Student Teaching Experience Lesson Plans
Name: Britany Lynch
Lesson Title: Marshmallow and Toothpick Shapes
Grade level(s)/Course: Kindergarten/Math
Date taught: Monday March 17th, 2014
GENERAL CONTEXT
Textbook or Instructional Program referenced to guide your instruction (if any)Title: Everyday Math
Publisher: McGraw Hill
Date of Publication: 2007
District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
The cooperating teacher’s requirement is that I follow the concepts in the Everyday Math Teachers Edition. If I find additional materials and resources to supplement my lesson I may implement them.
Amount of time devoted each day or week in your classroom to the content or topic of your instruction.
Approximately 45 minutes each day is spent teaching Mathematics.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
During this whole group instruction there isn’t ability tracking. Everyone will be taught the same thing. Students who are struggling will be given more help and the students who are doing well will be challenged more. Some students will leave the classroom for additional help or to receive more challenging material as an intervention.
List any other special features of your school or classroom that will affect the teaching of this lesson.
Because some students may leave for intervention they may come into the lesson during the middle or not at all. This is a point where I may ask students who clearly understand the concept to help those who just joined us.
INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS
Total students: 16
Males:8
Females:8
Students with Special Needs: Category
N/A
INFORMATION ABOUT THE LESSON
Standards and Grade Level Expectations (GLE)
K.G.A.3-Identify shapes as two-dimensional or three-dimensional.
K.G.B.4-Analyze and compare two and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities,
differences, parts, and other attributes.
K.G.B.5-Model shapes in the world by building shapes from components and drawing shapes.
Enduring Understanding and/or Essential Question
What is a 2-D shape?
What is a 3-D shape?
Are there differences between 2-D and 3-D shapes? What are they?
Can you give real life examples of 3-D shapes?
Objective(s):
Students will be able to:
Recall the names of 2-D and 3-D shapes
Identify and describe the differences between 2-D and 3-D shapes
Recognize real world 3-D shapes
Create shapes using toothpicks and marshmallows
Compare 2-D and 3-D shapes
DOK
Level 1-Recall (Objective 1, 2 & 3)
Level 2-Skill/Concept (Objective 5)
Level 4-Extended Thinking (Objective 4)
Academic Language related to the lesson
2-D Shapes
3-D Shapes
Sphere
Rectangular Prism
Cube
Cone
Pyramid
Cylinder
Vertices
Prior Learning/Prior Thinking
Students have been exposed to 3-D shapes previously. We have discussed attributes describing the differences between 2-D and 3-D shapes but students haven’t been able to use hands on manipulatives to create the shapes.
LESSON IMPLEMENTATION
Anticipatory Set (Review/Preview)
To start the lesson I will ask students to give me examples of 2-D shapes. Then I will ask if anyone can give me examples of 3-D shapes, and what the difference is between 2-D and 3-D shapes. As the students name the shapes we have discussed I will show them models of these shapes.
Purpose Statement
The purpose of this lesson is to review 2-D and 3-D shapes and to give students the opportunity to work hands on with shapes. They will have the opportunity to model shapes in the world by building different shapes.
Procedures
1. Anticipatory Set-Ask questions about the different shapes.
2. Directions will be given on how the marshmallows and toothpicks should be used properly.
3. First we will start with 2-D shapes. Student will be asked to create the following shapes using their toothpicks and marshmallows.
a. Square
b. Triangle
c. Rectangle
d. Rhombus
e. Circle-Can you make a circle? Why not?
4. Next, we will discuss the number of sides, corners (vertices) of these shapes.
5. Then, students will create 3-D shapes using the marshmallows and toothpicks.
a. Cube
b. Rectangular Prism
c. Pyramid
d. Cone-Can a cone be created? Why or why not?
e. Sphere-Can we create a sphere? Why or why not?
f. Cylinder-Can this be made? Why or why not?
Closure
To close the lesson I will ask students to recall the 3-D shapes we have created and to identify 3-D shapes in the real world. Then I will let them have some free time to explore creating different shapes and objects with their toothpicks and marshmallows (Example: A house, a flower, etc.)
Differentiation (Content, Process, Product)
During the anticipatory set, if I show a model of the shapes as the students discuss them this will give the students who don’t know the names of them to associate the name with the shape.
Materials and Resources
Everyday Math Teachers Edition
Toothpicks
Marshmallows
Classroom Management/Democratic Practices
Students will be expected to follow the rules of the classroom (raise your hand, be respectful, eyes on the person who is talking). Before I give the students the
marshmallows and toothpicks to create shapes I will let them know that the marshmallows and toothpicks aren’t to play with and if they follow directions they will get time at the end to experiment and create other shapes.
ASSESSMENT
Before the lesson
Students will be asked to recall the differences between 2-D and 3-D shapes. Students will also be shown examples of the shapes and be asked to recall the names of the shapes. (Objective 1 & 2)
During the lesson
Students will compare the similarities and differences between 2-D and 3-D shapes. (Objective 5)
Students will create different 3-D and 2-D shapes using marshmallows and toothpicks. (Objective 4)
After the lesson
I will ask the students to give me a name of one of the 3-D shapes we talked about and if they can give me a real life example of that shape. Example: Cylinder-pop can. (Objective 3)
Lesson Title: Marshmallow and Toothpick Shapes
Grade level(s)/Course: Kindergarten/Math
Date taught: Monday March 17th, 2014
GENERAL CONTEXT
Textbook or Instructional Program referenced to guide your instruction (if any)Title: Everyday Math
Publisher: McGraw Hill
Date of Publication: 2007
District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
The cooperating teacher’s requirement is that I follow the concepts in the Everyday Math Teachers Edition. If I find additional materials and resources to supplement my lesson I may implement them.
Amount of time devoted each day or week in your classroom to the content or topic of your instruction.
Approximately 45 minutes each day is spent teaching Mathematics.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
During this whole group instruction there isn’t ability tracking. Everyone will be taught the same thing. Students who are struggling will be given more help and the students who are doing well will be challenged more. Some students will leave the classroom for additional help or to receive more challenging material as an intervention.
List any other special features of your school or classroom that will affect the teaching of this lesson.
Because some students may leave for intervention they may come into the lesson during the middle or not at all. This is a point where I may ask students who clearly understand the concept to help those who just joined us.
INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS
Total students: 16
Males:8
Females:8
Students with Special Needs: Category
N/A
INFORMATION ABOUT THE LESSON
Standards and Grade Level Expectations (GLE)
K.G.A.3-Identify shapes as two-dimensional or three-dimensional.
K.G.B.4-Analyze and compare two and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities,
differences, parts, and other attributes.
K.G.B.5-Model shapes in the world by building shapes from components and drawing shapes.
Enduring Understanding and/or Essential Question
What is a 2-D shape?
What is a 3-D shape?
Are there differences between 2-D and 3-D shapes? What are they?
Can you give real life examples of 3-D shapes?
Objective(s):
Students will be able to:
Recall the names of 2-D and 3-D shapes
Identify and describe the differences between 2-D and 3-D shapes
Recognize real world 3-D shapes
Create shapes using toothpicks and marshmallows
Compare 2-D and 3-D shapes
DOK
Level 1-Recall (Objective 1, 2 & 3)
Level 2-Skill/Concept (Objective 5)
Level 4-Extended Thinking (Objective 4)
Academic Language related to the lesson
2-D Shapes
3-D Shapes
Sphere
Rectangular Prism
Cube
Cone
Pyramid
Cylinder
Vertices
Prior Learning/Prior Thinking
Students have been exposed to 3-D shapes previously. We have discussed attributes describing the differences between 2-D and 3-D shapes but students haven’t been able to use hands on manipulatives to create the shapes.
LESSON IMPLEMENTATION
Anticipatory Set (Review/Preview)
To start the lesson I will ask students to give me examples of 2-D shapes. Then I will ask if anyone can give me examples of 3-D shapes, and what the difference is between 2-D and 3-D shapes. As the students name the shapes we have discussed I will show them models of these shapes.
Purpose Statement
The purpose of this lesson is to review 2-D and 3-D shapes and to give students the opportunity to work hands on with shapes. They will have the opportunity to model shapes in the world by building different shapes.
Procedures
1. Anticipatory Set-Ask questions about the different shapes.
2. Directions will be given on how the marshmallows and toothpicks should be used properly.
3. First we will start with 2-D shapes. Student will be asked to create the following shapes using their toothpicks and marshmallows.
a. Square
b. Triangle
c. Rectangle
d. Rhombus
e. Circle-Can you make a circle? Why not?
4. Next, we will discuss the number of sides, corners (vertices) of these shapes.
5. Then, students will create 3-D shapes using the marshmallows and toothpicks.
a. Cube
b. Rectangular Prism
c. Pyramid
d. Cone-Can a cone be created? Why or why not?
e. Sphere-Can we create a sphere? Why or why not?
f. Cylinder-Can this be made? Why or why not?
Closure
To close the lesson I will ask students to recall the 3-D shapes we have created and to identify 3-D shapes in the real world. Then I will let them have some free time to explore creating different shapes and objects with their toothpicks and marshmallows (Example: A house, a flower, etc.)
Differentiation (Content, Process, Product)
During the anticipatory set, if I show a model of the shapes as the students discuss them this will give the students who don’t know the names of them to associate the name with the shape.
Materials and Resources
Everyday Math Teachers Edition
Toothpicks
Marshmallows
Classroom Management/Democratic Practices
Students will be expected to follow the rules of the classroom (raise your hand, be respectful, eyes on the person who is talking). Before I give the students the
marshmallows and toothpicks to create shapes I will let them know that the marshmallows and toothpicks aren’t to play with and if they follow directions they will get time at the end to experiment and create other shapes.
ASSESSMENT
Before the lesson
Students will be asked to recall the differences between 2-D and 3-D shapes. Students will also be shown examples of the shapes and be asked to recall the names of the shapes. (Objective 1 & 2)
During the lesson
Students will compare the similarities and differences between 2-D and 3-D shapes. (Objective 5)
Students will create different 3-D and 2-D shapes using marshmallows and toothpicks. (Objective 4)
After the lesson
I will ask the students to give me a name of one of the 3-D shapes we talked about and if they can give me a real life example of that shape. Example: Cylinder-pop can. (Objective 3)
Morning Meeting/ Quiet Zone Lesson Plan
Name: Britany Lynch
Lesson Title: Morning Meeting and Quiet Zone
Grade level(s)/Course: Kindergarten
Date taught: Wednesday, February 12th, 2014
GENERAL CONTEXT
Textbook or Instructional Program referenced to guide your instruction (if any)
N/A
District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
There are no particular requirements for the morning meeting, but I have been following the routine of my cooperating teacher. There are certain things in her morning message that students need to know so the daily repetition helps that learning.
Amount of time devoted each day or week in your classroom to the content or topic of your instruction.
Approximately 30-35 minutes each day is spent on the morning meeting. Quiet zone takes place during reading groups right after the morning meeting. This lasts for approximately 1 and a half hours.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
There is no ability grouping in the morning message or quiet zone. All students participate in all activities.
List any other special features of your school or classroom that will affect the teaching of this lesson.
During quiet zone Mrs. Wainwright is working with a group of students on phonics and reading this means that any activity that I plan has to be independent so that the rest of the students will actually remain quiet.
INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS
Total students: 16
Males:8
Females:8
Students with Special Needs: Category
N/A
INFORMATION ABOUT THE LESSON
Standards and Grade Level Expectations (GLE)
K.CC.C.6-Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.
SL.K.1-Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.3 -Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Enduring Understanding and/or Essential Question
What month is it?
What season is it?
Which has more? Rainy or snowy?
How many days of partly cloudy have we had?
How many are in a flat?
How much is a dime worth? Nickel? Penny?
Objective(s):
Students will be able to:
Name different coins and recall their worth
Identify greater and less using the weather
Reproduce the capital letters of the alphabet
DOK
Level 1-Recall (Objective 1-3)
Academic Language related to the lesson
Season
Temperature
Flat
Cube
Long
Dime
Nickel
Penny
Prior Learning/Prior Thinking
This particular Smart board lesson created for the morning meeting is the same one completed every day by the students so they should have understanding of what is expected of them and of the concepts presented. The quiet zone activities are also usually review for the students. For example today students will be writing the capital letters. This is something they have been working on the whole year now, but we are trying to get them to the point where they can write the alphabet without seeing it.
LESSON IMPLEMENTATION
Anticipatory Set (Review/Preview)
To start the lesson we will go around in a circle and say good morning to each other.
Purpose Statement
The purpose of this lesson is to greet students, engage them in a group activity about concepts previously taught and to reiterate those concepts. Students will also have a chance to move around to get out the “wiggles”.
Procedures
1. Students and teacher will gather in circle. Going around the circle the students will say good morning to each other.
2. Using the Smartboard the students and teacher will cover multiple concepts.
a. Time-what time is it? How do we know?
b. Temperature
c. Month, Season, Day of the week
d. Days we have been in school
i. Numerical, tallies, coins, number cubes
3. After the activities with the Smartboard are completed the students and teacher will complete the Lettercise song and dance.
4. Directions for quiet zone will be given.
5. Students will complete activities listed in quiet zone and bring completed activities to the teacher.
6. Snack will be given when al reading groups are finished.
Closure:
To close the morning meeting students and teacher will dance to the Lettercise song. Students will be excused to their reading group and to quiet zone. At the end of quiet zone students will turn their activities into the teacher and when everyone has completed the activities and reading groups are over students will receive their morning snack.
Differentiation (Content, Process, Product)
During the morning meeting and quiet zone activities there won’t be much differentiation. The students will be asked to produce the same work. Most of the activities in the quiet zone are some type of review for the students. Struggling students will receive additional help from the teacher.
Materials and Resources
Lettercise Song
Smartboard Activities
Capital Letter Writing Sheet
Color Words
Color Word Hunt Sheet
Classroom Management/Democratic Practices
During the lesson students will be expected to raise their hands if they have an answer unless I ask for everyone to answer the question. The leader for the day will be the helper so students must be respectful and let the leader answer questions when asked. During quiet zone students may get help from me at any time, but they should keep their voices at a whisper level so they do not disturb the reading group.
ASSESSMENT
Before the Lesson
N/A
During the lesson
During the lesson students will be asked questions to gage their understanding of the topic. Ex: Which day has more? Rainy or Snowy? (Objective 1 & 2)
After the lesson
Student work produced in the quiet zone will be turned into the teacher to be checked. If a student made a mistake the teacher will ask them to redo that particular part with the teacher’s help to make sure they understand what was asked of them. (Objective 3)
Lesson Title: Morning Meeting and Quiet Zone
Grade level(s)/Course: Kindergarten
Date taught: Wednesday, February 12th, 2014
GENERAL CONTEXT
Textbook or Instructional Program referenced to guide your instruction (if any)
N/A
District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
There are no particular requirements for the morning meeting, but I have been following the routine of my cooperating teacher. There are certain things in her morning message that students need to know so the daily repetition helps that learning.
Amount of time devoted each day or week in your classroom to the content or topic of your instruction.
Approximately 30-35 minutes each day is spent on the morning meeting. Quiet zone takes place during reading groups right after the morning meeting. This lasts for approximately 1 and a half hours.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
There is no ability grouping in the morning message or quiet zone. All students participate in all activities.
List any other special features of your school or classroom that will affect the teaching of this lesson.
During quiet zone Mrs. Wainwright is working with a group of students on phonics and reading this means that any activity that I plan has to be independent so that the rest of the students will actually remain quiet.
INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS
Total students: 16
Males:8
Females:8
Students with Special Needs: Category
N/A
INFORMATION ABOUT THE LESSON
Standards and Grade Level Expectations (GLE)
K.CC.C.6-Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.
SL.K.1-Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.3 -Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Enduring Understanding and/or Essential Question
What month is it?
What season is it?
Which has more? Rainy or snowy?
How many days of partly cloudy have we had?
How many are in a flat?
How much is a dime worth? Nickel? Penny?
Objective(s):
Students will be able to:
Name different coins and recall their worth
Identify greater and less using the weather
Reproduce the capital letters of the alphabet
DOK
Level 1-Recall (Objective 1-3)
Academic Language related to the lesson
Season
Temperature
Flat
Cube
Long
Dime
Nickel
Penny
Prior Learning/Prior Thinking
This particular Smart board lesson created for the morning meeting is the same one completed every day by the students so they should have understanding of what is expected of them and of the concepts presented. The quiet zone activities are also usually review for the students. For example today students will be writing the capital letters. This is something they have been working on the whole year now, but we are trying to get them to the point where they can write the alphabet without seeing it.
LESSON IMPLEMENTATION
Anticipatory Set (Review/Preview)
To start the lesson we will go around in a circle and say good morning to each other.
Purpose Statement
The purpose of this lesson is to greet students, engage them in a group activity about concepts previously taught and to reiterate those concepts. Students will also have a chance to move around to get out the “wiggles”.
Procedures
1. Students and teacher will gather in circle. Going around the circle the students will say good morning to each other.
2. Using the Smartboard the students and teacher will cover multiple concepts.
a. Time-what time is it? How do we know?
b. Temperature
c. Month, Season, Day of the week
d. Days we have been in school
i. Numerical, tallies, coins, number cubes
3. After the activities with the Smartboard are completed the students and teacher will complete the Lettercise song and dance.
4. Directions for quiet zone will be given.
5. Students will complete activities listed in quiet zone and bring completed activities to the teacher.
6. Snack will be given when al reading groups are finished.
Closure:
To close the morning meeting students and teacher will dance to the Lettercise song. Students will be excused to their reading group and to quiet zone. At the end of quiet zone students will turn their activities into the teacher and when everyone has completed the activities and reading groups are over students will receive their morning snack.
Differentiation (Content, Process, Product)
During the morning meeting and quiet zone activities there won’t be much differentiation. The students will be asked to produce the same work. Most of the activities in the quiet zone are some type of review for the students. Struggling students will receive additional help from the teacher.
Materials and Resources
Lettercise Song
Smartboard Activities
Capital Letter Writing Sheet
Color Words
Color Word Hunt Sheet
Classroom Management/Democratic Practices
During the lesson students will be expected to raise their hands if they have an answer unless I ask for everyone to answer the question. The leader for the day will be the helper so students must be respectful and let the leader answer questions when asked. During quiet zone students may get help from me at any time, but they should keep their voices at a whisper level so they do not disturb the reading group.
ASSESSMENT
Before the Lesson
N/A
During the lesson
During the lesson students will be asked questions to gage their understanding of the topic. Ex: Which day has more? Rainy or Snowy? (Objective 1 & 2)
After the lesson
Student work produced in the quiet zone will be turned into the teacher to be checked. If a student made a mistake the teacher will ask them to redo that particular part with the teacher’s help to make sure they understand what was asked of them. (Objective 3)