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Simple Lesson Plan -- First Placement 

Name: Hadlee Hansen

Course Title: Morning Meeting 

Date: Oct. 2019

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Content Standards Covered By Activity -- 

Get the wiggles out while building relationships with classmates and teacher

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Essential or Driving Questions -- 

Good morning today we will be doing morning meeting a little differently using this beachball. 

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Launch -- 

Instead of doing one of the normal we are going to greet each other with this beachball. 

Before you throw the ball you will say good morning (name of the person you're throwing to)

When you are receiving the ball you will say good morning (name of the person that through you the ball), and then answer the question your left hand lands on.

Then throw the ball to a person of your choice and sit down.

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Explore -- 

Passing the ball and answering the question their hand lands on while keep the kids engaged. If  someone drops the ball everyone will have to spin around 3 times.

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Reflect -- 

Would three students like to share something they learned about someone or even something they learned about a classmate.

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Materials -- 

Beach ball

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Modifications Needed --

If it become a problem to spin then say no more spinning so that we do not run out of time. 

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District Lesson Plan -- First Placement 

STEP 1:  Heading

Date:

     Oct 29

Teacher(s) Name:

    Mrs. Vis 

Grade Level(s):

     5th

Title of Lesson:

 Character Development - Responsibility

Content Area(s):

    Responsibility 

STEP 2:  Lesson Goal(s) – Stage 1 

Identify what students will understand, know or be able to do.

     

By the end of this lesson the kids will know and understand what responsibility looks like. they will understand that they need to start practicing responsibility as it becomes more and more important as they get older. 

 

 

STEP 3:  Links to Curriculum Standards – Stage 1

Access district curriculum framework or state standards.

     Standards that need to be worked in the the lesson are the following… 

  • Be an engaged learner

    • Prepared and organized

    • Complete tasks on time

    • Ask for help

    • Challenge himself/herself personally to achieve goals and do his/her best (Growth Mindset)

  • Follow school and classroom rules

  • Encourage and follow positive behavior*

  • Take ownership of his/her actions*

  • Be a problem solver*

  • Think before he/she acts*

  • Learn from his/her mistakes

 

 

STEP 4:  Introduction – Essential Questions

How will you capture the students’ attention and access relevant background knowledge?

 

I will start by telling the students that we will be learning about responsibility and how important responsibility is as they get older. Then I will have them watch a kid president video that summarizes what we will be talking about throughout the lesson. 

 

 

STEP 5:  Teaching Presentation – Lesson Structures

Includes input, modeling and activities.  Include at least one higher-level question that you will use during the lesson. Remember the structuring of a lesson: mini-lesson, mini-lecture, turn-and-talk, strategy lesson, etc.

     

I will be using a power point to guide the lesson along. Some questions that are placed within the power point are: 

  1. We make thousands of choices a day. What are some choices you’ve already made today?

  2. What is a small choice that might have a big consequence? 

  3. How might people think of you if you make good choices?

  4. Keep this in mind as you make choices all the time. How do you want to feel? What can you do to make sure you feel this way?

We will also be playing a game called I HAVE… WHO HAS that will help the kids understand consequences on another level.

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Simple Lesson Plan -- second placement 

Name: Hadlee Hansen

 

Course Title: Morning Greeting

 

Date: 12/2/19

 

Content Standards Covered by Activity:

  • Goal is to work on communication with peers.

  • The students will understand that greeting someone by saying, “hi, how are you” is polite but also will understand that they have to wait to tell the person their response until they are asked. 

 

Essential or Driving Question(s):

  • Do we like when people say hi to us? 

  • Is saying “good morning” to adults and our classmates polite when we see them in the halls?

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Launch (This is the transition into the lesson  meant to engage and hook students interest):

 Can everyone look up at me? Acknowledge good eye contact… good job looking at me. This is Ms. H’s last day so we are gonna work on mastering our morning greeting with the help of our other classmates. Are you students ready? First lets watch a quick video!

  • The video will be kid friendly and provide a script for the students to use during their greeting, it will also have background music to the video because music attracts the students' attention. 

  • Script:

    • Student 1: “Hi, how are you?”

    • Student 2: “good, tired, sad, mad, etc.”

    • Student 2: “how are you?”

    • Student 1: “good, tired, sad, mad, etc.”

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Explore (This is the active learning portion of the lesson – what will students be doing to actively engage in the lesson?):

 After the video I will pull up the PowerPoint with all of the students and teacher school pictures that are in the room. These pictures will be in a randomized order! The first picture to pop up I will greet them by using the script. Then the person I greeted will greet the next person and so on. I will make sure to say good greeting after each one is completed to give the student positive feedback while keeping them engaged. 

 

Reflect (This is transitioning out of and follow-up to the lesson/activity):

How will you determine what students have learned?

 This part of the lesson will be obvious… depending on the flow and the sound of the greeting I will be able to tell if the students are growing in their greeting from the previous day. But with that being said I will also ask why greeting someone is important at the end of the lesson. 

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Materials/Technology needed for the activity:

Smart board/PowerPoint

 

Modifications Needed: 

If I were to do this lesson again I would print out the script so that the students could have a tangible thing in front of them to hold and see when it is their turn to talk. Another modification I would make would be to have a talking ball and when it is your turn to talk you have the ball. This will allow for one person to be talking at one time while also keeping the kids more engaged during the greetings because it is a ball.

SMSU Lesson Plan -- second placement 

Instructional Plan - Lesson

 

Instructor: Krista Kujala - Speech Language Pathologist                                 

 

Unit: Nouns

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Competency: The student will get 75% correct with no more than one prompt.

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Central Focus: Labeling common objects and connecting topics

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Estimated Time: 20 minutes 

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Objective:

Students will be able to...

 

The student will be able to label pictures and describe using one to three words. 

  • Students will do this so that they understand connections made between fall words and topics so that when teachers, peers, and family are talking about thanksgiving they will have an understanding of it and be able to make connections between new vocab words they now will know.

  • This meets the students personal goals because she has trouble staying on topic and this activity allows her more knowledge hoping to help her stay on topic. 

 

Materials: Fall nouns in pictures book and glue 

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Equipment: none

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References and other resources: 2019 Speech Universe 

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Hook: Penny board and reward of choice -- usually chocolate 

 

Instructor Directions/Materials

Content Outline, Instructional Procedures, Key Questions:

First lets match the little pictures to the one on the page. 

I will point to the page and ask her to match the little picture with the big picture she sees. 

Once we glue the picture that matches we will I saw the sentence “I see a pumpkin” and then she will repeat it. 

I will point with my finger as I read it. Then I will ask her to read it. 

After this I will ask what color/what do you do with this

If she does not respond right away she can have one prompt to help her. If she still does not get it I will help her but she will not get a penny on. 

 

Assessment

Directions/Description

Plus Minus System 

If the student gets the matching and makes the connections with color and or what the object does with no more than one prompt I will write a plus. If it takes a while for her to get it I will give her a visual prompt and write a minus. Then once the lesson is done I will count the pluses to calculate a percent. 

  • The reason for calculating a percent, is to use the percent of correctness to help her write reports with evidence of growth and then later form new goals for the individual student.

 

Closure

Statement/Question

Receive Reward

Most of the time this particular student will choose either chocolate or for you to “chase” her around the room. She will only get to do/have her reward if she gets all of her pennies on throughout the lesson.


 

Notes:

This lesson plan was very complicated to make as Krista Kujala does not make lesson plans for the students that she works with while I am there. With that being said, most of the time she is winging it while reacting to how the student responds. Modifications are used at full capacity while doing lessons with autistic students. While I was teaching the lesson to the student she was very distracted by the student across the room throwing a tantrum. Therefore she got rewarded a penny on her penny board for every page she completed just in order to keep her on task. She also had a tantrum herself which resulted in her lashing out. I told her that that is not how we act while were doing our job while pointing to the penny board and reminding her what we are working for. There were also times where is was a struggle to get her to even match the picture that I skipped asking her the color of the object so that we would not run out of time. These are just a few examples of modifications I made throughout the lesson. After teaching this lesson I have learned that students in special ed often times are very unpredictable which forces you to always be on your toes and ready to react.

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District Lesson Plan -- Third Placement 

Lesson Plan - small Group (Ava, Mia, Thomas, Hudson, and Emily W.)

 

STEP 1:  Heading

Date:

     January 7, 2020

Teacher(s) Name:

     Amy Korynta

Grade Level(s):

     6th

Title of Lesson:

     Scholastic Article : Thirst 

Content Area(s):

Working on small group discussion skills

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STEP 2:  Lesson Goal(s) – Stage 1 

Identify what students will understand, know or be able to do.

Students should be able to identify the main idea/central idea of a nonfiction article.

Students will be able to talk with other students, in a book club format, about a common piece of reading. Together they will arrive at a central idea for the article.      

 

 

STEP 3:  Links to Curriculum Standards – Stage 1

Access district curriculum framework or state standards.

6.5.2.2   Determine a central idea of a text and how it is conveyed through particular details

6.5.6.6  Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text     

 

 

STEP 4:  Introduction – Essential Questions

How will you capture the students’ attention and access relevant background knowledge?

Introduce terms and Show the map - diagram of an aquifer to help build content knowledge of terms

     

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STEP 5:  Teaching Presentation – Lesson Structures

Includes input, modeling and activities.  Include at least one higher-level question that you will use during the lesson. Remember the structuring of a lesson: mini-lesson, mini-lecture, turn-and-talk, strategy lesson, etc.

After introducing the terms, map, and diagram assign a vocas word to each student to have them focus on while reading the text.

 

Then have the students read the article individually, jotting down a few things they notice about central idea and perspective.

 

When the students are done reading the article they will get in their assigned groups and would on their book club format discussion skills. 

  • this discussion should challenge the student by assisting them in a STUDENT lead conversation.

 

Question to get the conversation generated: Tell me something you learned throughout the article, remember we’re focusing on the central idea of the article and the perspective/point of view.

 

STEP 6:  Lesson Modifications and Adaptations – Stage 3

How will the input or activities be modified for at-risk learners or adjusted for high achieving students?

Read aloud or whisper read as needed with students!

 

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STEP 7:  Formative Assessment of Learning Goal – Stage 2

How will I know if students are meeting the goal?  How will students self-assess their understanding?

Student understanding can be seen within the student lead discussion. Based on how this discussion goes and the amount of assistance needed will show the whether the students need to work on this skill more or if they are good to move on.    

 

Collect post-it notes after discussion to see that they were doing their job assigned while reading.

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