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Subject / Course: Language Arts/Jolly Phonics TC Name: Jenna Duncan Grade Level: JK Date: November 12, 2008Topic: Environmental Print/Media Literacy Time of Class: 9:15-9:55 (morning routine
will be conducted prior to lesson)AT Name: Janette Hughes Room # / Location: 116
1. Instructional Expectations and Opportunitiesa) Expectations: (approx. 1-3 expectations from the Ontario Curriculum that could be assessed)
View and listen to a variety of media material (specifically advertisement logos for this lesson).
Communicate their ideas verbally and non-verbally about a variety of media materials.
*these expectations come from the Ontario kindergarten curriculum.
b) Opportunities: (approx. 2+ other learning opportunities such as other expectations not assessed, other learning that happens as a result of the lesson e.g., organization, group, listening, co-operation, reading, writing skills etc.)
Social skills- Listening – students will be on the carpet and this lesson requires them to be listening in order to respond to what is asked.
Social skills- Co-operation- students will complete a worksheet after the lesson in which they will need to share materials such as pencils and erasers.
Knowledge- Oral understanding- students will orally identify what the logo is, and respond to questions.
2. Preassessment and Accommodations/Modificationsa) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g., include academic, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will differentiate learning for each student and/or type of need – N.B. use initials of students rather than full names)
Preassessment: Accommodation/Modification:
Academic Needs: Students will need to identify the letter T as well as the sound it makes.
Behavioural/Social/Emotional Needs: Students need to be reminded about listening on the carpet. Some students should not be placed together as they have difficulty paying attention
Review jolly phonics sounds S,A,T with students to help reinforce the letter recognition.
Review rules for listening as well as place students in specific spots away from any distractions.
Needs to be engaged with lesson as well as able to move after
Faculty of Education Lesson Plan Template
Associate/Advisor Comments:
Physical Needs: Active class
Diversity Needs: None that I am aware of.
from sitting on the carpet into group work formation.
b) Learning Environment: (describe the learning environment such as the set up/location of desks, where audio-visual equipment will be, where the teacher stands, where the students are working etc. – you may wish to include a map/layout of the classroom on a separate sheet and reference it with modifications if lesson changes)
The lesson will follow after morning routine/calendar-students will already be on the carpet sitting in a semi-circle and I will be at the front of the classroom. When the students are quite and ready, I will hold up the letter cards and ask them to identify the letter. I will also stand at the front of the class when we do the jolly jingle sounds S,A,T. Once the actual lesson begins I will be just to the side of the display chart so students can see the logos and I can assist if necessary. When the lesson is finished I will call out student’s names if they are sitting quietly and ask them to go back to their seat at the tables. While the students are working at their tables I will be circulating around the classroom to see how students are doing.
3. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens, books, maps, videos, posters, lab materials, handouts – include name of handout and number of copies, etc.)
- Logos taken off google approximately 6 images- Pencil caddys at each table 4 in total with 22 pencils and 22 erasers (6 items per table) and a variety of
crayons in each bucket.- 22 worksheets (The letter “T”)- A pointer to point to the logos - Jolly jingles CD- Letter cards
4. Content and Teaching Strategies of Lesson a) Overview/Agenda/Review(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard as an agenda for students and you to follow, you may also choose to consider a review of previous day’s work)
- Attendance- Calendar- Letter recognition- Jolly jingles review - Logo identification- Worksheet
Associate/Advisor Comments:
b) Subject Content and Teaching Strategies (This section includes the details of the lesson’s subject content and how this content will be organized and implemented for student learning)
I. SUBJECT CONTENT (only list content related material – NOT how you will teach it; this section is a reference section for you, the teacher or anyone else who uses your lesson plan, regarding content; might include diagrams, facts, maps, definitions, terminology, examples, anything that may be necessary for you to understand to address students’ questions, extend their thinking or scaffold learning;)
Content Name Content DetailsJolly jingles Songs which illustrate the sounds of the letter students are working on.Environmental print
Are the images we encounter every day, they include signs, food labels toy brands, commercials etc.
Calendar Count the number of days on the calendar then go through the pattern of horn, pumpkin, pumpkin.
Weather What does the weather look like outside today use pictures and words.
II. INTRODUCTION (motivational start, minds-on, hook, etc.) (describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity, a hook or an activity that will pull learners into lesson – ensure you provide a step-by-step description of this introduction with an approximate timing)
Item Description TimingJolly phonics recap
I will hold up the letter cards and have students read off the letter and see if they can do the sound that goes with the letter.TC- represents what I would say during the lesson and AR- represents the anticipated response from students. TC- alright boys and girls we are going to do some jolly phonics now, can someone sitting nice and quietly with their hand up tell me what letter this is (hold up S card)AR- STC- and what sound does it make?AR-SSSSSSTC- great jobTC- now what letter is this? (hold up A)AR-ATC and what sound does A make?AR-AAAAAATC -ok now last one, everybody tell me what letter this is (hold up T)AR- TTC-Great and what sound does T makeAR- TTTTTTC- well now that you know the letters we are going to sing our jolly phonics (put on the CD and play tracks 1-3)TC -I would like everyone to sing along and do the actions.
9:15am- 9:20am (prior to lesson we will already be on the carpet)
III. INSTRUCTION ( this details how you will organize the content for student learning; include strategies and EXACT sequence of instruction; similar to a script—your statements, actions, students’ actions, transitions, distribution of material, guiding questions AND students’ anticipated responses; include sufficient white space for easy reference; include approximate timing) AND
IV. APPLICATION (How will the students apply their new learning? This typically follows Instruction BUT it could be incorporated as part of the Instruction. Examples include role playing the parts of a cell, solving problems, worksheet, labelling a diagram, making a model, creating a mind-map, etc.)
Item Description TimingLogo recognition TC-now that we know the letter T and the sound it makes we are going to look at
some words with the letter, and I know you have been working on environmental print with Mrs. Wheeler so today we are going to look at some words you might see every day.
Place logo cards in the display chart one at a time when introducing the words.TC-represents what I would say and AR-is the students response.
By doing an activity where I present the words 3 times but in different forms than the original it will allow to see if students recognize the word or if the changes are too drastic and they only recognize media’s version of the words.
TC- what is this word (point to STOP)AR-stopTC-Good, where do you think we would see that sign?AR- On the roadTC-Yes that’s right...What about this one (point to exit)AR- Exit TC- Good work, where would you see that sign?AR-By a doorTC -And what does it tell you?AR- it tells us to go outTC- Good job, ok now what word is this (point to kit kat)AR- kit katTC -and how many T’s are in kit kat?AR-2TC-very good, If I wanted a kit kat where would I find oneAR- at the store or on TVTC –why do they have it on TV?AR- So we buy itTC- That’s right commercials on TV tell us about things so we buy them TC- Let’s see if you know this one (Toys R us) AR- Toys r us TC-Great job what it Toys R UsAR- It is where I get toys they have lots of toysTC- Do you like going there?AR- Yeah TC- Why do you like going there?AR- Because it is fun and they have cool colours and toysTC- Boys and girls would you go if there were no toys or fun thing or cool colours?AR- NOTC-Stores make the inside nice and colourful so you go shop at themTC- I spy a word where I can get food...someone sitting quietly tell meAR- Tim HortonsTC- and how many T’s in Tim Hortons?AR-2TC- what do they have at Tim Hortons?AR- Doughnuts and timbits
9:20am-9:40am
TC- how do you knowAR- Saw on TVAnd I went there they have it on the sign.TC- Signs help us see things just like how our EXIT sign tells us where the exit is.TC- and the last one what does it say? (Treehouse)AR- Treehouse TC- what is Treehouse AR- It is a TVchannel I watchTC-Good work JK’sMiss Duncan has changed the way the words look so I need you JK’s to tell me what they say.Note: repeat words this time in black and white then typed out examples to see if they can recognize the words without their logo writing and colour.Jk’s you did a great job with these words what are some other things that begin with the letter T (think about the grocery store, TV, Restaurants) AR- Teletoon on TVTC- that’s a good oneAR- TransformersTC- what are those AR- toys that change shapesTC- good job what are some moreAR- we have taco’s that starts with “t”TC- that’s right taco starts with TTC-boys and girls the words we have read today are words we see all around us when we go outside like STOP when we are watching TV commercials on Treehouse or teletoon and at the store buying toys or food with the letter t, we are going to do an activity worksheet for the letter T
Once carpet activity is done tell students they are doing a worksheet and they have to circle the words with the letter T or the T sound. Model circling the correct words then have the students go to tables to work on worksheet. Select students to go back by the way they are sitting if nice and quiet with bum on carpet ask them to go back to tables.
Worksheet Hand out work sheets once students are seated, tell them to put their name on it and once they are all finished they may colour. The work sheet requires students to circle the words with the letter T or the T sound. As I circulate I will be making sure students have put their name and praise then for working well if they are. EX. I like the way so and so is working nice and quietly and they wrote their name in their best printing.
9:40am-9:55am
V. CONSOLIDATION (This consolidates or “firms up” the concepts taught. It wraps up the lesson, allows for class feedback, reviews key concepts and summarizes, confirms learning. This is not the same as application. It is a “wrap up” or a “what did we learn” component. Puts closure to the lesson.)
Item Description TimingSound of the letter T
While students are working I would get their attention and ask everyone to tell me what sound T makes. The worksheet also assists with consolidation as it reviews what we just did in circle. This lesson increases students awareness of the media around them with specific reference to the letter T
9:35am-9:45am
5. Assessment and Evaluation(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students’ learning and addressing the Ontario curriculum expectations? What formative and summative assessment should you include? – e.g., sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)While on the carpet students would be assessed orally based on what they say and how they respond to the letter cards and jolly jingles. Students will also be assessed based on their worksheet and how well they were able to complete the task. See rubric attached for marking scheme.
6. Reflectionsa) Effectiveness of Lesson
What was effective / ineffective in your lesson? – include at least 3 lesson elements that were ineffective / effective? or What went well in your lesson? or What did not go so well? or What did the students enjoy? How did your planning or delivery turn out? Did your teaching / learning strategies work effectively or not for subject content and class? Consider the entire lesson and the reaction of students.
How do you know? Provide evidence from student work, student questions asked and informal assessment. Think about examples of how the lesson progressed, engagement of students, flow of delivery, time management.
Next steps? Indicate what steps you are going to take to continue to work on your three elements identified. What are you going to do differently in the future, what do you need to discuss with your AT/FA, what do you need to learn more about, what are your next learning goals and activities?
What was effective / ineffective in your lesson?
How do you know? Next steps for improvement?
b) Effectiveness as a Teacher
What was effective / ineffective about you as a teacher? – include at least 3 teacher elements that you did that were effective or ineffective. Did you ask good questions? Did you motivate students? What did YOU do well? This would be a section describing your strengths and areas for improvement – volume, eye contact, body language, questioning skills, responding to questions, comfort with material, confidence, delivery, board writing, vocabulary.
Associate/Advisor Comments:
Associate/Advisor Comments:
How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think about examples of what you said, did, reacted to, felt as examples of your three elements. Next steps? Indicate what steps you are going to take to continue to work on your three elements identified. What are you going to do differently in the future, what do you need to discuss with your AT/FA, what do you need to learn more about, what are your next learning goals and activities?
What was effective / ineffective about you as a teacher?
How do you know? Next steps for improvement?
Colour images
Black and White
Typed Text
STOP
EXITKit KatTOYS “R” USTim Hortons
Treehouse
The Letter T
Name:___________________________
Circle the words which have the letter “t” or the sound of “t” in them.
STOP Ball
ManTreehouse Kit Kat
EXIT
School Who
Rubric for MarkingStudent Name Oral responding Worksheet
Levels for Oral Assessment1- Not responding to sounds or letter recognition2- Limited response to letter recognition3- Good response to letter recognition4- Excellent response to letter recognition
Levels for Worksheet1- Requires assistance always2- Sometimes requires assistance3- Rarely requires assistance4- Does not require assistance