TWS 5 Nastasha Green

The lesson plans that I have taught are very student friendly. Through these lessons, I allow the students to have discussions while making it relata le to su !ects we have gone over or personal e"periences. #or my first math lesson I used the N$T% standards to plan this lesson. I step up a math pro lem involving money and had the students figure out if I had enough money to uy the items that I wanted. %y second math lesson was ased on line and ar graphs. &ere the students collected data from the class y separating and counting the different amount of skittles and place them in a ta le. 'nce the ta le was completed, the class constructed a line and ar graph. %y first science lesson was ased on the safety precautions to take during a hurricane and tornado. The students really en!oyed this lesson and it allowed them to e active. The students did a great !o in following directions and asking (uestions throughout the lesson. %y second lesson plan for science was ased on defining the physical characteristics of different animal groups. In this lesson, students created a #rayer %odel chart with the animal group, a definition, e"amples, and some physical characteristics. The students worked in groups and presented their chart to the other classmates. This was also my show lesson. I evaluated the students through pre, post, and during assessment and recorded the data in my TWS ). In my language arts lesson, I taught a read aloud. The students interacted in the read aloud and was a le to ask and answer (uestions.

Revised 1.20.14

College of Education Lesson Plan Template Teacher Candidate: Nastasha Green "chool: #athe$s Elementar% Date and Time of Lesson: 4/3/ 2 !4

"u&'ect/Grade Le(el: Life "cience )*nimals+/ 2nd Grade

Description of Lesson: Students will work in groups to complete a #rayer %odel ased on the given animal group. 'nce the #rayer %odel is completed, the students will present the information they develop with the class. Lesson Title or Essential ,uestion that guides the lesson: $lassifying *nimals Curriculum "tandards *ddressed:

"C Curriculum "tandard)s+: Standard +,+- The student will demonstrate an understanding of the needs and characteristics of animals as they interact in their own distinct environments.

"C *cademic -ndicator)s+: +,+.+- $lassify animals .including mammals, amphi ians, reptiles, fish, and insects/ according to their physical characteristics.

irds,

Lesson .&'ecti(e)s+: Students will e a le to classify the different groups of animals using characteristics they have developed from looking at pictures. *ntecedent- *fter discussing the animal groups, /ehavior- Students will descri e Content- the characteristics of a mammal, ird, amphi ian, reptile, fish or insect Degree- with 012 accuracy

*ssessment)s+ of the .&'ecti(es: 3efore the lesson, I will give each student a handout with five different animals on it and the words mammal, ird, amphi ian, reptile and fish. The students are to place the classification .words/ ne"t to the animal they elieve est fits in that category. We will then review the answers. 4uring the lesson, students will complete a #rayer model descri ing the animal group, giving e"amples of that group and come up with a definition. I will walk around to make

Revised 1.20.14

sure everyone is staying on task and answering (uestions correctly. *fter the lesson, students will discuss the different animal groups, and write 5,51 sentences a out a animal group they would chose to e in. I will e looking for characteristics of that animal group when I pick them up. #aterials/0esources: Poster &oard to complete their 1ra%er #odel2 #ar3ers2 4 pictures of each animal group2 and "mart&oard to displa% each group4s pictures5 Prere6uisites )Prior 7no$ledge+: "ocial: Students will need to know how to socially engage in classroom discussions. Cogniti(e: Students should e a le to identify the pictures of different animals .they should know the animal is a monkey y looking at the pictures/. Emotional: Students can relate themselves to the characteristics of animals or what they would like to e. .The strength of a lion/. Procedures: 5. 4oes anyone remem er that handout I gave you all Tuesday morning, with the different animals and matching it with the correct category6 +. The names of the categories were mammals, insects, irds, fish, reptiles, and amphi ians. 7. We all know that every animal is not the same, ut they are similar to one another and that makes up their classification. We then use the classifications to place each animal in a certain category. 8. We are going to learn a out this different classification of animals, ut you all are going to teach them9 5. I have placed 7 students in a group and the group will either have 8 pictures of mammals, insects, irds, fish, reptiles, or amphi ians. ). The group will work together to come up with a definition of their animal group, write down characteristics .who can tell me what characteristics are6/, and give e"amples of animals that fit in your animal classification. .#rayer %odel/. :. ;ou will write down your answers in each o" on this poster oard. %ake sure you write ig enough so that everyone can read it. 0. When all of the groups are done, your group will come up front and present your animal classification to the class. <. I will put everyone in their groups and walk around to o serve the students to make sure that everyone is participating and giving the correct characteristics and e"amples. I will help students spell words and answer any (uestions they may have. I will also ask the students a out what they are learning from the pictures and to tell me a little a out their animal group. 51. 'nce the groups have completed their #rayer %odel charts, I will call a group up one at a time to present what they wrote down. 'nce they are done presenting, I will also the class to ask any (uestions. 4uring this time I will restate and help the group answer the
Revised 1.20.14

(uestions correctly. 55. Now that everyone knows how to classify animals, I want you all to choose one animal group that you would like to e in. When you have chosen one, I want you to write 5,51 sentences descri ing the group and telling why you chose it. 5+. 'nce the students are finished writing, I will chose +,7 students to share what they wrote. 57. Then I will pick the student=s writing up and review them to see if the students used the correct characteristics when descri ing the animal group they chose. *cti(it% *nal%sis: .should show use of TWS 5 data/ 5. #rayer %odel- I am using the #rayer %odel ecause it asks students to look for specific things that they will use to descri e their animal classification. The students are a le to use their thoughts when it comes making a definition, as well as look at the pictures to descri e what they see. The students will work together and share their information with the class, which is what they love to do. The students will ecome the teachers and they are a le to teach the other students information they did not know. I will not e using technology during this activity ecause I want the students to e focused on completing the #rayer %odel and gathering as much information as possi le. +. Writing- I am using this activity to see if the students really comprehend what the other students taught. I want to make sure the students can identify the characteristics of an animal group and descri e why that animal is a mammal or reptile. I will not e using technology ecause the students need to e focused on what they are doing. Differentiation/*ccommodations/#odifications/-ncreases in 0igor .should show use of TWS 5 data/ Students will e placed in groups of 8 or 5. These groups will e made up of different level students so that they can help one another. 3ecause I am not a le to get to every group (uickly, I want the students to e a le to help one another and work together to come up with the information needed. I will also walk around to e"plain what the students should e looking for and see if they need help. 0eferences: Nastasha Green .

Revised 1.20.14

College of Education Lesson Plan Template89E Design

Teacher Candidate: Nastasha Green

Date and Time of Lesson: 4/ !/2 !4

"chool: #athe$s Elementar%

"u&'ect/Grade Le(el: Earth "cience/ 2nd grade

Description of Lesson: "tudents $ill &e a&le to identif% the proper safet% precautions that one should ta3e during se(ere $eather conditions $ith : ; accurac%5

Lesson Title or Essential ,uestion that guides the lesson: <a(e %ou e(er &een in se(ere $eather such as a tornado or hurricane2 and %ou had no idea $hat to do=

Curriculum "tandards *ddressed:

"C Curriculum "tandard)s+: Standard +,7- The student will demonstrate an understanding of daily and seasonal weather conditions. "C *cademic -ndicator)s+: +,7.) Identify safety precautions that one should take during severe weather conditions. Lesson .&'ecti(e)s+: *ssessment)s+ of the .&'ecti(es:

Revised 1.20.14

Students will e a le to identify severe weather and >rior to the lesson, students will discuss demonstrate the proper safety precautions that need to e the different types of severe weather taken during that time. conditions they have encountered and what safety steps they took. *ntecedent- When given a severe weather condition /ehavior- Students will demonstrate 4uring the lesson, students will list and Content- the proper safety precaution that needs to e draw common severe weather taken conditions that take place in South Degree- With 012 accuracy. $arolina in their science note ooks. They will also demonstrate the correct safety procedure that takes place for each weather condition. *fter the lesson, students will reflect in their science note ooks a out the different weather conditions and why it is important for them to perform the correct safety precautions. They will also make posters informing school mem ers on ways to stay safe during a severe weather condition. #aterials/0esources: Science note ooks, pencils, e"ample of a tornado .two + liter ottles, water, glue, food coloring to show the funnel shape of the tornado/, e"ample of a hurricane .house made of paper and a fan/, computer, pro!ector, Smart oard, desk, ooks, a hallway, and a closet or place with no windows. Prere6uisites )Prior 7no$ledge+: Students will need to know a out the seriousness of severe weather and what type of severe weather takes place in South $arolina. They also need to know how to socially engage in the class discussion and work with their classmates during the weather drill to make sure everyone is safe. Students will e"press their concerns a out what could happen during severe weather and how they would feel if severe weather took place at that moment. Students will also need to know how to transform their ody under their desk, in the hallway, or closet to make sure that ma!ority of their ody is protected. Procedures 5. 3ring the students to the carpet. +. 4iscuss the lesson taught the previous day a out severe weather. *sk a student to descri e what severe weather is. 7. 4iscuss the two most common types of severe weather in South $arolina .Tornados and &urricanes/ 8. 4emonstrate what a tornado and hurricane look like and what affects it has on the people and places.
Revised 1.20.14

5. *sk the students if they have ever een in severe weather and had no idea what to do. ). Tell them they are going to learn a out the proper safety precautions that need to e taken during severe weather conditions.

:. Show a video of a tornado destroying property and ask the student to imagine they were there. 0. *sk the students what they would do. *sk the students what they would do if they were at school and this was happening. <. ?"plain that a tornado is formed when cold and warm air com ine. Tornados form a funnel shape and egin puling o !ects towards it. The pull is very strong and can pick up homes, people, cars, and many other things. 51. Then e"plain where you would go if a tornado landed near your home. Tell the students that the est place to e in when there is a tornado is a asement ecause it is the lowest part of a house and it is hard for tornados to pick up those things. 3ut if they do not have a asement they need to get in a room that is located in the middle of the house .like a athroom/ ecause that end can not get pulled y the force of the tornado. 55. Tell the students that they need to get under a hard ta le or something hard so that they will not get hurt if things start flying. 5+. Then discuss what the students would do if the were at school and there was a tornado. The students need to find a hallway that are not y any windows or get inside the classroom athroom and find something hard to put over their head or use their arms. They should place their ack against the wall, pull their legs up to their chest and make themselves as small as possi le. ;ou want your ody, especially your head to e protected. 57. Tell the students that the class is a out to practice this drill. ?"plain to them that they need to take this practice seriously and that everyone will e (uiet ecause other students are in class. No students should put their hands on one another and everyone needs to listen to the directions carefully. 58. >ull the siren up that means a tornado is coming. &aving students gra a ook or something hard and file into the hallway. 55. $heck to make sure students are correctly positioning themselves and once everyone has perform the action correctly, take the students ack in the classroom for discussion. 5). *sk the students how they felt and tell them to imagine if a tornado really did come near the school. 5:. 4escri e how the uilding would feel and how long they may have to sit in that position 50. Show the video of a hurricane and descri e what a hurricane is.
Revised 1.20.14

5<. *sk the students would do if they were home. The students will need to get a room with no windows like a athroom and oard the windows up and that the wind from the hurricane won=t reak the windows. +1. Tell the students that if they were at school they would all get under their desk or go in the classroom athroom and make sure that the desk is covering their whole ody. If their entire ody cannot fi" under the desk, the students will need to find a ta le that they can get under. +5. Tell the students that we will practice this drill and to remem er the rules we talked a out earlier. ++. *sk the student how it feels to e under the desk and could they do this all day. +7. 3ring the class to the carpet and have students share what they thought a out the lesson. +8. &ave the rest of the class listen, ask (uestions, and descri e how they felt during the weather drills. +5. *sk the students what makes weather severe and for them to e"plain their reasoning. .&ow come rain and windy days are not severe weather6/ +). &ave the rest of the students listen carefully and ask the students if someone can restate what the previous student has said. Then allow the other students to add on. +:. *sk someone to e"plain what they would do if a tornado appear near their home. Then choose a student to tell why that student chose to use that safety precaution. +0. *sk a student to e"plain what they would do if a hurricane was coming. $hoose a student to e"plain why it was important for that student to use the correct safety precautions. +<. ?"plain why it is important to perform the correct safety precautions during severe weather conditions. 71. *sk students what are ways to inform people a out safety precautions for severe weather. 75. Tell students that they will make posters informing the school a out severe weather. 7+. >lace students in partners and allow the students to do research on the computer or in the li rary. 77. Give the students half of a poster. 78. The students will write 7 to 5 facts a out the severe weather condition they chose as a pair and write + safety precautions people can take. 75. %onitor students as they research to make sure they are staying on topic and ask (uestions to see why they chose that weather condition.
Revised 1.20.14

7). Tell the students they can decorate the poster ecause we will go around the school to hang them up. 7:. Take up the posters that the students have completed. 70. &ave the students reflect in their science note ooks a out the different weather conditions and why it is important for them to perform the correct safety precautions. 7<. Tell students to share with a partner what they wrote in their science note ooks. 81. Take up the students= note ook when they have finished their discussion. Differentiation/*ccommodations/#odifications/-ncreases in 0igor #or the students with a disa ility, I will demonstrate what they need to do so that they understand what is going on. I will also assist them during the drills and e"plain why we are doing this. #or my ?@@ learners, I would give them a copy on information a out tornados, hurricanes and safety precautions efore the lesson so that they can look over it and see what they do not understand.

0eferences: Nastasha Green $ity,>arish of @afayette, @ouisiana .+151, 'cto er/. What To 4o In $ase of a &ABBI$*N?. Betrieved %arch ++, +158, from http-CCinfo.louisiana.eduCmahlerCoepCsug,hurr.html

&ow to 3e Safe in a Tornado D 4o Something. .n.d./. Betrieved %arch +5, +158, from https-CCwww.dosomething.orgCtipsandtoolsChow, e,safe,a,tornado

Revised 1.20.14

College of Education Lesson Plan Template Teacher Candidate: Nastasha Green "chool: #athe$s Elementar% Date and Time of Lesson: 4/4/!42 >:3 "u&'ect/Grade Le(el: #ath/ 2nd Grade

Description of Lesson: Students will separate and count the different color skittles and form a ta le. 'nce the ta le is completed, the students will transfer that information into a ar graph. Lesson Title or Essential ,uestion that guides the lesson: @ine >lots and 3ar Graphs Curriculum "tandards *ddressed: Common Core 25#D5D5! : 4raw a picture graph and a ar graph to represent a data set up to four categories. Solve, simple put together, take a part, and compare pro lems using information presented in a ar graph. .ther:
Revised 1.20.14

??4* Standard.s- Students will e a le to use their knowledge from this lesson to collect data and transfer it into a ta le and ar graph.

Lesson .&'ecti(e)s+: Students will e a le to construct a ta le and ar graph using the data collected from the class. *ntecedent- When given data collected from the class, /ehavior- Students will construct Content- a ar graph Degree- with 012 accuracy

*ssessment)s+ of the .&'ecti(es: 3efore the lesson, students will discuss what graphs are and how to find the data to fill out the graph. 4uring the lesson, students will count the different color skittles in their ag and place that num er on a ta le provided. 'nce everyone has placed their amounts on the oard, they will construct a ar graph. *fter the lesson, students will discuss the information on the ar graph and other ways to use a ar graph.

#aterials/0esources: Skittles, the Smart oard, paper and pencil. Prere6uisites )Prior 7no$ledge+: Social- Students will need to know how to work with their classmates, and e respectful when others are talking. $ognitive- Students will need to know what graphs are and how they can e used. ?motional- Students need to e patient and focus on what is going on during the lesson. Procedures: 5. I want everyone to come to the carpet. +. >ull up a picture of a circle graph, line graph, and ar graph on the Smart oard. Who can tell me what these are6 .$hoose a student/ 7. $orrect9 These are graphs. What do graphs tell us6 .$hoose a student/ 8. ;es, graphs tell us information and that information is called data. &ow do we find data6 .$hoose a student/ 5. 4ata is found when we take surveys or information from people. ). Well today we will e making our very own ar graph. :. &ere I have small ags of skittles for each of you. When you get to your seat, I want you to separate your skittles y colors. 'nce you have separated your skittles, I want you to count the amount of each color and write it down. 0. 'nce you have counted all of the skittles, you will raise your hand. When I call on you, you will go put the amount of each color skittle on the correct line in the ta le. This ta le is eing used to collect our data so we can make out ar graph. <. &ave the students go ack to their desk. &and the skittles out and call on the students so that they can write their amounts on the oard. 51. 'nce everyone has written their num ers on the oard. We will add up all the num ers
Revised 1.20.14

for each color skittle. 55. When we have all of the num ers, the class and I will come up with num ers we could count y. 5+. @ooking at these num ers, what num er should we start at if the lowest num er is 551 and the highest is 7716 .$hoose a student/. 57. ;es, I elieve we should start with 511. What num er should we count y6 Should we count y 5=s 5=s 51=s6 .$hoose a student/ 58. I think 51=s would work perfectly. 4raw the num ers for the ar graph. Then I la el the ottom the different colors of the skittles .yellow, red, green, orange, and purple/. 55. Now that we have the outline of our ar graph, its time to place our data on the ta le. 5). @ets start with yellow. There are 551 yellow skittles. 4o I start at 551 or 5116 .$hoose a student/ 5:. Bight, I start at 511. Then I go where6 .@et the class answer out loud/ 50. Good !o everyone, now who can come fill in the purple, red, green, and orange6 .$hoose students to do it/ 5<. &ave the students come ack to the carpet for discussion. a. What have you all learned a out ar graphs6 . 4o you think this graph was easy to make6 c. &ow come me put the different color skittles at the ottom and not on the side6 +1. Great !o , now it=s your turn to make your own ar graph. I want you to choose something you can ask your classmates, like how many pets do you have or how many sisters do you have and put that information into a ta le. 'nce you have your ta le, I want you to make a ar graph. +5. I will walk around and help the students. ++. >ick up the student=s ar graphs and check for accuracy and comprehension. *cti(it% *nal%sis: .should show use of TWS 5 data/

5. $onstructing the ar graph. 4uring this activity, the class will work together to fill out the ta le from the data they collected and turn it into a ar graph. The purpose of this activity is to give students the knowledge of making a ar graph and all the information they will need to complete it. +. +. %aking your own ar graph. I am using this activity to see if the students understood what they learned. &ere the students will e working y his or her self to collect data and turn it into a ar graph. The students will need to place the num ers and categories in the correct area of the ar graph, and use num ers that fit into the data they have collected. Differentiation/*ccommodations/#odifications/-ncreases in 0igor .should show use of TWS 5 data/ I will provide students with a visual of the ta le and ar graph. Ander each picture, there will e a definition so students will know the difference. The class will work together, so I will e there to reinforce and restate any (uestions the students may have. 0eferences: Nastasha Green
Revised 1.20.14

College of Education Lesson Plan Template

"<.?C*"E LE"".N

Teacher Candidate: Nastasha Green

Date and Time of Lesson:

"chool: #athe$s Elementar% Data+ / 2nd Grade

Revised 1.20.14

"u&'ect/Grade Le(el: #athematics )#easurement and

Description of Lesson: Students will solve money pro lems ased on the scenario I present to them. They will answer (uestions and su tract or add coins and dollars to figure out if I have enough money to get items that I need.

Lesson Title or Essential ,uestion that guides the lesson: ?ill - ha(e enough=

Curriculum "tandards *ddressed: National "tandard)s+: Common Core: 25#D5C5:: Solve word pro lems involving dollars ills, (uarters, dimes, nickels, and pennies, using E and F sym ols

.ther: ""C* Element)s+: Students are e"pected to give everyone the appropriate respect when they are talking. They will raise their hand when they want to answer and (uestion and no one should speak out of turn. *ssessment)s+ of the .&'ecti(es: >rior to the lesson, students will identify the different types of coins and a dollar ill .(uarter, dime, nickel, and penny/. 4uring the lesson, I will review the answers the students wrote down pertaining to the word pro lems I have given them. *fter the lesson, students will discuss the importance of knowing how to calculate money.

Lesson .&'ecti(e)s+: Students will e a le to calculate and solve word pro lems dealing with money. *ntecedent- When given a scenario /eha(ior- Students will solve Content- math pro lems using money Degree- with 012 accuracy

#aterials/0esources: "mart&oard2 $hite &oards2 dr% erase mar3ers2 pencil and paper2 plastic coins and dollar &ills2 doc3 cam to displa% the mone% $hile the students are at their seats and pictures to use $hile - am telling m% stor%5 Prere6uisites )Prior 7no$ledge+: "ocial: "tudents $ill need to 3no$ ho$ to sociall% engage in classroom discussion5 Cogniti(e: "tudents $ill need to 3no$ ho$ to count mone% and tell the amount each
Revised 1.20.14

coin is $orth5 The% $ill also need to thin3 a&out $a%s to sol(e the math pro&lem2 using pre(iousl% learned strategies such as adding and su&tracting5 Emotional: Students can connect to some word pro lems and relate to the items that I will e showing.

Procedures: !5 E(er%one come and sit on %our s6uare on the carpet5 25 - ha(e a &ag of mone% in m% hand and - need help telling me $hat coin it is5 - pic3 out a 6uarter and as3 the students to raise their hand and tell me $hat coin it is5 Then - choose another student to tell me ho$ much the 6uarter is $orth5 35 - pull out a dime5 ?ho can tell me $hat coin this is= )Choose student+5 0aise %our hand and tell me ho$ much a dime is $orth5 )Choose student+5 45 - pull out a nic3el5 ?hat a&out this coin5 ?hat is it= )Choose student+5 <o$ much is a nic3el $orth )choose student+5 95 - pull out a penn%5 ?hat coin is this= )Choose student+5 <o$ much is this $orth= )Choose student+5 @5 - pull out a dollar &ill5 ?ho can tell me $hat this is= )Choose student+5 ?hat are some $a%s %ou can use the coins $e 'ust learned a&out to e6ual a dollar= )Choose 2 or 3 students+5 A5 ?ell - had to use mone% last $ee3 $hen - $ent shopping5 :5 - $ent shopping for Balentines Da% to pic3 up some cand% for m% mom and sister5 *s - $as shopping - sa$ this &eautiful heart )pull out heart picture+ for m% mom and it cost C5395 Then - sa$ this &eautiful &lue tedd% &ear )pull out tedd% &ear picture+ for m% sister and it $as C59 5 - $ant e(er%one to go &ac3 to their seat and $ill hand out cups of coins2 and a $hite &oard for %ou all to $rite on5 ?hen %ou are all seated5 - $ant %ou to ma3e C539 and C59 cents $ith the coins and add them up to figure out ho$ much - $ould ha(e to pa% in order to get these items5 ?hen %ou get %our ans$er $rite it on the $hite &oard )C5:9+5 )?al3 around the classroom and help students that seem to &e struggling5+ >5 - $as super eDcited that - found these items for them5 - 3no$ - needed C5:9 &ut $asn4t sure ho$ much mone% - had in m% poc3et5 "o as - $as heading to chec3 out5 - pulled m% mone% out of m% poc3et5 - had 2 6uarters2 3 nic3els and 9 pennies5 )Pull the mone% out as - am telling the amount of coins - had+5 No$ add up all these coins and $rite the amount on %our $hite &oard5 )C5 A +5 <old it up $hen %ou are finished5 ! 5 Choose a student2 $hat is %our ans$er5 *s3 the students if the% agree= .3a% lets $or3 it out5 )Place coins on the doc3 cam and ha(e the students count $ith %ou+5 !!5 *s3 the students do %ou ha(e enough mone%5 )-f m% gifts add up to C5:9 and - ha(e C5A 2 do - ha(e enough mone%=+ !25 .nce - realiEed - didn4t ha(e enough2 - put the tedd% &ear &ac3 since it cost the most and tried to find m% sister a different gift5 !35 "o - $ent to the aisle again and sa$ this &eautiful hello 3itt% $atch and it cost C53A5 "o no$ - ha(e this heart for C539 and this $atch for C53A cents5 )C5A2+ Count %our coins out and add these up and $rite %our ans$er on the $hite &oard5 Did e(er%one find an ans$er= Choose a student to gi(e their ans$er5 *dd up the coins using the doc3 cam $ith the entire class5 !45 -f - onl% had C5A 2 did - ha(e enough mone% to &u% the heart and $atch= Choose a student to ans$er %es or no5 *s3 another student can the% tell me ho$ much more mone% - $ould need5
Revised 1.20.14

!95 - $as getting reall% upset2 &ut - $ent do$n the aisle one more time5 This time found &lue heart soc3s and the% $ere C5395 "o no$ - ha(e the C539 heart and the C539 pair of soc3s5 Count out these coins and $rite %our ans$er on the $hite &oard5 )C5A +5 !@5 ?ho can tell me $hat these t$o items add up too= )Choose a student+5 *s3 the class do the% agree or disagree5 *dd the coins on the doc3 cam5 !A5 "o call the total $as C5A and - ha(e C5A 2 so can - get these items= !:5 - $as so eDcited5 - had the right amount of mone% and - $as a&le to gi(e m% sister and mom their Balentines gift5 !>5 Fou all did greatG ?ho can tell me $h% it is important to 3no$ ho$ much coins are $orth= ?h% is it important to 3no$ ho$ to count mone%= *cti(it% *nal%sis: .should show use of TWS 5 data/

5. Beviewing and recogniGing coins- I am using this activity to help students remem er what the coins are and how much they are worth. 3y reviewing the different type of coins and its worth will prepare the students for the word pro lems I have come up with using money. This activity will also put all of the students on the same page, so that no one is left ehind. *fter this activity students should e a le to choose the correct coin when solving the pro lem presented to them. I will randomly choose students to answer (uestions, so this makes everyone say focused and not drifted into their own world. This will enefit the students who get off task. I will not use any technology during this activity ecause I want the children to focus on the coin I have, and this is one way for me to start telling the scenario while I have everyone=s attention. I will move the coin around to make sure everyone has a chance to see. +. The >ro lem- I am using this activity to engage my students in solving a word pro lem using money. I will tell my story then have the students solve it. This activity supports my lesson o !ective ecause students need to solve the pro lem y using their knowledge of counting coins. ?ach student will have their own white oard and coins that they will use to solve the pro lem. I elieve putting responsi ility on them to solve the pro lem using the coins and white oardH will help them focus on the task at hand. I will e using technology in this activity to work out the pro lems with the students after they have solved it on their own. I will use the dock cam to display the coins and count them out with the students. Differentiation/*ccommodations/#odifications/-ncreases in 0igor .should show use of TWS 5 data/ ?very student is own a different level when it comes to counting and adding money. *t the eginning of the lesson, we will review the coins. 4uring this time, I will make sure I give enough wait time for the students to really focus on what type of coin it is and the worth. I will also make sure the students raise their hand efore answering the (uestions so that the classroom will not ecome too noisy. I will have the students clear off their desk so that they do not get distracted. If students the students who look like they need help during the word pro lems, I will walk around the classroom and reak down the (uestion for them.

Revised 1.20.14

0eferences: Nastasha Green

Revised 1.20.14

College of Education Lesson Plan Template Teacher Candidate: Nastasha Green 2 !48 >: *m "chool: #athe$s Elementar% Date and Time of Lesson: 1e&ruar%2 2:

"u&'ect/Grade Le(el: Language *rts/ 2nd grade

Description of Lesson: Students will participate in an interactive read aloud on the ook &enry and %udge. *fter reading the story, the class and I will discuss what happened throughout the ook using who, what, where, when, why and how chart. Lesson Title or Essential ,uestion that guides the lesson- &enry and %udge Curriculum "tandards *ddressed: National "tandard)s+: Common Core "tandard: B@.+.5- *sk and answer (uestions as who, what, where, when, why, and how to demonstrate understanding of key details in a te"t.

Lesson .&'ecti(e)s+: Students will e a le to recogniGe and discuss the who, what, where, when and why parts in the story. *ntecedent- *fter reading the story /ehavior- Students will descri e Content- the who, what, when, and why parts of the story Degree- with 012 accuracy

*ssessment)s+ of the .&'ecti(es: >rior to the lesson, students will discuss what they elieve the ook is a out ased on the cover. 4uring the lesson, students will engage in the read aloud y asking (uestions related to the characters and events taking place. *fter the lesson, students will discuss the story and fill out a who, what, where, when and why chart as a class.

Revised 1.20.14

#aterials/0esources: Smart oard

The ook &enry and %udge y $ynthia Bylant, and the

Prere6uisites )Prior 7no$ledge+: Social- Students will need to know how to have a proper discussion with other classmates, and e open to other student=s comments. $ognitive- Students will need to think a out events that are happening throughout the story and how it is affecting the characters. ?motional- Students should e a le to make a connection to &enry and his love for %udge throughout this story. Procedures: 5. When I call your color, come find your spot on the carpet. +. @ately we have een discussing pets, and if you agree or disagree on people having them. 7. @ooking at the chart, many of you agree that everyone should have a pet, ut we still have some who don=t think having a pet is a great idea. 8. So today I will read you all &enry and %udge. @ooking at the cover, I want you to think in your head what you elieve this ook is going to e a out. .Shows the students the cover of the ook/. 5. Now I want someone to raise their hand and tell me what they elieve this ook will e a out. .$hoose + students/. ). Great predications guys9 So let=s read the ook and see what it is a out. :. 3egan reading the ook. Stop at page : and ask the students if they elieve &enry=s parents will let him get a dog. Now raise your hands and tell me what you think .picks + students/. 0. $ontinue reading. Stop at page 58 and ask the students why they elieve &enry use to think a out all of these ad things as he walked home. Baise your hand when you have an answer .choose + students/ <. $ontinue reading and stop on page +7. *sk the students what do they think will happen to %udge since he is walking alone. $hoose + students to answer. 51. $ontinue reading. Stop on page +0. *sk the students how they think &enry feels. $hoose + students to answer. 55. $ontinue reading. Stop on page 77. *sk the students if they think &enry will find %udge6 Now raise your hand if you think &enry will find %udge, okay you can put your hands down now. Baise your hand if you think &enry won=t find %udge. 'kay lets finish reading to find out. 5+. Bead to the end of the story. 57. Now lets all look at this chart I have on the Smart oard. I e"plain that Who is asking for the characters, What is asking for the event that took place, Where means the place the event happened, When means the time it happened, and the Why means why did it happen. 58. Now who can raise their hand and tell me the characters of the story. .&enry and %udge/ $hoose a student to tell me 5 character from the story. $hoose another student to tell me the ne"t. Write the answer on the Smart oard in the chart. 55. Who can tell me what ig event happened in the story that affected the characters6 .%udge leaves the house without &enry/ $hoose a student to answer. Where the
Revised 1.20.14

characters happy after %udge left on his own and got lost6 .No/ $hoose a student to answer. &ow did they feel6 .%udge and &enry were sad/ $hoose another student to answer. Write the answer on the Smart oard in the chart. 5). Who can tell me where %udge got lost6 .In the woods/ $hoose a student. &ow do you think %udge feels6 .%udge feels sad and alone/ $hoose a student to answer. Write the answer on the Smart oard in the chart. 5:. Who can tell me when %udge left the house6 .While &enry was at school/ $hoose a student to answer. Write the answer on the Smart oard in the chart. 50. *nd why did he leave6 .%udge left ecause &enry was taking too long to get out of school/ >ick another student. Write the answer on the Smart oard in the chart. 5<. Then I will summariGe the chart with the students, reading out all of the answers they came up with. +1. So from reading this story, why would it e a good idea to have a pet6 $hoose a student. Why would it e a ad idea6 $hoose a student. +5. Good !o oys and girls. *cti(it% *nal%sis: .should show use of TWS 5 data/ 5. %aking >redictions a out the story- I am using this activity to start off the student=s cognitive thinking. I want them to focus on the title and picture, to put together a story of what they elieve will happen. I elieve using this strategy will get the students interested to see what will really happen in the ook. I choose to have students share their predications to keep everyone on task. The students love to share their answers, and this is a great way to keep all of the students on task. 'nce I have everyone=s attention, I am a le to !ump into the story. I will not use technology for this activity ecause this part of the lesson is all a out the story. Not using any technology will allow the students to stay focused on what I am reading, and to follow along. +. Beading the story and the chart- I am using this activity to help students summariGe what happened throughout the ook. Student will need to pay attention to the story in order to answer the (uestions I have given them. #illing out the Who, What, Where, When, and &ow charts allow the students to see what happen and the cause of it. This activity will allow the students to talk a out what happen throughout the ook and find an answer, which causes them to pay attention. I will use technology in this activity so that we can have a class discussion. I want everyone to e on the same page so we will work together to figure out the answers. I will write on the Smart oard so that everyone can see. Differentiation/*ccommodations/#odifications/-ncreases in 0igor .should show use of TWS 5 data/ 3ecause I am reading this story, I do not elieve many modifications have to e made. I will alternate my voice ased on the character=s feelings so that the students will understand what is going on in the story. I will also read at a steady pace so that the students can follow along. I will give enough wait time for the students efore I go on to the ne"t page, so that they can view the pictures. 0eferences: Nastasha Green
Revised 1.20.14

Revised 1.20.14