ECE 230 coe-lesson-plan-template PDF

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assistance with classwork. Coming up with a lesson plan is pretty difficult. using this could help you get this esson plan assignment done with ease....

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GCU College of Education

LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level:

Kindergarten

Date:

September 20, 2021

Unit/Subject:

Social Studies

Instructional Plan Title: Lesson Summary and Focus:

ALL ABOUT ME: I LIKE MYSELF

Classroom and Student Factors/Grouping:

The classroom has 20 students, 2 on IEP’s. The lesson plan will be taught to individualize to each child’s learning level. To make sure that children are understanding the directions of the lesson plan, they will be asked to state their understanding so that students who do not understand could be attended to for additional help. Checking for each student understanding will be done separately to eliminate any conflicts and feeling picked on.

National/State Learning Standards:

Celeste Walls

Students will be able to visualize object, a person and activity and draw it out. After drawing their visual they will then be able to write a sentence with the minimal of 3 sentences.

SC.K-1. Children as Citizens: An Introduction to Social Studies: The student will demonstrate an understanding of the way families live and work together now and the way they lived and worked together in the past. K-1.1. Compare the daily lives of children and their families in the United States in the past with the daily lives of children and their families today. (H, E) 4 Suggested Titles for South Carolina Social Studies State Standard K-1.1. K-1.2. Explain how changes in modes of communication and transportation have changed the way that families live and work, including e-mail and the telephone as opposed to letters and messengers for communication and the automobile as opposed to the horse for transportation. (H, G) 2

GCU College of Education

LESSON PLAN TEMPLATE Suggested Titles for South Carolina Social Studies State Standard K-1.2.

South Carolina State Standards for Social Studies: Kindergarten - PermaBound Books

Specific Learning Target(s)/Objectives:

Academic Language

Resources, Materials, Equipment, and Technology:

Students will be able to draw a representation of themselves and write about their selves. After completing this they will get to learn their classmates backgrounds and the walks of life each student comes from such as the heritage, their beliefs and other things align with the person. After doing this we will then build a quilt stating “All from across the world but we are still one”

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Ethnicity Different Same Feelings Self- love Accept Self esteem Opinion

MATERIALS 1. I Like Myself! by Karen Beaumont (I Like Myself: A Read Along (With a Focus on Sight Words "Like," "Me," and "My") - YouTube) 2. Self-portrait or photo (one per student) 3. Blank white paper (one per student) 4. Crayons or colored pencils The technology that could be used to assist IEP students are the computer, so they can listen to the words and visualize it as it is being read aloud.

Section 2: Instructional Planning

GCU College of Education

LESSON PLAN TEMPLATE 

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Anticipatory Set I will have the students sit on the carpet and read aloud I Like Myself! by Karen Beaumont. I will follow up the reading by asking my students what they liked about themselves. I will wait for their responses, and then respond, “everyone one is different, but we all have similar things we like about ourselves like our smile our enthusiasm and things we like.” I will then write a list of vocabulary words about things my students say they like about themselves. Multiple Means of Representation

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I will begin by showing the students a picture drawn by me of myself.

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Next, I will tell them what I like about myself and what I’ve drawn to show them what I like about myself in my drawing, Example If a dashiki was drawn, I will explain my heritage background because that is what I love about myself.

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Next, I will direct them to the paper and coloring materials so they could draw a picture themselves.

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I will have them then write 3 sentences about their picture and what they like about themselves.

 English language learners (ELL): For my English language learners, I can allow them to use the computer to help them come up with enriched words to use to describe their pictures.

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Students with special needs:

With my students who have special needs they have the option to work with a partner to get assistance when needed 

Students with gifted abilities:

After writing 3 sentences about themselves and their picture, students with gifted abilities will then choose 4 vocabulary words from our list and write once complete sentence. Students with gifted abilities can choose three vocabulary words and write one sentence per vocab word using proper punctuation and gram

Time Needed

10 Min

Time Needed

20 i n

GCU College of Education

LESSON PLAN TEMPLATE 

Early finishers (those students who finish early and may need additional resources/support): For my students who finish early, they can use the words on our vocabulary list written on the board to write a sentence for each word written.

Multiple Means of Engagement 1. I will utilize my students pictures and writings and place a paper over each child’s drawing. 

I will first instruct my students to write down in order who they think each writing illustrates in order starting from one by listening to what each child likes about themselves  I will walk around the room to make sure that my students are working and following the instructions as we read aloud each child’s description.

 English language learners (ELL): For my English language learners, I will give them one on one instructions and answer questions that they ay not fully understand. Throughout the entire assignment I will check in on the periodically to assist them if they need assistance.  Students with special needs: I will do the same as my English Learners giving them instructions one on one and assist them when needed.

 Students with gifted abilities: For my gifted students, I will write down examples that could go with their drawing using some vocabulary words that were written on the white board after reading our class story. .  Early finishers: For my early finishers, I would go over their work to see if they did their work according to my instructions and correct them if need be.

Time Needed 20min

GCU College of Education

LESSON PLAN TEMPLATE Multiple Means of Expression At the end of the lesson, I will go over our vocabulary words previously written before starting the assignment individually and words written while each child’s writing was read and ask the class to tell me the meanings for each word.

Time Needed 10min

Explain how you will differentiate assessments for each of the following groups: 

English language learners (ELL): to illustrate vocabulary words the English language learners must draw pictures of the vocab word and indicate by drawing an arrow and or circle and the vocab word next to it. For an example…. I love my African roots, so I drew a picture of me wearing a dashiki, so I drew an arrow and wrote dashiki for my African roots.

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Students with special needs: students with special needs can vocalize what they like about themselves and get assistance with writing it down.

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Students with gifted abilities: Students with gifted abilities can have a spelling test on the vocabulary words before completing the assignment and leaving the class.

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Early finishers (those students who finish early and may need additional resources/support): can do what the gifted students do before exiting the class do a spelling test.

Extension Activity and/or Homework Students can create flashcards of vocabulary words to study. While spelling out the words, the students can draw a pic of the words meaning on the other side.

Time Needed 10 min

GCU College of Education

LESSON PLAN TEMPLATE

REFLECTION: My mentor teacher is a friend of my fiancé who teaches Kindergarten at Bridges Preparatory school in Beaufort South Carolina. With the guidance of her, I am able to learn a lot of information in the field I plan on growing in. She is extremely patient with me and very understanding to my many questions. Given the chance that I am able to sit in her classroom, I observe her moves as a leader and provider to her students. Her presence in her classroom is very strong. Her ability to work with all of her students, all on different levels teaches me the need of Patience and creativity. She creates lesson plans that includes all of her students. Even though all of her students are on different levels, she finds ways to individualize her lesson plans to include all. Watching her construct lesson plans also taught me that planning lessons can be very time consuming but in the end all worth it. With being Ms. Trish shadow, it teaches me that teachers must understand that need of knowing that all lesson plans must be constructed to apply to each student but be different for each child’s learning style. She makes me have more respect for educators in a whole because they really do a lot that no one seems to see and praise. On top of managing children, they have to come up with their own lesson plans, deal with parents and co-workers, teach, deal with behavior issues, test, grade, record and document and the list goes on. With Ms. Trish support and guidance, she made it a little easier to complete this assignment and without her I do not believe I would have been able to complete it. In my future practice, I will use her teachings and collaborating with other coworkers to piggyback off ideas to be a successful teacher, teaching successful children....