1.M.F
1. My lesson plan demonstrates a clear goal to build critical thinking skills by encouraging students to engage in discussions, collaborate with peers, and analyze key story elements. Through activities like group discussions and pair work on identifying the theme, plot, and key details, students are prompted to critically evaluate and summarize the story. The purpose of the video is to introduce story elements providing foundational knowledge, while the worksheet and exit ticket require students to apply their understanding independently. Additionally, the teacher supports critical thinking by guiding discussions, using prompts, and offering differentiated support based on individual needs.
2. I agree with the author’s stance that the critical thinking required to reach a solution is more valuable than the solution itself. Critical thinking fosters problem-solving skills, adaptability, and creativity, which are essential for navigating future challenges. The process of analyzing a problem, considering multiple perspectives, and evaluating possible solutions. Will help increase cognitive abilities. While a solution is important, the ability to approach new problems with a thoughtful mindset offers long-term value. Since it will promote growth and continuous
2.
Alexa Dowling
STANDARDS AND INDICATORS
KL5a: Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent.
INSTRUCTIONAL OBJECTIVE(S)
After a class lesson on categorizing objects, students will be able to apply their knowledge of different categories to classify pictures of familiar objects into two categories and groups based on their size. They will do so while attaining a score of at least 8 out of 10 pictures categorized correctly. Independently, students will be able to circle pictures that represent something that is bigger than what it is compared to. Then the students will be able to construct a response by writing the word of the bigger object. They will do so while attainting a score of at least 4 out of 5 objects correctly circled and written.
PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS
Prior Academic Knowledge
Before this lesson on grouping pictures, students have experience drawing pictures to represent one category.
For example, before this lesson, students practiced drawing objects of things that are considered big.
Misconceptions
Some students may continue to not know what the vocabulary terms big and small mean.
DEVELOPMENTAL PROCEDURES (*Engaging the learner)
1.
MOTIVATION
Students will begin on the carpet and we will review what the vocabulary terms big and small mean.
2.
We will read the read aloud, “So Big and So Small” to help students understand the meaning of these vocabulary terms.
3
. I will have the students turn and talk to their reading partner about what makes something big and what makes something small before having the students share their thoughts with the class.
4. I will then pull up my slides that each have two pictures on them. I will model first, then the students will take turns coming up to the board to circle which object is bigger.
5. The students will then be instructed that they will work with their reading groups to categorize pictures into two groups based on their size. (These pictures will be of things that are always big and always small such as an elephant and a mouse so there is so problems classifying.)
6. I will explain to the class that each group will get the same 10 pictures and it will be up to them to work together to decide which 5 pictures represent big objects and which 5 pictures represent small objects. Every picture will also have the word written on it so the students can get used to matching words to objects.
7. While students are working in their groups, I will be walking around taking notes on how the students are classifying the objects, while not intervening in their work.
8. Once students are done, they will put their pictures into two bags, one for big objects and one for small objects so they can share with the class.
9. The groups will take turns coming up to the class and displaying their findings under the document camera. The students will then have a chance to ask the group questions and challenge them on their findings if they disagree.
10. After each group had a chance to share their findings, I will explain to the students that their independent work for ELA will be a worksheet where they have to circle which objects are bigger as well as write the word down for the object. There will be 5 questions, each showing 2 labeled objects for the students to classify from.
11. The students will hand in the worksheet when they are done for me to review and will independently read until time is up.
CLOSURE
12. To close the lesson, the students will return to the carpet for us to discuss our findings. We will construct an anchor chart together to write down objects that we found were big and objects that we found were small. I will explain to them that this will lead into our lesson tomorrow when we will continue to categorize objects of different kinds.
ASSESSMENT
(formal & informal)
Informal assessment
Students will be informally assessed through the anecdotal notes I take while walking around during their group work and their group presentation.
Formal assessment
Students will be formally assessed based on how many objects their group classified correctly as well as how many objects they classified correctly on their independent worksheet.
INSTRUCTIONAL STRATEGIES
·
This will be evident when the students are working in their reading groups to classify the different pictures.
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Discussion
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This will be evident when we are discussing the difference between big and small before and after the read aloud.
·
Modeling
·
This will be evident when I model to the students how to determine what object is big on the smart board.
·
Independent Work
·
This will be evident when the students are independently working on their big or small worksheet.
ADAPTATIONS
·
Students who struggle to focus will be re-directed by using non-verbal cues.
·
Students who struggle to work in groups will have the chance to choose one person to be in their group.
·
Students who are ELL will have been exposed to the pictures used in the group work prior to the lesson so they are familiar with the pictures and terms.
·
Students who are ELL will be able to work with a partner to help support them during the independent worksheet.
·
Students who are gifted will be asked to come up with their own examples of pictures that represent big objects and small objects.
DIFFERENTIATION OF INSTRUCTION
· KL5a:
My low academic students will have a worksheet of only 3 objects they have to classify and will be graded on getting at least 2 out of the 3 correct. They will be also completing this worksheet at a back table with me to help with additional support.
INDEPENDENT PRACTICE
·
The students’ independent practice will be the worksheet that follows their group work
FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT
Direct Teacher Intervention
The teacher and student will work together to match puzzle pieces together to match pictures of big objects to a piece that says “big” and pictures of small objects to a piece that says “small”.
Academic Enrichment
These students will be asked to create pictures and labels of their own to represent big objects and small objects.
INSTRUCTIONAL RESOURCES AND MATERIALS
Slides of pictures
Read aloud “So Big and So Small”
10 pictures of big and small objects for each group (x3)
Worksheets for each student (14)
Anchor chart paper
Pencils
Independent reading bins
Scoring guides
Note taking sheet
Document Camera
Smart Board
REFERENCES
New York State Department of Education. (2017) English Language Arts Learning Standards.
Coy, J., & Lew, S. (2020).
So big and so small. Beaming Books.
