Learning Plan

Running head: SGNT ASSIGNMENT: LEARNING PLAN

Signature Assignment: Learning Plan Taylor Petrus ITL 608 Professor December 15, 2018

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SIGNATURE ASSIGNMENT: LEARNING PLAN Abstract This lesson plan contains the 6 elements of a learning map which includes learners, teacher, target, assessment, and classroom management. It also includes UDL with multiple means of engagement, representation, and expression.

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Introduction This lesson is an expansion on the previous lesson in a first grade classroom within the subject of the Language Arts. The students are currently working on their reading skills and mastering challenging high frequency words in text and stories. The goals of this assignment are to increase my knowledge and application in creating a lesson plan that involves a learning map and UDL principles. The purpose of this assignment is to test my current ability to create an effective lesson plan.

Teacher: Ms. Taylor Petrus

Grade/Subject: 1st Grade/Language Arts

Academic Standards: CCSS.ELA-Literacy.L.1 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. i. . Use frequently occurring prepositions (e.g., during, beyond, toward). Goals: The students will know how to use prepositions frequently in a short story. The students will know how to use clues from the text and images to complete a story. The students will understand the definition of a preposition. Student Social Goals: The students will be able to work with partners to complete an activity using effective communication skills. The students will interact with students they do not normally sit by or talk to, to make new friendships. Objectives: The students will fill in appropriate prepositions into a story based on clues from the text and images. The students will present their short stories emphasizing the prepositions they chose in their stories. The students will sing the provided list of prepositions to the tune “Jingle Bells”.

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Students (Learners) ● 35 total students, 19 females and 16 males ● 1 African American, 8 mixed race, 5 Asian American, 13 Hispanic, 8 Caucasian students ● 2 English Language Learners, 2 special needs ● The students are very well behaved and participate in class. Teacher It is important to remember that the majority of the class come from cultures other than European descent. It is also important to remember that there is a small minority of students in the class that have special needs or learning disabilities and they will need individual attention. Previous Lesson The students worked in groups that rotated between three different assignments within 45 minutes, each assignment was to be completed in 15 minutes. One assignment consisted of independent reading of a short story with high frequency words. The second assignment consisted of the students working on their chrome books completing scored reading lessons. The third assignment consisted of reading a short story out loud to the teacher in turns reading and being evaluated on their ability to read high frequency words. Lesson Plan

Materials Projector List of prepositions on take home sheet Pencils and crayons Access to YouTube and speakers Jingle Bells instrumental

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Classroom Management ● Students are allowed to place a marble in the jar for good behavior. ●

If the talking level is getting too loud, play the music box in which they must lower their voices lower than the music.

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The students are seated in groups of three. During the assignment, they may talk to their partners they are seated next to, they may not get up from their seat unless they need to grab crayons from the crayon bucket.

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Students who do not finish their written work (not the picture coloring) will need to stay in for recess to finish.

● Students who finish their work fast during the lesson will write the worksheet sentences on the back of the paper to practice their writing. Introduction (15 min) Have students be seated on the front of the class carpet. Start off by asking the students if they have ever heard of a preposition or if anyone knows what they are. Explain the definition of a preposition and project on the board examples of prepositions. Give examples of prepositions in sentences, then provide sentences and have the students try to point out the prepositions. Introduce the preposition song and sing to the class. Explain that this song will be sung every day for one week. Play the “Jingle Bells” instrumental on YouTube and sing the listed prepositions to the music. Activities The students will be given a handout that consists of 5 sentences with multiple blanks within the sentences for them to fill in. They will fill in the blank with a preposition that relates and makes sense to the sentences and pictures on the sheet. The pictures on the sheet will give

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clues to which prepositions will be appropriate to fill in the blank. For example, one image may have a girl underneath her bed. The preposition used to describe the girl under the bed could be multiple prepositions such as “beneath, below, under, or underneath”. All student’s stories and filled in prepositions will be different depending on which preposition they chose. Each sentence has at least three blanks to fill in, making the prepositions high frequency which expands from the previous lesson (20 min). Once the students completed their worksheet, they may color in the pictures (5 min). Closure Ask the students to describe or give the definition of a preposition. Have volunteers read their stories they created, then sing the preposition song again as a class (10 min). Accommodations Student #1 ELL & Special Needs (ADHD)

Student #2 ELL

Student #3 Special Needs (Minimal talking)

- Provided translation of worksheet in native language - Provided translation of preposition list in native language - May be song leader - Have crayon box on their desk so they do not constantly get out of their chair during coloring time

- Provided translation of worksheet in native language - Provided translation of preposition list in native language

- May hum to the tune of the preposition song while following along the words by pointing with finger

Barriers to Learning ● Some students may not know the song or tune to jingle bells and will have difficulty singing the preposition song which could set them back behind the rest of the class.

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● Some prepositions may be difficult grammatically for these first grade students and may be too advanced to spell or understand for their age group. ● Two students are ELL’s and will have difficulty reading the short story and be able to fill in the blank with the prepositions. Assessment Informal assessment - Give feedback on volunteers who read their stories out loud on whether the prepositions they chose make sense or not. Evaluation - Grading of their completed worksheets. Instruction Teacher - Directed: Direct instruction from teacher by introducing prepositions, leading the song, and addressing the assignment. UDL Multiple Means of Engagement ● Students in the beginning of the lesson will be learning their prepositions and singing the song next to who they choose to sit by which may not be their table partners and the teacher. Once they go back to their seats to do the assignment worksheet, they will be engaging with their table partners. Multiple Means of Representation ● Providing the list of prepositions along with its Spanish translation next to it for the students to understand what the words mean. ● The YouTube “Jingle Bells” instrumental will provide for auditory learning while singing along.

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● The pictures on the worksheets provide visual clues for the visual learners to complete the blanks with appropriate prepositions. Multiple Means of Expression ● The students may choose to just turn in their written work to be graded, or volunteer to orally read their work to get immediate evaluation. ● The preposition song presented to the class will have the words projected onto the screen for the whole class to read and also printed on a paper for each student so they can choose how they wish to read the words. ● The students are allowed to choose any preposition word that would make sense on their worksheet. Teacher and Peers Feedback Suggestions To provide more activity or a game in the introduction for the students to understand prepositions better. To have the students hum or listen to the “Jingle Bells” tune before they start to sing to the song. Add in the social learning goals for the students. Re-word the goals so they don’t start with “for the students”. Instead use “students will”. Reflection of Feedback After reading the feedback given from my classmates about adding more activity or content into the introduction to help the students better understand their prepositions, I completely agreed and added it in. After that being said, I did feel like the students needed more content to the new topic than just a song and a simple introduction to its definition. Students this young need more explanation in order for it to stick into their brains.

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I thought that the feedback from the teacher to hum the “Jingle Bells” tune before singing it was already implied because the students were going to have the YouTube instrumental to listen to beforehand and I was going to sing the song for the students before they did. I thought the social learning goals were important and I added them in because these students are young, and they are interacting with multiple students with their singing and sitting on the front carpet instead of their seats. Conclusion This assignment is appropriate and fun for this appropriate grade level. It not only consists of learning a new topic, but also incorporates a fun activity, that being the song, in order to get the spirits of the students going while also learning at the same time. This song was used in my childhood and is something I still remember until this day which is what I hope to do with these students.

SIGNATURE ASSIGNMENT: LEARNING PLAN References Burden, P. (2016) Methods for effective teaching. New York. Pearson.

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