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Annotated-Lesson%20Plan%20Template%20%283%29
Early Childhood Education Fundamentals (D) (EDUC 210)
Liberty University
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LESSON PLAN TEMPLATE
DAILY LESSON PLAN TEMPLATE
PRELIMINARY INFORMATION
Candidate Name: Aimee Hulseberg
Grade Level: Kindergarten
Candidate’s Endorsement: Elementary Education PreK- 6
Central Focus: Measurement
Subject: Math Learning Segment Theme: Height and weight Where in the learning segment does this lesson occur?
☐Beginning ☒Middle
☐End
Lesson Structure or Grouping: ☐Whole Class ☐Small Group ☒1: Other (specify): Click or tap here to enter text.
STUDENT ASSETS (KNOWLEDGE OF STUDENTS)
Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.)
This class has both females as well as males. Most students live with both their mom and dad. However, there are about two or three students that live with just their mom or dad. There is also one student that just lives with grandparents and their actual parents aren’t a part of their lives. There are also quite a bit of students that does sports or after school activities. There are four students who does football, two girls and one guy that does cheerleading, one student that does swimming and one student that does soccer. There is also a student who is completely deaf and she has a translator that follows her to her classes and translate everything for her in ASL (American Sign Language). There is also one student that speaks Spanish and only a little bit of English. Cultural (Traditions, dialects, worldview, literature, arts, etc.)
Almost every single one of the students speak English. English is the primary language. However, there is one student that does ASL and another student mainly speaks Spanish and only a minimum English. There are also about 10 students who attend church every week and also attends events at the church to help the community out. Community (Landmarks, community events, etc.)
The community is about 6 hours away from the closest beach. There are a few colleges and universities that are around the community. The church is about 5 minutes away. The church likes to host events every week to help the community and make it a better place. Developmental (Cognitive, physical, social, and emotional)
There are certain students who doesn’t like group work or doesn’t like individual work. There are also about four
students who has a learning disability and learn at a slower pace while others learn at a faster pace. CONTENT STANDARDS State Standards Virginia Standard of Learning: MATH K The student will
compare two objects or events, using direct comparisons, according to one or more of the following attributes: length (longer, shorter), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder), volume (more, less), and time (longer, shorter). National Standards NCTM Math - In pre-K through grade 2 each and every student
should–
create mental images of geometric shapes using spatial memory and spatial visualization; recognize and represent shapes from different perspectives; relate ideas in geometry to ideas in number and measurement; recognize geometric shapes and structures in the environment and specify their location.
nctm/Standards-and-Positions/Principles-and- Standards/Geometry/
InTASC Standards Standard #6: Assessment- Diagnostic Assessment - The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #9: Professional Learning and Ethical Practice - The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration - The teacher seeks appropriate leadership roles and
Guided Practice A. Have each student gather around the table B. Pass out their names that are written on grid papers C. Have the students line their names up from shortest to longest D. Let the student identify how many letters they have in their names E. Have the students identify who has the shortest name and the longest name F. Have one student explain why their name is the shortest and then have another student explain why their name is the longest Independent Practice A. Give each student marbles or math link blocks B. Let the students measure their pencils with their marbles/blocks and identify how many marbles it takes to measure their pencil C. Let the students choose different items to measure with their marbles/pencils END: CLOSURE How will you end the lesson in a way that promotes student learning and retention? “Today we have learned about measurement. Who can share how many marbles it took for you to be able to measure your pencil?”
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? Diagnostic/Pre- assessment(s) (could be prior to the lesson)
Using their marbles from the previous lesson, assess if the student could measure their pencils
Formative Assessments/ Feedback to Learners (part of the activities in the lesson)
Guiding the students with measure their names (guided practice) and reviewing the amount of marbles it takes to measure their pencils (independent work)
Summative Assessment (matches the objective)
Giving a worksheet, identifying 10/20 shortest and tallest objects
ACADEMIC LANGUAGE DEMANDS Language Demand(s) Measurement, length, weight, height, and ruler
Language Support(s) The teacher provides a definition for measurement. The teacher will also provide examples of measuring
Essential Vocabulary Measurement, length, weight, height, shortest, tallest, lightest, and heaviest
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Compare, length, weight
Student must be able to stay organized to complete and accomplish the task
Materials Smartboard Whiteboard Dry erase markers (24) Marbles Guided notes sheets (24 copies) “How Heavy? Wacky Ways to compare weight” by Mark Weakland (book) Powerpoint Mathlink blocks Pencils Grid papers with students names
Technology Connection Use the smartboard to display the powerpoint presentation and “Introduction in Measurement: All About Measurement video” 1. youtube/watch?v=8lD3qDZdnp 2. youtube/watch?v=C0EcCzLQxik
CONSIDER THE FOLLOWING QUESTION FOR THE NEXT SECTION OF THIS FORM: How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). Planned Supports Powerpoint with vocabulary words Video on measurement Guided note sheets Literature conncection: visual and reading oppurtunities Oppurtunity to work with other students SUPPORTS: DIFFERENTIATION/EXTENSION How will you provide successful access to the key concepts to all the students at their ability levels? Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.)
Larger fonts for students who wear glasses and are visually impaired Use google translate for the student who speaks Spanish to help better understand the assignment and what is going on in the classroom Provide extra time for students who work at a slower pace or has a learning disability ELL The smartboard will provide translate for the students who need it. I will also provide the groups, so the students don’t work with the same groups. The Smartboard will also provide google translate for the students who might need it
Annotated-Lesson%20Plan%20Template%20%283%29
Course: Early Childhood Education Fundamentals (D) (EDUC 210)
University: Liberty University
