LESSON PLAN
Name Bingo
Date: September 25, 2007
Michigan Curriculum Framework Standards:
Content Standard 8: All students will explore and use the characteristics of different types of texts, aesthetic elements, and mechanics—including text structure, figurative and descriptive language, spelling, punctuation, and grammar—to construct and convey meaning.
Handwriting: Students will write upper and lower case manuscript letters legibly
INTRODUCTION
Management strategy for getting students’ attention: I will say something like, "quiet and pencils down, 5-4-3-2-1"
Anticipatory Set: I will discuss how we're studying names this week
Learning Objectives: The students will spell the names correctly and name them. The student will use correct penmanship to write each name.
MATERIALS
I. DEVELOPMENT
Management strategy for transitioning students to activity: As the students come to the group, I will instruct them to sit down in a circle.
Input: I will talk about how and why it’s important to learn to spell names correctly.
Model: I will demonstrate the correct way to print names on their bingo cards.
Check for understanding: As the children copy names, I will make sure they are writing them well and spelling them correctly.
Management strategy for keeping students’ attention/getting students refocused: As students get distracted or start talking, I will wait for their attention before I draw the next Bingo letter.
II. GUIDED PRACTICE
Describe how you will guide students in their practice of the skill/concept that you are teaching: As they write names and play bingo, I will make sure they can read the name they’ve written and see that their penmanship is done well.
Management: For recurring problems, we take away apples as a consequence for talking out or going against other rules. Minor behaviors can be dealt with verbal warnings, “teacher looks,” etc.
III. INDEPENDENT PRACTICE
Describe what you will have students work on independent of your help.
As I draw Bingo letters, they will follow along covering up letters. When they complete a name, the have to repeat the letters and name it spells.
IV. CLOSURE
Describe how you will draw the lesson to a close, and involve the students in review of the material. Describe how you might tie this lesson to future activities.
To review, we will read the names on the cards and clean up any markers they left behind.
V. ASSESSMENT
Formal: I can keep their bingo cards as a product of their handwriting and spelling.
Informal: I will be able to see what names they can read as they win at Bingo.
Rubric: See attached
VI. ACCOMODATIONS FOR STUDENTS WITH SPECIAL NEEDS
Two specific ways:
I will repeat directions, move seating arrangements and break directions into small chunks.
VII. ENTRY LEVEL STANDARDS
Upon completion of an approved teacher prep program, a person should have:
The ability to plan and use cognitive, affective, and psychomotor activities to maximize learning. (4 a.)
The ability to exercise good judgment in planning and managing time and other resources to attain goals and objectives. (5 b.)
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Student |
0: Handwriting is ineligible, little to no attempt at forming letters. |
1: Some letters can be made out, lacking in overall form and shape. Below expectations. |
2: Handwriting is average; letters are formed with little to no mistakes. Meets expectations |
3: Handwriting is uniform, well-shaped, exceeds expectations. |
Spelled Names correctly |
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Isabel |
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ü |
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ü |
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Trent |
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ü |
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ü |
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Bianca |
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ü |
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ü |
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Lindsay |
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ü |
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ü |
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Cole |
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ü |
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ü |
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Hunter |
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ü |
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ü |
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Makayla |
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ü |
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ü |
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Kevin |
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ü |
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ü |
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Dylan |
ü |
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James |
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ü |
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ü |
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Elliot |
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ü |
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ü |
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Anna |
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ü |
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ü |
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Carley |
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ü |
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ü |
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Austin |
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ü |
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ü |
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Lauren |
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ü |
ü |
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Schyler |
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ü |
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ü |
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Jeremy |
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ü |
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ü |
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Mattea |
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ü |
ü |
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Isabel |
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ü |
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ü |
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David |
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ü |
ü |
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Zane |
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ü |
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ü |
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Tyler |
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ü |
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ü |
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Drew |
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ü |
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ü |
Analysis of Student Work
Two students selected are Lauren and Anna. Lauren’s work is above expectations. She Followed directions, her letters fill the spaces provided, and they are nearly perfect according to the handwriting taught. Anna’s work is average; it meets expectations. Not all letters are perfectly formed, but all are legible with nearly perfect shape. This tells me that both understood the purpose of the boxes and how their letters were to be formed in relation to the lines. It’s apparent that Anna started to put two letters in one box; you can see she erased an ‘l’ from the second box on the line. This tells me that I could have been clearer with my directions (one letter per box) or that Anna did not hear me correctly.
Note: Anna received stickers for winning BINGO like Lauren; she just chose to keep hers.
Post-Teaching Reflection
The students responded well to this lesson. It was presented in small groups and I think we all like that better than the whole group because there is more interaction between me and them personally. They wrote their names as expected and then as they finished they were able to draw a small picture in the space below while we waited for others to finish.
As far as dynamics, it was interesting. Our class is divided into three reading groups, basically the low/at risk (3), average (2), and then the natural readers/high group (1). Yes, it’s ability grouping, but that lowest group is required to have an Early Success reading program as an intervention and this is the only way to do it. The middle group had the harder time staying on task. They are also the largest group, and sometimes it just seems like the want to talk. As a result, some of them missed letters as I called each one out so they could not cover their space with a marker. So some missed a “bingo” when they could have won. It’s a natural consequence to talking instead of listening.
If I did this lesson again, I would model what I want from them more and then try to pick up the pace. I felt like I spent a lot of time waiting for them to fill out bingo cards. I also would like to use more names, but I concentrated on just these four because that was what we were studying. For my next lesson, I will make sure I have a better container for my bingo markers. I used an envelope, and that just didn’t work well.
The second, third, fourth, and fifth column relate to the second objective and GLCE I stated. I stated that they should use correct penmanship, and this is evaluated in my rubric on a scale of 0-3. The sixth column relates to the first objective, spelling the name correctly. This is a “hit or miss” evaluation. Either they spelled the names right or they did not.
I don’t think I would make any changes to my rubric. I think it’s easy to read. In the future, I would like to integrate all my classroom data into excel spreadsheets that will automatically average and track grades. For now, this chart is fine. I would improve my objectives by taking out all the wordiness in the first one when I just want it to relate to spelling. Overall, I think this is a well developed lesson and rubric.