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PRACTICUM LESSON PLAN

DATE/SESSION: November 17th, 2016 PSU STUDENT: Andria Starr

This plan should include the following items:


Share the Learning Goals with your students AND Review Practicum Behavior Guidelines,
Get to Know You Activity (for those who now have a new student) OR lesson to match an
instructional focus from assessment analysis (for those who have the same students)
Shared Reading
o Day 1 (Aset)
o Day 2 lesson
Develop a lesson for a comprehension instructional focus goal OR a writing instructional focus
goal

Complete the following lesson plan elements for EACH required item above (except the
Learning Goals and Reviewing Guidelines).

Share Learning Goals AND Review Practicum Behavior Guidelines:


When first sitting down with your students, pull out the Learning Goals and Behavior
Guideline sheets. Review every behavior guideline on the sheet and ensure the new student
understands and agrees to follow them. With the Learning Goals, go through each item that
will be accomplished today. Give the student a brief overview of what they will be expected
to do. Throughout the hour, the student can check off the tasks as they are completed.

Get To Know You Activity


Getting to know you Venn Diagram
Have a large drawn out Venn diagram and have the children talk with each other about
themselves.
Brainstorm together on what they all have in common and their unique traits.
Fill out the diagram according to what you find out.

Objective/Evaluation/Common Core Standard:


TSW Listen to the first reading, engage in reading along the second time, and be involved in the
discussion. TSW also grow in their knowledge of rhymes and be able to match word cards
together into groups that have the same ending sounds. TSW also take part in finding rhyming
words in the poem and be able to explain why they rhyme.
Strand: Literature
Box Sub Head: Key Ideas and Details
Standard: RL.1.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson

Strand: Foundational Skills


Box Sub Head: Phonological Awareness
Standard: RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
A. Distinguish long from short vowel sounds in spoken single-syllable words.
D. Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
Materials:
Frog Poem
Highlighter tape
Sticky notes
Pointer
Word cards that rhyme
Marker and board
Blank note cards

The Plan:
Anticipatory Set: Day 1
Introduce the text by discussing the pictures, the author, and the title of the poem:
Today we are going to be reading and analyzing I Have A Little Frog. What do you
think this poem is about based on the illustrations? (I think it is about a frog! The frog
may have taken a bath! I see the word tiny, it's about a small frog)
Read the poem out loud. Model how to read by using finger and reading slowly.
Ask questions as reading to engage the students in predictions based on text and
pictures. What do you think will happen since he gobbled up the soap? (He will burp!
He will explode! He will die)
Have a short discussion about the poem? What did the children think of the story? (it
rhymes! It is silly! It is about a frog drinking water and eating soap!)
Read a second time, but invite students to read text with you. Ask questions and point
out things, We are going to read the poem a second time. This time I would like for you
both to try to read along with me to your best ability.
As you read, use your finger for one to one correspondence and read slowly for them to
keep up.
Ask questions along the way, if the next word needs to rhyme with Tim, what do you
think it should be? Swim! (they may answer falsely, but explain how rhyming works,
that the end sounds of words sound alike. See if they can come to the answer
themselves)
Engage the students in a short discussion to see if they noticed anything new. The Goal
is for the students to fully understand the poem.

Introduce the Lesson:


Today we will be looking at rhyming words. I will show some examples, and discuss
with you on what makes words rhyme and how to spot them. Then we will search
through our text to find more.

Instruction:
Teaching the Lesson:
Have you heard of rhyming in your classroom. A lot of rimes are seen in Dr. Seuss books and
many others. What makes words rhyme is based on the word endings. For instance: if I say cat
and hat, the endings sound the same, /c/ /at/ and /h/ /at/. Now if I have four words, for
instance: fluff, bay, puff, and hay. Which two words would rhyme? (they may get it wrong or
right). The endings are /uff/ /ay/ /uff/ and /ay/. What endings sound the same when you say
them to yourself. Go ahead and say the words out loud to yourself. Give other words for
practice also, write them down on blank paper or note cards for the students to look at.
Check for Understanding:
Have cards with words and pictures on them. See if the students can pair them up by which
ones rhyme.

Guided Practice and/or Independent Practice


Lets go through our poem now and see if we can find words that rhyme. Lets read it slowly
and pause at the end of each line. Read through and have the children point out the words
that rhyme. They may be correct or incorrect. Discuss with them why they are wrong and praise
them if they are right.
As they are pointed out you can use highlighter tape to highlight the words. Also when looking
at the words, ask, What part of the words make them rhyme? You can section off the word
with deletion tape or highlight the rhyming parts.

Closure
Go over the highlighted parts of the poem. Discuss how we found what words rhymed and
practice verbally with other words to show them what they have accomplished. Use
observation and note taking to document how they do throughout the lesson and what they
have learned.

Assessment/Evaluation:
Did the student take part in discussion of the poem? Was the student able to find at
least one pair of rhyming words in the poem? Did the child discover at least two
rhyming words using the word cards?

Objective/Evaluation/Common Core Standard:
TSW take part in a discussion about The Remarkable Friendship of Mr. Cat and Mr. Rat and be
able to answer deep and surface level comprehension questions.
Strand: Literature
Box Sub Head: Key Ideas and Details
Standard: RL.1.1 Ask and answer questions about key details in a text.
RL.1.3 Describe characters, settings, and major events in a story, using key details.

Materials:
The Remarkable Friendship of Mr. Cat and Mr. Rat by Rick Walton
Marker board and marker

The Plan:
Anticipatory Set:
Just like we have done before, we are going to do another read aloud. Its a cool book
and I really enjoyed it. Its about the friend ship of a cat and a mouse. How do you
usually think cats and mice get along? Usually they dont get along, huh?

Introduce the Lesson:


So, the boo we will be reading is The Remarkable Friendship of Mr. Cat and Mr. Rat by
Rick Walton. How do you think I know who wrote the book? (you looked it up; its on
the cover) Can you find where it says on the book? (front; back; inside). This book tells a
tale of two very different animals that live in the same house. Lets read to see how they
became friends, and what their friendship is like. When we finish I will be asking you
some questions about the story. I expect you to be able to answer some so keep your
listening ears open

Instruction:
Teaching the Lesson:
Pull out the book and give the introduction. Read the story aloud displaying one to one
correspondence to set an example. If Time allows, do a picture walk before reading. Let the
children try to figure out the story based on the pictures. They could be giving predictions.
When finished reading, ask comprehension questions to see if they were able to comprehend
the story. Take anecdotal notes to refer back on how well they were able to reference the
story.

Check for Understanding:


Ensure that the students are able to respond to comprehensions questions verbally. Some
questions may be:
Where does the story take place? (in a house, grandmas house, etc.)
Who are the two main characters, and what are their names? (Rat and a mouse; Mr. Rat and
Mr. Mouse)
What are some of the gifts that they give to each other? Who gets what? (mouse got cheese
and a cheese and sausage platter; Cat got ham, a catnip plant, and a dog).
On the second to last page, what do you think the blue gift is? (Umbrella, sword, bat).

Guided Practice and/or Independent Practice


Would you like to read it with me? If so, reread with them reading wit you.

Closure
Did you see how they became friends? Let the children answer (they gave gifts, they got
presents, they were never friends). They kept giving each other gifts. Giving is a nice thing to
do in life and one gives many times in their day to day lives. For instance: birthdays, Christmas,
and just because.

Assessment/Evaluation:
Did the child answer and take part in a comprehensive discussion? Did the child stay on
task when listening to the teacher read?

Would You Rather


Objective/Evaluation/Common Core Standard:
TSW take part in a fun discussion about what they would rather do between two given
ideas. They should be able to answer every questions, since they are opinionated.
Strand: Speaking and Listening
Box Sub Heading: Comprehension and Collaboration
Standard: SL.1.1 Participate in collaborative conversations with diverse partners about
grade 1 topics and texts wit peers and adults in small and larger groups.
A. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking
one at a time about the topics and texts under discussion).
B. Build on others talk in conversations by responding to the comments of others through
multiple exchanges.

Materials:
List of would you rather questions
Student participation

The Plan:
Anticipatory Set:
Introduce the new student to the old student and vise versa.
Discuss how the new child will be joining us for the rest of our time together.

Introduce the Lesson:


I would like to get to know you both better and this way you two can get to know each
other also. For this activity we are going to play Would You Rather. This is a game where I
list two things. For example, would you rather lick a trash can or lick a toilet? Then each of
us would answer with what we would rather do.

Instruction:
Teaching the Lesson:
Ask random would you rather questions and have each student, and yourself answer.
Laughs and discussion are allowed. Talk about why they choose what they did.
Here are some questions that can be used:
Food
Would you rather eat chips or candy?
Would you rather eat pizza or hot dogs?
Jobs
Would you rather be a firefighter or a police officer?
Would you rather be a chef or a waiter/waitress?
Would you rather be a teacher or a janitor?
Gross
Would you rather have smelly feet or bad breath?
Would you rather never have to shower again or never have to brush your teeth again?
Would you rather eat a grass hopper or a spider?
Would you rather lick your shoe or eat your boogers?
School
Would you rather get good grades or be a good athlete?
Would you rather go to the school in the summer and have the rest of the year off or go to
school during the rest of the year and have summers off?
Would you rather be the most popular kid in school or the smartest kid in school?
Hmmm...
Would you rather stay at your current age or be 10 years older?
Would you rather only be able to whisper or only be able to shout?
Would you rather be super strong or super-fast?
Other
Would you rather have the ability to fly or to be invisible?
Would you rather help set the table before dinner or help clean up after dinner?
Would you rather stay up late or get up early?
Would you rather jump into a pool of chocolate pudding or a pool of chocolate ice cream?
Would you rather have a pet cat or a pet dog?
Would you rather go to the dentist or go to the doctor?
Would you rather be outside all day or inside all day?

Check for Understanding:


Observe at how well they are engaged and if they are taking part in the activity.

Guided Practice and/or Independent Practice


The example in the beginning to show how it is played.

Closure
When finished the children and you can discuss what ones were funny, what ones were
their favorite choices. With each question the children can discuss why they chose their
answer.

Assessment/Evaluation:
Did both children participate in the Would You Rather activity. Did they do some discussion
on why they decided on their choices.

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