ST PETERSBURG COLLEGE BILIRAKIS COLLEGE OF EDUCATION

Transcription

1 ST PETERSBURG COLLEGE BILIRAKIS COLLEGE OF EDUCATION Teacher Candidate: Valorie Riley Grade Level: 1st Subject: STEM Date: 10/12/2014 School: Belleair Elementary Clearwater, Fla. 1. Briefly describe the students in this class, including those with special needs and ELL (English Language Learners) students. (Danielson Component 1b) 1a. General description of the school and students in the class: Belleair Elementary Clearwater, Fla. Belleair Elementary School is a Title I, public school in Pinellas County. Belleair Elementary School serves approximately 750 students grades Pre-K to 5th. The school received a grade of C this year. At Belleair, 93% of the students qualify for free or reduced lunch. Belleair has 6 Title One teachers who teach small groups in grades kindergarten through fifth grades. The Title I teachers provide additional support to students in Kindergarten through 5th grades in both Reading and Math. The classroom is a standard classroom of 1st grade students. The class has 17 students in all, 8 boys and 9 girls. 13 children are Hispanic, 2 children are Caucasian and 2 children are African-American. 1 student has an IEP s for special needs. 16 students eat the school lunch from the cafeteria and 1 student brings his lunch, all students receive free lunch and 0 students receive reduced lunch. 1b. Students ELL Language levels, L1, place of origin, and literacy level in L1. This section may be left blank if there are no ELLs in the class, but sections 2c and 3c should still be completed. 13 of the children in the classroom is an ELL s student, of the 13 ELL students 12 have Spanish as their native language. 1 student has Ukrainian as their native language. The students are at a language and literacy level where they understand and speak compatibly with their classmates. 1c. Students specific RtI tier (2 or 3), IEP, and/or 504 accommodations/modifications: There is one IEP student in this class. I do not know what his IEP is for specifically, his teacher does not feel comfortable sharing it with me. 2. How do these goals support the district s curriculum, state frameworks, and content standards? (FEAP 1a; Danielson Components 1a and 1c) 2a.CCSS Domain (and cluster when available) or ngsss Big Ideas or Supported Ideas (Science); or ngsss Strands & Standards (Social Studies, Health) COE Danielson Lesson Plan Template Revised July 2013 Page 1

2 Big Idea: Organization and Development of Living Organisms - A. All plants and animals, including humans, are alike in some ways and different in others. C. Humans can better understand the natural world through careful observation. 2b.CCSS standards or ngsss Benchmarks: LAFS.1.W.1.2- Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. MAFS.MD.1.a- Understand how to use a ruler to measure length to the nearest inch. Recognize that the ruler is a tool that can be used to measure the attribute of length. Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 2c. TESOL National Standards (2006): Include Standard 1 in all lesson plans. Then include at least one of Standards 2-5, corresponding to the appropriate content area of the lesson. 1. Standard 1: English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts. 2. Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the area of science. 3. Description: Follow directions. Work in groups. Listen to a story in a group setting. Discuss information from reading. Elaborate on others ideas. Answer questions in a group setting. Ask for help. 3. What are your goals for the lesson? What do you want the students to learn? (Danielson Component 1c) 3a. Significant Learning: According to CPALMS it is important for students to know and understand that scientific inquiry is a multifaceted activity; The processes of COE Danielson Lesson Plan Template Revised July 2013 Page 2

3 science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 3b. Objective(s): Using the requirements (checklist) and their plan, students will build their flower. 3c. ELL Academic Language Objectives: Participate in group activity through vocal exchanges with other group members with 60% accuracy. 4. How do you plan to assess student achievement of the goals? (FEAP 1d; Danielson Component 1f) 4a.What procedures will you use? (Attach any tests or performance tasks, with accompanying scoring guides or rubrics.) *See Flower Design checklist and rubric on page 5 4b.Specifically describe all assessment accommodations that will be made for each ELL and ESE student for this lesson. ELL students will work within their Groups to complete activities. 5. PROCEDURE: How will you design instruction for students to achieve mastery (FEAP 1c, Danielson Component 1e)? How do you plan to engage students in the content? What will you do, including time estimates? Be sure to infuse RtI (MTSS), ESOL and ESE detailed interventions and accommodations throughout the lesson procedure 5a through 5e. 5a. INTRODUCTION OF LESSON: In a brief review of lessons 1-2 I will ask. For them to put their thumbs up if they can tell me at least one flower part. I will then hold up my planner for the fantasy flower as a way to call attention to the planner. I will then remind them of how we drew our plant, labeled it and chose which part we wanted to make move. 5b. DELIVERY OF CONTENT: I will then ask them: Thumbs up if you think our plans have to be perfect? Why? -It s does not have to be perfect because it is a sketch of our idea. Do you think that we have to follow our plan and can never change it? Why? -No we can change our plan because it is just to help us remember what we wanted to do. COE Danielson Lesson Plan Template Revised July 2013 Page 3

4 Then I will then explain to the class the requirements which will also be up where they can see them easily. They will have a checklist with the requirements at their table. The requirements are: Use what you know about the parts of a flower to build a new, amazing, fantasy flower. The flower will need to remain upright in a vase when displayed. It must be 12 inches tall. It must have at least one moving part. It must have roots, petals, at least 2 leaves that are 4 inches long and a stem. We will then go over the use of a ruler how to measure. 5c. GUIDED AND INDEPENDENT PRACTICE: I will demonstrate how to begin building my fantasy flower. The children will begin building their flowers as I go around helping them with glue dots, and the difficult cutting. I will not tell them how to build or where to place parts or embellishments. 5d. CLOSURE/SHARING/REFLECTION: The building part of the lesson will span to the next day where they will finish building. As a closure I will explain that it ok that they are not done and that they will finish up on the next day. 5e. DIFFICULTIES: This is a new type of lesson for these children. I expect that they will need a bit of coaching to get through it. I will be there to help all of the children. 6. What instructional materials or other resources, if any, will you use? (Danielson Component 1d) 3 pieces of tissue paper 2 pieces of construction paper Five pompoms 3 pipe cleaners One paper cup Scissors Drinking straws Tape String Brads and paper fasteners. Planning sheet Flower design checklist 7. How do you plan to make use of the results of the assessment? (Danielson Component 1f) 7a.What alternate strategies might you use to remediate students who do not meet the objectives? The instructions and plan can be gone over on an individual basis for those children who need the extra help. COE Danielson Lesson Plan Template Revised July 2013 Page 4

5 7b. State how you could extend and/or enrich the lesson. This lesson can be extended to writing prompts in the writing center. Flower Design Checklist Name: Is my flower able to stand in a vase? Does my flower have at least one moving part? Is my flower at least 12 inches tall? Does my flower have; Roots At least 2 leaves that are 4 inches long Petals A stem Did the flower have all the parts? Was there a moving part? Did they meet the measurement requirement? YES Partially No COE Danielson Lesson Plan Template Revised July 2013 Page 5