LESSON PLANS Essay Example

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    Education
  • Document type:
    Assignment
  • Level:
    Undergraduate
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LESSON PLANS

9

LESSON PLANS

LESSON ONE

MODELLED WRITING

Date: 29th Jan, 2016 Term: ONE Week: 1 Year Level: 2

Time/length: 45 minutes Learning area focus: Writing Skills

Context:

The lesson will mainly adopt the modelled approach. The approach fits the broader lesson outcome since it encompasses demonstration of the writing process which creates successful writing skills among children. Stronge (2007) argues that modelled writing moves the learner towards being independent in their writing. The lesson will therefore provide an effective approach for teaching writing to young writers. Modelled writing is a dominant modelling technique at all levels. It facilitates attracting the attention of learners and demonstrating their writing skills

Individual learning considerations: The class has a total of 22 students. Out of the total number, 19 students are able to meet the year 2 level descriptors. The leaners have the ability to write a simple procedures using the correct structure, write a simple sentence with the correct punctuation, use linking words to signal time or order, use precise adjectives and adverbs and read and edit texts for punctuation and spelling. The class also has children who cannot meet the year level descriptors. They include; Frank who has Autism and needs support in his writing activities. Maya has ADHD and needs to be supported to perform her task effectively. Evie has an eye problem and wears glass but still needs to sit next to the board in order to learn more effectively. While Rachel often demonstrates tricky behaviour and needs support when beginning a new task.

Lesson- Writing down a Fruit Kebab recipe

Content Descriptions:

The teacher models writing the fruit kebabs recipe. The students then use this recipe to create their own fruit kebab.

Lesson outcomes/Learning intentions:

By the end of the lesson, the learners should have the ability to precisely model the procedure written by the teacher

By the end of the lesson, the leaners should write the procedure independently.

Assessment for/as/of learning:

Providing follow up questions to identify if the content was effectively understood by the children.

The teacher will move around the classroom identifying those students with difficulty in reading and writing and help them through the process.

TEACHING AND LEARNING ACTIONS

Orientation

  • The teacher welcomes all the learners to the lesson-

  • ‘’Good morning class! How are you today?’’

  • ‘’Are you all okay?’’

  • Recap of the previous lesson and what was learnt in the previous class and linking it with the current lesson.

  • ‘’What did we learn in our last lesson?’’

  • The teacher introduces the lesson

  • Today we are going to learn about Fruit Kebab recipe

  • Giving the learners some oral questions to prepare them for the lesson.

  • ‘’How many love Fruit Juice Kebabs?’’

Writing the Procedure on the board

The teacher writes down the process involved in preparing fruit Kebab. The teacher instructs the leaners to focus on the steps. The steps include :

Step 1: Slicing a few fruits. Slicing 4 fruits into quarters.

Step 2: Thread the quarters onto skewers. Fur pieces of the cut fruit are thread onto two skewers.

Step 3: Spread one tablespoon of honey on the skewers to make the fruit kebab sweeter.

Step four: Grill each side of the fruits for 4- minutes or until they become tender

Learners model the teachers example by writing down the process in their books

The teacher requests the leaners to write down the teacher’s model in their books.

  • ‘’Everybody should now write down the process on their book!’’

The teacher asks the children to follow the process effectively and asks if they are faced with any difficulty.

The teacher then instructs / assist learners who find difficulty to follow the steps.

Motivation

The teacher motivates by using words such as ‘’ good work, keep up Maya!’’

The teacher recognizes the good work and displays it on the board.

The teacher rewards the students when they are able to write the procedure followed all the steps effectively.

After all the learners have completed writing down the process of preparing Kebabs, the teacher summarises the lesson by highlighting important stages in the process.

The students are also involved in the conclusion process and are asked to highlight what they have learnt throughout the learning process.

Resources

Pictures

Overhead projector

Exercise books( Appendix 1)

Smart board

Text books

Chopping board, table spoon, fruits , honey , grill

Key questions

  • How many love to drink Fruit Juice Kebabs?

  • What are the ingredients that make up a fruit juice Kebab?

  • What will you use to make the fruit juice kebab?

  • What writing materials will use to write down the procedure?

  • What other methods can you to make the fruit juice kebab?

  • Who finds it hard to write down the steps of preparing

Differentiation

Gifted Leaners

  • Leaners write down the procedure as written by the teacher

  • Brainstorming with gifted on various ways in which the recipe can be written. Through this, the teacher can develop new ideas.

  • Requesting gifted leaners to assist other leaners experiencing diffusely in writing down the recipe

Moderately Gifted Leaners

  • Leaners write down the procedure as written by the teacher

  • Giving the leaners time to effectively copy the procedure

  • Guide the leaners in areas whey they experience difficulty in sentence construction

  • Ask leaners to re- read and edit their work

Autistic Leaner

  • Make eye contact in order to get the learners attention

  • Explain to the leaner about the process of preparing fruit Juice Kebabs

  • Use visuals such as pictures to demonstrate the process

  • Write down the steps for the leaner

  • Repeat the process to the leaner

  • Guide the leaner in writing down the process

Learner with ADHD

  • Introduce the topic in a clear manner

  • Explain the procedure briefly

  • Assist the leaner to organize their work

  • Maintain eye contact in order for the leaner to maintain focus on the work

Learner with an Eye Problem

  • Explaining to the leaner what is to be written down

  • Ensuring that the leaner sits in the front or

Learner with Challenging behaviour

Let the leaner settle down in class

  • Guide the learner the leaner in beginning the task

  • Ensure that the leaner writes down each step

  • Leaners submit their books for the teacher to review

LESSON TWO:

SHARED LANGUAGE EXPERIENCE

Date: 30th.Jan, 2016 Term: I Week: 2 Year Level: 2

Time/length: 45 Minutes Learning area focus: Interaction and writing skills

Context: Shared language experience basically implies that the learners have to work in groups. It is essential for teachers to devise an inclusive learning environments by providing a classroom setting in which all the leaners will be actively involved in the learning process (Winter, 1999). Inclusion implies that leaners with disability are given an opportunity to interact and share ideas with the normal learners.

Individual learning considerations:

The class has a total of 22 students. The teacher will ascertain that 19 leaners without learning disability and the 3 with learning disabilities are able to share their learning experiences effectively.

Lesson two — Making a grass head

Content Descriptions: Students work together to make a grass head. The teacher and the class jointly write a procedure to teach the students how to make a grass head.

Lesson outcomes/Learning intentions:

By the end of the lesson, the learners should have the ability to explain how the grass head is made

By the end of the lesson the leaners should have the ability to share the information learnt with others

Assessment for/as/of learning:

Providing several follow up questions to identify if the content was effectively understood by the children.

The teacher will move around the classroom identifying those students with difficulty in reading and writing and help them through the process.

TEACHING AND LEARNING ACTIONS

10 minutes

30 minutes

5minutes

Orientation

  • The teacher greets the leaner- ‘’ Good morning class?’’

  • Welcoming the learners to participate in the lesson- ‘’ Today everyone should talk and participate in the class, all of us will work together.’’

  • Recap of the previous lesson and linking it with the current lesson- ‘’ Before we start who can tell us about what we learnt in the last class?’’

  • Today, we are going to learn about how to make a grass head, how many know how to make one?

Leaners make the grass head together in groups of two

  • The teacher divides the leaners into groups of two

‘’ Everybody will sit in groups of two! I will place each one with a partner in order for you to share ideas of how to make a grass head and make one together.’’

  • Students will be required to share their experiences together.

  • The leaners meeting the year level descriptors will work with those below the level descriptors

  • The teacher walks around to control the class and ensures the learners are effective in their discussion and helps them in developing a sound discussion

Joint Discussion with the teacher

The leaners will then jointly discuss with the teacher about their experience and write a procedure how to how to make a grass head. The steps include

Steps involved:

Step 1: cutting 20cm of stocking

Step 2: stretching the stocking over a large mug or cup and spoon in two teaspoon full of grass seeds.

Step 3: parking in some potting soil or sawdust.

Step 4: close the end by tying a knot

Step five: make bulbous ears or nose by grabbing stoking and twisting. Fastening the base of the nose using thread or small rubber.

Step 6: decorating using permanent marker of fabric scraps

Motivation

  • Rewarding leaners who perform well in the task

  • Use phrases such as’’ Good Keep it up!

  • At the end of the lesson, the teacher will bring the ideas from every learner together and come up with appropriate procedure for making grass head.

  • After listening to different experiences, the teacher will be able to find the best steps.

Resources

Overhead projector

Smart board

Pictures

Cutting tools

Measuring tapes

Overhead projector

Smart board

Cutting tools

Measuring tapes

Key questions

  • Explain your experience on how to make grass head.

  • How can the process of making grass head be used in teaching kindergarten learners.

  • How effective is the process?

  • How can the process be applied in the leaning process?

Differentiation

Autistic Leaner/ Gifted Leaner

  • Involving gifted learners by making them use their abilities extensively and provide their experiences. With the autistic leaner

  • Encourage the autistic leaner to interact with the gifted leaner

Learner with ADHD with Normal leaners

  • Encourage the leaners to interact with the ADHD leaner and share their experience

  • Guiding learners with learning difficulties in providing their experiences.

  • Moving at a good pace to enable all students to participate in the lesson.

  • Writing bold letters on the board to enable all students to have a clear view of the writings and the process.

  • Effective communication skills to cater for the individual difference in class.

Learner with an Eye Problem and Normal Leaners

  • Encourage the leaners to interact

  • The leaner should sit in a position that enables them to see

  • Providing precise information for the leaner

Learner with Challenging behaviour and Normal leaners

  • Let the leaner settle down in class

  • Guide the learner the leaner to participate in the group

  • Ensure that the leaner writes down each step

Gifted Leaners/ Moderately Gifted

  • Encourage the leaners to share their experience with those with special needs

Leaners submit their books for the teacher to review

Reference

Stronge, J. H. (2007). Qualities of effective teachers. Alexandria, Va: Association for Supervision and Curriculum Development.

Winter, S.(1999). Early childhood inclusion model: A program for all children. Association for Childhood Education International.