Sie sind auf Seite 1von 4

Jessica Rahn

Carrie Farley at YCP


2/14/2017 afternoon class
2/7/2017
LESSON PLAN OUTLINE
JMU Elementary Education Program

A. TITLE/TYPE OF LESSON

I will be doing a read aloud lesson. I will read the book is Carrot Soup then follow the book with an
activity where the class makes their own soup recipe.

B. CONTEXT OF LESSON

The students in this class love books about soup. Also this classroom is learning about grocery stores,
which makes this book appropriate for this classroom. This lesson fits in because the book appeals to
the childrens interest and goes along with what they are learning in the classroom. The book is
developmentally appropriate for this classs read aloud.

C. LEARNING OBJECTIVES
Understand The students will Know The students will know Do The students will do an
understand the text that is read how to relate the text read aloud to activity after that will show that
aloud. what they are learning in the they listened to the read aloud.
classroom.

D. ASSESSING LEARNING

The way I will assess to make sure all of the students have achieved the objective of listening with
increasing attention is when the student adds an ingredient to the soup recipe.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

For Pre-school I used the Virginias Foundation Blocks of Learning; I chose to focus on foundation
block one, oral language a) listen with increasing attention to spoken language, conversations, and
texts read aloud. I want the students to listen to the story then be able to apply the story to what they
are learning in class so after they will be able to add an ingredient to the soup recipe.

F. MATERIALS NEEDED

I am responsible for securing the items needed for my lesson. The items that are needed are the book
Carrot Soup, the labeled pieces of paper, and a large piece of paper for the recipe.

G. PROCEDURE

1. All of the students will come to the carpet and sit at the edge of the carpet.
2. Once seated, I will read the title Carrot Soup. Then the writer and illustrator.
3. Then I will begin to read the story.
4. On the second page I will point to each carrot the book is referring to on the page.
5. On page eight I will ask the students if they know what the rabbit is pushing. The rabbit is
pushing a wheelbarrow.
6. On page eleven I will ask the student what they think happened to the carrots.
7. On page thirteen I will ask what emotion does the rabbit have? The answer is anger
8. On page eighteen I will ask the students what do you think happened or happens to the
carrots?
Jessica Rahn
Carrie Farley at YCP
2/14/2017 afternoon class
2/7/2017
9. On page twenty-two I will ask the students what emotion does the rabbit demonstrate?
The answer is sad.
10. On page twenty-four I will ask the students what do they think will happen?
11. At the end of the story I will share the recipe that is on the last page.
12. Then I will ask the students if they think that carrot soup recipe would be yummy.
13. For my follow up activity the students and I will make our own soup. Each student will
add one ingredient to the soup. I will have cards labeled with different ingredients.
14. Then I will go around and ask each student what they are adding. I will write down what
the students add to a large piece a paper that can be displayed.
15. For clean-up I will pick up the unused paper labels and put the book away.

H. DIFFERENTIATION

With the read aloud I will make sure that all the students are paying attention to the story. I can do this
by asking specific students a question or their thoughts. With the activity to follow I will make sure
that all students understand how we will be making the soup recipe. If needed, I will do the first one as
an example.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

If the students ask too many questions or share long unrelated storys and I, as the teacher, have a hard
time reeling them back into the story. The way I would avoid this is to say thats a great story, but
lets get back to this one showing the book.
Jessica Rahn
Carrie Farley at YCP
2/14/2017 afternoon class
2/7/2017
Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.

My actual teaching differed from my lesson plan before I read the book. When I was creating the follow
up activity I saw that what I did would work better. Which would be to have category of ingredients and
have each child add an ingredient. This was similar to what I planned but the categorys created a full soup
recipe.

II. Based on the assessment you created, what can you conclude about your impact on student learning? Did
they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are
valid?

I think I impacted the students learning because they lessoned and made guesses about the book. The
students also were able to make their own recipe. The students thought about the ingredients and
compacted the soup recipe to their real lives. The evidence I have to make conclusion valid is that the
students made a soup recipe and compared the ingredient to the book and real life. For example, one of the
students added carrots to the recipe then said just like in the book.

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.

Another way that I could incorporate developmentally appropriate practices is having the book centered
more around predictions and emotions. The book has great times to ask what do you think happens next
and what emotions are shown on this page.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?

Based on the assessment date I collected I would find more book that have recipes and what happens next.
The students enjoyed making the recipe and made connections to the book. Also while I was reading the
students were making amazing predictions. I think I would center the next activity around those interests.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?

The children surprised me when I was reading this book. I asked the students what do they think will
happen next. I did not think that a student would have the correct prediction. Which one student had in the
class. I think that reinforced that children are smarter then you people think.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

I think that I learned that lessons can change before I enter the classroom. I think that I switched up this
actity and it worked out for the best. I think the students were able to understand the activity and not be
overwhelmed. I think that as a teacher being able to accept changes instead of following whats on paper
will make teaching more real and fit the needs of the students better.
Jessica Rahn
Carrie Farley at YCP
2/14/2017 afternoon class
2/7/2017
VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?

I have been struggling with the idea of teaching this semester. I think planning and reading this book to the
students I had my last practicum with reinforced that I can do think and I can be a teacher. The students
lisoned and participated in the follow up activity. They also had smiles and gave me huge hugs at the end
saying they loved the book. Which makes me think I can do this.