Direct Instruction

Presentation w/ Adv Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Concept Attainment Lesson Plan (10 pts) Lesson Background:

Your Name: Cara Krzeski & Megan Thorpe Subject: (circle one) Language Arts Grade Level: Kindergarten

Lesson Title: Farm animal noises Materials Needed: worksheet for each student, each noise on a separate notecards, blank notecards, sharpie, tape, paper bag, small cut-outs of each farm animal, pencils Prerequisite Skills: some prior knowledge of animals on the farm, basic writing skills (ability to trace letters) Lesson Objective: 1. After completing the attributes activity, Kindergarten students will be able to complete their writing worksheet with 100% completion. 2. After completing their writing activity, kindergarten students will be able to match the picture and written word of the animal to the noise it makes with 100% accuracy. Concept Label: Farm animal noises Critical Attributes: Oink, Bow Wow, Baa Baa, Cluck Cluck, Moo Non-critical Attributes: Pop, Beep, Rawr, Grrrr, Kerplunk

Definition of Concept: the way that farm animals communicate ---------------------------------------------------------------------------------------------------------------------

Interaction with Students:

1. Provide examples and non-examples to the class: Time: 8 minutes Today were going to learn something new. To figure out what this lesson is going to be about, you are all going to be the detectives. I will put up notecards in two groups. In one group, I will put certain notecards in the yes which means this has to do with what we will be learning about. In the second group, I will put certain notecards under the no column which means they dont relate to what we will be learning about. But, I dont want anybody to blurt out the answer. If you think you know the answer, I want you to give me thumbs up. (The teacher will then provide the critical and non-critical attributes to the class). 2. Test for attainment: Time: 7-8 minutes I see that so many of you have your thumbs up. I want to you turn to a partner and share what you think this activity is going to be about. When youre done sharing with a partner, be

prepared to share with the class. After sharing with the class, ask the students to explain their reasoning behind their thinking. 3. Analyze student thinking processes and integration of learning: Time:5 minutes Now that we know the lesson is about farm animal noises, I want you to brainstorm as a class some additional noises to add to our list. Raise your hand if you have another noise that could go under either group. After a sufficient list has been created, we will put the cut-out farm animals in the paper bag. We will call on students who are showing us they are reading to learn to come up and pull an animal out of the bag. They will then name the animal and tell the class what noise it makes. We will tape the animal next to the noise that is on the list. 4. Clarify lesson objectives: Time:25 minutes Now that we have learned about the farm animal noises, were going to go back to our seats and complete a worksheet. Each of you will be getting a worksheet that has the animals in one column and the animal noises in the other column. I want you all to trace the dotted letters like we have been practicing and then write the words all by yourself below it. After you have finished all the tracing and writing, I want you to match the farm animal with the noise that they make by drawing a line from one to the other. 5. Procedures for Using the Concept This activity will help to reinforce the learning that has just taken place which is matching the animal to the noise that they make. It will also help to further students writing abilities by having them trace and practice writing on their own the animals and the noises that they make. This is something that we have been working very hard on in class. 6. Assessment / Closure Time: 6 minutes We made a rubric to assess if the objectives were met for each student. In the additional comments we will indicate the level of the student and notes if the objective was not met. For closing this activity, we will gather as a group at the carpet sitting in a circle. Together as a class we will sing Old McDonald Had a Farm. This will reinforce the animal noise with the animal. 7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? For students who seem to be struggling with the hand writing portion of this activity we will only expect them to trace the letters rather than trace and rewrite the word. For the students who seem to be struggling with the matching activity as well, we will gather as a small group and use the paper bag activity to reinforce the matching again.

b. Extension for students of high ability? For students are of higher ability they will create their own matching worksheet using additional animals and noises. Once they have made their own worksheet they will meet with another high ability student and trade papers to complete one anothers worksheet. TOTAL LESSON TIME: 50 minutes 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): Past practicum experiences matching activities Education 122 concept attainment Google.com/images handwriting paper