Standard 4
Title: Lets Help Lesson Plan
Date: 12/2/2013
Artifact Description:
My artifact for this experience is a first grade reading lesson plan based on the Wonders reading curriculum. The lesson introduces the topic of helping out in the community. Students are engaged in discussion about helping others and why it’s important. Students read a variety of genres of text from nonfiction to fantasy. The lesson incorporates interactive learning with use of the smart board, read aloud, turn and talk, and shared reading.
Alignment
Wisconsin Teacher Standard Alignment
I believe this lesson plan best aligns with standard four of the Wisconsin Teacher Development and Licensure Standards which states: “The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving, and performance skills.” This lesson plan aligns with standard four because I used a variety of instructional strategies such as the smart board, read aloud, turn and talk, and shared reading to encourage children’s development of critical thinking, problem solving, and performance skills. We used the smart board to watch a video of how students helped out in their community. We also read our lightening words on the smart board focusing on fluency and togetherness. Students used turn and talk to discuss the two vocabulary words (leadership, admire) and what those words mean to them. The read aloud introduced students to Martin Luther King Jr. and how he helped others. Students then discussed problem solving by thinking of ways they could help others in need. The shared read encourages students to read orally with their classmates. Using multiple instructional strategies allows me to differentiate my teaching for students of different learning styles.
UW-Platteville School of Education Knowledge, Skill, and Disposition Statement Alignment
I believe this lesson plan best aligns with KS3.b. of the UWP School of Education Knowledge, Skill, and Disposition statements which states: “The candidate’s questioning techniques and instructional strategies are of uniformly high quality with special attention given to available time for student response, varied levels of questions, and adequate student involvement in the discussion/instructional process.” This lesson plan displays my questioning techniques through the use of the smart board, turn and talk, and readings from text. I take pride in using third and fourth level questioning that requires students to think and respond with a thoughtful intellectual answer. The procedures in this lesson plan are evidence that students are involved in the discussion and are offered time to think and respond.
Secondary Alignment:
KSD3.d: Provides Feedback to Students
KSD3.e: Demonstrates Flexibility and Responsiveness
Reflection
What I learned about teaching/learning:
I learned that using a variety of instructional strategies offers students of different learning styles an opportunity to be engaged in the classroom. Students may benefit from the smart board while others may not. I learned to balance my instruction to engage all students. I learned to allow time for students to respond by asking others to think during that time as well. Teaching and learning with technology, manipulatives and a variety of strategies is much more enjoyable and meaningful for students and teacher.
What I learned about myself as a prospective educator:
I learned to plan for as much as possible throughout the day. If I didn’t get to something I saved it for the next day. There were many times when I adjusted my plan because of what I observed from my students. Using formative assessment helped me determine which students understood the material and which needed small group or individual instruction. I learned to be flexible and to respond with a positive attitude.
/uploads/7/2/8/5/7285013/lets_help_lesson_plan_s4.docx
Date: 12/2/2013
Artifact Description:
My artifact for this experience is a first grade reading lesson plan based on the Wonders reading curriculum. The lesson introduces the topic of helping out in the community. Students are engaged in discussion about helping others and why it’s important. Students read a variety of genres of text from nonfiction to fantasy. The lesson incorporates interactive learning with use of the smart board, read aloud, turn and talk, and shared reading.
Alignment
Wisconsin Teacher Standard Alignment
I believe this lesson plan best aligns with standard four of the Wisconsin Teacher Development and Licensure Standards which states: “The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving, and performance skills.” This lesson plan aligns with standard four because I used a variety of instructional strategies such as the smart board, read aloud, turn and talk, and shared reading to encourage children’s development of critical thinking, problem solving, and performance skills. We used the smart board to watch a video of how students helped out in their community. We also read our lightening words on the smart board focusing on fluency and togetherness. Students used turn and talk to discuss the two vocabulary words (leadership, admire) and what those words mean to them. The read aloud introduced students to Martin Luther King Jr. and how he helped others. Students then discussed problem solving by thinking of ways they could help others in need. The shared read encourages students to read orally with their classmates. Using multiple instructional strategies allows me to differentiate my teaching for students of different learning styles.
UW-Platteville School of Education Knowledge, Skill, and Disposition Statement Alignment
I believe this lesson plan best aligns with KS3.b. of the UWP School of Education Knowledge, Skill, and Disposition statements which states: “The candidate’s questioning techniques and instructional strategies are of uniformly high quality with special attention given to available time for student response, varied levels of questions, and adequate student involvement in the discussion/instructional process.” This lesson plan displays my questioning techniques through the use of the smart board, turn and talk, and readings from text. I take pride in using third and fourth level questioning that requires students to think and respond with a thoughtful intellectual answer. The procedures in this lesson plan are evidence that students are involved in the discussion and are offered time to think and respond.
Secondary Alignment:
KSD3.d: Provides Feedback to Students
KSD3.e: Demonstrates Flexibility and Responsiveness
Reflection
What I learned about teaching/learning:
I learned that using a variety of instructional strategies offers students of different learning styles an opportunity to be engaged in the classroom. Students may benefit from the smart board while others may not. I learned to balance my instruction to engage all students. I learned to allow time for students to respond by asking others to think during that time as well. Teaching and learning with technology, manipulatives and a variety of strategies is much more enjoyable and meaningful for students and teacher.
What I learned about myself as a prospective educator:
I learned to plan for as much as possible throughout the day. If I didn’t get to something I saved it for the next day. There were many times when I adjusted my plan because of what I observed from my students. Using formative assessment helped me determine which students understood the material and which needed small group or individual instruction. I learned to be flexible and to respond with a positive attitude.
/uploads/7/2/8/5/7285013/lets_help_lesson_plan_s4.docx