Pre-Internship Experience
Currently I am teaching at George Lee Elementary school in a Kindergarten room during my preinternship. Teaching eight wednesday's during the first term and a three week block during my second term.
Attached are examples of two of my lesson plans:
Subject/Grade: Kindergarten Lesson Title: Patterns Teacher: Miss Flunder
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
PK.1
Demonstrate an understanding of repeating patterns (two or three elements) by:
(d)
Create a repeating pattern, using manipulatives, musical instruments, or actions and describe the pattern.
Key Understandings: (‘I Can’ statements)
I can show my understanding of what a repeating pattern is.
I can make my own repeating pattern.
I can make patterns with objects, sounds, and actions.
Essential Questions:
What is an AB pattern?
What is an ABC pattern?
Ask students what a pattern is?
Prerequisite Learning:Students should have an understanding of same and different.
Students should be able to name colours.
Students should be able to name shapes.
Students should be able to identify different sizes.
Instructional Strategies:Demonstrations
Manipulative in Mathematics
Stage 2: Determine Evidence for Assessing Learning
Teacher will understand student’s knowledge through discussion and completion of pattern bracelets.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 5 mins
Tell students they will be learning about patterns today. Ask students if they know what a pattern are. Tell students that a pattern is a design that repeats. Go over AB patterns and ABC patterns on the board with the students.
Introduce video pump up the pattern by Jack Hartman https://www.youtube.com/watch?v=hoFhVdYsmPg
Development: Time: 20 mins
Children will make their own bracelet using the string and beads set out at their tables. They can make any pattern they want to make, simple pattern would be AB but students are able to make more advanced patterns if they think they have enough understanding.
When students are done making their bracelets a teacher will help tie their bracelet. Then they will practice making patterns with loose parts or linking cubes until all students are done their bracelets.
Learning Closure: Time: 5 mins
Students will move back to the carpet. Call a few students to the front of the room, Demonstrate how to make a pattern by positioning students in various patterns. Standing, bending, standing, or hands up, hands down, hands up. Ask students what they think comes next. Ask students to discuss with a pattern what kind of pattern they made on their bracelets.
Materials/Resources:
-Beads
-String
-Video
Possible Adaptations/
Differentiation:
-Pipe cleaners
-Make simple patterns AB
Management Strategies:
-Placing students away from other students, or beside certain students.
-Rocking chairs
-Holding something during carpet discussion
Safety Considerations:
-Choking on beads
-String being too tight on wrist
Subject/Grade: Kindergarten Lesson Title: The very hungry caterpillar math lesson Teacher: Miss Flunder
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
NK.1- Say the whole number sequence by 1s starting anywhere from 0 to 10 and from 10 to 0.
(a)
State the whole number that comes after a given number, zero to nine.
(b)
State the whole number that comes before a given number, one to ten.
(c)
Recite the whole number names from a given number to a stated number (forward - zero to ten, backward - ten to zero) using visual aids.
NK.2- Recognize, at a glance, and name familiar arrangements of 1 to 5 objects, dots, or pictures.
(a)
Look briefly at a given familiar arrangement of 1 to 5 objects or dots, and identify the whole number that represents the number of objects or dots without counting.
(b)
Identify the whole number that represents an arrangement of objects, dots, or pictures on a five frame.
NK.3- Relate a numeral, 0 to 10, to its respective quantity.
(b)
Identify the number of objects in a set.
(c)
Hold up the appropriate number of fingers for a given numeral.
English Language Arts K, outcome
CRK.4- Comprehend, retell,
and respond to basic ideas in stories, poems, songs, and informational texts read to them.
(b)
Use strategies to construct and confirm meaning when "reading":
(d)
Demonstrate an interest in and knowledge about books and reading.
(e)
Know where to look for the title and author/illustrator.
(i)
Explain the main idea.
English Language Arts K, Outcome
ARK.2- Reflect and talk about new learning.
(a)
Identify viewing, listening, emerging "reading", speaking, emerging "writing", and other representing strategies.
Key Understandings: (‘I Can’ statements)
I can recognize numbers 1-10.
I can listen attentively.
I can discuss in a teacher led group.
I can participate and stay on task.
Essential Questions:
Can you count to 10?
How many fingers do we have all together?
How many pieces of food does the caterpillar eat each day?
What does the caterpillar turn into?
Prerequisite Learning:How to count from 1-10; know how many fingers they have.
How to use their fine motor skills.
Identify numbers
Listen instructively to instructions.
Instructional Strategies:Shared reading lesson
Fine motor physical instructions
Provide opportunities for student practice
Discussion method
Stage 2: Determine Evidence for Assessing Learning
Listen and be able to discuss book after. Anchor chart will be made as a group to assess overall learning of group. Activity with loose parts and rolling the dice will be used to identify student’s knowledge of numbers.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 4-5 mins
Go over the numbers from one to ten as a group, counting them on our fingers to determine how many fingers we have “Ask students how many fingers we have after”. Introduce the book the very hungry caterpillar. Does anyone know what caterpillars turn into, does anyone know what a cocoon is “a protective layer for when the caterpillar is turning into a butterfly.
Recently during our school days we have been working on numbers, specifically numbers 1-10. I want to discuss my thinking during “the very hungry caterpillar’ to allow you to learn more about numbers and guide you to use what you already know about numbers throughout the learning of this book. Today I am going to share the book “The Very Hungry Caterpillar”, as I read I will stop at certain pages to let you understand what my brain is thinking. Listen carefully for words that I may repeat, and each thought I have while I read. Also pay attention to the different numbers I say as I read. I have prepared a chart over here that we will need to fill in after the book. This means I need you to pay attention and listen when we are counting out how many pieces of food the caterpillar eats during each weekday. Weekdays are Monday, Tuesday, Wednesday, Thursday, and Friday. You might hear me say these key words over and over so that we are able to learn these numbers and help us with the days of the week.
Development: Time: 17 mins
Read the book “the very hungry caterpillar”. As the teacher is reading they should ask questions about the pages such as how many pieces of food does the caterpillar eat today, what kind of food does the caterpillar eat today? Go over what the caterpillar turns into again (butterfly). Ask children what a caterpillar turns into. Make anchor chart as a group, what the caterpillar ate eat day.
During:
Lets take a look at the cover of the book, so the book title is “the very hungry caterpillar” and it says the book was written by Eric Carle. When it says written by that means that person wrote the book, they came up with the words to create a story. It doesn’t have an illustrator on the cover so I’m thinking that Eric Carle also illustrated the book. An illustrator is the person who draws the pictures; they draw pictures to fit the words on each page. The title is “The very hungry Caterpillar”; this gives me an idea that the book will be about a hungry caterpillar. What are some ideas about what a caterpillar likes to eat? I know caterpillars eat leaves, but I’m not sure if they eat anything else. Does anyone have any ideas about what caterpillars like to eat? (Have a group discussion) Iv never seen a caterpillar up close before, I’m wondering if all caterpillars are green like the caterpillar on the cover of this book.
Page 1:
“In the light of the moon a little egg lay on a leaf”.
There is an egg on this page, right here. I’m wondering what kind of egg is on the leaf, I’m guessing it is a caterpillar since the book is called the very hungry caterpillar.
Page 5:
“He started to look for some food”.
What kind of food does caterpillars eat? I know they eat leaves but I wonder what else they may like to eat or if leave are the only thing they like.
Page 7:
“On Saturday he ate through…”
I wouldn’t be able to eat this much food; do any of you think you can eat all this food? I wonder how many items the caterpillar ate today. Lets count them. I am wondering if the caterpillar is still hungry and if he is going to eat more food tomorrow.
Page 12:
Before reading, I wonder what this is. Does the caterpillar go in it? I can see it is about the same size as the caterpillar.
“He built a small house, called a cocoon”.
I wonder what is going to happen when the caterpillar comes out of the cocoon. I am thinking the caterpillar won’t be as big as they were when they went in the cocoon.
Page 13:
“He was a beautiful butterfly”.
The caterpillar had eaten lots of food, then had gone into a cocoon and came out a butterfly. I am thinking the cocoon is like the butterflies hibernation, this is what a bear does during the winter. This means they eat lots before and then sleep all winter.
After:
You just watched me use my prior knowledge to understand the book and have a further understanding of numbers.
Ask students to identify the following:
-Words I commonly use
-Numbers throughout the book and fill in the anchor chart
-What types of fruit do caterpillars eat?
Learning Closure: Time: 8 mins
As a group we will work through the fingerprint counting caterpillar math template. I chose to do this as a group for the children who are still struggling with their numbers. Children will use a finger to dab a circle of paint on beside the numbers from 1-10. Ask questions during activity like how many circles do we have to make now. Get children to wash hands after activity due to paint.
Materials/Resources:
Anchor chart
Book
Caterpillar counting template
Paint
Possible Adaptations/
Differentiation:
Bingo dabbers
Different resources
Adding more activity
Management Strategies:
Different types of art tools
Different chairs
Safety Considerations:
Eating the paint
Subject/Grade: Kindergarten Lesson Title: Patterns Teacher: Miss Flunder
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
PK.1
Demonstrate an understanding of repeating patterns (two or three elements) by:
- identifying
- reproducing
- extending
- creating
(d)
Create a repeating pattern, using manipulatives, musical instruments, or actions and describe the pattern.
Key Understandings: (‘I Can’ statements)
I can show my understanding of what a repeating pattern is.
I can make my own repeating pattern.
I can make patterns with objects, sounds, and actions.
Essential Questions:
What is an AB pattern?
What is an ABC pattern?
Ask students what a pattern is?
Prerequisite Learning:Students should have an understanding of same and different.
Students should be able to name colours.
Students should be able to name shapes.
Students should be able to identify different sizes.
Instructional Strategies:Demonstrations
Manipulative in Mathematics
Stage 2: Determine Evidence for Assessing Learning
Teacher will understand student’s knowledge through discussion and completion of pattern bracelets.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 5 mins
Tell students they will be learning about patterns today. Ask students if they know what a pattern are. Tell students that a pattern is a design that repeats. Go over AB patterns and ABC patterns on the board with the students.
Introduce video pump up the pattern by Jack Hartman https://www.youtube.com/watch?v=hoFhVdYsmPg
Development: Time: 20 mins
Children will make their own bracelet using the string and beads set out at their tables. They can make any pattern they want to make, simple pattern would be AB but students are able to make more advanced patterns if they think they have enough understanding.
When students are done making their bracelets a teacher will help tie their bracelet. Then they will practice making patterns with loose parts or linking cubes until all students are done their bracelets.
Learning Closure: Time: 5 mins
Students will move back to the carpet. Call a few students to the front of the room, Demonstrate how to make a pattern by positioning students in various patterns. Standing, bending, standing, or hands up, hands down, hands up. Ask students what they think comes next. Ask students to discuss with a pattern what kind of pattern they made on their bracelets.
Materials/Resources:
-Beads
-String
-Video
Possible Adaptations/
Differentiation:
-Pipe cleaners
-Make simple patterns AB
Management Strategies:
-Placing students away from other students, or beside certain students.
-Rocking chairs
-Holding something during carpet discussion
Safety Considerations:
-Choking on beads
-String being too tight on wrist
Subject/Grade: Kindergarten Lesson Title: The very hungry caterpillar math lesson Teacher: Miss Flunder
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
NK.1- Say the whole number sequence by 1s starting anywhere from 0 to 10 and from 10 to 0.
(a)
State the whole number that comes after a given number, zero to nine.
(b)
State the whole number that comes before a given number, one to ten.
(c)
Recite the whole number names from a given number to a stated number (forward - zero to ten, backward - ten to zero) using visual aids.
NK.2- Recognize, at a glance, and name familiar arrangements of 1 to 5 objects, dots, or pictures.
(a)
Look briefly at a given familiar arrangement of 1 to 5 objects or dots, and identify the whole number that represents the number of objects or dots without counting.
(b)
Identify the whole number that represents an arrangement of objects, dots, or pictures on a five frame.
NK.3- Relate a numeral, 0 to 10, to its respective quantity.
(b)
Identify the number of objects in a set.
(c)
Hold up the appropriate number of fingers for a given numeral.
English Language Arts K, outcome
CRK.4- Comprehend, retell,
and respond to basic ideas in stories, poems, songs, and informational texts read to them.
(b)
Use strategies to construct and confirm meaning when "reading":
- make connections to background knowledge (before)
- identify important ideas and events (during)
- recall (after).
(d)
Demonstrate an interest in and knowledge about books and reading.
(e)
Know where to look for the title and author/illustrator.
(i)
Explain the main idea.
English Language Arts K, Outcome
ARK.2- Reflect and talk about new learning.
(a)
Identify viewing, listening, emerging "reading", speaking, emerging "writing", and other representing strategies.
Key Understandings: (‘I Can’ statements)
I can recognize numbers 1-10.
I can listen attentively.
I can discuss in a teacher led group.
I can participate and stay on task.
Essential Questions:
Can you count to 10?
How many fingers do we have all together?
How many pieces of food does the caterpillar eat each day?
What does the caterpillar turn into?
Prerequisite Learning:How to count from 1-10; know how many fingers they have.
How to use their fine motor skills.
Identify numbers
Listen instructively to instructions.
Instructional Strategies:Shared reading lesson
Fine motor physical instructions
Provide opportunities for student practice
Discussion method
Stage 2: Determine Evidence for Assessing Learning
Listen and be able to discuss book after. Anchor chart will be made as a group to assess overall learning of group. Activity with loose parts and rolling the dice will be used to identify student’s knowledge of numbers.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 4-5 mins
Go over the numbers from one to ten as a group, counting them on our fingers to determine how many fingers we have “Ask students how many fingers we have after”. Introduce the book the very hungry caterpillar. Does anyone know what caterpillars turn into, does anyone know what a cocoon is “a protective layer for when the caterpillar is turning into a butterfly.
Recently during our school days we have been working on numbers, specifically numbers 1-10. I want to discuss my thinking during “the very hungry caterpillar’ to allow you to learn more about numbers and guide you to use what you already know about numbers throughout the learning of this book. Today I am going to share the book “The Very Hungry Caterpillar”, as I read I will stop at certain pages to let you understand what my brain is thinking. Listen carefully for words that I may repeat, and each thought I have while I read. Also pay attention to the different numbers I say as I read. I have prepared a chart over here that we will need to fill in after the book. This means I need you to pay attention and listen when we are counting out how many pieces of food the caterpillar eats during each weekday. Weekdays are Monday, Tuesday, Wednesday, Thursday, and Friday. You might hear me say these key words over and over so that we are able to learn these numbers and help us with the days of the week.
Development: Time: 17 mins
Read the book “the very hungry caterpillar”. As the teacher is reading they should ask questions about the pages such as how many pieces of food does the caterpillar eat today, what kind of food does the caterpillar eat today? Go over what the caterpillar turns into again (butterfly). Ask children what a caterpillar turns into. Make anchor chart as a group, what the caterpillar ate eat day.
During:
Lets take a look at the cover of the book, so the book title is “the very hungry caterpillar” and it says the book was written by Eric Carle. When it says written by that means that person wrote the book, they came up with the words to create a story. It doesn’t have an illustrator on the cover so I’m thinking that Eric Carle also illustrated the book. An illustrator is the person who draws the pictures; they draw pictures to fit the words on each page. The title is “The very hungry Caterpillar”; this gives me an idea that the book will be about a hungry caterpillar. What are some ideas about what a caterpillar likes to eat? I know caterpillars eat leaves, but I’m not sure if they eat anything else. Does anyone have any ideas about what caterpillars like to eat? (Have a group discussion) Iv never seen a caterpillar up close before, I’m wondering if all caterpillars are green like the caterpillar on the cover of this book.
Page 1:
“In the light of the moon a little egg lay on a leaf”.
There is an egg on this page, right here. I’m wondering what kind of egg is on the leaf, I’m guessing it is a caterpillar since the book is called the very hungry caterpillar.
Page 5:
“He started to look for some food”.
What kind of food does caterpillars eat? I know they eat leaves but I wonder what else they may like to eat or if leave are the only thing they like.
Page 7:
“On Saturday he ate through…”
I wouldn’t be able to eat this much food; do any of you think you can eat all this food? I wonder how many items the caterpillar ate today. Lets count them. I am wondering if the caterpillar is still hungry and if he is going to eat more food tomorrow.
Page 12:
Before reading, I wonder what this is. Does the caterpillar go in it? I can see it is about the same size as the caterpillar.
“He built a small house, called a cocoon”.
I wonder what is going to happen when the caterpillar comes out of the cocoon. I am thinking the caterpillar won’t be as big as they were when they went in the cocoon.
Page 13:
“He was a beautiful butterfly”.
The caterpillar had eaten lots of food, then had gone into a cocoon and came out a butterfly. I am thinking the cocoon is like the butterflies hibernation, this is what a bear does during the winter. This means they eat lots before and then sleep all winter.
After:
You just watched me use my prior knowledge to understand the book and have a further understanding of numbers.
Ask students to identify the following:
-Words I commonly use
-Numbers throughout the book and fill in the anchor chart
-What types of fruit do caterpillars eat?
Learning Closure: Time: 8 mins
As a group we will work through the fingerprint counting caterpillar math template. I chose to do this as a group for the children who are still struggling with their numbers. Children will use a finger to dab a circle of paint on beside the numbers from 1-10. Ask questions during activity like how many circles do we have to make now. Get children to wash hands after activity due to paint.
Materials/Resources:
Anchor chart
Book
Caterpillar counting template
Paint
Possible Adaptations/
Differentiation:
Bingo dabbers
Different resources
Adding more activity
Management Strategies:
Different types of art tools
Different chairs
Safety Considerations:
Eating the paint
Assessment Practices
-Ask students to summarize
-Think-pair-share
-Practice frequency
-Ask students to summarize
-Think-pair-share
-Practice frequency
Professional Development Plan
Some professional development goes I had during this semester was
I will speak clearly and loud enough so all students can hear.
I will show enthusiasm with my voice and body.
I will avoid the use of "guys", "gonna", etc.
Be prepared for lesson, and make a proper closure.
Speak to children at their level, and in a gentle/kind voice.
Be clear and loud when speaking to children.
Repeat the instructions more than once get children to repeat back to you.
Tell children what to do, don't ask if they want to.
Continually scan the room so I am aware of what students are engaged in.
I will make eye contact with several students.
I will make sure I am looking at the students when I speak.
I will make sure I do not have my back to the students.
I will give clear directions of what to do.
Some future goals:
Avoid burning out
Continue working on my language- guys, gonna
Give students some reign
Involve parents more
Make more relationships with colleagues
Incorporate mindfullness
Encourage more play
Make learning fun
Some professional development goes I had during this semester was
I will speak clearly and loud enough so all students can hear.
I will show enthusiasm with my voice and body.
I will avoid the use of "guys", "gonna", etc.
Be prepared for lesson, and make a proper closure.
Speak to children at their level, and in a gentle/kind voice.
Be clear and loud when speaking to children.
Repeat the instructions more than once get children to repeat back to you.
Tell children what to do, don't ask if they want to.
Continually scan the room so I am aware of what students are engaged in.
I will make eye contact with several students.
I will make sure I am looking at the students when I speak.
I will make sure I do not have my back to the students.
I will give clear directions of what to do.
Some future goals:
Avoid burning out
Continue working on my language- guys, gonna
Give students some reign
Involve parents more
Make more relationships with colleagues
Incorporate mindfullness
Encourage more play
Make learning fun
Photo used under Creative Commons from US Department of Education