Lessons+Written+or+Taught

**Making Connections**


 * Name: ___Lauren Thomas_____ Grade Level:_____Fourth__**
 * Has this lesson plan been completed for a course assignment? Yes __yes__ __No__**
 * Estimated number of days lesson will cover: ___1_____**
 * Lesson Subject/Title:
 * Making Connections** ||
 * Performance Standards:

i. Makes connections between texts and/or personal experiences. a. Relates theme in works of fiction to personal experience. || Students will make connections from events, characters, or settings in the book __Maniac Magee__ to experiences in their own life and will write them in a paragraph format of four to five complete sentences.
 * ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student: **
 * ELA4R1 The student demonstrates comprehension and shows evidence of a **
 * warranted and responsible explanation of a variety of literary and informational **
 * texts. **
 * Lesson Objectives (What students will know and/or do) :

Enduring Understanding: Being able to make personal and meaningful connections to what they are reading. || Why is it a good to make connections between your life and the events, characters, or settings of a book that you are reading? || Minutes || Introduction/hook/activation of prior knowledge Lesson will begin by the class reviewing what was read the previous day. I will say “I do not remember everything that happened in the book that we read yesterday.” “Who can tell me something that we read?” ||  || Book: __Maniac Magee__ || Based on students responses to the question asked. || Minutes 25 Minutes || Instructional activities Demonstrate/Model (if appropriate) I will read two to three chapters of __Maniac Magee__ to the students. Guided Practice (if appropriate)
 * Essential Questions:
 * Key Vocabulary:
 * Characters
 * Settings ||
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 5
 * 20

Independent Practice (if appropriate) After I read two to three chapters from __Maniac Magee__ the students will be given a piece of paper and will work independently on a paragraph of four to five complete sentences about a connection or connections that they made from the chapters read to their own life. || Help will be given to students if they request help for spelling. || Book: __Maniac Magee__

Lined paper and pencils || Pausing during reading to ask questions about the story and seeing how the students respond to judge their level of understanding and paying attention.

Based on whether there are four to five sentences written they are complete. || Minutes || Review and Closure
 * 5

Lesson will end with asking the students to sum up the chapters read and asking each student to tell one connection that they made from the reading that day that they wrote about. ||  ||   || Based on students responses to the question asked. ||

Lesson Reflection:
 * What worked well in your lesson?** The students really enjoy being read to and they are always excited when I stopped to ask them questions. They worked hard on their paragraphs and the majority of them completed the assignment in the time that was set aside for it. They made some real good connections form their lives to the book.
 * What modifications did you make in your instruction for varying abilities of students based on your formative assessments?** My students are slow readers and are all on different reading levels from me reading the chapters the students were able to tune in on the story and pay closer attention. They were able to retain more information this way, which could be seen in how well they could answer questions about what had been read in previous days.
 * What follow-up instruction related to your objectives is needed either for remediation or extension?** Some of the students did not finish the assignment before class ended. Some had to be reminded a time or two of the directions. Some needed additional time to complete the work, which they then had to do during free time.
 * What would you still like to learn that might help you to better meet the diverse needs of your students?** What should I do in a situation when the student does not want to do the work? Also one of my students is a very slow writer how can I help him to get his work done?

Early Native American Civilizations
 * Name: ______Lauren Thomas___________________________________________________________ Grade Level:___________Fourth____________________________**
 * Estimated number of days lesson will cover: _____________1-2___________________________**
 * Lesson Subject/Title:
 * Early Native American Civilizations** ||
 * Performance Standards:

Students will name two of the early civilizations and 1 unique aspect of their culture out of the five different civilizations that we learned about in lesson 1 of chapter 2.
 * SS4H1 the student will describe how early Native American cultures developed in North America.** ||
 * Lesson Objectives (What students will know and/or do) :

Enduring Understanding: Being able to recognize and name unique aspects of a certain culture. Being able to recognize their own culture(s) and being able to find unique aspects of their culture(s). || How were civilizations formed by the early Native Americans?
 * Essential Questions:

What four things make up a civilization? ||
 * Key Vocabulary:
 * Glacier
 * Migration
 * Agriculture
 * Civilization ||

Start off by telling the students that we are starting a new chapter today about Ancient Americans and how they lived. Then ask them if they can name a famous bridge. ||  ||   || Based on if they can answer the question with an answer that is reasonable and if they raise their hand and wait to be called on. || Demonstrate/Model (if appropriate) I will be reading from chapter 2 core lesson 1 in the textbook and the children will be following along in their books. The lesson in the book is broken up into sections and during each section I will ask the students a question or two. There is also a map and I am going to try and include a question about the map.
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 5 Minutes || **Introduction/hook/activation of prior knowledge**
 * 20 Minutes || Instructional activities
 * Guided Practice (if appropriate)**

There are also vocabulary words that the students will be working on. The students will be given a piece of blank notebook paper. They are to put their name and date on the top when they receive their piece of paper. The students will write the vocabulary word on the paper as we come to them in the lesson. Then after we read the definition together the students will rewrite the definition in their own words on their paper. They will be given time to do this before we continue with the reading from the book. || My reading from the text book helps those that are auditory learner, if there are students that are slow readers, and if there are any students on a lower reading level to better understand and learn the material being taught.
 * Independent Practice (if appropriate)**

By allowing the students to work on their own version of the definitions from the book they can build their own understanding of the key words from the lesson. || Text Book Two pictures of the Great Serpent Mound in Ohio

4 pieces of blank notebook paper (1 per student) || Pausing during reading to ask questions about the section of the lesson being read and seeing how the students respond to judge their level of understanding and attention level.

Based on whether the students have their name and date on their paper and the correct definition in their own words with the correct vocabulary word. || The lesson will end by me asking the students to tell me one thing that they learned today from the either the reading or from the definitions that they made. ||  ||   || Based on the students responses to the question asked, if their answers correspond to something that they learned, and if they tell me one thing. ||
 * 5 Minutes || **Review and Closure**

Lesson Reflection: The students were more interested in this lesson. We were able to connect some of the information that we were learning and talking about to the movie Ice Age. The kids enjoyed writing the detentions in their own words instead of simply copying from the book. They also liked the pictures that I had found of the Serpent Mound.
 * What worked well in your lesson?**

My students are slow readers and are all on different reading levels from me reading from the book the students were able to tune in on the content of the lesson and pay closer attention. They were able to retain more information this way, which could be seen in how well they could answer questions about what we could connect this information to. Some of the students did not finish the assignment before class ended. Some had to be reminded a time or two of the directions. Some needed additional time to complete the work, which they then had to do during free time. What can I do so that I am not always the one doing the reading so that the students can get experience reading as well?
 * What modifications did you make in your instruction for varying abilities of students based on your formative assessments?**
 * What follow-up instruction related to your objectives is needed either for remediation or extension?**
 * What would you still like to learn that might help you to better meet the diverse needs of your students?**

Making Jack O' Lanterns **Making Jack O’ Lanterns** a. Recognize and name the following basic two-dimensional figures: triangles, quadrilaterals (rectangles, squares) and circles. || Students will turn a pumpkin into a Jack O’ Lantern by drawing circles, squares, rectangles, triangles, or diamonds for the eyes, nose, and mouth of the Jack O’ Lantern.
 * Name: ______Lauren Thomas__________________________________________________________________ Grade Level:________Kindergarten______________**
 * Has this lesson plan been completed for a course assignment? Yes ___yes______ No ______**
 * Estimated number of days lesson will cover: _____________1___________________________**
 * Lesson Subject/Title:
 * Making Jack O’ Lanterns** ||
 * Performance Standards:
 * MKG1. Students will correctly name simple two and three-dimensional figures, and**
 * recognize them in the environment.**
 * Lesson Objectives (What students will know and/or do) :

Enduring Understanding: Being able to draw and identify basic two-dimensional shapes. || How can you turn a pumpkin into a Jack O’ Lantern using basic two-dimensional shapes that you know? ||
 * Essential Questions:
 * Key Vocabulary:
 * Circles
 * Squares
 * Rectangles
 * Triangles
 * Diamonds ||

For Group 1 and Group 2 10 Minutes total || **Introduction/hook/activation of prior knowledge** I will introduce the activity by asking them if they have ever seen a Jack O’ Lantern before. Then I will introduce the activity that we are doing that day by reading the story on the worksheet that I made. As I pass out the papers the students are to put their name at the top of their paper. ||  || Worksheets (20) || Based on students following the direction to put their name on their paper. || 40 Minutes total  || Instructional activities I will have a small dry erase board and we will first go over how to draw the shapes together.
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 5 Minutes
 * 20 Minutes For Group 1 and Group 2
 * Demonstrate/Model (if appropriate)**

Then I will take one of the worksheets and make a model to show the students how it should be completed.
 * Guided Practice (if appropriate)**

After watching me do an example the students are to work on their sheets on their own, but if they need help they can ask and help will be given to them. || By using the dry erase board to draw the shapes the students can watch my hand in how I draw the shapes and try and mirror my motions when they draw
 * Independent Practice (if appropriate)**

By modeling how to make a Jack O’ Lantern face out of the shapes the students will have a better understanding of what they are supposed to do.

Help will be given to students who need assistance in drawing a shape. || Dry erase board Dry erase markers Stand for the board

Worksheet for me to do an example

Worksheets (15) Pencils || Based on student’s responses to the question of what shapes have we been learning about.

Based on whether or not the students used only the shapes that we discussed, they are drawn correctly, and on how they followed directions || We will end the lesson by showing our Jack O’ Lanterns to the rest of the group and telling what shapes that we used to turn our pumpkin into a Jack O’ Lantern. || By letting the students share what they have created they are able to gain new ideas from their classmates, and take enjoyment in showing off their work. ||  || Based on the students correctly identifying the shapes that they used for the eyes, nose, and mouth of the Jack O’ Lantern. ||
 * 5 Minutes for Group1 and Group2 10 Minutes total  || **Review and Closure**

Name: I’m a little pumpkin, but I want to be a Jack O’ Lantern like all my friends. Can you make me into a Jack O’ Lantern by giving me a face made out of the shapes that you know?

Lesson Reflection: The students really enjoyed the lesson activity. They enjoyed being able to express their own sense of creativity through drawing different shapes that they choose for the face of their Jack O’ Lanterns. They also enjoyed coloring their finished Jack O’ Lanterns. The students took pride in showing off their work to me and their classmates when we all shared what shapes we had used to make out Jack O’ Lanterns. ** What modifications did you make in your instruction for varying abilities of students based on your formative assessments? ** I allowed the students to choose the shapes that they wanted to use, but they had to be picked from the group that we made at the beginning of the lesson. I started off the lesson by reading the little story on the worksheet that I had made for them, and then I asked them what shapes had we learned about. I modeled how to draw the shapes for the students so that they could see an example and watch my hand motions as I drew them. ** What follow-up instruction related to your objectives is needed either for remediation or extension? ** Some students had to be reminded of the directions and instructions from me. Some of the students did not follow the directions from to me on what they were supposed to be doing. All of the students finished faster than I had thought that they would have. ** What would you still like to learn that might help you to better meet the diverse needs of your students? ** What can I do to help the students better follow the directions? What can I do to help some of my students who have trouble controlling their pencils when their writing and drawing?
 * What worked well in your lesson? **