Week 3 / Week 4 – Field Experience Signature Assignment

Week 3 / Week 4
Field Experience Signature Assignment
Jaida VanDunk
National University

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Week 3 / Week 4 – Field Experience Signature Assignment

Abstract

For my ITL 608 signature assignment, I have decided to utilize the format of an example

lesson plan provided to the class during week 1 of the course with a few minor adjustments. I

have utilized different class resources, prior knowledge from other courses, advice given to me

by field experienced teachers, and my own observational notes to create this lesson plan. The

lesson plan is designed to be implemented in a second grade classroom and focuses on K-5

common core reading standards.

*All items in blue are newly incorporated after receiving feedback from classmates, field

experienced teacher and Professor Coder.

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Week 3 / Week 4 – Field Experience Signature Assignment

Stage 1: Planning

Description
Teacher:________________ Grade/Subject: _2nd Grade – ELA/Reading Comprehension

Academic Standard/Target: Craft and a. Describe how words and phrases (e.g.,
Structure (RL 2.5) regular beats, alliteration, rhymes,
repeated lines) supply rhythm and
meaning in a story, poem, or song
b. Describe the overall structure of a
story, including describing how the
beginning introduces the story and
the ending concludes the action.
c. Acknowledge differences in the points
of view of characters, including by
speaking in a different voice for each
character when reading dialogue aloud

Common Core Standards (2010)

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Week 3 / Week 4 – Field Experience Signature Assignment

Student Social-Emotional Goals

 Encouraging student to take responsibility for their actions and academics
 Ex: Understanding the importance of classroom expectations, completing
homework, etc.
 Ex: Consequences are a result of their own actions
 Positive collaborations with peers
 Open to other ideas
 Learning to critique without being “mean”; respectful and kind
 Comfortable asking for help when there is a misunderstanding
Learning Barriers
 Students with ADHD/IEP
 Autism

Common Misconceptions/Potential Problems

 Different reading levels in classroom
 Students who are easily discouraged by get nervous about sharing their work
 Students with Autism/IEPs may get nervous about classroom involvement
 Strong behaviors/Social students struggling to stay on task

Classroom Knowledge/Background
 Survey submitted at the beginning of the year to learn about student
strengths/weaknesses/interests  use info to apply to lesson *See incorporation of
survey results in Multiple Means of Expressions
 Understanding of different child behaviors and personalities so that potential problems
can be avoided
 Ex: if certain social subjects or games are triggering for students with disabilities
that influence behaviors, try to take note and avoid
 Ex: If student has difficulties with social interactions, set clear expectations with
child in advance (What should you do if you feel like you’re getting upset? How
do you speak to a peer when you are confused or feel that they are not being
kind?)
Accommodations/Adaptions/Intervention
 Weekly (Daily- if needed) communications with parents of students with IEP’s
through email updates/ weekly sticker charts/ etc.
 Regular home visits to help establish positive relationships with families, so that when
there are issues in the classroom it’s easier to communicate with parents and receive
needed support
 Designate “Calm Down Space” for students to go when there are too many
distractions in the classroom  very important that this is not confused as a negative

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Week 3 / Week 4 – Field Experience Signature Assignment

space, but a space for students to go when they are over-stimulated and need some
space to focus take a moment to calm down when they are upset or distracted

Multiple Means of  Giving students opportunity to share work, ideas and

Engagement collaborate
 Selecting books for reading based on student interests
 Ex: students interested in animals get to read books about
zoo, ecosystem, etc.
 In classrooms with social students, limit time where students
are sitting as much as possible
 Incorporate art, music, etc. into lessons when possible

Multiple Means of  Giving students the opportunity to show comprehension

Expression through visual art, performance, etc.
 Allowing students to share knowledge
 Utilize parent surveys from the beginning of year to identify
student strengths while planning
Ex: A lot of students are better at sharing knowledge audibly,
so incorporate more time in class for students to share/display
their work
For students who aren’t as comfortable sharing in front of
the class, give them the opportunity to share just with the
teacher, make a video at home with parents so they won’t have
the pressure of speaking in front of others, drawing a photo to
show their comprehension, etc.

Classroom  Strict routine at start of school year so that students are used to
Management expectations
 Creating a classroom Motto/Goal/Vision with the children
during their first week of class
 Enforcement of kindness, respect, etc. in the classroom through
classroom goals (Ex: point systems), attention getters (Ex: wind
chimes around classroom)
 Frequent acknowledgement of positive behavior and
interactions – Positive Reinforcement
 Regular incorporation of social emotional goals in lessons (ex:
books on responsibility)

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Week 3 / Week 4 – Field Experience Signature Assignment

Stage 2 / Stage 3: Teaching and Assessment

Monday
Teacher Prep: Review chosen book and have an idea of what open-ended questions children
will be asked, have graphic organizer(with definitions) posted on white board for visual
Plan:
1. First Day of the week goal will be introduced to children. (5 Min)
2. Before reading the book teacher will explain what a beginning/middle/end will look
like in a story/ provide meaning of beginning/middle/end. (10 Min)
3. Book will be read to class, while reading, teacher will point out clues that indicate the
beginning of story/middle/end but not directly point out the beginning/middle/end. (15
Min)
4. In addition to asking questions to helping children with identifying different parts of
story, ask questions that can help with social-emotional connections to story and
classmates
Ex: What is your favorite part about visiting your grandparents? Does anyone else
agree (and that’s ok if you have a different opinion) Do you think Alexander is making
smart decisions?
5. After reading, teacher will ask children to raise hands and share what parts of the story
indicated the beginning/middle/end and why. (15 Min)
6. Create a graphic organizer with children as a visual for them to identify the main idea,
beginning, middle, and end.

EX:
Materials:
1. Book: “Alexander, Who Used to Be Rich Last Sunday” by Judith Viorst
 Book tells the story of a young boy who receives money from his grandparents, but
spends the money too quickly
 Not only will book help demonstrate “Beginning, Middle, End”, also helps support
students social-emotional goal of accepting responsibility for their choices and
actions
 Book also relates to money/finances, and can also be incorporated into a math
lesson later in the day

Tuesday
Teacher Prep: Make sure graphic organizer is posted, have printouts of graphic organizers
prepared for students, have example story/graphic organizer prepared (5-10 Min)

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Week 3 / Week 4 – Field Experience Signature Assignment

Plan:
1. Review Graphic Organizer from previous day with class as a refresher (5 Min)
2. Give children opportunity to create base for their own story by using graphic organizer
to come up with a Main Idea, Beginning, Middle, and End (30-40 Min)
Ex:
 Main Idea: Being kind to others
 Beginning: Girl special bracelet at recess
 Middle: Classmate find out that she lost her bracelet, and offers to help her look for
it after school
 End: Bracelet is found, girl is grateful that someone was kind enough to help her
*Graphic organizer and book from previous day will also be posted for children to use as a
resource
3. If there is time, children will have the opportunity to create their own stories with
developed plot, characters, beginning/ middle/end.
Materials: Paper, pencils, markers, crayons, graphic Organizer

Wednesday
Teacher Prep: Make sure all materials are prepped, make sure graphic organizer is posted (5-
10 Minutes)

Plan:
1. Very quick review of graphic organizer (5 Min)
2. Children are given the day to finish their stories and review with teacher/ask questions.
(35-45 Min)
Materials: Paper, pencils, markers, crayons, graphic organizer

Thursday
Teacher Prep: Create Popsicle Stick Name Jar if one wasn’t already created (0-10 Minutes)
Plan:
1. Students will be put into groups of four (randomly popsicle sticks with name) (5
Min)
2. Students rotate books with each other and point out each other’s beginning/middle/end
(5 Min per rotation – 20 Min Total)
3. Class comes together and have the opportunity to share the plot of someone else’s book
and how they were able to identify different parts of the book (20 Minutes)
Materials: Student Books, Popsicle Stick Name Jar
Friday

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Week 3 / Week 4 – Field Experience Signature Assignment

Teacher Prep: Decide which book each child should read, have graphic organizer printouts
(30-40 Minutes)
Plan (Assessment):
1. Each child individually reads short story out loud with teacher.
2. After reading the story, child identifies/summarizes the beginning of the story, the
middle, and end by filling out a graphic organizer or audibly telling teacher
3. Children will be asked how these different elements were identified, what clues helped
them come to this conclusion, etc.
Exit Ticket: Successful Identification of beginning, middle, end, and main idea.
Materials:
Books Selected Based on Student Interests (Example Books):

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Week 3 / Week 4 – Field Experience Signature Assignment

Stage 4: Reflecting About Teaching and Learning

Student Results TBD

What Worked TBD

Revised Focus/What TBD

needs to be
improved/Additional
Student Support

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Week 3 / Week 4 – Field Experience Signature Assignment

Resources
Burden, P. R. and Byrd, D. M. (2016). Methods for Effective Teaching: Meeting the Needs of All

Students, 7th edition. Boston: Pearson.

Meyer, A., Rose, D. H., and Gordon, D. (2014). Universal Design for Learning: theory and

practice. Wakefield, MA: CAST Professional Publishing.

Common Core State Standards for ENGLISH LANGUAGE ARTS & Literacy in History/Social

Studies, Science, and Technical Subjects. 2010.

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