| SAMPLE LESSON
PLANS |
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I developed the following
four lesson plans throughout my Fall term at Pacific University and
Findley Elementary School. Theses lesson were developed with the
help of my mentors, my professors and my colleagues.
BACK TO MEGAN'S HOMPAGE |
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Name: Megan Riley
Date:10/18/05 Lesson
Title: Describing Fall Nouns Grade
Level/Subject: 2nd/Writing Benchmark(s): In preparation for Grade 3 English/LA
Benchmark; Use vivid adjectives and action words. Grade 2 Foundation; Select and
use descriptive words when writing. Objectives(s):
Students will demonstrate their understanding of using
details in writing by creating at least 2 Fall-themed sentences
containing at least one adjective each. Lesson Assessment:
Students will have met the objective when they have
written 2 sentences using adjectives. Materials:
Activity hand-out, Chart paper/pen
Length of Lesson: 15 minutes |
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Intro discussion 6 min Activity 5-6min Share/closure 3-4min |
Set: I want you to think about the first time you
realized it was fall. What helped you decide it was fall? Did you know because you were coming back to
school or could you tell by the trees and weather around you? Did you see the leaves changing colors? Did
you notice pumpkins and scarecrows? What
did they look like? How did they make you
feel? What kinds of colors? Were they bright or
dull? Teacher Procedure: 1. Introduce
lesson with questions about fall. Invite
students to share their answers and emphasize the use of descriptions. 2. Write some
descriptions & nouns on chart paper during discussion. 3. Guide
students through writing a sentence using ‘scarecrow’. 4. Pass out
worksheets and tell students they are going to write 2 or 3 more
sentences using the pictures on the worksheets as topics. 5. Ask students
to share their sentences Closure: Comment on great
sentences. Emphasize importance of details. |
Wait a few seconds Write
descriptions/nouns on chart paper. Emphasize Details! Brainstorm Painting pictures
with words The _____ scarecrow
protected the field. Check for
understanding -listening Identify each of
the pictures on worksheet partners Allow student time
to work (4-5 min) Repeat great
examples of descriptions/details Thank students for
work |
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Self-reflection: |
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Name: Megan Riley Date: 12/02/05 Lesson Title: Lines and Shapes Grade Level/Subject: 5th/Art & Math Benchmark(s): A.05.2.0.1(1) Identify essential elements of drawing. Objectives(s): Students will demonstrate an understanding of elements of drawing by using them to create a picture. Lesson Assessment: Students will have met the objective when they successfully use lines, curves, angles and dot/circle families to create their drawings. Materials: markers
(crayons, pencils, paints) paper, chart paper/wipe board
Length of Lesson: 15-20 min |
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Intro 3 min Explanation 6 min Activities 10-12min |
Set: I want you to imagine you are writing. What does it feel like? Now picture yourself drawing. How are you moving you hand? How does it feel? Are there any similarities between the two that you notice? The elements of drawing are closely related to the same skills we use when writing. Teacher Procedure: 1. Introduce activity by asking students question above and explain that the elements used in drawing are the same as the ones used in writing. 2. Hand out 2 sheets of white paper to each student and have the students print their first name across the top of one. 3. Write elements on wipe board beginning with straight lines Ask students what they think each element represents. Have the students copy the elements onto their papers. 3. Repeat with 4 remaining elements. 4. Invite the students to discover how many of the elements make up their name. Have the student find the number of each element if there is time. 5. Have students turn to a fresh sheet of paper and explain that you are going to give them drawing instructions. a) First draw 4 straight lines that go all the way across the page. b) Then draw 4 circle families c) Draw 4 members of the dot family. (colored in) d) Have students put their pencils in the center of one of their circles and have them draw a curvy from the center. e) Have students draw a zigzag line from the center of a dot. 6. Have students share art and emphasize how different they are even though they were all given the same directions. Closure: Have students picture the 5 elements and share. |
Wait time Thumbs up when you’ve thought of one. Elements Straight lines \ | / ---. Curved lines Angles Dot family (filled in) Circle family (represents any closed shaped) Upper or lower case Check for understanding by having students share their descriptions. Model with your own name. Tell students their drawings Hill be different, but they will all be given the same instructions Model all lines, circles and dots 1 (circle and dot) is at least as big as their fist Check for understanding by walking around the room and looking at student art. Encourage over-lapping If there is time, have the students color their drawings. Have students color each shape a different color. Use color circle. Numbered heads together |
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Self-reflection: |
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Name: Megan Riley Date: 12/07/05 Lesson Title: Graphing with Pattern Blocks (Review Lesson) Grade Level/Subject: 3rd Benchmark(s): Math, Statistics and Probability. Collect and Display Data: Ask and answer simple questions that can be answered by collecting, organizing and displaying data. Objectives(s): Students will demonstrate their understanding of bar graphs by creating a color-coded bar graph with correctly labeled axis’s using materials provided by the teacher. Students will demonstrate their understanding of bar graphs by reading and interpreting them and comparing their answers Lesson Assessment: Students will have successfully met the objectives when they create a bar graph and use it to answer questions posed by the teacher. Materials: pattern blocks (at least 15/student), graph paper, chart paper/wipe board, crayons or color pencils.
Length of Lesson:
20 min |
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3-5 min 10-12 min 3-5 min |
Set: I have some graph paper here and I want to find out how much you already know about graphing. What kind of things can we do with the graph paper? What kind of information can we discover through creating bar graphs? Total number of objects, most, least of each shape I also have some materials that I want you graph. Can someone tell me the name of this shape? How can I use a bar graph to discover the answer to these questions? Procedure: 1. Introduce activity by accessing students’ prior knowledge of bar graphs. 2. Show students the materials they will be graphing and, with students, decide how to label the graph. 3. Pass out geometric shapes each student. 4. Ask students what our graph will be able to
tell us about the shapes. (total, how many of each color) 5. Model graphing 1 shape for students. 6. Invite students to graph their own shapes.
(while students are working, create a giant graph on board) 7. Have students share graphs, including their
total number of shape, the shape they have the most of and the shape
they have the least of. Closure: Ask students
their Total number of shapes, the shape with the most and the least and
how many. Ask students which to describe
x- and y- axis. Ask students
what other kinds of objects or information they could organize with a
bar graph. |
Hand out graph paper “Raise your hand when you have an idea” Wait Time Hold up and name each shape: Write on board Model labeling x- and y- axis Determine which is the x- and which is the y- axis Check for understanding by walking around and looking at each student’s graph. Partners; decide together how you will what scale to use? Walk around and help students. Check for understanding by listening to students’ reasoning for graphing each shape (1:1) (if time) Graph student results on board Pair share Ex: colored shirts, different kinds of animals, sports balls… Basically any data that you want to compare. |
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Self-Reflection: |
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Name: Megan Riley Date: November 16, 2005 Title: Movement and Art Expression through Music (Two lessons) Grade Level/Subject: 3rd grade (Can be modified to fit K-12) Benchmark(s): The Art Benchmark 1: Create, present and/or perform a work of art that demonstrates an idea, feeling or mood. Objectives(s): Students will demonstrate their ability to make movement and color connections to a variety of music through creating paintings/drawings from their mental images and using their bodies to create poses, actions Lesson Assessment: Students will listen to selections of music and create ‘reactions’ to at least one song using watercolors and/or body movements and poses. Materials: Create
a CD using a variety of different genres and styles, CD player,
watercolor paints (1 per student), variety of paint brushes, large
watercolor paper (at least 1 per student), chart paper, markers. Students will need room to move during the
movement section. Length of Lesson: Variable. Movement section: 10-30min Painting Section: ½-1 hr |
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4-5 min 3-7 min 5 min 15-30 min 2-3 min 2-3 min 5 min 2-5 min |
Music Section Set: Have
you ever heard a song or piece of music that made you think about a
person or place? Has a song ever caused
you to make a connection to a memory or a fantasy? Maybe a song caused
you to imagine a pretend place or event. Procedure: 1. Before beginning lesson, cover tables with
paper when working with K-3 students. Also
set out painting paper, water colors, paint brushes of various sizes
and water cups. 1. Invite students to join you on the carpet (or
meeting area) and discuss mental images and connections to music. 2. Play a song that you have made a connection to
and describe it to the students. Make sure
to comment on the emotions you felt and the colors you saw in your mind. Explain that everyone’s mental images and
connections will be different because we all think differently and have
had different experiences. 3. Allow students to lie on their backs and close
their eyes (may also be done at desks, with heads down).
Play a song all the way through. 4. Invite students to share any mental images or
emotions that they had during the song. Write
student example on chart paper. (Steps 4 and
5 can be repeated many times using different songs) 5. Tell the students that they are going to paint
their images using watercolors. Encourage
them to draw first with pencil and then paint their image or idea. 6. Excuse students back to their desks and have
the song playing to help students keep their images in their minds. 7. As students finish, allow them to share their
painting and the ideas behind them. Closure: 1. Have students discuss in groups the definition
of a mental image. Have 1 person from each
group share their definition. 2. Discuss different ways to create mental images
and connections Movement
Section Set: Have you ever
heard a song that makes you just want to move? Maybe
a slow song that made you want to twirl around or a fast song that
makes you want to throw your arms and legs around? Procedure: 1. Have the
CD ready to go. 2. Invite students to spread out in the classroom
or gym (depending on space access) 3. Explain that you are going to play music and
you want them to use their bodies to ‘react’ and move to the emotions
they feel when they hear the music. 4. Explain that when you stop the music you want
students to hold the position they are in and think about how their
bodies are expressing their emotions. 5. Play a song and allow students time to try out
different poses/moves. 6. Have students share the emotions behind their
poses and how their bodies felt being in that position 7. Encourage students to try each others’ poses
and moves. 8. Repeat as many times as you prefer. 9. Once students are accustomed to this activity,
you can allow songs to play all the way through before sharing and
discussing the different emotions and moves they create. Closure: 1. Have students discuss in groups different ways
that they can communicate their emotions through movement. 2. Have each group share one way. |
Introduce
term Mental Image during discussion A mental
image is a picture that we create in our minds.
It is like painting a picture in your mind or having a
tiny movie camera playing in your head. Focus on
emotions and colors. Example: Play “Caribbean Blue” by Enya.
Describe a mental image you had of the beach, describe the
colors of the sand, the water, the sky and how it made you feel. Focus on warmth, calmness, floating. Ask students:
Are you ready to create mental images of their own? Use
students/situations to determine the kind of song you want to play;
fast, exciting, slow, upbeat, sad… Encourage
students to talk about their emotions and the colors the saw in their
heads. “You felt sad?
What colors did you see when you were feeling that way?” Remind
students to use their entire paper. No
white spots! (excluding clouds ect…) Tell students
they can pick a new image or use the first one they thought of. Remind
students that everyone’s paintings may be different because people see
and imagine things differently. Numbered
heads together Examples:
Books, nature, poems… Encourage
students think about the feelings they experience when they hear the
songs Use students
to determine what kind of music to play (upbeat/slow) Share your
own emotions/feelings to help students feel comfortable You can have
students ‘react’ to each others movements also. Use
the term movement conversation. Numbered
heads together |
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Self-Reflection: |
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