Lesson Plan- Maggie Lamm

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Liberty University *

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651

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English

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Dec 6, 2023

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docx

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EDLC 651

EDLC 651 Lesson Plan Assignment Maggie Lamm Liberty University EDLC 651 Author Note Maggie Lamm I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Maggie Lamm. Email: mlamm3@liberty.edu

EDLC 651 L ESSON P LAN P RELIMINARY I NFORMATION Date of Lesson: September 15, 2023 Grade Level: Preschool Subject/Topic: Language and Literacy Development Learning Segment Theme: There was an Old Lady Who Swallowed Some Leaves! Where in the learning segment does this lesson occur? ☒ Beginning ☐ Middle ☐ End Lesson Structure or Grouping: ☒ Whole Class ☐ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. Student Assets (Knowledge of Students) Personal (Interests, family backgrounds, experiences, etc.) The preschool class is made up of 7 children. There are 4 girls and 3 boys all varying in age from three to five years of age. They all come from different backgrounds and either live with both of their parents or just one. One child is currently in foster care. They have all been in the school setting since the beginning of the year (August) and some are repeating as well. Cultural (Traditions, dialects, worldview, literature, arts, etc.) There is a variety of traditions and dialects between the class. There are currently 2 children that are from India and were born outside of the US just moving here a year ago. The other 5 children were born in the US. One child is from Hispanic background and speaks only in Spanish. Students have been able to learn from their peers and teachers some English words but are still struggling to communicate. Community (Landmarks, community events, etc.) The school is in an affluent area of metro Atlanta. There is a variety of community events that the students and families can attend. The school also holds many events that are for the students and their families. Developmental (Cognitive, physical, social, and emotional) There are 5 students that receive special education services and 2 that are considered “typically developing” peers. They are there to be peer models for the students that developmentally delayed. 5 of the students have IEPS and one also has a BIP. Supports are put in place for the students that require it. There is also a paraprofessional in the classroom to assist the students when needed. C ONSIDER THE F OLLOWING Q UESTION FOR THE NEXT SECTION OF THIS F ORM : What are your goals for student learning and why are they appropriate for these students at this time?

EDLC 651 B IG I DEA OR C ONCEPT BEING T AUGHT – C ENTRAL F OCUS The goal of this lesson is for the students to understand and answer questions related to a story that was read to them. They will use their language and visuals to predict what comes next in the story and use pictures to recreate the story. The students will also use context clues to predict what happens at the end of the story. It is appropriate for this age to start answering questions and make predictions about a story. It is also a way that students can talk about a book and have ideas about what the story is about just by looking at pictures. R ATIONALE /C ONTEXT FOR L EARNING – J USTIFICATION FOR YOUR P LANS Why this lesson at this time, for this group of learners? How does it connect to previous learning or succeeding lessons? In class we have started talking and learning about all things Fall. That includes talking about things that we see during Fall time. For example, all things apples, leaves, trees changing colors, and the weather changing. This lesson will be about sequencing and what comes next in the book. It will also have the students identify what happened in the book and when it happened. P RIOR K NOWLEDGE AND C ONCEPTIONS What prior knowledge must students already know to be successful with this lesson? Prior knowledge of items that are used in the book. For example, leaves, pumpkins, shirt, pants, hay, stick, and rope. What prior skills must students already know to be successful with this lesson? Being able to look at pictures and talk about what they see and predicting what happens in a book just by looking at pictures. What prior academic language must students already know to be successful with this lesson? Click or tap here to enter text. S TANDARDS State Standards CLLD2.2: Understanding ideas, vocabulary, and information in stories and texts. CLLD2.2k: Asks or answers questions about what is happening in a book or story. CLLD2.2lL: Narrates a story using pictures as a guide. National Standards Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound- letter correspondence, sentence structure, context, graphics).

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