Lesson Plan 1

Bring a hard-copy of this draft with you when you teach your lesson. After you present your lesson and collect the assessment data, complete the
lesson plan on the template below.

EDU 105 Lesson Plan

Name: Samantha Kohlbrecher Date: October 25th, 2018
Lesson Title: Pumpkin Picking Subject: Phonics
Age or Grade Level: Kindergarten Number of Student Involved in Lesson: Groups of 3 or 4, 19 students total
Time Frame: 15 minutes for each group
Learning Central Focus

Central Focus The central focus is for the children to be able to identify
What is the central focus for the content? ten sight words and find them in the pumpkin picking game
EdTPA Task 1 rubric 1 I have assembled.

Next Generation State Standards KRF2: Demonstrate understanding of spoken words,

What standard(s) are most relevant? syllables, and sounds (phonemes).
ELA:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standard KRF3d: Read common high-frequency words by sight.
s.pdf
Math:
http://www.nysed.gov/common/nysed/files/nys-next-generation-mathematics
-p-12-standards.pdf
EdTPA Task 1 rubric 1
Student Learning Objective(s) The students will be able to identify, sound out, and match
What are the specific learning goal(s) for student in this lesson? ten sight words with 70% accuracy by the end of the game.
Bloom’s Taxonomy link to action terms to embed in your objectives where
applicable. I will use direct instruction at the start of the lesson when
Blooms Link telling the children what is expected of them and how they
Bloom’s Action Verbs should play the game. The other strategy I am using is
authentic assessment to test the children while they are on
Evidence-Based Practices (2) their feet which will help them when they have to use the
words in the future when they are talking or writing.
What are the specific ​two strategies​ you chose for students in this lesson and
why? (Summarize the strategy’s intended learning outcomes)​*It is highly likely
that ONE of your strategies will be direct instruction.

Evidence Based Practice Link

https://docs.google.com/document/d/1_AnbKtjaEuvVGLkPk8Ubh3qoZloj39_YL
aWx1d8Jeok/edit?usp=sharing

Linking Theory to Practice This lesson will be using the theory of constructivism and the main ideas behind Vygotsky’s
Educational Theories theory by utilizing his idea of authentic assessment and action based learning. This means the
(pick a learning theory and theorist and game will be asking the children to identify the words while on their feet and reading them on
define (may pick more than one), then tell the spot while trying to match the word. This will allow the students to have better use of the
why it applies to your lesson words when reading and even be able to incorporate them into their own sentences.
implementation)
Theorist Link​s
https://docs.google.com/drawings/d/16ko-2-
2dn5g99HBR7j9CVGVCIUniae_pdvssHqQo
fao/edit?usp=sharing
Why are the learning tasks for this lesson
appropriate for your students?
EdTPA Task 1 rubric 3

Prior Academic Knowledge, Conceptions
and Requisite Skills
What knowledge, skills, and concepts must
students already know to be successful with
this lesson?
The students must already be familiar with the letters and sounds that are in the words we are
using. All of the students are on different levels, for example some of them are ENL students
which will make this activity more difficult for them. It may also be very challenging for the
students who are not yet able to blend sounds together to make words ro identify the sight words
without sounding them out.

What prior knowledge and/or gaps in

knowledge do ​these ​students ​(in your
classroom) ​have that are necessary to support
the learning of the skills and concepts for this
lesson?
(refer to your contextual factors
assignment)
EdTPA Task 1 rubric 3

Instructional Strategies and Learning Tasks

Description of what will you be doing and/or what the students will be doing.
Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and the
evaluation criteria/rubric in the resources section at the end of the lesson plan. Add as many as needed.
Type of Description of Modifications to the assessment Evaluation Criteria - What evidence of student learning
assessmen assessment(s) tools so that all students could (related to the learning objectives and central focus) does
t used– demonstrate their learning. the assessment provide? ​State specific criteria for success.

EdTPA Task
1 rubric 5

Pre-assessment: ​I For the children that are on a Describe the assessment: ​The students will have to read and
asked every child to higher level they will not only have sound out the words off of an index card and then again off the
read aloud the word to identify and sound out the back of the pumpkins when the game is finished.
before they went to go words, but they will have to spell
and find them in the them and use the word in a What must the students score on this assessment to be
pumpkin patch. sentence. The children that struggle successful?: ​They must get at least seven out of the ten words
more with the topic will only have to be successful.
Formative to identify the word without having
assessment: ​The to sound it out since they are not as
children will have to familiar with their letters and not
find the word in the able to use them as well as the
pumpkins. other students in the class.

Post assessment: ​The

children will have to
read off all the words
they have acquired and
sound them out to show
they know what sounds
all the letters make.
Differentiation/ Planned Support
How will you differentiate and
Multiple Means of Multiple Means of Multiple Means of
provide students’ access to learning
Representation Expression Engagement
based on individual and group needs?
(Presentation)
EdTPA Task 1 rubric 2
Review of UDL They will be written on the They will have to read and They will be running around
index cards and on the say the words aloud. trying to find the correct
pumpkins they will be word.
looking for.

Strategies for responding to

common errors and
misunderstandings (where is the
learning breaking down?).​

Make a prediction and give an example of a possible student error and how you might
address that disconnect:
The students might have trouble matching the words or remembering what the words they are
looking for are.

Academic Language Demand(s) – Discipline (Domain) Specific Language (ie Literacy, Math, Science ELA):
What are your List the words for each Tier.
students’ abilities with Since this is a basic activity to assess the students knowledge on the words there will only be Tier 1 words.
regard to the oral and ● I
written language ● A
associated with this ● Can
lesson and how will ● The
you address these ● Me
needs? ● My
See Tier 1,2,3 and 4 ● See
(common core ● And
handout on language ● You
on Angel) ● Go
Tier 1​ •Words used in
everyday speech •
Students with a
limited vocabulary
will need support
Tier 2​ • General
academic words
•Words found more
often in written texts
across disciplines
Tier 3​ •
Domain-specific
words •Words found
more often in written
texts within a specific
discipline
(refer to your
contextual factors
assignment)
EdTPA Task 1 rubric 4

Materials I will need ten index cards with the words on it and then I will need ten pumpkins that also have the words on them.
What materials does The students don’t need any materials for this lesson.
the teacher need for
this lesson?
What materials do the
students need for ​this
lesson?

Anticipatory Set I will tell the students that they are going pumpkin picking and tell them that they each get to pick a few words and
______2____ Minutes all at once they get to look for the word that one of them has picked.
How will you start the
lesson to engage and
motivate students in
learning?

Instruction If you are using direct instruction make sure you explain each of the steps in the model (RON GIR). Be sure to
_______10___ Minutes describe how you will model, provide prompts, and fade prompts.
How will you The students will spend this time picking words and trying to find them among the other words in the pumpkin
determine if students patch.
are meeting the
intended learning
objectives?
 Re-Engage If they struggle we will go over the sounds and how they sound when they put them together. This way the children
How will you revisit can use their prior knowledge to figure out what the words are.
or review for the
students who
struggle?

Closure Each student will have to sound out the words they have acquired and tell me what it says.
______3____ Minutes
How will you end
the lesson?

​Analysis and Reflection of Teaching

To be completed after the lesson has been taught *

What worked? What I think it worked really well that the children had the chance to move around and find the words. It gave them a
didn’t? How did you sense of excitement that they haven’t felt before when reviewing the words. I was more specific with the instructions
re-engage? and learned how to handle the lesson the more groups that I did the activity with.
EdTPA task 2 rubric
10, Task 3 rubrics
11, & 15,
Evidence of Student In general, what happened as a result of your instruction? (For example, were there any changes in the
Learning (including overall class average from pre-to
data) post- test?) What changes occurred in the individual pupils? Who did well, who didn’t do so well? Which
(be sure to imbed content/information/skills were learned well
your charts and and what was not learned as well.
graphs here) What things did you do that you believe contributed to your pupil’s success and/or difficulty? What did
EdTPA task 2 rubric you do well/or not so well?
10, Task 3 rubrics What effects, if any did the evidenced-based practice have on the pupil’s performance?
11, & 15 After we played the game, the students were able to identify the words a little faster and had an easier time
identifying sounds within the word. The above grade level students had little to no change but the ones who were
struggling more ended up doing better after practicing the words a few times. I think working on their feet with the
words was a really nice change and helped them to remember them more, rather than just sitting on the carpet. This
game gave them the chance to individually respond and gave me the chance to identify the students who needed
more help with the words.

Adjustments After looking at the pre-test results, it was obvious that some of the students needed to be more challenged than
What instructional others. This gave me a better idea of what students I should pair up to play the game together so it would not be
changes do you need unfair. It also gave me an idea of what students I should give more time to and which ones I should ask more
to make as you challenging questions to.
prepare for the lesson
tomorrow​ ​after
analyzing the pre-test
results?
How will you analyze
students’ use of
language to develop
content
understanding?
How will you explain
and provide evidence
of students’ use of the
language function,
 vocabulary, and
additional language
demand(s) in ways
that develop content
understandings?
EdTPA task 2 rubric
10, Task 3 rubrics
11, & 15

Proposed Changes. Consider the following in your response:

If you could teach this As a result of your personal reflection, what, if anything will you do the same and/or different in the
lesson again to this future? When thinking about the possible
group of students curricular or instructional changes, consider the following:
what changes would • Gaining and maintaining pupil attention
you make to your • Stating lesson goals more clearly
assessment and • Altering content (teaching more or less information, teaching to a different level of understanding
instruction? • Changing instructional pacing (going faster or slower)
What next steps will • Using more actual demonstrations of the skill or strategy
you provide for • Using more specific examples
targeted support to • Using more ‘hands-on’ activities
individuals and • Making directions/instructions clearer
groups to improve • Using more guided practice activities
their learning relative • Providing more frequent or specific feedback to students both positive or corrective feedback
to (a) the essential • Using small group format
literacy strategy (b) • Using more independent practice time
requisite skills? Why are you making such changes in subsequent practice?
EdTPA task 2 rubric What new skills/knowledge should you acquire as soon as possible?
10, Task 3 rubrics 11, How will you go about acquiring these new skills/knowledge?
& 15
 If I were to do the lesson again I think I would want to establish more ground rules for the children to
follow. This way it does not get as chaotic. I would also want to so the lesson with more words for the
students who are more advanced because the game became really easy after the first few words.

Reflection on Briefly discuss the alignment between your​ r​ hetorical choices​ and your students’ diverse needs.
Communication Do you feel you were able to adequately communicate with your students?
Demands What were some of the strengths and weaknesses of your communication?
What could you do in the future to enhance your communication with your students?
I do feel like I was able to communicate with the majority of my students. There were a few that I had more
trouble describing exactly what I wanted from them. After a few times explaining in different ways they
were all able to grasp what was expected of them.
Resources:
*Link each assessment (pre-post tests format used) and associated evaluation criteria/rubric, student samples etc below:

Samples of Scored Student Assessments (NO There are no graded assessments because all of the students have performed the pre and
NAMES) post-test verbally.
Scan as PDF file or photograph.