Humanities Lesson Plan Implementation

MarquettaGibson_Sec530_Benchmark-HumanitiesLessonPlan.docx

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GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:	Marquetta Gibson
Grade Level:	Pre-K
Date:	November 17, 2021
Unit/Subject:	English/Reading
Instructional Plan Title:	I wish to be a Christmas Tree by Colleen Monroe
Lesson Summary and Focus:	This class will concentrate on a Christmas novel. We will read the book together as a class and alone, and then discuss it. We'll discuss the book and what we learnt from it. Then, we'll explore the story's goal, such as what the author is attempting to convey via this narrative. Students will next return to the text and seek for rhyming terms and explain how they rhyme.
Classroom and Student Factors/Grouping:	This ten-student classroom is made up of 6 males and 4 girls. There are a few English language learners in the class. Additionally, there are pupils who have IEPs. The majority of youngsters seem to be at or above grade level Pre-K. Scores on reading, comprehension and understanding performance level range. The lesson may also be impacted and need adjustment as a result of pupils with IEPs or 504 plans. If groups are included in the lesson, Donnie, Enrique, Frederick, Ines, Kent, Mason, and Wellington will get additional support. The same is true for kids at the lower levels of reading and compression.
National/State Learning Standards:	CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a text relevant to Pre-K topic or subject area. CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Specific Learning Target(s)/Objectives:	By the conclusion of the session, students will be able to articulate the goal of a book and comprehend the terminology used throughout. Students will utilize the book to demonstrate a comprehension of the subject with an accuracy of 80%.
Academic Language	Wondering Tradition Perched
Resources, Materials, Equipment, and Technology:	Copies of the book A Wish to Be a Christmas Tree by Colleen Monroe, Smart Board, Work Journals, Activity sheets, and pencils

Section 2: Instructional Planning

Anticipatory Set

When reading Colleen Monroe's book, “I Wish to Be a Christmas Tree”, students will complete a worksheet defining the book's objective. Students will then monitor the smart board as we communicate what we've discovered.

Time Needed

10 minutes

Multiple Means of Representation

· I will introduce the book and inquire as to if the students understand how to determine the purpose. I will then read the book to the class while demonstrating the artwork.

· Throughout the book, I will pose questions such as the following:

· Why was the tree distressed?

· What actions did the tree's friends take to assist the bereaved tree?

· What do you believe the book's objective is after listening to it?

· What factors aided you in determining your purpose?

· English language learners (ELL):

I will get to know each pupil in depth and that will aid me know their talents and interests

· Students with special needs:

I will analyze pupils and choose the most appropriate grading standards for them, as well as coordinate their studies with them.

· Students with gifted abilities:

I'll determine how much stuff they already know and then tailor the remainder to their speed.

· Early finishers (those students who finish early and may need additional resources/support):

I will distinguish their resources by selecting subject that requires a great deal of assignment.

Time Needed

20 minutes

Multiple Means of Engagement

· English language learners (ELL):

I will conduct a readiness assessment and ascertain their willingness to learn.

· Students with special needs:

I'll identify the peers with whom they collaborate and then give them rhyme-related assignments.

· Students with gifted abilities:

I'll assign them meaningful assignments that will keep them occupied throughout class.

· Early finishers (those students who finish early and may need additional resources/support):

· I'm going to break the class up into little observation groups.

· I will instruct them on how to monitor the environmental elements affecting them.

· I will assist them in identifying plants and animals that have a beneficial effect on them.

Time Needed

30 Minutes

Multiple Means of Expression

· English language learners (ELL):

Students will be gathered into their respective groups to reread the story, review the main idea, and purpose of the book and discuss.

· Students with special needs:

Students will be provided more visuals and share new knowledge with their peers in their small groups.

· Students with gifted abilities:

Students will lead in copying their vocabulary words and definitions in their vocabulary notebook

· Early finishers (those students who finish early and may need additional resources/support):

Learners will place their main ideas and purpose thoughts on a worksheet

Time Needed

10 Minutes

Extension Activity and/or Homework

Children are not required to do homework assignments.

Time Needed

Reflection

My selection of instructional models addresses the various leaving in a variety of ways. It assists in encouraging students to engage in active learning. Additionally, the learner may work in small groups or at learning stations. They are classified according to their learning style, not their aptitude. This increases their sense of involvement in the groups and pushes them to perform at their best. Finally, by giving distinct group stations, kids may remain involved in the lesson since they are always engaged in a new task every ten minutes (Dean, 2020). Instruction and evaluation satisfy students' developmental requirements by allowing them to remember information learned during the class. Assessments assist in guiding advances in student learning via the pre-assessments, formative assessments, writing assignments, and other assessments that instructors deliver on a consistent basis in their classes (Suskie, 2018). Not only does this benefit students, but it also assists instructors in making more informed instructional choices in the future. This form of instruction teaches students how to discern the objective of a book and how to improve their ability to do so. Additionally, they are able to improve their vocabulary.

An educator is required to develop collaborative relationship throughout the learning community. The partnerships are critical to the success of every educational program. With the instructional model designed in place, the aim will be about coordinating with the library specialist to access the books, collaborate with educators and local community members to ensure that a positive atmosphere of cooperation and mutual respect are built for the sake of the students. The library media specialist collaborates with administrators and instructors in a variety of ways. They are librarians, instructors, instructional partners, and information specialists who cooperate with others in the learning community in order to educate students, develop information literacy, and model, discuss, and promote excellent teaching and learning practices. As a result, all the staff responsible for student’s success will be given responsibility that ensures availability of resources.

References

Dean, M. (2020, November 12). 7 creative ways to teach diverse learners. Retrieved from https://www.classcraft.com/blog/features/creative-ways-to-teach-diverse-learners/

Suskie, L. (2018). Assessing student learning: A common sense guide. John Wiley & Sons.