ANALYZE
LEARNERS
General
characteristics:
Kindergarten Classroom; Low income,
small town (not suburban) students; 20 students with 9 female and 11 male; Age
range of 5-6 years old; 1 Black or African American student and 19 Caucasian
students
Exceptionalities:
1 student with blindness or
visual impairment (is legally blind but wears glasses); 1 student with a
developmental disability (PDD-NOS, which is on the autism spectrum)
Specific characteristics (content related):
Content covered in the classroom
includes health and physical education, language arts and communication,
mathematics, physical/biological/chemical sciences, social studies, visual
arts/music/theater, and special education.
STATE
OBJECTIVES
The Kindergarteners in Miss
Park’s classroom will be able to compare pictures and/or videos of given
animals, plants, forms of transportation, foods, articles of clothing, and/ or
toys, noting at least two similarities and differences for each comparison, on the
day of Miss Rife’s Webquest lesson. (Comparisons will exist between objects of
the same type, such as comparing two animals; for example, a cat and a dog.)
My learning objective is a cognitive objective.
SELECT METHODS, MEDIA AND MATERIALS
Paper/ handouts
Markers or pencils
Smart Board
Access to the internet
Manipulatives for comparison
(types will depend on availability)
Other physical objects for
comparison (types will depend on availability)
UTILIZE
METHODS, MEDIA AND MATERIALS
Discussion/QuestioningProblem Solving
Reflection/Response
Graphic Organizer - Kidspiration or Inspiration
Practice/Drill
I will engage students by asking them if they have ever lost something. I will ask them if they have ever lost a pet and what people normally do when they lose a pet. We will talk about how people create signs that give a description of their missing pet, using a lot of detail and using certain types of words. We will think of some ways that we can describe a picture of a dog that will be on my webquest. After we describe the dog I will ask if we could describe a hard toy or other object with the same types of words. They should see that we can’t. I will pass out some objects for students to look at in groups and they will need to think of ways to describe the object. We will add these to our list of words. Then we will come up with categories for our descriptive words such as color, texture, size, shape, etc.
After we have determined the
ways that we can describe objects we will start to compare objects. We
will look at two pictures of the same type (two vehicles, two animals, two
plants, etc.) and we will go through each category of description that we came
up with (color, size, shape, etc.) We will decide if two
objects are similar or different based on each category and then talk about how
they are different or the same in that aspect. For example, they are
different in color; one is green and one is blue. Or, they are the
same shape; they are both rectangular. We will go through and compare
various pictures on the Webquest, using a Venn Diagram. After many
examples in pictures I can try one or two examples in video format rather than
pictures.
Once we have completed many
examples I will give students another example and they must, on their own, draw
how the objects pictured are similar or different and write how. They can
do this in a short sentence or by labeling their pictures. I should
expect invented spelling. The final example may be two similar objects but the
students need to compare and contrast them to tell me which one is better than
the other. The final example could also be that the students have to compare
and contrast two objects and tell me which one is the one I’m looking
for. I could give a description of a dog I am looking for, saying
that the dog has spots, is black and brown, has long fur, and has blue
eyes. I could have two dogs that may have some of these
characteristics in common but not all and students must tell me why one dog is
the right one and one is not. This means that they would have to
compare and contrast the dogs.
Students will be answering
questions at the remembering level of Blooms, the understanding level, the
applying level, the analyzing, level, and the evaluating level. Students
will be asked to recall or remember vocabulary or description words they have
used this year. They will also be asked to describe objects based on
those words they have learned (understanding). Then they will use
their knowledge in a new way by creating categories that they can fit their
vocabulary words under (applying). Then they will compare and
contrast objects and pictures based on these categories (analyzing) and they
will finally have to evaluate the similarities and differences to find the
correct dog or better object during the evaluation and give reasons for why
(evaluation).
Multiple intelligences that were
addressed will be linguistic, logical-mathematical, and interpersonal
intelligences.
REQUIRE LEARNER PARTICIPATION
I will group students by 3’s at
one point during the lesson but the rest of the lesson will be done as a whole
class. All students will be involved in the lesson, with each student be
required to participate in class discussion and group work and each student
completing the evaluation. The lesson should take approximately 45
min with the introduction/ engagement taking 15 min, the comparisons taking 15
min, and the evaluation taking 15 min. Students will look at
pictures and videos on the Smart Board and also will be circling things on a
worksheet that matches what is occurring on the board. Students will be
encouraged to move things on the Smart Board and will be encouraged to help
label or write things, such as filling out the Venn Diagram.
EVALUATE
& REVISE
The Kindergarteners in Miss
Park’s classroom will be able to compare pictures and/or videos of given
animals, plants, forms of transportation, foods, articles of clothing, and/ or
toys, noting at least two similarities and differences for each comparison, on
the day of Miss Rife’s Webquest lesson. Comparisons will exist between objects
of the same type, such as comparing two animals; for example, a cat and a dog.
The pictures will be provided in the Webquest and students will complete
individual worksheets that match what is going on in the Webquest so that I may
assess students on an individual basis, though we will do the activity as a
class.
Evaluation
The Kindergarteners in Miss Park’s classroom will be able to compare pictures and/or videos of given animals, plants, forms of transportation, foods, articles of clothing, and/ or toys, noting at least two similarities and differences for each comparison, on the day of Miss Rife’s Webquest lesson. (Comparisons will exist between objects of the same type, such as comparing two animals; for example, a cat and a dog.)
|
Category
|
Target (3)
|
Acceptable (2)
|
Needs Improvement (1)
|
|
Picks the correct animals, objects,
or pictures consistently.
|
Picks the correct animals, objects,
or pictures on a consistent basis.
|
N/a
|
Does not pick the correct animals,
objects, or pictures on a a consistent basis.
|
|
Support Given
|
The support given for the student's
selections matches what is shown in the pictures, videos and in the objects
observed.
|
The support given for the student's
selection somewhat matches what is shown in the picture, videos and in the
objects observed.
|
The support given for the student's
selection does not match what is shown in the pictures, videos, and in the
objects observed.
|
|
Uses Description Vocabulary Terms
|
Uses description vocabulary terms
(color, size, shape, and texture) correctly when describing the pictures,
videos and objects observed.
|
Uses some description vocabulary
terms (color, size, shape, and texture) correctly when describing the
pictures, videos and objects observed.
|
Does not use description vocabulary
terms (color, size, shape, texture) correctly when describing the pictures,
videos, and objects observed.
|
Rife, K. (2012). Lesson Plan- ASSURE. Retrieved on April 29th 2015 from - http://www2.onu.edu/~k-rife/lessonplan.html
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