LESSON PLAN
CALENDAR
Date: September 11, 2007
Concept: Organization with Date and Time
Type of Lesson: Opening/Practice
Michigan Curriculum Framework Standards:
Social Studies I. CS 2. Use weeks, months and years as intervals of time.
Social Studies I. CS 3. Distinguish among the past, the present and the future.
INTRODUCTION
Management strategy for getting students’ attention: Mrs. Fahr or I will say something like, "Okay class, please look up here."
Anticipatory Set: After the students are by the calendar (see below) I will ask the student helper to join me. They are always interested in seeing who is the helper that day.
Learning Objectives:The student will be able to particiapte by answering oral questions about the date, month, schedule voluntarily.
The students will be able to read a calendar to determine such things as: the date, day of the week, month of the year, whether it is an even or odd day, and how many days of school have passed.
MATERIALS
I. DEVELOPMENT
Management strategy for transitioning students to activity: The students will come to calendar when I call them. I will move students if I need to to make sure they will not be bother be others, and praise those who come quickly and quietly to the “family room” and sit properly.
Input: Most
Model: I will say what I want to stiudents to say while they are saying it. For example, "Okay class, let's read the date while ___points. 'today is ____ the ___ day of ____, 2007. '" If they aren't participating, i'll prompt again.
Check for understanding: I will ask questions along the way and use wait time for all to process. I might say something like, "okay, think in your head, where do you look to find out the date?" and "how can you figure out when number tomorrow is?" Then I will call on students to check.
Management strategy for keeping students’ attention/getting students refocused: Usually, praising students who are on task works. If not, I'll use a silent reminder, say their name, move them to another spot, or give a warning.
II. GUIDED PRACTICE
Describe how you will guide students in their practice of the skill/concept that you are teaching: I like to have more students participate. I can't call on everyone for everything; we would be there all day. so that students can practice, I'll have then answer in a chorus or whisper the answer to a neighbor. PLus,m the student helper answers many questions with my prompts.
Management: The classroom has a necklace microphone which makes me loud, so I don't have to use my "teacher voice" too much. Since students are sitting on the floor listening and interacting a lot, it's fast paced. This prevents boredom and behavior issues.
Also, I try and place students in a spot where they can be a good learner and a good listener without bothing anyone else or being othered.
I try and redirect students who start talking to their neighbor by catching their eye and silently reminding them, or by saying their name and asking them to do what I need.
Some students are more of a challenge. With these I give clear behavior expectations, warnings, and consequences. And then I follow through
III. INDEPENDENT PRACTICE
Describe what you will have students work on independent of your help.
I will ask questions and have students give me answers. This will be done individually and chorally.
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.
This whole activity is review from previous days. We do this every day. The calendar and calendar skills (counting, naming, etc) is referred to throughout the day as well. For example, if a student wants to know what day it is, they may look at the calendar.
V. ASSESSMENT
Formal: The helper of the day will write the dates and “make” the calendar: show the day, move pieces to show today, tomorrow, yesterday, etc.
Informal: I will observe students and see what they understand based on the responses
Create a rubric.
VI. ACCOMODATIONS FOR STUDENTS WITH SPEACIAL NEEDS
Two specific ways:
The amplifier is used so that all students can cleraly hear me, which helps with processing and hearing difficulties.
I will also give directions is small, simple steps so that all can follow directions.
VII. ENTRY LEVEL STANDARDS
Upon completion of an approved teacher prep program, a person should have:
1. A. The abilities and skills necessary for effective communication.
5. C. The ability to maximize the use of instructional time by engaging students in meaningful learning experiences.
3. f. The ability to engage students in practical activities that demonstrate the relevance, purpose, and function of subject matter to make connections to the world beyond the classroom.
Rubric