GwyneddMercyUniversity

SchoolofEducation
SeekingTruth,Mercy,andJustice

YourName:TimKearney

Date:April2015

School:GwyneddMercyUniversity

Grade/Topic:PreK4,Reading

STANDARD:PDEReading,Writing,Speaking,andListening
1.1:ReadingIndependently
PERFORMANCEEXPECTATION(S)/STUDENTLEARNINGOBJECTIVE(S):
The students will reinforce their word recognition by manipulating and identifying different
colors (words) and animals (pictures).
I.

PLANNINGANDPREPARATION:
1.

Briefly describe the students in your class, including those with special needs,
explain how you will meet the needs of all learners.
In this PreK 4 classroom, there is one male student. This student is has not
been diagnosed with an IEP. The needs of this learner will be addressed in number
five.

2.

What are your expectations for this lesson? What do you want students to learn and
be able to do with the knowledge?
The students will reinforce their word recognition by manipulating and
identifying different colors (words) and animals (pictures). The students will match
the animal in from the story Brown Bear, Brown Bear to the written word, which
will be in the color in case the student struggles with the word.

3.

Why are these expectations suitable for this group of students?

1

This student is mainly a visual and kinesthetic learner. As a result, I have

planned activities accordingly. The lesson will give the student an opportunity to see
the animals and the different colors throughout the story. With this, the student will
be familiar with the colors and animals. Visual and kinesthetic go hand in hand with
this activity. The student will match different cards, activating their prior knowledge
of colors and animals.
4.

How do these expectations support the school districts curriculum, state standards,
and content standards?
These expectations support the PDE state standards for
PDEReading,Writing,Speaking,andListening
1.1:ReadingIndependently
1.1.PK.B:Employwordrecognitiontechniques:
Associatesomeletterswiththeirnamesandsounds.
Differentiatelettersfromnumbers.
Identifyfamiliarwordsinenvironmentalprint.

5.

Explain the psychological principles/theories you used in constructing this lesson.

The four learning styles were present throughout this lesson. Visual was

addressed as the student viewed the pictures in the story. Audio was seen as the story
was read to the student. Tactile and Kinesthetic were addressed while the student
matched the cards.
II. CLASSROOM ENVIRONMENT:
6.

Describe the effective classroom routines and procedures resulting in little or no loss
of instructional time.
N/A

7.

Identify what you will do to set clear standards of conduct and behavior management
of student behavior.

N/A
8.

Identify what you will do to establish expectations for student achievement.

N/A

III.

INSTRUCTION:
9.

What will you do to motivate students?

To motivate this student, I will tell him that we are going to play a matching
game. In the past, this student loved matching the different rhyming words.

10.

What will you do to activate prior knowledge?

To activate prior knowledge, I will ask the student:
1. Identify your favorite color. (Knowledge)
2. Identify your favorite animal. (Knowledge)

11.

How do you plan to engage students in the content? What will you do? What will
students do?
During the lesson I will need the following materials:
- Brown Bear, Brown Bear, What do you see?
- Matching Cards
- Skill sheet (in case of extra time)
To begin the lesson, I will:
-Let the student know the expectations I have for him
-Activate the prior knowledge with questions (found in #10)
During the lesson, I will:
-Read Dont let the pigeon drive the bus
-Ask students to make predictions
-Have the student name animals in the story
-Ask the student to connect the color to the animal
-Informally assess the students on how he matches the cards
-I will then begin my closure

12.

Describe the use of questioning and discussion strategies that will encourage students
to participate in class.
The level of Blooms Taxonomy that I have used in my prior knowledge
questions is Knowledge. During the lesson, the levels of Bloom that I am using are
Knowledge and Synthesis. Other questions I will ask my students during this lesson
are:
1. Recall the story, name an animal and what color it was. (Knowledge)
2. Tell me why all the animals can see each other. (Synthesis)

13.

What difficulties do students typically experience in this area, and how do you plan to
adapt/modify to meet their needs?
N/A

14.

Identify what informal and/or formal assessments you will use to monitor student
learning.
I will informally assess this students learning during this lesson. I will
observe the students different matching pairs.

15.

What will you do to bring closure to the lesson?

I will bring closure to my lesson by asking the student to describe the animals
that were present in the story. Next, I will review the various pairs chosen in the
game.

Reflection: