Olivia Leong

TED 500

Lesson Plan Guidelines

CLASS DESCRIPTION

Guy Jr. Emanuele Elementary School is in the New Haven School district which serves about 12,000 students in
Context of Site the Union City and South Hayward suburban areas. Emanuele is a Tier 1 school so out of ~600 students, 63%
receive free or reduced lunch.

Total Number of
26
Students
Emanuele Elementary School has a very diverse student population.
The general racial/ethnic background of this class is as follows:
14 Latino
7 Asian
Ethnicity of 1 White
Students 1 Multiracial
1 African American
1 Native American
1 Pacific Islander

There are 4 ELL students. The breakdown is as follows:

1 Spanish Emerging English Learner
1 Spanish Bridging English Learner
1 Farsi Emerging English Learner
1 Tagalog Expanding English Learner
English Language
Learners The Emerging English Learners observe their peers speaking and rely heavily on pictures and objects to
comprehend and communicate. They would need large visuals/print and can be partnered with friendly students at
a higher proficiency level so that they can be immersed in the language and quickly learn to use English for their
immediate needs. They would also need substantial support to help develop phonological awareness skills.
 The Expanding English Learner needs to work on growing their language skills in more advanced ways that are
appropriate to their age and grade level. They would need more opportunities to practice communicating with their
peers in more complex, cognitively demanding situations so that they will be able to communicate about a range
of topics and academic content areas. They would also need some extra support to help develop phonological
awareness skills.

The Bridging English Learner can independently use a variety of high-level English language skills and fully
participate in grade-level academic activities in all content areas. They would need more opportunities to practice
communicating with their peers so that they can refine and enhance their English language skills. They would also
need light support to help develop phonological awareness skills.

When planning, I would need to take into account ELL students’ knowledge of cognates (words that sound and
mean the same thing in different languages), include large visuals/font on presentations or posters, and pair
students who have a higher language proficiency with less proficient students. I would also try to utilize more
partner or group discussion activities so that my ELL students can have more opportunities to practice
communicating. They might be more comfortable practicing their skills in a low pressure one-on-one conversation
with a peer rather than sharing during a whole group discussion. Additionally, these types of discussion activities
can help all students can develop communication and collaboration skills.

There are 3 students with special needs. The breakdown is as follows:

2 Speech or language impairment
1 developmental delay.

The students with a speech or language impairment have problems with understanding or talking. They have
trouble following directions, taking turns, understanding voice volume, asking questions, and communicating with
others. Their specific learning needs are multiple reminders of directions, modelling positive communication skills,
Students with
praise after positive behaviors, checking in throughout the day, and modelling reading and writing skills. When
Special Needs planning, I need to take into account modelling clear reading and pointing out the key words as I read; making
sure to give clear directions and checking that these students understand the directions; modelling the partner
activity before they do it on their own; and checking in on these students during the Next Steps part of the lesson.

The student with a developmental delay has trouble communicating with others and expressing and controlling
their emotions.This student’s specific learning needs include multiple check ins throughout the day, modelling
positive communication skills, encouragement to complete tasks, praise after positive behaviors, extra time to
 complete tasks, warnings before transitions, many visuals, and clear directions. When planning, I need to take into
account modelling clear reading and pointing out the key words as I read; making sure to give clear directions and
checking that these students understand the directions; modelling the partner activity before they do it on their
own; giving these students extra time and warnings before transitions, and checking in on these students during
the Next Steps part of the lesson.
*Subject(s) English Language Arts

*Grade/Level Kindergarten

KEY CONCEPTS & STANDARDS

This lesson will be part of a larger unit on poems/songs about animals. Poems and songs help emergent readers
become familiar with phonemic awareness. Every week or so, a new song/poem will be introduced to the class
Big Idea &
and students will practice reciting/singing while the words are pointed to on a pocket chart. Every month, the
Essential
poems/songs will follow a theme. This month, the theme is animals. Students will become familiar with different
Questions animals and where they live. The goal of this particular lesson is to introduce, develop, and reinforce the students’
understanding of print directionality.
1. Students will be able to understand the organization and basic features of print.
Learning 2. Students will demonstrate their understanding of directionality of print.
Outcome(s) 3. Students will be able to understand that illustrations correspond to the print.
4. Students will be able to identify common animals/insects that live in the meadow.

ELD Standards​:
● K.I.A.1. Exchanging information and ideas with others through oral collaborative conversations on a
range of social and academic topics. [Expanding] Contribute to class, group, and partner discussions by
listening attentively, following turn-taking rules, and asking and answering questions.
● K.I.A.2. Interacting with others in written English in various communicative forms (print, communicative
*Standards technology, and multimedia). [Emerging] Collaborate with the teacher and peers on joint composing
projects of short informational and literary texts that include minimal writing (labeling with a few words),
using technology, where appropriate, for publishing, graphics, and the like.
● K.I.B.5 Listening actively to spoken English in a range of social and academic contexts. [Emerging]
Demonstrate active listening to read alouds and oral presentations by asking and answering yes-no and
wh- questions with oral sentence frames and substantial prompting and support.
 ● K.I.B.6. Reading closely literary and informational texts and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly through language. [Emerging] Describe ideas, phenomena
(e.g., parts of a plant), and text elements (e.g., characters) based on understanding of a select set of
grade-level texts and viewing of multimedia, with substantial support.

ELA Standards:
● RF.K.1 Demonstrate understanding of the organization and basic features of print.
○ RF.K.1a. Follow words from left to right, top to bottom, and page by page.
○ RF.K.1b. Recognize that spoken words are represented in written language by specific
sequences of letters.
● RI.K.1 With prompting and support, ask and answer questions about key details in a text.
● RI.K.5 Identify the front cover, back cover, and title page of a book.
● RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which
they appear (e.g., what person, place, thing, or idea in the text an illustration depicts)
ASSESSMENTS

An informal diagnostic assessment would take place when the teacher calls students up one at a time to place
an animal key term on the board. Student placement of key terms on the felt board would determine if students
understand directionality of print and the relationship between illustrations and print. Students need to place
terms right side up under the correct animal. After each student takes a turn, the teacher will know which
*Assessment/Rub
students understand concepts about print and which students are struggling and need more support.
rics An informal formative assessment would take place during the individual practice activity (described in Next
Steps). During this time, the teacher can make observations regarding each student’s correct placement and
orientation of the print. The teacher can focus on the struggling students and pair them with higher level
students so they can get a better understanding of concepts about print.

MATERIALS AND RESOURCES

Instructional
1. Projector
Materials &
2. Teacher chromebook
Technology 3. Book ​Over in the Meadow​ by John Langstaff (traditional) (c1800)
(handouts, etc.) 4. Felt Board with 10 animals from the story
 5. 10 Key Terms with velcro (Turtle, Fox, Robin, Chipmunk, Bee, Beaver, Frog, Owl, Spider, Rabbit)
6. 13 sets of laminated key terms with corresponding pictures

IMPLEMENTATION

1. Anticipatory Set:
a. Before introducing the book, play “Over in the Meadow” song
https://www.youtube.com/watch?v=6WiN2lN2RMI
b. Point to the animal on the board when it is mentioned in the song.
2. Input ​(10-15 minutes)
Gather whole class at carpet and introduce the book ​Over in the Meadow​ by John Langstaff. Lead a
guided discussion about the images on the front cover and ask the students what they see. Proceed
to read the book aloud while emphasizing the key terms and animals on each page. Also, on each
page, will point to the first word of the first sentence to reinforce where the text and reading begins.
3. Modeling ​(25-30 minutes)
Point out the felt board with the different animals and the key terms with animal names. Ask class about
each animal on the board, call on volunteers to say the names of the animals. Read and show animal key
terms out loud to class. Explain that students will take turns placing the terms on the felt board on the spots
Sequence of
under the animals. Call students up one at a time and give them a key term. Ask student comprehension
Activities questions about that animal in the story and allow the student to place an animal key term on the board.
Student will place the key term on the felt board underneath the animal that best matches the term.
4. Checking for Understanding ​(5 minutes)
Student placement of key terms on the felt board would determine if students understand directionality of
print and the relationship between illustrations and print. Students need to place terms right side up under
the correct animal.
5. Questioning Strategies ​(5 - 10 minutes)
As students are completing their project, wander around the classroom questioning strategies to
encourage students to think beyond the concept of connecting the print with the picture. How did the
students analyze the pictures to match the words? For example, a fox and a dog have four legs,
how did students differentiate the two to apply the correct label? Does each student understand the
concept of the project? The picture naming is important, but do students have a clear understanding
of the concept of print? How do students know which way to apply the label? When questioned,
students should be able to defend their answers.
 6. Closure​:
Teacher points to felt used during story time and attaches the print, but have the students provide
directions to reinforce and gauge their understanding of directionality.
As the lesson plan comes to an end, give students a cue saying “by the count of three, all eyes on
me”. Students know to place all supplies on the desk, hands on their head and eyes on the teacher.
This call and response lets students know they have 2 minutes to finish, clean-up, and return to the
carpet.
a. Have students repeat the title of the book.
b. Revisit the text having the students say the name of the animal as teacher points to the
picture from left to right.
c. Have students raise hands and state one trait about the animal (turtles are slow, owls are
nocturnal, etc.).
7. Next Steps:
After the felt board activity, students will interact and practice with a partner. Higher students will be paired
with lower students. Students will practice communication skills with each other and help each other to
place the key terms correctly under each animal picture. Teacher will provide a set of laminated key terms
and corresponding pictures to each pair of students. The students will take turns showing a key term to
their partner, reading the word, and matching it to the corresponding picture.

Students will learn content from a variety of media (ex: listen to song video, read aloud, practice with key terms) to
accommodate different types of learners. Because this is a kindergarten class, explanations are kept brief and
class is not sitting in the same spot for an extended period of time. Students also get the opportunity to move
around and communicate with a partner during the lesson. This partner discussion can be a beneficial way for my
ELL and special education students to practice communication skills. For special education students, the teacher
Differentiated will give clear directions, check for understanding of directions, and model positive communication skills before
Instruction students start the Next Steps activity. For the student with a developmental delay, the teacher will also allow extra
time and give a time warning before transitions. For ELL students and special education students, there are large
visual images on felt board and large font on Teacher’s copy of animal key terms. Students at-risk of failing are
paired with advanced learners so that the advanced learners can help and redirect the at-risk of failing students.
Additionally, the individual practice activity (described in Next Steps) could be adjusted to include half of the
keywords and corresponding pictures if the teacher notices that some students are struggling with the activity.
REFLECTIONS

Student placement of key terms on the felt board would determine if students understand directionality of print and
the relationship between illustrations and print. Students need to place terms right side up under the correct
animal. Students should also be able to recognize each animal at the end of the lesson and be able to say the
correct animal name when pointing to the corresponding picture.

Prior to Lesson Some challenges I anticipate are:

● Emerging ELL students might have trouble matching animal key term to picture on felt board
● Special Education students might have trouble taking turns during modelling section of lesson
● Emerging ELL students might not want to come up to board to place key terms during modelling part of
lesson
● Students might not be able to read the words on the key terms label and won’t be able to match it up with
the picture