Practicum I: Lesson Plan Reflections – Example 3

Lesson Plan Template 1. Information Name:

School Name: Mossy Oaks

Subject/Content: Math

Grade Level: 1 Date Lesson is Taught: 11/19/2013

2. Standard(s)/Relevancy/Objective(s) Standard(s): CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Relevancy: Learning non-standard measurement will help you find the distance from one place to another without having to use a ruler or meter tape! 3. Assessment [In the designated column below, state objective(s) and assessment(s). Add additional rows as needed an number them] Objectives(s) 1) The student will use non-standard units of measurement to record the length of objects.

Assessment Tool 1) Math Work Book / Observation

4. Materials/Resources/Equipment/References Materials/Resources: Arms, Feet, Hands, Classroom items to measure. Equipment: Smart Board, Internet References:

Mastery Level, Performance Level, or Criteria 1) Student used the appropriate nonstandard measurement for the object recorded.

Practicum I: Lesson Plan Reflections – Example 3

Gibilisco, Stan. "Nonstandard Linear Measurements." Everyday math demystified. Common Core State Standards ed. New York, N.Y.: McGraw-Hill, 2004. 281-283. Print.

5. Effective Instructional Approaches, Strategies, or Tools *Imbed and BOLD transitions throughout this section of your lesson. If possible, remember to connect the transition to the lesson in order to stimulate student interest.

Introduction: (2minutes) (Call the children to the rug and have the class helper turn out the lights.) Good [morning/afternoon] class, remember when we are on the rug we are sitting on our bottom, silent unless I say otherwise. When someone is talking we are quietly listening; if you know the answer, raise your hand don’t yell out answers. Okay so today’s objective is to measure using non-standard units. So as I go through the lesson, I want you to pay attention to how you can measure using non-standard units, because you will need to know how to use them for the activity later. Procedures: (25minutes) Turn the slide to the second page and ask the question, “What is non-standard measurement?” Can anyone raise their hand and tell me what they think it is? Ask 2-3 students what they think it mean before giving them the answer from the slide. Non-standard measurement is using something that is not a conventional measuring tool, like a ruler, tape measure, etc. Using something like your hand or foot or a toy is non-standard measurement; and length is the distance from one end of an object to the other. The smaller non-standard units are the digit, the hand, and the hand span. You would use these when you want to measure something small like a pencil or a book. Demonstrate how to use the digit unit by measuring the pencil on the board, then demonstrate how to use a hand to measure the book on the board. On the next slide there are two items to measure. Have 2 volunteers come up and solve the measurements. Now let’s go over these again. [Have the children repeat after you and copy your movements. Point your index finger into the air and say digit, then bring it back down and push your hand out like a stop signal, then say hand, afterwards spread out your fingers and say hand span. Repeat this process changing from normal, to fast, to quiet, and then to loud.] When measuring with these units, you have to make sure you count the number of times you use your non-standard unit to measure the object, this will give you the length of the object you are measuring. The larger units are the foot, pace, yard, cubit and the arm span. You would use these when you want to measure something big like a desk, board, or a carpet. Demonstrate how to use these measurements by measuring a tile with your foot and the board with your arm and arm span. (Have the children stand up and space out.) [Have the children repeat and copy you. Stop your foot and say foot, now move that stomped foot to a heel and say pace, then put one finger on your nose and stretch out the other arm and say yard, bend your stretched out

Practicum I: Lesson Plan Reflections – Example 3

arm and say cubic, then spread both arms and say arm span. You may repeat the process like last time if you’d like or just repeat the process as normal.] Move to the next slide and tell the children it’s time to do some measuring. (Release the children sitting quietly on the carpet to go get their math journal and return to the carpet.) Once they have all gotten their math journal, explain the items you want them to measure and record the data on page 56. They are listed on the slide. Each one has a non-standard unit the child is supposed to use. Closure: (3minutes) (After giving the children around 10minutes to measure their objects have them return to the rug to share a few of their answers and compare their data.) After sharing ask them why they think the answers may be different. Then let them know that everyone is a different size and that is why my measurements would be far different than theirs. 6. Differentiation of Instruction Accommodations: Student 1and 6 may need additional one on one time when measuring classroom objects. Student 13, 4, and 3 may need to use multiple methods of non-standard measurement when completing their measurement of classroom objects. Extensions: Nonstandard measurement game. http://www.pearsonschool.com/live/images/custom/envisionmath_ca/games/flea11.html

Modifications: 7. Analysis of Student Learning - to be completed AFTER lesson is taught (refer to specific questions noted on Lesson Plan Components) For this lesson, students needed to use the appropriate non-standard unit of measurement in order to pass the rubric. Of the 15 children in our class, only 4 students had difficulties making the correct measurements. Students 5, 8, 11, and 15 where using the correct nonstandard unit however they were using it incorrectly. Their answers where way above the answers other students gave. When sharing most of my students had close answers to each other; for instance when measuring the pace most of my students got close to 40 paces, I had student 11, say he “got 72 paces.” I could see if he was short or had a way smaller pace however he is taller and took wider steps than the shortest and smallest student in the room, student 9 who had a pace of around 54 paces. I don’t know if it was because he got confused with the previous foot measurement or if he just paced too far but whatever he did was not what was asked of him. As I was doing the lesson, I decided to dress up as a detective and create a theme for the students, “The case of the missing measurements.” I thought it would

Practicum I: Lesson Plan Reflections – Example 3

be a fun way to get them interested in paying attention but little did I know it was going to bring their full attention to the lesson. Playing with the kids and thinking of things they might be interested in just maybe my go to way of creating lessons that stick with my kids when I move into student teaching and after when I have my own classroom. During the teaching of each non-standard unit, I decided to tell them the item a wanted them to measure and then release them to measure the object. I used this method as I thought it may be a little too difficult for them to remember all of the non-standard measures by the end of the lesson. This gave the children the chance show me that they could use the information I gave them instead of them showing me they could retain all of the measurements in their head. I myself found it difficult remembering all of the measurements when I first learned about them. I think that the students were able to do as well as they did because I did the lesson this way but I can’t say for sure that they wouldn’t have been able to correctly do the work page if I had done the lesson exactly like my lesson plan was constructed.

8. Reflection – to be completed AFTER lesson is taught (refer to specific questions noted on Lesson Plan Components) This lesson was an extremely interactive lesson and that made it one of the more interesting lessons I have ever been able to teach. I can tell you that it wasn’t perfect, in fact the way that I taught it ended up extending the lesson longer than I had anticipated. After conferencing I learned that I could in fact have split the lesson into 2 parts which would have been perfect. If I had split the lesson into 2 different days I could have focused on the smaller units of measurement and had the kids explore the room and find their own objects that they wanted to measure, once they found one I could have them find which might be the best nonstandard unit of measurement they could use to get an accurate measurement. I could extend this by having them find what the measurement might be with a smaller or larger measurement. Something I could have added to the lesson was estimation as it would have given the children a chance to use their higher level thinking and give some children a bit of pride if they came close to their estimation. Overall I think that this lesson went well with the participation of every student in the class and the amount of students who used the correct measurements and applied them in the right manner. Some of the things that can be improved on where, like mentioned before time, my management of transitions as some problems arrived and downtime became abundant with the larger measurements, lastly I think that all of the students should have been able to pass this rubric as it was guided; if I were to teach this again I would definitely use more examples and call a student up to use as a model instead of just using my own body, that way they can see it from someone who is much like themselves. This lesson being one of the later ones that I have taught makes me see how far I’ve come from the first lesson that I have conducted and I truly see where I have improved. This practicum was really helpful in both my understanding of teaching and finding how I wanted to teach.

Practicum I: Lesson Plan Reflections – Example 3

Lesson Plan and Reflection Rubric Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Does Not Meet Expectations (1.000 pt)

Standard(s) NAEYC 5.a (2.000, 5%) NAEYCINI2010.5.a SC-USCBCECF.FI.11

2 points Standards show an accurate and in-depth knowledge of and direct connection to the National Standards and South Carolina Academic Standards for content area(s) (mathematics, science, social studies, and/or language arts).

1 point Standards reflect knowledge of and connection to the National Standards and South Carolina Academic Standards for content area(s) (mathematics, science, social studies, and/or language arts).

0 points Standards do not show an understanding of and connection to the National Standards and South Carolina Academic Standards for content area(s) (mathematics, science, social studies, and/or language arts).

Relevancy NAEYC 5.c (2.000, 5%) NAEYCINI2010.5.c SC-USCBCE-CF.N.3

2 points Statement of why lesson is relevant to young children’s life is clearly presented.

1 point Statement of why lesson is relevant to young children’s life is adequately presented.

0 points Statement of why lesson is relevant to young children’s life is vague or unclear.

Objective(s) NAEYC 5.c (2.000, 5%) NAEYCINI2010.5.c SC-USCBCECF.FI.10

2 points Well written objective(s) meet all aspects of SMART criteria and clearly reflect developmentally appropriate outcomes for children.

1 point Objective(s) meet SMART criteria and reflect developmentally appropriate outcomes for children.

0 points Objective(s) do not meet all aspects of SMART criteria or do not reflect developmentally appropriate outcomes for children.

Assessment 1. NAEYC 3.c (3.000, 8%) NAEYCINI2010.3.c SC-USCB-

3 points Assessment tools and approaches are developmentally, culturally, and linguistically appropriate.

1-2 point Assessment tools and approaches are developmentally appropriate.

0 points Assessment tools and approaches are not developmentally appropriate.

N/ A

Practicum I: Lesson Plan Reflections – Example 3

CECF.FI.13 Assessment 2. NAEYC 3.d NAEYCINI2010.3.d SC-USCBCECF.FI.10

Assessment tools and approaches reflect complex understanding of responsible assessment practices. Each objective was fully assessed.

Assessment tools and approaches reflect understanding of responsible assessment practices. Objective(s) was/were adequately assessed.

Assessment tools which reflect limited application of principles of responsible assessment practices. One or more objective(s) was/were not assessed.

Materials/ Resources/ Equipment/ References NAEYC 5.c (2.000, 5%) NAEYCINI2010.5.c SC-USCBCECF.FI.10

2 points Curriculum development is clearly characterized by extensive use of high quality professional resources. A well-organized list of materials, resources, and/or equipment to support this lesson is included. References are cited using APA format.

1 point Curriculum development is characterized by use of high quality professional resources. The list of materials, resources, and/or equipment to support this lesson is complete. References are cited using APA format.

0 points Curriculum development is inadequately informed by the use of high quality professional resources. The list of materials, resources and/or equipment was incomplete. References are incomplete or are not cited.

Effective Instructional Approaches Strategies, or Tools 1. NAEYC 4.b (8.000, 22%) NAEYCINI2010.4.b SC-USCBCECF.FI.11

8 points Effective instructional approaches, strategies, and tools, including appropriate uses of technology reflect an in-depth knowledge of theoretical foundations underlying content area(s) (mathematics, science, social studies, and/or language arts).

1-7 points Effective instructional approaches, strategies, and tools, including appropriate uses of technology reflect knowledge of content area(s) (mathematics, science, social studies, and/or language arts).

0 points Effective approaches, strategies, and tools, including appropriate uses of technology reflect a minimal knowledge of content area(s) (Mathematics, Science, Social Studies, and/or Language Arts).

Effective Effective instructional Instructional approaches, strategies, or Approaches tools reflect an in-depth

Effective instructional Effective instructional approaches, strategies, or approaches, strategies, or tools reflect knowledge of tools reflect a minimal

Practicum I: Lesson Plan Reflections – Example 3

Strategies, knowledge of concepts. or Tools 2. NAEYC 4.c NAEYCINI2010.4.c SC-USCBCECF.FI.10

concepts.

knowledge of concepts.

Effective Instructional Approaches Strategies, or Tools 3. NAEYC 4.a NAEYCINI2010.4.a SC-USCBCE-CF.N.1

Effective instructional approaches, strategies, or tools reflect an in-depth knowledge of using positive relationships and supportive interactions with students.

Effective instructional approaches, strategies, or tools reflect knowledge of using positive relationships and supportive interactions with students.

Effective instructional approaches, strategies, or tools reflect a minimal knowledge of using positive relationships and supportive interactions with students.

Effective Instructional Approaches Strategies, or Tools 4. NAEYC 4.b NAEYCINI2010.4.b SC-USCBCE-CF.C.4

All components of the lesson provide meaningful and clear detail: Introduction, Procedures, Closure, and Transitions.

All components of the lesson are included but may require additional detail: Introduction, Procedures, Closure, and Transitions.

Lesson components are incomplete or lack sufficient detail: Introduction, Procedures, Closure, and Transitions.

Differentiati on of Instruction 1. NAEYC 5.c (3.000, 8%) NAEYCINI2010.5.c SC-USCBCE-

3 points Lesson development reflects complex attention to children’s developmental, individual, and cultural characteristics.

1-2 points Lesson development takes into account children’s developmental, individual, and cultural characteristics of children.

0 points Lesson development takes insufficient account of children’s developmental, individual, and cultural characteristics.

Practicum I: Lesson Plan Reflections – Example 3

CF.FI.10 Differentiati on of Instruction 2. NAEYC 3.d NAEYCINI2010.3.d SC-USCBCE-CF.N.3

Extensive modifications/accommoda tions and extensions are appropriate for individual learners.

Writing Conventions NAEYC 6.c (3.000, 8%) NAEYCINI2010.6.c SC-USCBCE-CF.C.4

Modifications/accommoda tions and extensions are appropriate for individual learners.

Modifications/accommoda tions and/or extensions are inappropriate or not included for individual learners.

3 points High quality writing demonstrates excellent organization and sentence structure. Paper contains no spelling or grammatical errors.

1-2 points Writing demonstrates proper organization and sentence structure. Paper contains fewer than four (4) spelling or grammatical errors.

0 points Significant improvement in organization and/or sentence structure is needed. Paper contains many spelling or grammatical error that interfere with readability.

Analysis of Student Learning 1. NAEYC 3.d (5.000, 14%) NAEYCINI2010.3.d SC-USCBCE-CF.R.5

5 points Analysis of student learning reflects in-depth knowledge of responsible assessment for diverse learners.

1-4 points Analysis of student learning reflects knowledge of responsible assessment regarding diverse learners.

0 points Analysis of student learning reflects limited knowledge of responsible assessment regarding diverse learners.

Learning 2. NAEYC 3.c NAEYCINI2010.3.c SC-USCBCE-CF.R.5

Demonstrates a high level Assessment results are of skill in interpreting interpreted and used to assessment results and inform practice. using assessment information to inform practice.

Assessment results are not adequately interpreted and/or not used to inform practice.

Practicum I: Lesson Plan Reflections – Example 3

Reflection on Teaching the Lesson 1. NAEYC 4.a (5.000, 14%) NAEYCINI2010.4.a SC-USCBCECF.FI.12

5 points. Reflection clearly describes how challenging behaviors are addressed; demonstrates an in-depth knowledge of children’s characteristics, needs, interests and positive interactions.

1-4 points Reflection describes how challenging behaviors were addressed; demonstrates knowledge of children’s characteristics, needs, interests and positive interactions.

0 points Reflection inadequately describes how challenging behaviors were addressed; demonstrates limited knowledge of children’s characteristics, needs, interests and positive interactions.

Reflection on Teaching the Lesson 2. NAEYC 4.d NAEYCINI2010.4.d SC-USCBCE-CF.R.5

Reflection includes an indepth evaluation of the lesson in terms of specific aspects that could have been planned or taught differently to have greater impact on student learning.

Reflection includes an evaluation of the lesson in terms of aspects that could have been planned or taught differently to have greater impact on student learning.

Evaluation of the lesson in terms of planning and teaching to have impact on student learning is inadequate.

Reflection on Teaching the Lesson 3. NAEYC 4.d NAEYCINI2010.4.d SC-USCBCE-CF.R.5

Reflection includes an indepth analysis of practice with notable insight and sophisticated level of critical thinking to improve work with young children.

Reflection includes an Reflection shows limited analysis of practice with use of critical thinking. critical thinking to improve work with young children.

Reflection on Teaching the Lesson 4. NAEYC 4.d NAEYCINI2010.4.d SC-USCBCE-CF.R.5

Reflection clearly identifies specific areas for growth and extensive resources needed to gain deeper understandings.

Areas for growth and resources needed to gain understanding are identified.

Areas for growth and resources to gain understanding are not identified.

Practicum I: Lesson Plan Reflections – Example 3

Overall Score 97.000 pts 92.38%