Lesson #2

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Emily Gabur

Grade Level: Pre School
Subject: Table Activity-Rainbow Writing
Date:1/22/2019
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
 Construction Of Knowledge: Thinking and Reasoning: Goal CD-2: Through their
explorations, play, and social interactions, children recall information and apply it to
new situations and problems
 Approaches To Learning: Initiative, Effort, Engagement, and Persistence: Goal AL-3:
Children demonstrate initiative and effort in play and everyday tasks.
 Approaches To Learning: Risk-Taking, Problem-Solving, Flexibility and Resiliency: Goal
A:-6 Children are willing to try new and challenging experiences in play and everyday
tasks

List the Rationale (cite theories or theorists):
 Lev Vygotsky believed that children learn actively and through hands-on experiences.
Vygotsky viewed learning as an inherently social process, and was known for
understanding that interacting with others, learning becomes integrated into an
individual’s understanding of the world. Vygotsky’s zone of proximal development
which is the gap between what a person can do with help and what they can do on
their own will be prevalent throughout this lesson, and from this the students will be
able to progressively learn and increase their knowledge and skills.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
 Students will correctly state words that start with the letter “S”
 Students will correctly state words that start with the sound the letter “S” makes
 Students will identify where we start our letter
 Students will pick out five colors and write the letter S correctly.
  Students will identify the five photos of objects on the bottom of the page, cut them out,
and glue them on the paper around their rainbow “S”; all going the correct way
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

 These learning objectives are appropriate for the development level of the students
because at this age the use of repetition, fine motor, coloring, and identifying objects
that start with that phonic sound is vital to the foundations of this development stage.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs,
including those of gifted students, those of students’ physical needs, and those due to cultural
characteristics).
 In this classroom there are five boys and one girl.
 The special needs present throughout this classroom include Speech and Language
deficits, and developmental delay.
 Related services are provided for Occupational Therapy for two students
 There is one student on medication for ADHD
 The students are between the ages of four and five years old
 They are all Caucasian.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
 Student A is a four year old boy who likes having control, and dictating what his friends
should do. He likes to finish things first, and gets agitated when others finish before
him. He enjoys playing in the block area, and for the most part plays well with one
other peer present. He is on medication for his ADHD, and is working on using his
inside voice. He goes to speech twice a week, as well as OT one time weekly. He can
trace the letters of his name, the letters of his name, and can rote count to 13. Student
A is is working on sitting quietly when the teacher is talking when the teacher is
talking, as well as using his manners when communicating what he wants/needs.
Student A can also identify colors red, orange, yellow, green, brown, and black; as well
as all shapes. Student A is on an IEP for Developmental Delay.
 Student B is a four year old boy who is friendly, and enjoys being silly with his
classmates. He is pulled from class for speech therapy twice a week. He loves the color
green, and takes his time to complete his work. He loves listening to books being read
to him, and plays appropriately with his peers. He knows numbers 0,1,2, and 3, and can
 trace the letters of his name. He needs supplemental help when completing group table
time activities, and uses appropriate communication skills when he needs something.
Student B can become frustrated when something gets difficult for him, but with
guidance he persists through the activity. This student can identify all shapes except
oval. Student B is on an IEP for Speech.
 Student C is a five year old girl who communicates well what she wants. She can trace
the letters in her name and identify them. She can name all shapes, and can identify
numbers 1-5,7, and 8. This student is friendly, and enjoys playing in the dramatic play
center the most. I know when this student is not feeling well, or herself because she
becomes very clingy and demands she needs attention on specific things she wouldn’t
normally. (Ex: writing her name, and coloring in a shape) She is attentive at circle time,
and likes when we sing and dance. Student C is on an IEP for Developmental Delay
 Student D is a five year old boy who is very active five year old boy. This student can
identify the letters in his name, as well as how to trace the letters in his name,
assemble it, and can identify all colors. Student D needs action and movement after
sitting for a period of time, and enjoys being silly with his friends. This student gets
pulled from the classroom for Speech twice a week. This student follows routine and
one-step directions well. His favorite center is the block center, and loves playing with
magnetic tiles to build skyscrapers. He needs more verbal prompts for behavior than
the other students do, and likes to compare his work to his friends. He uses his
manners, and is on an IEP for Speech.
 Student E is a four year old boy who is quiet, and follows directions promptly.. The
student is shy, and most times will not verbally say what he needs help with. This
student can identify the letters in his name, and trace them. He can also identify all
colors, and numbers 0,1,2,3. This student participates willingly, and is engaged
throughout circle time. This student can identify the shape of a circle, square, rectangle,
and triangle. He plays well with his friends, and especially likes participating in gross
motor activities. Student E is on an IEP for Developmental Delay.
 Student F is a five year old boy who is energetic and enjoys playing with his friends. He
can identify all shapes, and colors. He knows numbers 0-5,7,8, and 10. He can rote
count to 12 and can identify the letters of his name, as well as trace them. He actively
participates in table time activity, and circle time. He is engaged throughout
instruction, and follows verbal redirection well. Student F gets pulled for speech once a
week, and is on an IEP for developmental delay and language. This student
communicates what he needs and wants, and has age appropriate fine motor skills.
Student F is on an IEP for Speech and Language.
List the materials/resources you will need to teach the lesson.
The materials I will need to teach this lesson includes:
 The rainbow writing worksheet “S”
 A large white board to show examples and non examples
 A whiteboard marker
 Scissors
 5 different colors
 Glue
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson and explain how it will enhance instruction and student learning.
 I will not be utilizing technology throughout this specific lesson. In this preschool, they
do not use technology before, or during table time activities; therefore I will not be
doing something out of their normal routine.
 In my future classroom I would use the smartboard to look up the letter S on youtube. I
will use the “Have Fun Teaching Classic Mix Letter S.” I would show them this video as
a resource of technology.
Accommodations: Base this on the information you provided for Classroom
Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students’ learning, culture, language, etc. *
 The accommodations I will provide will depend on each student’s individual needs.
 These accommodations include:
 Verbal prompts
 Physical gestures of pointing and cuing
 Scaffolding the students learning
 Helping organize their letters correctly
 Providing assistance on their cutting along the lines
 The use of visual supports and examples
 Supplemental support for the students who need it, and encouragement.
 Visual prompts
Pre-Assessment: Describe the instrument or process you will use to measure students’ level
of understanding toward the learning objective(s) prior to teaching the lesson.
 For the Pre-Assessment, I will ask the students what letter makes this sound “ssssss”
 After that, I will ask them to draw it on their mini white-boards. I will then
 comprehend what students understand how to write the letter, and which ones do not.
I will also be able to gauge how to deliver my lesson better from these pre-assessment
results.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
 The pre-assessment will help me to gauge where my students are at, and how I can
individualize the instruction process for each one according to their needs. This will
help me to differentiate the instruction, as well as adapt it to the students’ individual
requirements.
 The pre-assessment will also help me to realize which students need supplemental
instruction in learning the letters in their own names.
Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
 The classroom management strategies I plan to utilize are as follows:
 I will create an attention grabber to start the lesson, this will engage students in the
upcoming activity by getting them excited about what we are going to create.
 The use student-friendly language: It is important to utilize student friendly language
at this age. By doing this, you are giving the students an opportunity to comprehend
what you are saying in their own ability.
 Move at a brisk pace to encourage engagement throughout the lesson: Anita Archer
believed that by moving at a brisk pace, you will keep the students attention, and as a
result there is less time for them to perform negative behaviors, and not be engaged
throughout the lesson. This strategy also helps your time management with the lesson.
 Utilize efficient wait time: It is important to use effective wait time so your students
can complete the task without feeling rushed, and have time to think about what they
are doing. This also helps me see who is struggling so I can provide some extra support
if needed.
 Allow for the students to make text to life connections: In early childhood, it’s
important for students to make a life to text connection. Students learn best when
activities and lessons are meaningful for them, and one way for that is to allow them to
connect what we are doing in the classroom to their individual lives and interests.
 Utilize one-step re-direction statements when needed: It is important to keep your
directions short, and concise. By doing this, you won’t confuse your student on what
 you are expecting, and it allows them to follow the one step re-directions easier than a
long, wordy, sentence.
 I will also use Anita Archer’s strategies of:
 Examples and non-examples: this strategy shows the students what they should be
doing, and provides evidence of what they should not be doing.
 Positive praise (praising the behaviors I want to see, and not giving attention to the
negative behaviors) If I provide positive praise, and positive behavior supports, the
students will understand what behaviors and actions are acceptable, and replica what I
am praising.
 Repetition of directions and expectations: Repetition is always a good way of
reinforcing what you want to see, and gives the students an opportunity to hear the
content and directions again.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective.
 I will begin the lesson by showing the students the letter they are going to write. I will
talk about the letter and provide some examples of what kind of objects start with this
letter/sound.
 I will then move into writing the letter. I will ask the students where do we start when
we write our letters? (At the top)
 I will put my marker at the top and say “big curve this way, big curve that way”. I will
do this multiple times for the students to watch me, and for them to draw in the air.
 After I do this, I will write some examples and non-examples on the board. I will start
by writing a letter S (by starting at the bottom) and then I will ask the students “Is this
a good one?!” I will then write a letter S the correct way and ask “Is this the right way
to write an S?” They will say yeah!
 After I provide some examples and non examples, I will ask them to get out five colors
from their color bags, and begin on writing their “S’s”
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
  We will start by tracing the letter, and I will provide feedback for each student on how
they are doing. This could be a verbal prompt, a gesture of where to go next when they
start, or even a reminder on how to hold their crayons properly.
 I will have them trace it once for me, and once without any verbal prompts or gestures.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives?
 The students will trace their letter S with five different colors.
 After the students are done tracing their letter five times, they will cut out the picture
objects on the bottom of the page.
 They will then take their glue stick and glue the object photos to their page
 Lastly, they will turn their paper over and practice writing their names on the back of
their worksheet.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
 To close this lesson, each student will have the opportunity to come up to the board
and write an “S” on the large whiteboard. This is a good opportunity for generalizing
the skill, as well as good practice for them to repeat what they just learned. We know
that students at this age can learn a lot from their peers, so it also allows provides an
opportunity for that growth as well.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will
use to measure students’ level of understanding toward the learning objectives after teaching
the lesson.

 The results of the post assessment were as expected. Three out of the four students
that took part in this lesson could correctly write an “S” after we completed this lesson.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson
plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

 The results of the post assessment were as expected. Three out of the four students
that took part in this lesson could correctly write an “S” after we completed this lesson.
 The students can correctly state words that start with the sound the letter “S” makes
 The students correctly identified where we start our letter
 Students will identify the five photos of objects on the bottom of the page, cut them out,
and glue them on the paper around their rainbow “S”; all going the correct way

Reflect
Reflect on your instructional strategies, interactions with students, and classroom
management strategies. Describe what went well and what areas you need to revise in the
future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would
you make each revision? Cite examples from the lesson plan, video and/or student work that
would prompt revisions.
 This lesson went very well. A piece that made it so successful was the use of vocabulary
I believe. I used the correct vocabulary and terms for the students to understand where
to start the S and where to go from there; and I believe that was a huge success. The
students kept repeating the steps in how to write their “S”
 I also utilized classroom management techniques well too. I used proximity to keep my
students on task, as well as used context clues and questions to get them engaged in
the lesson and to keep them on task, and utilized Anita Archer’s methods of provided
examples and non examples.