTABLE ACCEPTABLE EARGET J Description of Read- Omit reading— aloud ; Include adequate Include detailed . aloud ACEI 1, 2.1, information about description about 3.1, 3.4 IN'TASC l, ; 0—10 reading-aloud and read-aloud and other 2, 3, 7 g ! other minilessons a instruction I ‘ Objective \ I A \1 E i J _.i: .n , s a ,1; . ,«.- ; wmfii“) gJV‘EJ‘SW'f, flailing-i “-13 14-13 E Student’s response} _ g ,Q he}; 3,, staffing} “gr 5;- _ I ‘ p ‘ " ' i 's' ' a . a p and erfonnance HIE-le c U x._.:; t i t . i . igr—L {Eli-:- 3' :51“: as? '3"; :5: _ u i i l "l t F Reflection i No or little reflection 5 Include fair amountmj candidates have done 1' strengths and upon the work ‘ of reflection upon the with the child and its weaknesses) candidates have done work candidates have impact on hisfher ACEI 5.2 i with the child and its done with the child literacy development E INTASC 9 ' impact on his/her and its impact on and seek professional 15 g literacy development f his-“her literacy i development \ p . a I, _ 4, TA ’7 0-10 develo ment 14-15 Rd {git-'59.: ""' ‘ ' “ " ‘ [email protected] i if, '* ,VPJHV-V grab/(j‘fu‘LbL-t :.. £355; 3,} Ana, ,Lri fl} Mechanics: 1 Candidates misuse Candidates use '_Candidates exhibit a Sentence structure, 3 English language arts ‘ English language arts high level of I grammar, spelling, conventions in written conventions in T competence in the l punctuation; : language (3 or more g written language 5 use of English 1* coherence errors"). No or partial forms in describing language arts ACEI 2.1 1 submission of lesson ‘ the students( two or conventions in (7 points) plan and student’s less technical errors}. ' written discourse. ! Lesson plan‘s/ ' on‘ginal work Acceptable ‘ Complete submission I decurnentation,=/ ! submission of lesson of Lesson plans and ‘ Evaluation fornj x7 plan and student’s l ent’s work 1 L/ i 0": 1 4 _ fl 3 1 wont. 3 j 3 t J 1 I"""i’/ g 5 P 0-1 urn Evaluation ‘ ‘ Comgonent H: lnstructive Obiective is}: The student will work on the_§gt_i_n_ci_s,_ writing and letter recognitionpilietterRfl ,_ 0088: RF 33 1) Getting your child interested in your lesson i a. The student and the Teacher will being by singing “Who Let the ABCs Out." “mam H b. The teacher will la ' ' a. Direct teachingif Modelingll Do (You do it and students will observe you) (Please remember we should teach the materials we want the students to learn, instead of seeking the correct answers. We should model what we want the child to learn). ,~_j W ’,//a/. QXplain, show, or ‘_ i A K? “iii 51 , V ‘ u a: I w. xi.” . I, ’- , 1 a The teacher will introduce letter P by showing the student flash cards the letter (both capitaia lower case) and sayingthe sound and 2-3 beings with. (pingfiie, pants) y. a“. 'r 555"“ '1' - b. The teacher wilru‘sefitfie’ ash cards of the letter 'P amiggitwnh words it LPG"; . finger while saying the sounds and repeat the same process with letter P. b. Guided PracticelWe Do: the child applies what shelhe has learned with teacher’s guidancelhelp. t: a x rw (tum L“: I” "*0 Est-‘1'!" '. , J‘ We, a. The student will use her fingers and write the letter P on the conditioner zip iock bag while saying the sound. The teacher will say the sound while writing the letter P on the dry erase board. b. The student will swap with the teacher and use the dry ease board. C. The teacher wiii ask her if she thinks the words Pizza, Pet and Dog start with a P. 0. Independent practiceIYou Do: a. b. C. d . The teacher will have Play-Doh for the student to craft a P with. The teacher will ask what sound a P makes and a word that starts with P as the student is working on the Play-Doh letter. Once the Play-Doh letter is completed, the teacher will give the student a large cut out of the letter P. The student will be able to glue pasta, pipe cleaner, pink paper, purple paper, and pom-poms onto the large P. Component lV: Materials and Resources: Piay-Doh Conditioner filled Ziploc bag Dry erase board and markers Large cut out of letter P Pasta Pipe cieaner Color samples Pom-poms 4—,. ;._ .7. :- r. ...
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  • Spring '15
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  • Mariah, dry erase board

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