Lesson Plan Template

Transcription

1 Children s Aid Society School Age, Spring 2012 Lesson Plan Template Rationale: As we continue to develop and strengthen our academic programming it will become increasingly important that Academic Coordinators be able to support the lesson development and execution of front line staff. This model is designed to be used by staff at all levels. It will allow for us to clearly track and explain the lesson objectives; connect the lesson to common core standards; assess initial understanding of content, teach a brief mini-lesson; engage in an activity; then assess understanding. 1 Components: 1. Element Outline: This should be the cover page for all lessons distributed on sites. It should include the vision for the curriculum, the key skills that are going to be developed; the common core standards that are being addressed in the curriculum; a brief (one to three sentences) scope and sequence of the lessons and topics, the time and place where the lessons will take place. 2. Lesson Plan: a. Curriculum Title: Name your curriculum and lessons. It gives you ownership of the topic. b. Lesson Number: Indicate the lesson number (Lesson One, Lesson Two, Lesson Three, etc ) c. Lesson Objective: What would you like students to get out of this lesson? d. Common Core Connection: Which common core standard(s) does this lesson reinforce? e. Length: How long will this lesson last? f. Materials and Equipment: List the materials and equipment that will be needed for the lessons. g. Preparation: What materials need to be prepared in order for the lesson to run smoothly? (i.e. set up chairs, cut up paper, collect magazines, buy food items.) h. Vocabulary: List the vocabulary words that will be used in the lesson. Indicate part of speech and the approved definition. i. Body Lesson: Break down each component of the lesson. Explain the activities that you will be doing. Make sure that you indicate how much time you are allotting to each section. Each lesson should begin with a 5-10 minute introductory (assessment of skills) activity and end with a concluding activity (retention of skills). 3. Headers and Footers: a. Headers: Include in the header the site name and the season and year in which the lessons are being taught. (ex. East Harlem Summer 2012) b. Footers: Include the name of the curriculum and the lesson number and title. ( ex. Time Travel Curriculum; Lesson One: Compare and Contrast) 1 Refer to sample for an actual example 1

2 Children s Aid Society School Age, Spring 2012 Program Element: Lesson Plan Template Element Outline Template Vision: This element is designed to provide academic coordinators and front line staff at the communities with a simplified tool for writing curriculum and lesson plans. Hopefully, this tool will give staff members a framework for developing, reviewing and teaching lessons in our afterschool and summer programs. 2 Rationale: Lesson One Develop your vision: Develop a vision for what skills your students will be able to take away from the lesson. Outline the steps: Outline what skills students will need to learn in order to achieve this goal. Location: East Harlem, Frederick Douglass, Milbank Time: TBD 2 Refer to sample for an actual example 2

3 Children s Aid Society School Age, Spring 2012 Curriculum Title Lesson Plan Template Lesson One Objective: This template is designed to give an outline of how lessons will be written at each of the City and Country Centers. Common Core Connection: Writing Standards, Grade 5, Section 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Subsection b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Length: 1.5 hours Materials and Equipment: Loose Leaf Paper Pens Journals Preparation: Set up classroom in a U-shape so that all students in the room can see each other. Vocabulary: a. Curriculum (n.)- the regular or a particular course of study in a school, college, etc. Body of Lesson Introduction Time: 5 minutes Outline the activity that the students will do to get engaged with the topic and give you an idea of how much they already know about the lesson topic. Mini- Lesson (Make sure that you give this section a unique title) Time: 15 minutes Activities to Reinforce Skills (Give this a unique title) Time: 20 minutes Closing/Debrief Time: 10 minutes Review with the students some of the skills that they learned. This is an ideal time to see how they connect to the material. End with either an exit slip or a journal entry. You can also end with some sort of oral debrief that can be posted in the room. 3

4 Children s Aid Society School Age, Spring 2012 Lesson Plan Sample Read for Life Element Outline Vision: Read for Life is a learning loss program that promotes reading by engaging our young people in read aloud, journal entries and reading logs and reading responses. It will be implemented across the community centers in grades K-5. The lessons covered over the course of the year will enhance comprehension skills, such as recognizing genre; plot; fact vs. opinion; compare and contrast; making predictions; drawing conclusions; making inferences; recognizing cause and effect; understanding sequence; and recalling facts and details Rationale: Topic One: Phonics for Grades K-2 and Genre for Grades 3-5 Kindergarten-Second Grade: Young people will engage in a mini lesson and activity at the beginning of the month designed to teach them the sound made by a letter or group of letters and recognize where that sound occurs in a word (e.g. beginning, middle or end.) During the course of the month, this work can be supported by engaging in activities and games. Third-Fifth Grade: Young people will engage in a mini-lesson and activity at the beginning of the month designed to teach them the difference between non-fiction and fiction writing. During the course of the month, this work can be supported via short stories and activities that explore the difference. Topic Two: Setting Young people will engage in a mini lesson and activity at the beginning of the month that explores how to identify where and when a story takes place. Older students will also be given the opportunity to visualize and represent a setting. During the course of the month, this work can be supported exploring setting through different mediums. Topic Three: Vocabulary in Context Young people will engage in a mini lesson and activity in the beginning of the month that is designed to teach them to guess the meaning of a word using visual or context clues. Younger students will focus more on using picture cues to figure out the meaning, while older students will solidify the various strategies that they can use to figure out the meaning of a word. During the course of the month, this theme can be explored using short stories, poems and engaging activities that highlight this skill. 4

5 Children s Aid Society School Age, Spring 2012 Topic Four: Predicting Young people will engage in a mini lesson and activity at the beginning of the month that is designed to teach them how to use information from the text to guess what will most likely happen next. Younger students will focus on predicting the outcome of a story, while older students will explore using textual clues and character relationships. During the course of the month, this theme will be developed using short stories, articles, film and creative writing. Topic Five: Drawing Conclusions Young people will engage in a mini-lesson and activity at the beginning of the month that is designed to teach them how to combine background knowledge, personal experience and textual information to determine meaning. Younger students will practice drawing conclusions from a given action, while older students will dig deeper into deciphering the difference between explicit information and conclusions. During the course of the month, this skill will be further developed using short stories, articles and film. Topic Six: Recalling Facts and Details Young people will engage in a mini-lesson and activity at the beginning of the month, that is designed to teach them how to recognize facts and details clearly in the text. Younger students will practice recalling information from non-fiction, while older students will be encouraged to develop thoughtful questions based on facts from the text. During the course of the month, this concept will be reinforced using short stories, articles, film and engaging activities. Topic Seven: Plot Young people will engage in a mini-lesson and activity at the beginning of the month that is designed to teach them how to recognize the structure of events that make up the main story of a text. Younger students will focus in on how to identify the main problem and solution in a story, while older students learn to identify story elements in the text. During the course of the month, this concept will be reinforced using short stories, articles, film and engaging activities. Locations: Dunlevy Milbank Center, East Harlem Center, Frederick Douglass Center, and Goodhue Center Time: To be determined by center leadership 5

6 Children s Aid Society School Age, Spring 2012 Lesson Plan Sample Phonics Read for Life Lesson One: Concept Introduction Objective: This lesson is designed to teach young people the sound made by a letter or group of letters and recognize where that sound occurs in a word (e.g. beginning, middle or end.) During the course of the month, this work can be supported using engaging games and activities. Common Core Connection: Use letters or shapes to depict words or ideas. Builds knowledge of academic words. Length: minutes Materials: Flip Chart paper Markers Construction Paper Crayons Alphabet chart Pictures of words that begin with each letter of the alphabet Hole puncher Yarn Alphabet song CD 8 ½ by 11 card stock paper Digital Camera Second Grade Lesson: Letter-sound bingo cards Medial sound picture cards Game Pieces (e.g., counters or chips) Word Spinners Word Spinner Student Sheets Pencils Rhyming picture work boards for Change My Word Onset and rime cards Paper Digraph Roll-A-Word Onset Cube 6

7 Children s Aid Society School Age, Spring 2012 Rime Cube Digraph Roll-A-Word Student Sheet Preparation: Create a visual that lists the alphabet in large writing. Make sure that you include both the lower and upper case versions of each letter. Try alternating colors in order to make it more engaging for visual learners. Identify short words that begin with each letter of the alphabet. Make sure that they are words that have recognizable pictures. Select a beat that you would like to use for the alphabet song. Sample Alphabet Chart Vocabulary: consonant (n.)- a letter whose sound is blocked by the tongue, teeth or lips when you say them out loud. vowel (n.)- a letter whose sound flows freely though the mouth. Second Grade Vocabulary: medial sound (n.)- a sound in the middle of the word. onset (n.)- the initial consonant sound before the vowel. rime (n.)- the vowel sound and the remainder of the syllable. Body of Lesson: Kindergarten and First Grade: Introduction Time: 5 minutes Explain Read for Life to your group of young people. Make sure that it is clear to them that each month they will be focusing on a different skill. This month, they will be focusing on the alphabet and the different sounds that each letter makes. Lead the young people through singing the alphabet song two times. The first time sing the song using the traditional rhythm. The second time, teach your young people a light beat that they can make when they are singing the alphabet song. 7

8 Children s Aid Society School Age, Spring 2012 Facilitator Hint: Your energy and excitement is really important to making this activity successful. Get the young people excited about singing the alphabet song and making their own beat. Letters and Sounds Time: 15 minutes Congratulate your group on how well they sang the alphabet song. Begin the lesson by explaining to the students: When you speak or read you use sounds. Sounds are represented by the 26 letters of the alphabet. Each of the 26 alphabet letters represents one or more sounds. A letter's name can also be one of its sounds. For example, the letter A can sound like aaa, ah, or ae. Ask them if they can think of any other examples. Direct their attention to the alphabet chart. Explain that each of the 26 alphabet letters has a capital and a lower case form. Walk through the alphabet chart and go through each individual letter. Point to the capital and lower case form. Say each letter s name. Make sure that after you say each letter s name, you ask the children to repeat after you. Explain that when letter sounds are put together, they become words. For example, putting together the sounds of the letters C, A, and T, spells the word CAT. Explain that there are two types of letters: consonants and vowels. The main difference is the type of sound that the letter makes in your mouth. Consonants When sounding consonants, air is blocked by the position of the tongue, teeth or lips. The majority of letters in the alphabet are consonant letters. Most consonant letters have only one sound and rarely sound like their name. Go through the consonants and say each one. Make sure that the young people repeat each sound. Ask them to take note of how their teeth, lips and tongue feel as they say them. Ask for volunteers to share. Consonants: B, C, D, F, G, H, J, K, L, M, N, O, P, Q, R, S, T, V, W, X, Y, Z Vowels Go on to explain that when sounding vowels, your breath flows freely through the mouth. Five of the 26 alphabet letters are vowels: A, E, I, O, and U. The letter Y is sometimes considered a sixth vowel because it can sound like other vowels. 8

9 Children s Aid Society School Age, Spring 2012 Unlike consonants, each of the vowel letters has more than one type of sound or can even be silent with no sound at all. Go through the vowels and say each one. Make sure that the young people repeat each sound. Ask them to take note of how their teeth, lips and tongue feel as they say them. Ask for volunteers to share. Letter-Sound Picture Book 3 Time: 20 minutes Distribute the 8 ½ x 11 cardstock and crayons and markers to your group. Make sure that each child has a piece of cardstock for each letter of their name and the cover. Instruct them to turn the paper horizontally (use a more age appropriate word during the lesson.) Facilitator Hint: Do a sample letter-sound picture book, so that you can show the students. During the activity, make sure that you are floating around and helping young people. Use your sample to show them what you are looking for. 1. Invite your students to write their first name in big block letters across the top. Tell them that at the beginning of the next class, you will be taking pictures of them to glue underneath their name. Let them finish the effect with any border decorations. 2. Have your students write one letter of their name nice and big, at the top right hand of each page. 3. Assemble the pages in order. Use the hole punch to poke a few holes on the left edge of the pages, and tie them together with yarn. You'll end up with a gorgeous piece of work that's personalized just for each student. Facilitator Hint: You may not get through assembling the book during this lesson. You have a whole month to continue working on this project with your young people. Don t rush the process. If they need to take more time with writing the letters or learning how to spell their names, take the time to develop those skills. Don t rush yourself or them! 3 9

10 Children s Aid Society School Age, Spring 2012 Letter-Sound Activity Book Follow Up: 1. This activity can be stretched out for the entire month. Guide your group through the process of creating a list of words that begin with each letter of the alphabet. Make sure that the words are age appropriate. 2. Talk through how to spell and sound out the words. Make sure to have a visual representation of the words as well. 3. Once you have compiled the lists, guide students through drawing or gluing pictures to each page of their book. The pictures should represent objects that begin with the letter on each page. 4. Students can read the book at home or at the center to help them learn their letters and sounds. Closing Activity Time: 5 minutes Remind the students that today they practiced the alphabet and learned about the sounds that different letters make. Select a couple of letters and ask for volunteers to imitate the sound that they make. As a challenge, you can ask whether it is a consonant or vowel. Keep track of which students got the concept and which may need more follow up. Close the class playing the alphabet song on the CD. The lyrics are included in the appendix. Second Grade: Your second grade students may or may not be in the same place as your kindergarten and first graders. If they are, follow the lesson plan above. You can utilize them more to brainstorm during the group discussions. You can also make the letter-sound activity book more challenging by: 1. Selecting a theme for the book. You can either select it yourself or have the students choose. 2. Once you have a theme, separate the young people into small groups and have them brainstorm words for the letters represented in their group. The words need to be connected to the theme. If your young people are ready for some more challenging activities. Use the lesson below. 10

11 Children s Aid Society School Age, Spring 2012 Introduction Time: 10 minutes Explain Read for Life to your group of young people. Make sure that it is clear to them that each month they will be focusing on a different skill. This month, they will be focusing on the different sounds that each letter makes and how to read a word by breaking down the sounds. Letter-Sound Bingo 1. Place the medial sound picture cards face down in a stack. Provide each student with different bingo cards and game pieces. 2. Select a student to select the top card from the stack. Have them name the picture and say its medial (middle) sound. (e.g. lock, /o/ ). 3. The picture is then placed in the discard pile. 4. Continue until one student has completed the card and says, Bingo! Letter-Sound Review Time: 10 minutes Using the alphabet chart, review with your group each letter of the alphabet and the possible sounds that the letters can make. Express to young people that sometimes it is necessary to sound out all of the parts of a word in order to read it. Point out that some words have a beginning and end sound, while others have a beginning, middle and end sound. Provide them with some examples of each type of word. Focus in on the difference between onsets and rimes. Onset-Rime Phonics Instruction: Is an approach to teaching basic reading skills in which the students break monosyllabic words into their onsets (the initial consonant sound before the vowel) and rimes (the vowel sound and the remainder of the syllable). The two parts are then blended to say the whole world. For example, reading the word pit by first separating it into p- and -it, then blending the two halves. Letter Sound Correspondence Activities Stations Time: 20 minutes There are a number of different engaging games and activities that support young people understanding letter-sound correspondence. Create stations, so that young people can engage in at least two different exercises. Instructions for the games are below. Facilitator Hint: Creating stations can be really engaging for young people, but they require a lot of planning and staff engagement. Make sure that you develop clear systems for how young people will be grouped and float from station to station. There should be a staff member at each station helping students do the activity. 11

12 Children s Aid Society School Age, Spring 2012 Station 1: Word Spinners 1. Place the spinners at the center (i.e. initial letters spinner on the left and final consonant blends on the right.) Provide each student with a student sheet. 2. Taking turns, students spin both spinners. Combine and write letters from spinners on the student sheets under the corresponding final consonant blend. For example, if initial letters spinner lands on ju and final consonant blends spinner lands on mp, the student writes jump in the _mp column. 3. Read word and decide if it is real or nonsense. If nonsense put an X through it. 4. Continue until all possible words are made. Station 2: Change My Word 1. Stack the target rhyming picture work boards face down on a flat surface. Separate target onset and rime cards and spread face up on a flat surface. 2. Working in pairs, student one selects a picture work board, names the picture on the left side, and chooses and places the onset and rime cards to make the word under the picture. 3. Student two names the picture on the right side of the card, slides the rime under the picture and chooses the onset to make the new word. 4. Place the onset with the rime and say the new word. 5. Both students list the words on paper. 6. Reverse roles and continue to make words. Station 3: Digraph Roll-A-Word 1. Place the cubes on a flat surface. Provide each student with a student sheet. 2. Taking turns, students roll each cube. Arrange cubes so the onset (digraph) cube is placed to the left of the rime cube. 3. Blend the onset and rime and say the word (e.g. /ch/ip/, chip.) 4. Write the word (nonsense or real) under the appropriate onset column. Underline real words and put an X through the nonsense words. 4 Closing Activity Time: 5 minutes Remind the students that they learned about the connection between letters and sounds. Ask for volunteers to define onsets, rimes and medial sounds. Provide the young people with words that were featured in their activities and ask them to break down the sounds in the word. Keep track of who understood the concepts and who did not The Florida Center for Reading Research (Revised July, 2007) 12

13 Children s Aid Society School Age, Spring 2012 Letter-Sound Correspondence Follow Up: There are quite a few ways to follow up with young people. 1. You may not be able to use all of the games in the rotation, so you can continue to play those over the course of the month. You can make them more challenging over time. 2. You know that a skill is mastered when young people can teach someone else. Have young people work together to put together a song that teaches letter-sound correspondence to younger students. You can use the alphabet song as an example. 3. You can also have young people compete in the three-legged compound race. The instructions are included with the lesson resources. 13