TPACK
Lesson Plan
EDU
673: Instruct. Strat.
for Differentiated Teach & Learn
Week
6 Final Assignment
Title: Community
Helpers
Classroom
demographics:
I will be doing a Unit lesson on helpers in the community. The lesson plan has been amended based on the
needs of the pupils, which vary. This
class would be equivalent to a first grade class if they were in a typical
classroom setting. There are six students and two paraprofessionals. The ratio
will never be more than 2:1 or 2:6.I have five boys and one girl. Their
abilities all vary for moderate to high functioning to low function non-verbal
students. Two of my male students also have Attention Deficit Hyperactive
Disorder and have mild to moderate behavior issues. They have to be redirected
several times during the course of a lesson.
Most students reside within the surroundings of the community, since
this is a private school and students are able to be sent here out of their
distract to our school at no cost to the parents. . The students and come from
low to upper-middle class homes. There
are a variety of family backgrounds which consist of African American,
Hispanic, Asian, and Caucasian. The lesson plan and
goals are aligned with the Common Core State Standards. Scholars will be assessed before, during and
after the Unit lesson to as an aid for me to get an enhanced understanding of
who understands and who needs supplementary assistance.
Lesson outcome:
Students will be able to classify
at least five community helpers with 100% of accuracy.
Common
Core State Standards:
LACC.1.RI.4.10: With prompting and support, read informational texts
appropriately complex for grade 1.
LACC.1.W.1.2: Write informative/explanatory texts in which they name
a topic, and provide
some sense of closure.
LACC.1.L.1.2: Demonstrate command of the conventions of Standard English
capitalization, punctuation, and
spelling when writing.
NETS-T
Standards:
- Creativity & Innovation: Construct
original works as a means of personal or group expression
- Technology Operations &
Concepts: Comprehend and use technology systems
- Digital Citizenship: Advocate
and practice safe, legal and responsible use of information and technology.
Content Summary
During the Unit Lesson pupils are expected to classify
helpers within their community and each community helper’s job entails. Each scholar will be assess to see their
level of understanding via observations, discussions, and assignments that will
be given. Each assessment will be used
for grading purposes during and after the unit.
They will also be an assistance when generating other lessons which will
also be beneficiary to other scholars during the academic school year.
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Day 1: Learning
Objective
At the
conclusion of this lesson, students will be able to identify at least five
community helpers with 100% of accuracy.
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Activity: Pupils
will match community workers with the appropriate building either by images
or words.
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Formative Assessment: Worksheet or picture cut outs
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Technology: Board-maker will be used to generate
worksheets. Worksheets will vary based
on the students’ levels of competence.
For example, picture with picture, word with word, and picture with
word. This will provide “multiple
means of representation of concept” (Puckett, 2013, Sec. 3.1 Universal Design
for Learning).
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To emphasize
the different types of community helpers that pupils will be assessed on I
can analysis the helpers at the conclusion of the lesson to refresh students’
knowledge.
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Day 2: Learning
Objective
At the close
of this lesson, scholars will be competent to clarify why it is essential that
we have community helpers with 80% of accuracy.
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Activity: Scholars will build a mailbox and
write letters or postcards for their fellow peers.
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Formative Assessment: Mailboxes and letters or
postcards
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Technology: SMART board will be utilized to show
students exactly how to write a letter and in what manner to label an
envelope. This form of technology will
“offer ways of customizing the display of information” (National Center on
Universal Design for Learning, Glossary).
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Throughout
the lesson students will have a chance to visually see what a mailbox and
letter looks like and entails. I will
pass around an actual letter that I wrote, to show students the different
parts of a letter and.
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Day 3: Learning
Objective
At the conclusion of this lesson, Students will be able
to define at least one community helper’s duties 90% of accuracy.
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Activity: Students will select and discuss one community helper.
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Formative Assessment: Writing assignment for higher
functioning students. Lower
functioning pupils will illustrate about the community helper.
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Technology: Throughout the class discussions
the SMART Board will be operated to show diverse pictures of community
helpers and their place of employment. Scholars will be able to provide
“multiple means of action and expression” (Puckett, 2013, 3.1 Universal
Design for Learning)
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Day 4: Learning Objective
At the
conclusion of this lesson, students will be able to validate their
understanding of their community and its helpers 95% of accuracy
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Activity: Students will work collectively to generate their community
utilizing different materials.
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Formative Assessment: Communal group project.
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Technology: Pupils can use the computer to print out
pictures of buildings or community helpers within their community for the
group project. This form of technology
will provide “multiple means of engagement” (Puckett, 2013, 3.1 Universal
Design for Learning).
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Students
will be grouped into three groups. Each
group will have two students and one staff member. Levels of capability will vary within each
group.
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Materials:
Community
Helpers from A to Z,
by Bobbie Kalman
Places in My
Community by
Bobbie Kalman
Worksheets
Pictures
iPad
Computer
SMARTBoard
Scissors
Cardboard
Glue
Tape
CD
Player
Summative Assessment:
During the course of the lesson learners
have completed diverse formative assessments to strengthen what they learned during
the lesson. At the conclusion of the
lesson scholars will be assess on everything they learn during the course of
the unit. They will construct a book or
presentation on their community, which will contain community helpers. Learners will be able to write about helpers,
illustrate helpers, or be able to do both reliant on their ability. Scholars will likewise have to select the
type of community helper they want to be when they become adults and explain why
they choose that particular helper. Pupils
will have the choice to come to school dressed as a community helper of their
choice.
Pedagogical Content Knowledge:
Day one of the unit, scholars will
first converse on what they know about community helpers. After the discussion I will then have the
pupils listen to Places in My Community by
Bobbie Kalman. After the story scholars
will be given a worksheet were they will match the community helper to the
building the helper works at. Worksheets
will vary based on the student’s capabilities.
Some learners will match picture by picture, others learners by picture
and words. Learners will be graded based
on the answers given on their worksheets.
On day two of the unit, learners
will review the first lesson that was given on the unit. This will aid the leaners in remembering what
they are currently being taught. Another
story will be ready to the students named, Community Helpers from A to Z, by
Bobbie Kalman. At the conclusion of the
story, we will discuss what pupils have heard and what new information they
have learned about community helpers. The main community helper that our class
will focus on, on day two is the Mail-carrier and their job.
I will then demonstrate how to
create a letter. Then as a class we and will build mailboxes. Learners will construct a letter to a fellow
classmate of their choice. Scholars will
then place their letter in the main mailbox at the front of the class. I will
then have two students sort the mail. Then I three students deliver the mail
into the mailboxes that the students have constructed. Learners will be graded
based on their creativity and development of their letters and how well the
followed the directions of the staff.
The third days of the unit, learners
will once again express their understanding of the lesson plan. Their knowledge
will be tested on images that will be projected on the SMARTBoard. The images will consist of all the community
workers that have been discussed throughout the unit. Each helper will displayed in the correct
format and two that are wrong to see if they know which one is correct.
At the completion of this activity learners
will choose a community helper and complete a writing assignment on the
helper. Since each students’ abilities
varies some students are allow to express their written assignment as an
illustration, where they will illustrate a picture as an alternative of writing
their response. Also, I will have some students use speak-to-text to complete
their written assignment. The learners’ grades
will be based on their knowledge of the helper they choose. The pupils will
also receive a grade for their knowledge about the helpers throughout class
activities.
On the fourth day of the unit, learners
will validate their knowledge of the unit as a whole. I will once again reread one of the two books
that were read to them earlier in the week.
The students will then have a group activity where they will construct a
community. There will be three groups of
two students in each group.
I will pair the students together
depending on their learning ability and behaviors, so that students who have
stronger abilities can the weaker students with the assignment. It is necessary for learners to engage with each
other irrespective of their ability. Pupils
will choose how they will each contribute to their group activity. Some scholars can illustrate a building and a
helper, while others can use pictures from magazines and the internet. Learners will be graded on contribution, on
individual work, as well as obtain a group assignment grade.
Technological
Content Knowledge:
The technology used in this lesson allows
learners to express their knowledge of community workers while giving learners
who are non-verbal or have limited verbal means a way to show their mastery of
the lesson objective. This activity also gives the pupils the basic skills to
create a letter and to mail one. Which is a skill that the learners will use
outside of the classroom when mailing letters to family and friends. Using
drawing/painting software for learns to draw pictures and label pictures of
community workers gives learners another way to demonstrate their knowledge of
writing words/talk-to-text which aligns with the Common Core State Standard LACC.1.W.1.2: Write informative/explanatory texts in which they name
a topic, and provide
some sense of closure. The NETS-T standards are addressed through
technological content knowledge by permitting the learners to use a diversity
of diverse technological systems to construct an inventive piece on their own.
The use of technology also inspires the learners to think critically as
they search for pictures of community helpers.
References
Eberly Center. (n.d.). What is the
difference between formative and summative assessment? In
Eberly
Center. Retrieved October 16, 2014, from
https://www.cmu.edu/teaching/assessment/basics/formative-summative.html.
Diego, CA.
Undefined.
(n.d.). 18 Core Content Connectors. In Cpalms.org. Retrieved October 16, 2014,
from
http://www.cpalms.org/Public/PreviewIdea/Preview/486.
