Curriculum and Instruction Lesson Plan #1

Erin Gough

Lesson Plan Assignment #1

Grade/Subject: Kindergarten Language Arts Unit: Organize, record, and Evaluate Duration: 35min ** Note: Differentiation for ADHD in Purple, Verbal cues in Blue** OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: Students will listen, speak, read, write, view, and represent to manage ideas and information. Specific Learning Outcomes: Students will categorize objects and pictures according to visual similarities and differences.

LEARNING OBJECTIVES
Students will: 1. Organize images according to physical characteristics. 2. Demonstrate categorization of different types of objects. 3. Demonstrate that one object or person can fit into multiple categories.

ASSESSMENTS
Observations: Student behavior. Because of the interaction in this lesson classroom management is a key issue. Students performance during the group categorization game. Can they come up with ways to group the class? Can they put themselves in the proper groups? Students performance during the Smart board activity and their ability to categorize different types of objects. Key Questions: How can items or people be grouped? Can you group different types of objects? Can you group things by physical features? How can one item fit into two different groups? Can you give me an example of this?

Written/Performance Assessments: Learning Objective #1: formative assessment through group categorization game and smart board activity. Learning Objective #2: formative assessment by grouping different types of objects in both the group activity and smart board activity. Learning Objective #3: formative assessment through the group activity (discuss why one person might fit into multiple groups) and through discussing why objects fit into each of the groups in the smart board activities. All Learning Objectives: As students are able to demonstrate the different learning objectives put a check mark by their name on the assessment checklist (found at the end of the lesson plan). If they have trouble with specific ones make they name with star.

LEARNING RESOURCES CONSULTED

Resource #1: Smart board Categorizing Objects activity retrieved from http://exchange.smarttech.com/details.html? id=410 1923f-bb47-47b4-bd18-47900e83e631 Resource #2: Five Creatures by Emily Jenkins Resource #3: Language Arts Program of Studies retrieved from http://education.alberta.ca/media/450519/elak-9.pdf

MATERIALS AND EQUIPMENT

smart board and projector categorization game file Five Creatures by Emily Jenkins class rules poster agenda written on the board popsicle sticks with students names categorization worksheets (just in case)

Curriculum and Instruction Lesson Plan #1

Erin Gough

PROCEDURE Introduction (8 min.):

Advance Organizer/Agenda: Gather students at the reading circle by having them move like butterflies, point students attention towards the agenda on the board. (make sure student X is seated close to you and away from friends and make sure he is settled appropriately before you begin) We will read Five Creatures We will play a game with the group We will do an activity on the smart board Hook/Attention Grabber: Read Five Creatures by Emily Jenkins (6 min) Assessment of Prior Knowledge: As you read get the students involved in the categorization that takes place in the book. When she says three with red hair and two with grey hair, how is she grouping her family? What are some other ways this girl grouped her family? (hair color, likes and dislikes, abilities) When new vocabulary is introduced check for understanding by asking a volunteer to describe the meaning and correct their responses if necessary so that the whole group understands. If student X is acting up make sure to give 3 behavioral warnings, then offer a choice to continue with the activity or work on an individual work sheet at the table.

Expectations for Learning and Behavior: (2 min) We are going to do a couple activities today. First we need to go over some expectations: (point out posted class rules) As always, the regular class rules apply. Ask students to read the rules. **When you go over rules ask student X to say at least one rule so that he can take ownership over the rules during the activities** Transition to Body: The students will already be seated at the reading circle centered on the smart board. Point out that throughout the story the girl is grouping her family members by certain characteristics. Say: We can do this too! How could we make our class into groups?

Body (25 min.):

Learning Activity #1: Categorize the class (12 min) Have the class brainstorm ways that the class could be categorized (ie/ hair color, shirt color, jeans or not, likes and dislikes, favorite game) and write their answers on the board. Once the brainstorm is done go over rules and instructions for the game I will call out the groups we will divide into and designate the area for each group. When I say GO you will move to the group you identify with. I will then announce another group of categories and when I say GO again, you will again move silently to the group. If you fit into more then one category stand in the middle of the room and point each of your arms toward the groups. Ask student X to repeat the first instruction, if he cannot have another student help him. Ask different students what the next step is after each answer and check for student X understands specifically. Use different movements to go to each group (examples: skipping, hoping, like a snake, marching, swimming). Play the game: Have the students get into a few of the different categories by moving into different areas around the room. Learning Activity #2: Smart board categorization game (13 min) Bring up the smart board activity. Have students sit once again around the smart board. We have just grouped the people in our class into a lot of different categories. We can group other objects too! In this activity we are going to group pictures of other objects into the right groups. To do this you just have to put your hand on the object and slide it into the right spot. Have student X demonstrate this for the class. Once you are done you can sit back down in your spot.

Curriculum and Instruction Lesson Plan #1

Erin Gough

Draw the students attention to the class rules again. Use popsicle sticks to call students up one at a time and have them place an object of their choice into the appropriate group. Repeat the process until the groups are full. Discuss with the students the similarities that exist within each group. Do this again for each different grouping slide. If there is confusion about which group an object should go into, explain: Some objects can be part of more then one group just like in the previous game some students fit into more then one group.

Sponge Activity: If you complete this activity have the students work on the categorization sheets at the group work tables until the recess bell goes.

Closure (2 min.):
Consolidation/Assessment of Learning: Today we learned to group objects by different features. When you go home today think about your family and how you could group them. Feedback From Students: Do you think you could come up with 2 groups to divide your family into? Feedback To Students: Good job working so well with the class today. Thank you for follow the instructions and class rules so closely. Make sure to personally address Student X about their behavior, always compliment a behavioral strength from the activity and give him one thing to work on or the next activity. Transition To Next Lesson: Next class we will expand on categorizing objects, you will make your own book of categorization.

Student

Formative Assessment Checklist Objective #1: Organize Objective #2: Understand that
images according to physical characteristics. different types of objects can be categorized.

Objective #3: Demonstrate

that one object or person can fit into multiple categories.

Student A Student B Student C Student D Student E Student F Student G Student H Student I Student J Student X

Curriculum and Instruction Lesson Plan #1

Erin Gough

Rationale
My planning process for this lesson started with finding specific learning outcomes in the Alberta language arts program of studies that I wanted to teach. From there I decided on the learning objectives I wanted the studnets to achieve and began the process of developing the steps to reach these objectives. I knew I wanted to integrate technology because I think that that it is an effective way to get 21st century students engaged in subject mattter. When I found the categorization game on Smart exchange I thought it would be a good way to get the entire class involved in the process of grouping objects. I decided to tweak the activity slightly so that it would be more effective for my class. Once I had decided on this activity I wanted to find a way to introduce it and link it to language arts so I went online and searched for picture books that involved categorization. Five Creatures by Emily Jenkins was avialable in the currlab and I liked it especially because it applied grouping objects to the family. By doing this it forces students to automatically connect the subject area to their personal experience. Finally I tried to link the book and the smart board activity together and came up with the activity to group the class into different categories. I chose to do it in the way I did because i didnt want to have the students seated for the entire lesson, I think activity is an important aspect of learning especially at the kinderagarten level. I origonally thought I wanted to to worksheet centers at the end of the lesson but I decided not to because I thought that would make the lesson too long and that it would be difficult for the students to stay engaged in one topic for that long. Overall I think that I was able to develop an effective lesson plan for kindergarten language arts. I think that this assignment was very useful to me because I was able to learn through the process of developing a lesson plan from start to finish. I know that this lesson plan and the process I went through in developing it may not have been error free but I was able to gain experience and realalize what works for me and what doesnt. When I was developing this

Curriculum and Instruction Lesson Plan #1

Erin Gough

lesson I tried to keep it in the context of the classroom and anticipate the challenges that might come up. I think that once I am able to meet my class and understand the students individual challenges I will be more able to direct my lesson plans to overcome the unique challenges of implimentation. I look forward to having more practise in developing lesson plans and activities to be used in a real classroom.