Writer Choice
37913Review the “Geometry Lesson Plan” and “Small Group Guided Reading Lesson Plan” to inform this assignment.
For each lesson plan, compose a 250-500 word reflection addressing the following:
1.When reviewing the lesson plan, do you see any concerns that may arise concerning students with EBD?
2.Identify and evaluate academic monitoring strategies to be used with EBD students.
3.Provide a minimum of two additional learning strategies and possible behavioral interventions specific to each lesson plan.
4.Investigate and evaluate cognitive interventions necessary for effectively teaching students with EBD. How do these interventions align to student needs within the lessons?
Support your findings with a minimum of two scholarly resources.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Geometry Lesson Plan
VITAL INFORMATION
Author Ealizma Brand
Subject Math
Topic or Unit of Study Geometry
Grade/Level 2nd grade
Summary The students were introduced to 2D shapes. They worked together to be investigators finding objects around the room that matched the shapes they learned. They also worked with geo boards to practice making various shapes.
Vocabulary • Geometry
• 2D shapes
STANDARDS AND DIFFERENTIATED INSTRUCTION:
Standards 2.G.A.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.)
Differentiated
Instruction • During the time they are making the shapes on the geo boards, the students who need more assistance will receive help from me one-on-one.
• The students who are advanced will be helping students who need assistance.
EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) – LESSON PLAN ELEMENTS REQUIRED
Objective
The students will be able to define geometry and know what 2D shapes are.
Anticipatory Set Informing the students I have a problem and need their assistance by being detectives and helping me create a list of 2D shapes found around the classroom.
Teach Lesson/Model • I will introduce the topic of the lesson.
• The students will be asked if they know what we study in math that deals with shapes.
• I will have the definitions on the board and go over them with the students.
• I will then inform the students of the problem that I have; which is that I had made a list of 2D shapes, but lost it. Therefore, I need their help in finding various 2D shapes around the classroom.
• They will then become detectives and help me.
• I will inform them of which shapes to find by showing them a video.
• After being informed of a shape, the students will work with their table partner to find that specific shape and write it on their paper. This same process will be conducted until all the shapes have been found.
• Once they have found examples of all the shapes, I will have the students tell me their examples and I will make a new list on the board.
• After completing the list, I will show them the poster of the various shapes and how many sides they have. I will say the name of the shape along with the number of sides it has. The students will then repeat the name of the shape and the number of sides it has.
• The students will then receive geo boards and rubber-bands to practice making the shapes on the poster with their table partners. They will have time to quiz each other about the shapes’ names and how many sides the shapes have.
• At the end I will ask students what they have learned about geometry during the lesson.
dGuided Practice • Students are taught the shapes and sides they have.
• The students will work along with the video to be informed of the shapes needing to be found.
• Assistance will be given during practice time with the geo boards on how to make certain shapes.
Independent Practice • The students will find various examples of shapes around the room as guided by the video.
• The students will practice making the shapes on the geo boards.
Closure Review what was learned about geometry and continue practicing making the shapes on the geo boards.
Evaluation
Assessment/Rubrics Informal observation:
• Students finding the shape examples around the room during the video.
• Students practicing making the shapes on the geo boards.
• Students answering what was learned about 2D shapes.
MATERIALS AND RESOURCES
Instructional Materials (handouts, etc.) • Video
o https://www.youtube.com/watch?v=7aStqhksCuY
• Poster
• Geo boards and rubber-bands
• Paper
• Pencils
Resources https://www.youtube.com/watch?v=7aStqhksCuY
Small Group Guided Reading Lesson Plan
Teacher Candidate:
Grade Level: Kindergarten
Date: March 1, 2016
Unit/Subject: ELA
Instructional Plan Title: Dr. Seuss Week DAY 3 SMALL GROUP
I. PLANNING
Lesson Summary and Focus Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors 21 students, 18 full-time, 3 with IEPs
National/ State Learning Standards RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific learning target(s)/objectives:
I can read the sight words am and it with 90% accuracy.
I can write the sight words am and it with 90% accuracy.
I can identify words from the –at family in my reading and writing with 80% accuracy.
Teaching notes:
This lesson falls on day 3 of a 5 day unit.
Agenda:
Identify the (1) opening of the lesson: gather at the smart board for mini-lesson 10 minutes; (2) learning and teaching activities. Students dismissed to corners and small group – meet 20 minutes; and (3) update on what we will do next time we meet. Formative assessment:
Informal observations will be made while students are reading and writing both at small group and throughout the corner activities.
Academic Language Key vocabulary:
Word Family – The patterns in words help you read and write them. Today we are going to look at the pattern at. Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words. Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Instructional Materials, Equipment and Technology Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Grouping Brody, Jaxon, Joshua, Rylee, and Makinley will be pulled for guided reading.
II. INSTRUCTION
A. Opening
Prior Knowledge Connection This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
Anticipatory Set Students will be excited to sing and rhyme identifying –at family words.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
SMALL GROUP
Focus: High Frequency Word Fluency
Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
Next we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro:
Have you ever been to the zoo?
What animals do you see at the zoo?
Today we are going to read about animals that wear different colored hats on hat day at the zoo.
Do a book walk and identify the H sound in hat/hippo/has. Ask children the names of the animals.
Children will then read independently with teacher listening on.
After reading: What kinds of hats did the animals wear? What color was the hat? What was your favorite animal?
Writing task for second half of guided reading group (This may occur on the next day.) What color hat would you wear for hat day?
Students build the words and then put their finger under it and read it. Students use dry erase markers to write the words quickly.
We looked at the -at family. Examples may include at, cat, bat, mat, and sat.
Students raise hands offering answers and participating.
Behavior was reinforced by praising a student’s desired behavior.
Guided Reading Group
Once the mini-lesson is over, corner time begins. Students are then pulled in small groups for guided reading. Today meet with Brody, Jaxon, Joshua, Rylee, and Makinley. All other students are working independently at their corners.
III. ASSESSMENT
Summative Assessment Summative assessment will occur at the end of the unit. Differentiation
Closure
Giving different students a chance to form new -at words will provide an opportunity to demonstrate understanding.
Homework None
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