Judson College Department of Education Teachers Who Are Prepared for Life and Learning Judson College Lesson

Plan Format Teacher %andidate; 'achiko <. =reen =rade )evel; 0indergarten %ourse; (#: >,> (lementary 'tudent 8nternship $lacement 'chool; 'outh 'hades %rest (lementary 'chool 'emester and Teaching #ate; 'pring +,->/?onday, ?arch .-, +,-> 'ub@ect; ?aking ?eaning/2eading Workshop/%enters

Lesson Overview (1.1) What is the content/topic of the unit of instruction of which this lesson is a part? This lesson serves as an introduction into a five-day unit on the study of eggs and chicks. Following this unit, students will learn about farm animals. t the culmination of both units the students will observe baby chickens hatching from their eggs in an incubator. What is the conte!t of the lesson? What has been previously taught? What will be taught following this lesson? This lesson"s target will be to spark students" prior knowledge regarding eggs. This is the first lesson in a fiveday unit. #uring Tuesday"s lesson, students will learn what types of animals come from eggs.

tate tandard(s) $rovide %&' number and description (1.!" #.#) (nglish )anguage rts *+,-./, 0indergarten 1./ 2ecogni3e common types of te!ts *e.g., storybooks, poems/. 42).0.15 6./ ctively engage in group reading activities with purpose and understanding. 42).0.-,5 -,./ With prompting and support, ask and answer 7uestions about key details in a te!t. 428.0.-5 +9./ :se a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 4W.0..5 .-./ $articipate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 4').0.-5 a. Follow agreed-upon rules for discussions *e.g., listening to others and taking turns speaking about the topics and te!ts under discussion/. 4').0.-a5 b. %ontinue a conversation through multiple e!changes. 4').0.-b5 .+./ %onfirm understanding of a te!t read aloud or information presented orally or through other media by asking and answering 7uestions about key details and re7uesting clarification if something is not understood. 4').0.+5 .1./ dd drawings or other visual displays to descriptions as desired to provide additional detail. 4').0.15

$ational tandard(s) )anguage rts A)-(A=.0--+.- 2( #8A= F&2 $(2'$(%T8B( 'tudents read a wide range of print and nonprint te!ts to build an understanding of te!ts, of themselves, and of the cultures of the :nited 'tates and the worldC to ac7uire new informationC to respond to the needs and demands of society and the workplaceC and for personal fulfillment. mong these te!ts are fiction and nonfiction, classic and contemporary works. A)-(A=.0--+.. (B ): T8&A 'T2 T(=8(' 'tudents apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate te!ts. They draw on their prior e!perience, their interactions with other readers and writers, their knowledge of word meaning and of other te!ts, their word identification strategies, and their understanding of te!tual features *e.g., sound-letter correspondence, sentence structure, conte!t, graphics/. A)-(A=.0--+.> %&??:A8% T8&A '08))' 'tudents ad@ust their use of spoken, written, and visual language *e.g., conventions, style, vocabulary/ to communicate effectively with a variety of audiences and for different purposes. A)-(A=.0--+.1 %&??:A8% T8&A 'T2 T(=8(' 'tudents employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. A)-(A=.0--+.9 $$)D8A= 0A&W)(#=( 'tudents apply knowledge of language structure, language conventions *e.g., spelling and punctuation/, media techni7ues, figurative language, and genre to create, criti7ue, and discuss print and nonprint te!ts. A)-(A=.0--+.6 ?:)T8%:)T:2 ) :A#(2'T A#8A= 'tudents develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. A)-(A=.0--+.-+ $$)D8A= ) A=: =( '08))' 'tudents use spoken, written, and visual language to accomplish their own purposes *e.g., for learning, en@oyment, persuasion, and the e!change of information %&eor' to Practice (%ite theorist*s/ relevant to ob@ectives and procedures of lesson./ (1.1) This and all other lessons will be taught using the Eean $iaget"s constructivist approach to learning. FIn the classroom, constructivism strongly supports the inclusion of a variety of sorts of discussion and group work as part of reading and learning. Clearly, the learning process is reliant upon communication not only with teachers but also with others. Students share ideas and information with others as they engage in learning activities, and this provides a rich environment which helps to focus attention of the participants and enriches the thought processes as a by-product of the interactions. Objective(s) Objectives must be measurable. (2.4) Constructivist Approaches to Teaching and Learning -/ 'tudents will create an illustration depicting how a chicken egg looks. +/ 'tudents will know that chickens *other birds/ are oviparous and lay eggs. #r. Tony (vangelisto, $rofessor

(nstructional Plan ().*" +.!" +.," +.-) %eac&er Candidate .esources and Preparation 2esearch; -/ http;//sciencenetlinks.com/lessons/hatching-chickens/ 'cienceAet)inks.com +/ http;//www.hubbardscupboard.org/itGstartedGasGanGegg.html hubbardscupboard.com ./ $interest ?aterials; -/ Rechenkas Eggs by $atricia $olacco +/ FWhat do they look likeH drawing page ./ Ilank egg shape >/ F8"m a )ittle %hickenH poem 1/ #ry erase board 9/ Barious art supplies J/ Whos Nest K/ http;//bkfli!.grolier.com/pb/wwbkcat,.b *Iookfli!/

Diversit' (1.#" !.1" !.-" !.1/) What learner differences e!ist in this classroom? *()), 'pecial Aeeds, =ifted, '('. (tc/ The class consists of one ()) student. Iefore, during and after the lesson plan e!plicit directions and follow up assessments will be provided to ensure comprehension.

Procedures0 (nclude accommodations1 modifications1 and adaptations will 2e made to meet t&e needs of individual learners. (1.1" 1.)" 1.+" 1.#" ).1" ).)" ).+" ).*" ).," +.1" +.)" +.+" +.!" !.3) (ngage -/ 8 will introduce the unit and this lesson by asking the students 7uestions such as; <ow are baby chickens or LchicksL born? <ow long do you think it takes for an egg to hatch? What kinds of things do eggs need to hatch? What happens to an egg if it doesnMt get these things? &nce a chick is born, what kinds of things does it need to grow up healthy? %an you think of any other animals that are hatched from eggs? +/ 8 will read Rechenkas Eggs in a read aloud to the students.

(!plore -/ 8 will pass out the blank egg templates and ask the students to design, draw and color an egg similar to Rechenkas eggs. +/ The class will gather on the carpet and recite F8"m a )ittle %hickenH poem. ./ 8 will read aloud Whos Nest? 8"ll stop several times throughout the reading to check for comprehension. 8 will prompt students with 7uestions about the types of eggs they have seen, si3es and color. 8 will ask the students to turn and talk with their partners to consider different answers. >/ 8 will e!plain to the students that on Tuesday we will be receiving our eggs from the farm. 8 will pass out the FWhat #o They )ook )ike?H drawing page and ask the students to illustrate what they believe our farm eggs will look like. 'tudents will write one sentence that e!plains their picture. (!plain -/ 'tudents will gather back on the mat to e!plain the illustrations they created depicting how our farm eggs will look. +/ 8 will ask the students to read the sentence they wrote on their illustrations. (!tend -/ 'tudents may log onto bookfli!.com http;//bkfli!.grolier.com/pb/wwbkcat,.b and read Rosies Walk and Chick Grows p. Evaluate ().#" ).-" ).3" ).1/) Evaluation is a continual process within the lesson plan design. Be certain to highlight a minimum of two formative assessment measures and, if there is a summative measure at the end of the lesson, record it as well. -/ 'tudents will be informally assessed through observations made through the NO during the read alouds. +/ 'tudents will be informally assessed based on the illustrations and sentences they created on the FWhat #o They )ook )ike?H sheets. .eflection on student wor4 (5ust include e6amples of student wor4) ().1/" #.1) What specific feedback was provided to students? 'tudents were provided feedback while participating in the introduction NO regarding prior knowledge about eggs. dditionally, students were given feedback while 7uestioning their understanding about the cultural similarities and differences discovered while reading Rachenkas Eggs. (!plicit instruction for clarification was provided when necessary while performing informal observations throughout the lesson. <ow did the assessment measure learner attainment of specified ob@ectives? The assessment was created around the learning ob@ectives. The students were provided e!pectations and e!planations of target goals and ob@ectives. The assessment confirmed whether or not the goals were obtained.

.eflection on teac&ing practice (!.3" #.1" #.)) <ow was assessment used to provide feedback and ad@ust instruction? The assessment is used to determine whether or not students comprehend the ob@ectives being taught. 8 can

ad@ust or modify the lesson based on the outcome of the assessment. <ow were learning e!periences designed to engage various learning styles and multiple intelligences? 'tudents participated in various activities, which support multiple learning styles. 'tudents were allowed to listen to two read alouds, draw, recite poetry, participate in online activities and share their creations. :pdated Eanuary +,-.

Judson College Department of Education Teachers Who Are Prepared for Life and Learning Judson College Lesson Plan Format Teacher %andidate; 'achiko <. =reen =rade )evel; 0indergarten %ourse; (#: >,> (lementary 'tudent 8nternship $lacement 'chool; 'outh 'hades %rest (lementary 'chool 'emester and Teaching #ate; 'pring +,->/Tuesday, pril -, +,-> 'ub@ect; ?aking ?eaning/2eading Workshop/%enters

Lesson Overview (1.1) What is the content/topic of the unit of instruction of which this lesson is a part? This is a five-day unit on the study of eggs and chicks. Following this unit, students will learn about farm animals. t the culmination of both units the students will observe baby chickens hatching from their eggs in an incubator. What is the conte!t of the lesson? What has been previously taught? What will be taught following this lesson? This lesson will focus on what types of animals come from eggs. This is the second lesson in a five-day unit. #uring Wednesday"s lesson, students will continue to learn about oviparous animals.

tate tandard(s) $rovide %&' number and description (1.!" #.#) (nglish )anguage rts *+,-./, 0indergarten 1./ 2ecogni3e common types of te!ts *e.g., storybooks, poems/. 42).0.15 6./ ctively engage in group reading activities with purpose and understanding. 42).0.-,5 -,./ With prompting and support, ask and answer 7uestions about key details in a te!t. 428.0.-5 +9./ :se a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 4W.0..5 .-./ $articipate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 4').0.-5 a. Follow agreed-upon rules for discussions *e.g., listening to others and taking turns speaking about the topics and te!ts under discussion/. 4').0.-a5 b. %ontinue a conversation through multiple e!changes. 4').0.-b5 .+./ %onfirm understanding of a te!t read aloud or information presented orally or through other media by asking and answering 7uestions about key details and re7uesting clarification if something is not understood. 4').0.+5 .1./ dd drawings or other visual displays to descriptions as desired to provide additional detail. 4').0.15

$ational tandard(s) )anguage rts A)-(A=.0--+.- 2( #8A= F&2 $(2'$(%T8B( 'tudents read a wide range of print and nonprint te!ts to build an understanding of te!ts, of themselves, and of the cultures of the :nited 'tates and the worldC to ac7uire new informationC to respond to the needs and demands of society and the workplaceC and for personal fulfillment. mong these te!ts are fiction and nonfiction, classic and contemporary works. A)-(A=.0--+.. (B ): T8&A 'T2 T(=8(' 'tudents apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate te!ts. They draw on their prior e!perience, their interactions with other readers and writers, their knowledge of word meaning and of other te!ts, their word identification strategies, and their understanding of te!tual features *e.g., sound-letter correspondence, sentence structure, conte!t, graphics/. A)-(A=.0--+.> %&??:A8% T8&A '08))' 'tudents ad@ust their use of spoken, written, and visual language *e.g., conventions, style, vocabulary/ to communicate effectively with a variety of audiences and for different purposes. A)-(A=.0--+.1 %&??:A8% T8&A 'T2 T(=8(' 'tudents employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. A)-(A=.0--+.9 $$)D8A= 0A&W)(#=( 'tudents apply knowledge of language structure, language conventions *e.g., spelling and punctuation/, media techni7ues, figurative language, and genre to create, criti7ue, and discuss print and nonprint te!ts. A)-(A=.0--+.6 ?:)T8%:)T:2 ) :A#(2'T A#8A= 'tudents develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. A)-(A=.0--+.-+ $$)D8A= ) A=: =( '08))' 'tudents use spoken, written, and visual language to accomplish their own purposes *e.g., for learning, en@oyment, persuasion, and the e!change of information %&eor' to Practice (%ite theorist*s/ relevant to ob@ectives and procedures of lesson./ (1.1) This and all other lessons will be taught using the Eean $iaget"s constructivist approach to learning. FIn the classroom, constructivism strongly supports the inclusion of a variety of sorts of discussion and group work as part of reading and learning. Clearly, the learning process is reliant upon communication not only with teachers but also with others. Students share ideas and information with others as they engage in learning activities, and this provides a rich environment which helps to focus attention of the participants and enriches the thought processes as a by-product of the interactions. Objective(s) Objectives must be measurable. (2.4) Constructivist Approaches to Teaching and oviparous Learning animals. -/ 'tudents will be able to list at least three #r. Tony (vangelisto, $rofessor (nstructional Plan ().*" +.!" +.," +.-) %eac&er Candidate .esources and Preparation 2esearch; -/ labama %ode of 'tandards * )(P/ http;//ale!.state.al.us/lessonGview.php?idQ+9-6. +/ http;//sciencenetlinks.com/lessons/hatching-chickens/

'cienceAet)inks.com ./ http;//www.hubbardscupboard.org/itGstartedGasGanGegg.html hubbardscupboard.com >/ $interest ?aterials; -/ 0W) chart +/ An Egg is an Egg by Aicki Weiss ./ )ittle (gg, )ittle (gg sheet >/ Barious art supplies 1/ !ne "ore Egg by 'arah (mmanuelle Iurg 9/ Ten Fluffy %hicks poem J/ (ggs 'entence 'crambler K/ The %hicken #ance on youtube 6/ 8ncubator sheet Diversit' (1.#" !.1" !.-" !.1/) What learner differences e!ist in this classroom? *()), 'pecial Aeeds, =ifted, '('. (tc/ The class consists of one ()) student. Iefore, during and after the lesson plan e!plicit directions and follow up assessments will be provided to ensure comprehension. Procedures0 (nclude accommodations1 modifications1 and adaptations will 2e made to meet t&e needs of individual learners. (1.1" 1.)" 1.+" 1.#" ).1" ).)" ).+" ).*" ).," +.1" +.)" +.+" +.!" !.3) (ngage -/ 'tudents will complete a 0W) chart regarding what they already know and would like to know about eggs. +/ 'tudents will complete the incubator sheet after reviewing the one within our classroom. ./ 8 will read aloud An Egg is an Egg. 8 will stop throughout the reading to ask students comprehension 7uestions about the book to ignite prior knowledge. (!. What types of animals come from eggs? <ave you ever discovered an egg outside? What do different animal eggs look like? (!plore -/ The class will create a F)ittle (gg, )ittle (gg, What #o Dou 'eeH book. (ach student will illustrate an animal that comes from an egg. +/ (ach student will complete the sentence at the bottom of the page, filling in what animal they drew coming out of the egg. (!plain -/ The students will gather on the carpet to share his or her illustrations and sentences. +/ The class will create a list on the dry erase board by naming the different animals they learned hatch from eggs. ./ The students will stand up and participate in the chicken dance. >/ 'tudents will recite FTen Fluffy %hicksH poem. 1/ 8 will read aloud !ne "ore Egg and ask the students to consider the different types of animals we have

learned about that lay eggs. 9/ 'tudents will complete the F)H portion of their 0W) chart. (!tend -/ 'tudents may complete the (ggs 'entence 'crambler Evaluate ().#" ).-" ).3" ).1/) Evaluation is a continual process within the lesson plan design. Be certain to highlight a minimum of two formative assessment measures and, if there is a summative measure at the end of the lesson, record it as well. -/ 'tudents will be informally assessed based on their ability to illustrate and list animals that come from an egg on their F)ittle (gg, )ittle (ggH sheets. +/ 'tudents will be informally evaluated for comprehension by their ability to provide accurate information on their 0W) chart. .eflection on student wor4 (5ust include e6amples of student wor4) ().1/" #.1) What specific feedback was provided to students? 'tudents were provided feedback throughout the lesson plan. 'pecifically, the 0W) was e!plicitly e!plained and modeled, the students" were given feedback based on the booklets they created, and again following share time on the carpet. <ow did the assessment measure learner attainment of specified ob@ectives? The ob@ective goal was for each student to be able to name oviparous animals. The assessment measures whether or not a student met the goal by re7uesting students to illustrate and list an oviparous animal.

.eflection on teac&ing practice (!.3" #.1" #.)) <ow was assessment used to provide feedback and ad@ust instruction? ssessment was used to guide and further develop student understanding of the lesson being learned. Feedback was provided to clear up any misconceptions and to ad@ust the instruction to meet individual student needs. <ow were learning e!periences designed to engage various learning styles and multiple intelligences? (ach lesson plan offers several activities meant to stimulate various learning styles. 'tudents participate in read alouds, independent reading, interactive on-line games, writing and illustrating and sharing. :pdated Eanuary +,-.

Judson College Department of Education Teachers Who Are Prepared for Life and Learning Judson College Lesson Plan Format Teacher %andidate; 'achiko <. =reen =rade )evel; 0indergarten %ourse; (#: >,> (lementary 'tudent 8nternship $lacement 'chool; 'outh 'hades %rest (lementary 'chool 'emester and Teaching #ate; 'pring +,->/Wednesday, pril +, +,-> 'ub@ect; ?aking ?eaning/2eading Workshop/%enters

Lesson Overview (1.1) What is the content/topic of the unit of instruction of which this lesson is a part? This is a five-day unit on the study of eggs and chicks. Following this unit, students will learn about farm animals. t the culmination of both units the students will observe baby chickens hatching from their eggs in an incubator. What is the conte!t of the lesson? What has been previously taught? What will be taught following this lesson? 'tudents will continue to e!pand their understanding of oviparous animals by differentiating between oviparous and non-oviparous animals. This is the third lesson in a five-day unit. #uring Thursday"s lesson, students will continue to learn about oviparous animals.

tate tandard(s) $rovide %&' number and description (1.!" #.#) (nglish )anguage rts *+,-./, 0indergarten 1./ 2ecogni3e common types of te!ts *e.g., storybooks, poems/. 42).0.15 6./ ctively engage in group reading activities with purpose and understanding. 42).0.-,5 -,./ With prompting and support, ask and answer 7uestions about key details in a te!t. 428.0.-5 +9./ :se a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 4W.0..5 .-./ $articipate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 4').0.-5 a. Follow agreed-upon rules for discussions *e.g., listening to others and taking turns speaking about the topics and te!ts under discussion/. 4').0.-a5 b. %ontinue a conversation through multiple e!changes. 4').0.-b5 .+./ %onfirm understanding of a te!t read aloud or information presented orally or through other media by asking and answering 7uestions about key details and re7uesting clarification if something is not understood. 4').0.+5 .1./ dd drawings or other visual displays to descriptions as desired to provide additional detail. 4').0.15

$ational tandard(s) )anguage rts A)-(A=.0--+.- 2( #8A= F&2 $(2'$(%T8B( 'tudents read a wide range of print and nonprint te!ts to build an understanding of te!ts, of themselves, and of the cultures of the :nited 'tates and the worldC to ac7uire new informationC to respond to the needs and demands of society and the workplaceC and for personal fulfillment. mong these te!ts are fiction and nonfiction, classic and contemporary works. A)-(A=.0--+.. (B ): T8&A 'T2 T(=8(' 'tudents apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate te!ts. They draw on their prior e!perience, their interactions with other readers and writers, their knowledge of word meaning and of other te!ts, their word identification strategies, and their understanding of te!tual features *e.g., sound-letter correspondence, sentence structure, conte!t, graphics/. A)-(A=.0--+.> %&??:A8% T8&A '08))' 'tudents ad@ust their use of spoken, written, and visual language *e.g., conventions, style, vocabulary/ to communicate effectively with a variety of audiences and for different purposes. A)-(A=.0--+.1 %&??:A8% T8&A 'T2 T(=8(' 'tudents employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. A)-(A=.0--+.9 $$)D8A= 0A&W)(#=( 'tudents apply knowledge of language structure, language conventions *e.g., spelling and punctuation/, media techni7ues, figurative language, and genre to create, criti7ue, and discuss print and nonprint te!ts. A)-(A=.0--+.6 ?:)T8%:)T:2 ) :A#(2'T A#8A= 'tudents develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. A)-(A=.0--+.-+ $$)D8A= ) A=: =( '08))' 'tudents use spoken, written, and visual language to accomplish their own purposes *e.g., for learning, en@oyment, persuasion, and the e!change of information %&eor' to Practice (%ite theorist*s/ relevant to ob@ectives and procedures of lesson./ (1.1) This and all other lessons will be taught using the Eean $iaget"s constructivist approach to learning. FIn the classroom, constructivism strongly supports the inclusion of a variety of sorts of discussion and group work as part of reading and learning. Clearly, the learning process is reliant upon communication not only with teachers but also with others. Students share ideas and information with others as they engage in learning activities, and this provides a rich environment which helps to focus attention of the participants and enriches the thought processes as a by-product of the interactions. Objective(s) Objectives must be measurable. (2.4) Constructivist Approaches to Teaching and Learning -/ 'tudents will be able to identify and itemi3e animals into two categories, oviparous and not oviparous. #r. Tony (vangelisto, $rofessor

(nstructional Plan ().*" +.!" +.," +.-)

%eac&er Candidate .esources and Preparation 2esearch; -/ labama %ode of 'tandards * )(P/ http;//ale!.state.al.us/lessonGview.php?idQ+9-6. +/ http;//sciencenetlinks.com/lessons/hatching-chickens/ 'cienceAet)inks.com ./ http;//www.hubbardscupboard.org/itGstartedGasGanGegg.html hubbardscupboard.com >/ $interest ?aterials; -/ pocket chart +/ labels *yes, no, maybe, and various animal pictures/ ./ Eggs by ?arilyn 'inger >/ #ig Chickens $l% the Coop by )eslie <elakoski 1/ What"s <atchin"%hick? booklet/matching egg sheet 9/ The %hicken #ance on youtube http;//www.youtube.com/watch?vQ<b6Fwluby8N J/ Iaby %hick poem K/ )ottie #ottie %hicken http;//www.youtube.com/watch?vQ1$fFn9&Ev#: Diversit' (1.#" !.1" !.-" !.1/) What learner differences e!ist in this classroom? *()), 'pecial Aeeds, =ifted, '('. (tc/ The class consists of one ()) student. Iefore, during and after the lesson plan e!plicit directions and follow up assessments will be provided to ensure comprehension.

Procedures0 (nclude accommodations1 modifications1 and adaptations will 2e made to meet t&e needs of individual learners. (1.1" 1.)" 1.+" 1.#" ).1" ).)" ).+" ).*" ).," +.1" +.)" +.+" +.!" !.3) (ngage -/ The students will gather on the carpet to listen to a read aloud of Eggs by ?arilyn 'inger. Throughout the reading 8 will stop and prompt students with critical thinking 7uestions, such as how are oviparous animals different from other animals and what do they notice about the different types of eggs? 8 will ask them to turn and talk with their partners and share their partners" answers with the class. (!plore -/ 8 will use a pocket chart with three labels at the top; D(', A&, and ? DI(. 'tudents will help me organi3e a collection of animals into the correct categories.

+/ 'tudents will go back to their seats and complete a What"s <atchin" %hick? booklet, a color, cut and paste book about oviparous animals. ./ 'tudents will gather back on the mat to read the Iaby %hick poem. >/ 'tudents will stand up and dance to )ottie #ottie %hicken 1/ 'tudents will listen to a read aloud of Iig Chickens $l% the Coop (!plain -/ 'tudents will gather to share the work they created in the What"s <atchin" %hick? booklet. (!tend -/ 'tudents will continue to work on the (ggs 'entence 'crambler +/ 'tudents will read books on Iookfli! ./ 'tudents will read various books about chickens, eggs and oviparous animals Evaluate ().#" ).-" ).3" ).1/) Evaluation is a continual process within the lesson plan design. Be certain to highlight a minimum of two formative assessment measures and, if there is a summative measure at the end of the lesson, record it as well. -/ 'tudents will be informally assessed based on how well they can distinguish and categori3e oviparous animals using the pocket chart. +/ 'tudents will turn in their What"s <atchin" %hick bookletsC 8 will use the booklets to informally assess comprehension. .eflection on student wor4 (5ust include e6amples of student wor4) ().1/" #.1) What specific feedback was provided to students? 'tudents were provided feedback during the read alouds in order to provoke thought and stimulate student connection to prior knowledge. <ow did the assessment measure learner attainment of specified ob@ectives? The assessment is developed to ensure students have met the ob@ective goals. The ob@ectives and target goals are e!plained at the onset of the lesson and the assessment is meant to prove understanding. .eflection on teac&ing practice (!.3" #.1" #.)) <ow was assessment used to provide feedback and ad@ust instruction? ssessments were used to determine whether or not goal ob@ectives were met. ssessments prompt conversations with students to solidify understanding. 8f ob@ectives are not met or students need to move more

7uickly through the lesson plans then plans can be modified to meet individual goals. <ow were learning e!periences designed to engage various learning styles and multiple intelligences? 8 take great consideration in designing lesson plans that offer activities that support multiple learning styles and intelligences. 'tudents move through stimulating activities such as writing and illustrating, read alouds, independent reading, interactive computer games and dancing to promote learning. :pdated Eanuary +,-

Judson College Department of Education Teachers Who Are Prepared for Life and Learning Judson College Lesson Plan Format Teacher %andidate; 'achiko <. =reen =rade )evel; 0indergarten %ourse; (#: >,> (lementary 'tudent 8nternship $lacement 'chool; 'outh 'hades %rest (lementary 'chool 'emester and Teaching #ate; 'pring +,->/Thursday, ., +,-> 'ub@ect; ?aking ?eaning/2eading Workshop/%enters

Lesson Overview (1.1) What is the content/topic of the unit of instruction of which this lesson is a part? This unit aids in facilitating the understanding of oviparous animals and the study of eggs and chicks. Following this unit, students will learn about farm animals. t the culmination of both units the students will observe baby chickens hatching from their eggs in an incubator. What is the conte!t of the lesson? What has been previously taught? What will be taught following this lesson? This lesson"s target will be to facilitate the understanding of the different parts of a chicken egg. This is the fourth lesson in a five-day unit. #uring Friday"s lesson, students will review the parts of an egg and which animals are oviparous. tate tandard(s) $rovide %&' number and description (1.!" #.#) (nglish )anguage rts *+,-./, 0indergarten 1./ 2ecogni3e common types of te!ts *e.g., storybooks, poems/. 42).0.15 6./ ctively engage in group reading activities with purpose and understanding. 42).0.-,5 -,./ With prompting and support, ask and answer 7uestions about key details in a te!t. 428.0.-5 +9./ :se a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 4W.0..5 .-./ $articipate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 4').0.-5 a. Follow agreed-upon rules for discussions *e.g., listening to others and taking turns speaking about the topics and te!ts under discussion/. 4').0.-a5 b. %ontinue a conversation through multiple e!changes. 4').0.-b5 .+./ %onfirm understanding of a te!t read aloud or information presented orally or through other media by asking and answering 7uestions about key details and re7uesting clarification if something is not understood. 4').0.+5 .1./ dd drawings or other visual displays to descriptions as desired to provide additional detail. 4').0.15

$ational tandard(s) )anguage rts A)-(A=.0--+.- 2( #8A= F&2 $(2'$(%T8B( 'tudents read a wide range of print and nonprint te!ts to build an understanding of te!ts, of themselves, and of the cultures of the :nited 'tates and the worldC to ac7uire new informationC to respond to the needs and demands of society and the workplaceC and for personal fulfillment. mong these te!ts are fiction and nonfiction, classic and contemporary works. A)-(A=.0--+.. (B ): T8&A 'T2 T(=8(' 'tudents apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate te!ts. They draw on their prior e!perience, their interactions with other readers and writers, their knowledge of word meaning and of other te!ts, their word identification strategies, and their understanding of te!tual features *e.g., sound-letter correspondence, sentence structure, conte!t, graphics/. A)-(A=.0--+.> %&??:A8% T8&A '08))' 'tudents ad@ust their use of spoken, written, and visual language *e.g., conventions, style, vocabulary/ to communicate effectively with a variety of audiences and for different purposes. A)-(A=.0--+.1 %&??:A8% T8&A 'T2 T(=8(' 'tudents employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. A)-(A=.0--+.9 $$)D8A= 0A&W)(#=( 'tudents apply knowledge of language structure, language conventions *e.g., spelling and punctuation/, media techni7ues, figurative language, and genre to create, criti7ue, and discuss print and nonprint te!ts. A)-(A=.0--+.6 ?:)T8%:)T:2 ) :A#(2'T A#8A= 'tudents develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. A)-(A=.0--+.-+ $$)D8A= ) A=: =( '08))' 'tudents use spoken, written, and visual language to accomplish their own purposes *e.g., for learning, en@oyment, persuasion, and the e!change of information %&eor' to Practice (%ite theorist*s/ relevant to ob@ectives and procedures of lesson./ (1.1) This and all other lessons will be taught using the Eean $iaget"s constructivist approach to learning. FIn the classroom, constructivism strongly supports the inclusion of a variety of sorts of discussion and group work as part of reading and learning. Clearly, the learning process is reliant upon communication not only with teachers but also with others. Students share ideas and information with others as they engage in learning activities, and this provides a rich environment which helps to focus attention of the participants and enriches the thought processes as a by-product of the interactions. Objective(s) Objectives must be measurable. (2.4) Constructivist Approaches tolist Teaching and Learning -/ 'tudents will identify and the different parts of a bird egg using an egg diagram. #r. Tony (vangelisto, $rofessor (nstructional Plan ().*" +.!" +.," +.-) %eac&er Candidate .esources and Preparation 2esearch; -/ labama %ode of 'tandards * )(P/ http;//ale!.state.al.us/lessonGview.php?idQ+9-6. +/ http;//sciencenetlinks.com/lessons/hatching-chickens/

'cienceAet)inks.com ./ http;//www.hubbardscupboard.org/itGstartedGasGanGegg.html hubbardscupboard.com >/ $interest ?aterials; -/ (gg diagrams/blank copies +/ Whose Eggs Are These? by Irian and Eillian %utting ./ An Egg is &'iet by #iana ston >/ &viparous nimal 'ort 1/ The %hicken #ance 9/ Watch a %hicken =row worksheet Diversit' (1.#" !.1" !.-" !.1/) What learner differences e!ist in this classroom? *()), 'pecial Aeeds, =ifted, '('. (tc/ The class consists of one ()) student. Iefore, during and after the lesson plan e!plicit directions and follow up assessments will be provided to ensure comprehension. Procedures0 (nclude accommodations1 modifications1 and adaptations will 2e made to meet t&e needs of individual learners. (1.1" 1.)" 1.+" 1.#" ).1" ).)" ).+" ).*" ).," +.1" +.)" +.+" +.!" !.3) (ngage -/ 'tudents will gather on the carpet and will participate in creating an F(ggH web to ignite prior knowledge. +/ 'tudents will listen to a read aloud of Whose Eggs Are These? (!plore -/ 'tudents will work with a partner to complete an oviparous animal sort. +/ 'tudents will gather back on the carpet to listen to a read aloud of An Egg is &'iet( 'tudents will be asked to visuali3e portions of the book as well as answer engaging 7uestions. 8 will ask students to pay close attention to the egg diagram located in the book. >/ The students will move to The %hicken #ance 1/ 'tudents will work with a partner to complete egg diagrams. (!plain -/ 'tudents will gather on the carpet to display and e!plain their egg diagrams. (!tend -/ 'tudents may complete a Watch a %hicken =row cut, paste and color sheet that displays the life cycle of a chicken.

Evaluate ().#" ).-" ).3" ).1/)

Evaluation is a continual process within the lesson plan design. Be certain to highlight a minimum of two formative assessment measures and, if there is a summative measure at the end of the lesson, record it as well. -/ 'tudents will be informally assessed through observation based on their verbal interactions throughout the lesson. +/ 'tudents will be informally assessed based on their ability to orally represent and e!plain the egg diagrams they completed with a partner. .eflection on student wor4 (5ust include e6amples of student wor4) ().1/" #.1) What specific feedback was provided to students? 'tudents were provided feedback while working to create an F(==H diagram. feedback throughout the read aloud to help connect to previous knowledge. dditionally, students were given

<ow did the assessment measure learner attainment of specified ob@ectives? The assessments are designed with the specificity of the ob@ectives in mind. The assessments ensure students understand the ob@ectives being taught.

.eflection on teac&ing practice (!.3" #.1" #.)) <ow was assessment used to provide feedback and ad@ust instruction? ssessments are used to guide conversation, determine understanding and reassess and modify lesson plans and instruction based on student performance. <ow were learning e!periences designed to engage various learning styles and multiple intelligences? (ach lesson plan is designed to include activities meant to stimulate and support multiple intelligences and learning styles. ctivities include; dancing, writing and illustrating, read alouds, independent reading, and learning using technology.

:pdated Eanuary +,-.

Judson College Department of Education Teachers Who Are Prepared for Life and Learning Judson College Lesson Plan Format Teacher %andidate; 'achiko <. =reen =rade )evel; 0indergarten %ourse; (#: >,> (lementary 'tudent 8nternship $lacement 'chool; 'outh 'hades %rest (lementary 'chool 'emester and Teaching #ate; 'pring +,->/Friday, pril ., +,-> 'ub@ect; ?aking ?eaning/2eading Workshop/%enters

Lesson Overview (1.1) What is the content/topic of the unit of instruction of which this lesson is a part? This lesson is part of a five-day unit on the study of eggs and chicks. Following this unit, students will learn about farm animals. t the culmination of both units the students will observe baby chickens hatching from their eggs in an incubator. What is the conte!t of the lesson? What has been previously taught? What will be taught following this lesson? This lesson is a continuation on aiding student awareness of a chicken"s life cycle with a focus on eggs and oviparous animals. This is the fifth lesson in a five-day unit. Ae!t week, students will begin learning about farm life and animals. tate tandard(s) $rovide %&' number and description (1.!" #.#) (nglish )anguage rts *+,-./, 0indergarten 1./ 2ecogni3e common types of te!ts *e.g., storybooks, poems/. 42).0.15 6./ ctively engage in group reading activities with purpose and understanding. 42).0.-,5 -,./ With prompting and support, ask and answer 7uestions about key details in a te!t. 428.0.-5 +9./ :se a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 4W.0..5 .-./ $articipate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 4').0.-5 a. Follow agreed-upon rules for discussions *e.g., listening to others and taking turns speaking about the topics and te!ts under discussion/. 4').0.-a5 b. %ontinue a conversation through multiple e!changes. 4').0.-b5 .+./ %onfirm understanding of a te!t read aloud or information presented orally or through other media by asking and answering 7uestions about key details and re7uesting clarification if something is not understood. 4').0.+5 .1./ dd drawings or other visual displays to descriptions as desired to provide additional detail. 4').0.15

$ational tandard(s) )anguage rts A)-(A=.0--+.- 2( #8A= F&2 $(2'$(%T8B( 'tudents read a wide range of print and nonprint te!ts to build an understanding of te!ts, of themselves, and of the cultures of the :nited 'tates and the worldC to ac7uire new informationC to respond to the needs and demands of society and the workplaceC and for personal fulfillment. mong these te!ts are fiction and nonfiction, classic and contemporary works. A)-(A=.0--+.. (B ): T8&A 'T2 T(=8(' 'tudents apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate te!ts. They draw on their prior e!perience, their interactions with other readers and writers, their knowledge of word meaning and of other te!ts, their word identification strategies, and their understanding of te!tual features *e.g., sound-letter correspondence, sentence structure, conte!t, graphics/. A)-(A=.0--+.> %&??:A8% T8&A '08))' 'tudents ad@ust their use of spoken, written, and visual language *e.g., conventions, style, vocabulary/ to communicate effectively with a variety of audiences and for different purposes. A)-(A=.0--+.1 %&??:A8% T8&A 'T2 T(=8(' 'tudents employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. A)-(A=.0--+.9 $$)D8A= 0A&W)(#=( 'tudents apply knowledge of language structure, language conventions *e.g., spelling and punctuation/, media techni7ues, figurative language, and genre to create, criti7ue, and discuss print and nonprint te!ts. A)-(A=.0--+.6 ?:)T8%:)T:2 ) :A#(2'T A#8A= 'tudents develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. A)-(A=.0--+.-+ $$)D8A= ) A=: =( '08))' 'tudents use spoken, written, and visual language to accomplish their own purposes *e.g., for learning, en@oyment, persuasion, and the e!change of information %&eor' to Practice (%ite theorist*s/ relevant to ob@ectives and procedures of lesson./ (1.1) This and all other lessons will be taught using the Eean $iaget"s constructivist approach to learning. FIn the classroom, constructivism strongly supports the inclusion of a variety of sorts of discussion and group work as part of reading and learning. Clearly, the learning process is reliant upon communication not only with teachers but also with others. Students share ideas and information with others as they engage in learning activities, and this provides a rich environment which helps to focus attention of the participants and enriches the thought processes as a by-product of the interactions. Objective(s) Objectives must be measurable. (2.4) Constructivist Approaches Teaching and Learning -/ 'tudents will identify theto parts of a chicken #r. Tony (vangelisto, $rofessor (nstructional Plan ().*" +.!" +.," +.-) %eac&er Candidate .esources and Preparation 2esearch; -/ labama %ode of 'tandards * )(P/ http;//ale!.state.al.us/lessonGview.php?idQ+9-6. +/ http;//sciencenetlinks.com/lessons/hatching-chickens/

'cienceAet)inks.com ./ http;//www.hubbardscupboard.org/itGstartedGasGanGegg.html hubbardscupboard.com >/ $interest ?aterials; -/ $arts of a %hick label activity sheet +/ Life C%cles) Chickens by #avid ?. 'chwart3 ./ "% Life as a Chicken by (llen . 0elley >/ nticipation =uide 1/ %hick hatchery video http;//www.msichicago.org/online-science/videos/video-detail/activities/the-hatchery/ 9/ Irain$op, Er. activities

Diversit' (1.#" !.1" !.-" !.1/) What learner differences e!ist in this classroom? *()), 'pecial Aeeds, =ifted, '('. (tc/ The class consists of one ()) student. Iefore, during and after the lesson plan e!plicit directions and follow up assessments will be provided to ensure comprehension. Procedures0 (nclude accommodations1 modifications1 and adaptations will 2e made to meet t&e needs of individual learners. (1.1" 1.)" 1.+" 1.#" ).1" ).)" ).+" ).*" ).," +.1" +.)" +.+" +.!" !.3) (ngage -/ 'tudents will complete an %hicken nticipation =uide before gathering on the carpet +/ 8 will read aloud Life C%cles) Chicken* and the students will correct any misconceptions they had on the anticipation guide. (!plore -/ 'tudents will complete the $arts of a %hick diagram +/ 'tudents will watch a short video of a chick hatching ./ 'tudents will listen to a read aloud of "% Life as a Chicken* and throughout the read aloud students will participate in turn and talks about whether or not some of the events in the story are true or false. (!plain -/ 'tudents will share their $arts of a %hick diagrams with the class. (!tend -/ 'tudents may participate in interactive FFarmH activities on Irain$op, Er.

Evaluate ().#" ).-" ).3" ).1/)

Evaluation is a continual process within the lesson plan design. Be certain to highlight a minimum of two formative assessment measures and, if there is a summative measure at the end of the lesson, record it as well. -/ 'tudents will be informally assessed through observations based on how they complete the $arts of %hick diagrams. +/ 'tudents will be informally assessed by gauging their comprehension while participating in the turn, talk and shares ./ 'tudents will be informally assessed through observation by checking their nticipation =uides. .eflection on student wor4 (5ust include e6amples of student wor4) ().1/" #.1) What specific feedback was provided to students? 'tudents were provided feedback to clear up misconceptions while completing the nticipation =uides. Feedback was provided through informal conversations throughout the lesson plan while walking around the room and listening to conversations with students. Feedback is often provided while making informal formative observations. <ow did the assessment measure learner attainment of specified ob@ectives? The assessment was designed to ensure students meet specific goals and ob@ectives. The ob@ectives are e!plained as targets at the beginning of the lesson so that students are aware of what they will be e!pected to learn.

.eflection on teac&ing practice (!.3" #.1" #.)) <ow was assessment used to provide feedback and ad@ust instruction? ssessments aid me in better understanding whether or not a student comprehends the content being taught. 8 could use the information to create conversation to determine if a student understands the information, 8 need to modify the lesson or move on to the ne!t lesson. <ow were learning e!periences designed to engage various learning styles and multiple intelligences? 8 make careful considerations in creating lesson plans that support multiple learning styles. 'tudents move through various activities that work to enhance the learning e!perience. :pdated Eanuary +,-.