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The progression of the plan also keeps in mind the identified physical characteristics of the age group; group discussion during the reading of the book might become boisterous, and the video will provide an interlude of needed rest before the art project begins, which should lead to a more focused activity (Snowman and Biehler 2008). The writing and drawing practice will also help to improve fine motor skills, which are still developing at this age (Snowman and Biehler 2008). The lesson plan also utilizes the theories of constructivism, in providing many ways for different learning styles to become engaged in the lesson through discussion, viewing, and expression through physical media. The appreciation of individual learning styles is central to constructivism, as it is to this lesson plan (Snowman and Biehler 2008).
The cognitive characteristic of learning and knowledge differentiation is also taken into account through the various learning methods used in the lesson. The final activity especially will let the students make a
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Reference
Snowman, J. & Biehler, R. (2008). Psychology Applied to Teaching, 12th Ed. New York: Wadsworth.
Reference
Snowman, J. & Biehler, R. (2008). Psychology Applied to Teaching, 12th Ed. New York: Wadsworth.
Place them inside another circle (labeled "____ Library") if they apply to that library, but not to your school library. Place them in the middle section of the diagram (where two circles intersect) if they apply to both your school library and another library you visited. When you have finished, ask students to name any other features of either library and add them to the diagram. Exercise: 1. Now have students close their eyes
Lesson Plan Amp; Reflection I didn't know what state you are in so was unable to do state/district standards! Lesson Plan Age/Grade Range; Developmental Level(s): 7-8/2nd Grade; Below grade level Anticipated Lesson Duration: 45 Minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): All students are reading below grade level (5-7 months) as measured by standardized assessments and teacher observation Curricular Focus, Theme, or Subject Area: Reading: Fluency, word recognition, and comprehension State/District Standards: Learning Objectives: Students will develop
Although these students are very active learners, they also enjoy reading silently and time for their own thinking. The students enjoy participating in sports, dancing, and singing. Luis Luis (not his real name) is a bright, outgoing 3rd grade boy. After speaking with Mrs. Jones, I learned he has been in the United States since the end of 1st grade. During the (approximately) two years Luis has lived in the United
This will enhance their knowledge and improve the individual's ability to use these ideas in the future. (Pitler, 2007) Guided Practice The guided practice is to ensure that all students master these concepts. This will make certain that everyone has a foundation of knowledge in these areas. Once the entire class is at the same point, is when they will use technology to provide greater repetition and practice. (Pitler, 2007) Independent Practice The
Lesson Plan Critique -- Parts of Speech (3rd grade) Lesson Plan -- Parts of Speech Thank you for sharing your lesson plan with me. I enjoyed reviewing the plan and visualizing the lesson being taught in your enthusiastic classroom of third graders. I have provided an overall summary of what I see as the strengths and weaknesses of the lesson plan. I have also given specific suggestions about ways to change out
Lesson Plan Grade 5th English/Language Arts Parts of Speech To enable students to label parts of speech in their own work and in the work of others, such as when reading passages and on standardized exams Big idea: Students will be able to label nouns, verbs, adverbs, adjectives, prepositions, pronouns, interjections, and conjunctions. Essential questions: How does understanding the parts of speech make us better readers and writers? Hook: Ask students to free-associate words that come to