THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Claflin University School of Education - - - EDUC 323 Reflective Lesson Plan Model Name: Stevee P. Scott Date: 10-24-2012

PART I: PLANNING Learning the Parts of a Book Title of Lesson

Is this lesson original idea? If not, from what source did I borrow this lesson?

Source Subject Area (s) Grade Level

This is an original lesson.

English Language Arts Kindergarten

K-3.21 Know the parts of a book (including the front and Curriculum Standard(s) back covers, the title, and the authors name).
What will students experience during the lesson? What is the agenda for the lesson? What is the content to be taught?

Description and Background Information

The teacher will begin the lesson by asking students questions about the different type of books they have read. The teacher will also ask students if they can identify the different parts of a book. Next, students will identify the different parts of a book through visual and kinesthetic activities. Students will work together in a guided practice activity. The students will complete a parent/student activity for homework. What will I need to teach this lesson? What do students need to participate? Teacher: worksheets, Caps for Sale by Esphyr Slobodkina, smart board

Materials

Students: pencil, homework folder What will students be able to do at the conclusion of this lesson? Write measurable objective(s).

Lesson Objectives

Varying Objectives for Individuals Needs

Students will be able to identify the different parts of a book (i.e. title, author, illustrator, front cover, back cover, illustrations, spine) How will I vary these objectives for students who do not understand the material? How will I vary these objectives for students who have already mastered the concept? How will I vary these objectives for students who are presently learning English? For students who do not understand the material, the teacher assistant or I will work with them in small groups or independently. For students who have already mastered the concept, I will allow them to work with students who may need more help, provide them with another activity that will increase their knowledge about the lesson, or allow them to work in one of the learning centers in the classroom (i.e. block center, writing center, reading center, etc.) For students who are learning English, I or the teacher assistant will work with them in small groups or independently. I will also seek advice from the TESOL teacher on how to help the students understand the lesson. For instance, flash cards or manipulative can be used as useful tools for ELL.

Part II: IMPLEMENTATION

How will I find out what students already know about this topic? The teacher will ask students different questions about the parts of a book in order to find out what students already know. What will I do to make a connection between students and this lesson? I will engage students in a fun and interactive activity that will allow them to point out the different parts of a book. What will I say to explain the importance of learning this lesson? This lesson is important because books are a part of life. Students will need to be able to know how to read a book, where to start, and when it ends. What will I do to show students what is expected? I will model to the students by demonstrating the different parts of a book after reading Caps for Sale.

Pre-assessment

Motivation(Hook)

Statement of Purpose

Teacher Modeling or Demonstration

What will we do together as they learn how to succeed at the new task? Together, the students and I will each represent a human book. The front part of the body represents the front cover, the back side represents the back cover, and raising an arm in the air represents the spine of a book. What will I ask to know if students understand so far? List questions. What will I do throughout the lesson to determine if students understand the information? List activities/techniques or describe the strategies that you plan to use. Questions: 1. Where is the front cover? 2. How does the book stay together? 3. Who draws the pictures in the story? 4. Where is the back cover? 5. What does the author do? Throughout the lesson, I will monitor the classroom and assist and encourage students. What will students do to internalize the knowledge? Students will complete an handout.

Guided Practice

Checking for Understanding

Independent Practice
What will students do to demonstrate what they learned during the lesson? If an assessment is used, attach a copy. If using an authentic assessment, attach a copy of the scoring rubric.

Assessment

Students will be given an assessment on the different parts of speech. How will I conclude the lesson and relate it to future experiences? The teacher will ask students what they learned from the lesson. Each child will have the opportunity to share at least one thing he/she learned. What can students do at home or in the classroom to apply the knowledge or skills? What will you do to connect the lesson with the home, community and community agencies?

Closure

Extension Activities

Technology

Students will have the opportunity to complete homework assignment with parent or guardian. They can also identify the different parts of a book with a family or close friend. How is technology meaningful to this lesson? How do you plan to use implement student used technology during the lesson? The teacher will use the smart board as a source for all students to view the book (Caps for Sale). Students will also have an opportunity to work on educational activities related to the lesson in the computer center.

Connections Across the Curriculum

What activities do you plan to implement to connect your lesson across the curriculum to all 7 content areas? Learning the different parts of a book will allow students to know what subject book they will be using in the future, how they differ, where the front cover and back cover is, who the author is, who drew the pictures, and how the book is held together.

PART III IMPLEMENTATION

What worked for you during the lesson? What did not work? What changes would you make when you teach this lesson again to make it more effective? The smart board provided each student the opportunity to see the book. The students were engaged in the story and truly enjoyed the characters. I could have explained the different parts of a book to the students better. I also need to work on wait time for students. I will improve this lesson by providing more examples and diverse activities.

Reflections