Presentation/Assigment

Candidate’s Name: Yulia Gutsul

Touro Candidate’s ID: T00434432

School: Simulation lesson

Date: 2/3/2021 Grade: Pre-K

Subject: ELA

Type of Class: Second Language learners

Lesson Topic: Parts of our Home

Video name and link or Cooperating Teacher name: N/A

Danielson Rubric Domain:

3b Using Questioning and Discussion

Techniques

•Quality of questions/prompts

•Discussion techniques

• Student participation

2a Creating an Environment of Respect

and Rapport

• Teacher interaction with students

• Student interaction with students

HLP(s):

HLP 16

Teachers make content, skills, and

concepts explicit by showing and telling

students what to do or think while solving

Problems.

HLP 7

Establish a consistent, organized, and

Respectful learning environment.

HLP 9

Teach Social Skills

Include the following important data:

Briefly describe the classroom environment (e.g., number of students, seating arrangement, types of student-teacher interactions, classroom rules, behavior patterns and management, etc.).

The teacher showed a warm relationship with the students because of the respectful relationship through the discussion and reflection on the questions. The students were two and sat comfortably on their chairs and tables. The teacher highlighted the target lesson to the students hence it helped them keep on the track. The teacher also called out names for the students and it motivated them to participate.

Lesson Objective(s) (measurable):

By the end of the lesson, the learner should be able to:

Establish what a home is.

Determine the different parts of a home.

Establish the activities and objectives are found in the home.

Resources:

Clemson University. (n.d.). Bloom’s taxonomy action verbs. Retrieved from http://www.tamug.edu/AcademicAffairs/documents/Blooms_Taxonomy_Action_Verbs.pdf

Applicable Learning Standard(s):

PK.ELAL.7 [PKR.3] Develops and answers questions about characters, major events, and pieces of information in a text Writing

PK.ELAL.14. [PKW.2] Uses a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply

Resources:

New York State Next Generation English Language Arts and Mathematics Learning Standards. (2017, July 6). NYDOE. Retrieved September 29, 2020, from https://www.engageny.org/next-generation-learning-standards

Link with Prior Knowledge:

The teacher begun the lesson by making the learners remember what a home is and what they have learned earlier in relation to tasks and demands of the learning process.

Resources:

Ferlazzo, L. (2018, March 29). Activating Prior Knowledge With English Language Learners. Retrieved December 07, 2020, from https://www.edutopia.org/article/activating-prior-knowledge-english-language-learners

Key Vocabulary with Definitions:

Home, bedroom, living room, kitchen, and items or activities which go on in the home.

Resources:

Finley, T. (2014, January 02). 8 Strategies for Teaching Academic Language. Retrieved December 11, 2020, from https://www.edutopia.org/blog/8-strategies-teaching-academic-language-todd-finley

Materials and Resources (APA format):

Charts, pictures, and pen. No resource is clearly shown

Resources:

The IRIS Center. (2009). To meet the needs of the widest range of students, what should teachers consider when planning their instruction? Retrieved from https://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p05/

Motivation: The teacher started the lesson by exposing a generalized picture to the students. The picture showed parts of a home and attracted the attention of the students towards issues surrounding a home.

The teacher also acknowledged the correct responses from the students with words like. Very Good Sheila. What else can we do in the house? You are such a smart student Joan. This relationship encouraged students to keep participating in the lesson.

The teacher also prompted the students with particular statements such as …can we sleep in this place?

Resources:

Willis, J. (2019, September 30). Maintaining Students' Motivation for Learning as the Year Goes On. Retrieved December 07, 2020, from https://www.edutopia.org/article/maintaining-students-motivation-learning-year-goes

Lesson Plan Procedures (Include 1. Strategies used 2. Peer collaboration 3. Grouping 4. Modeling/Think aloud):

The teacher only applies the question answer, discussion of particular aspects and reflection in learning.

Thinking aloud was also used in the lesson.

Resources:

Grafwallner, P. (2019, April 19). A Framework for Lesson Planning. Retrieved December 07, 2020, from https://www.edutopia.org/article/framework-lesson-planning

Questions asked (at least 5):

Which room types exist?

What do we have in the bedroom?

In the kitchen we eat - what we need for this

Can I eat in the bathroom?

What you can do in the Living Room?

Resources:

Webb, N. L. and others. (2005, July 24). Web Alignment Tool. Wisconsin Center of Educational Research. University of Wisconsin-Madison. Retrieved December 07, 2020, from https://www.state.nj.us/education/AchieveNJ/resources/DOKWheel.pdf

Medial Summary (Formative assessment):

The teacher continuously asked questions regarding the various parts of a home , every time she displayed the charts and students answered based on their knowledge.

Resources:

Knowles, J. (2020, July 17). Teachers' Essential Guide to Formative Assessment. Retrieved December 07, 2020, from https://www.commonsense.org/education/articles/teachers-essential-guide-to-formative-assessment

Differentiated Instruction (1. Leveled materials 2. Grouping strategies 3. Assessment 4. UDL/CRT applications):

The teacher brought in the use of pictures as a way of enhancing observation that relying on oral communication for students with 2nd language acquisition.

The teacher used diverse questions that called for both observation and application hence enhanced participation of learners.

Resources:

The IRIS Center. (2010). Differentiated Instruction: Maximizing the Learning of All Students. Retrieved from https://iris.peabody.vanderbilt.edu/module/di/

Opportunities for Practice:

The teacher consistently asked questions about the bedroom, the living room, and the washroom to the students. The students were also free to share what they see and what they have in their homes, hence they familiarized more with the various places in their homes.

Resources:

Sebikindu, L. (2020, August 21). Guided vs. Independent Practice. Retrieved from https://www.teachhub.com/professional-development/2020/08/guided-vs-independent-practice/

Final Summary: (Lesson closing)

The lesson ended with the teacher reminding students all they had learned. The teacher exposed the charts one by one and asked review questions to the students prompting recall of what had been covered.

Resources:

American Board. (n.d.). Lesson Closure. Retrieved January 04, 2021, from https://www.americanboard.org/ptk/lesson-closure/

Assessment (Summative):

The teacher asked a series of questions in the end of the lesson about each part of the home to the students hence they answered and proved knowledge in the parts of the home.

Resources:

Garrison, C., Ehringhaus, M. (2013, Aug.) Formative and Summative Assessments in the Classroom. Retrieved December 07, 2020, from https://www.amle.org/portals/0/pdf/articles/Formative_Assessment_Article_Aug2013.pdf

Classroom Management:

The teacher engaged the students in the entire lesson such that they focus on the lesson.

The teacher used both pictures and questions to manage the students.

The teacher allowed students to focus on a particular aspect by highlighting it.

Resources:

Finley, T. (2017, June 06). 19 Big and Small Classroom Management Strategies. Retrieved December 07, 2020, from https://www.edutopia.org/blog/big-and-small-classroom-management-strategies-todd-finley

Attention to Multicultural Issues:

The teacher let the students talk about their homes and what they do from the various parts as well as how the look. This allowed them to interact with their cultures.

Resources:

The IRIS Center. (2012). Classroom diversity: An introduction to student differences. Retrieved from https://iris.peabody.vanderbilt.edu/module/div/

Description of Classroom Activities as related to the chosen Danielson Rubric’s Domain (Component and Indicator)

Timestamped evidence from your lesson, cite teacher/student communication.

Reflection

The teacher displayed different pictures to the students to show parts of a home.

The teacher made use of a number of questions to motivate learners to talk about the topic.

The teacher had room for every learner to take part in the lesson.

The teacher kept a safe professional distance with the students while making use of diverse sources in the lesson.

2:30 We gonna have a picture here of the kitchen. What do you think we can do in the kitchen?

Joana: Cook

If we eat then we have a table. What about this. Do we have table in our kitchen? Do we have a table?

3:00 What is the table for?

And what are the colors here ?4:47

Can we cook here?

Joan: No we cannot. 5:21

So what can we do over there, again, Sheila?

Okay 5:53 What we can see in the picture?

Sheila: Carpet.5:30

Yes good job we can wash our hands. Can we sleep here? 6:57

No. good job we cannot sleep here. Can we eat here?7:06

Do you have a bathroom in your house? 7:40

And the last is the living room. What can we do in the living room?

Maybe we are cooking in there? 9:58

The presence of pictures enhanced demonstration in the instruction and helped diverse students to focus on the lesson.

The tasks the teacher made students handle were closely relating with them, hence it encouraged them to participate.

There was a respectful talk and turn taking moment as the lesson went on such that different learners took part in the lesson comfortably.

The teacher used awareness of each learner and prompted them into talking such that the learning process was good.

The teacher kept encouraging students to participate in the lesson.

Explain how you planned and differentiated instruction for the 2 focus learners. Support with 3 examples from the lesson plan.

 The two learners were both second language learners. The lesson focused on one concept but had diverse examples to enhance comprehension.

The lesson also had a lot of pictures to support the comprehension of various aspects in a home.

Direct questions and prompts enhanced discussions between the teacher and students.

1. Identify the areas of growth you need to address in lesson planning.

In future the teacher should think of having students bring to school pictures of homes before being exposed to more. The students can use language more, if they are told to write about the home and read that out. Group discussions are a good resource for acquiring high level of knowledge.

2. Explain what kind of strategies/activities as related to instruction and assessment you may plan to use in your future practice. In my lesson, I think I will use exciting pictures to pick the interest of the learners. I would also enhance a lot of discussions with the learners.