Educators understand and apply knowledge of student growth and development.

We had 10 weeks of teaching and in that time I was able to see the kindergarten student’s progress and base lessons on where to go to next. An example of this is in my ELA Lesson plan, I differentiated each small group to meet the needs of the students and build upon previous work we did.

                                                         DRAFT LESSON PLAN (REVISED 2021)

Candidate’s name: Lisa Seymour                                                           

Grade/Class/Subject:K/ELA/LiteracySchool:Cassie Hall
Date:March 8th, 2023 Allotted Time:20 mins. 10:00am – 11:00am
Topic/Title:English Language Arts/Literacy
  1. LESSON ORIENTATION

Key resources: Instructional Design Map

Briefly, describe purpose of lesson, and anything else to note about the context of lesson, students, or class, e.g., emergent learning needs being met at this time, elements of focus or emphasis, special occasions or school events.
Students will continue to further their knowledge of reading and writing in American English.
  • CORE COMPETENCIES

Key resources: https://curriculum.gov.bc.ca/competencies

Core /Sub-Core Competencies 
(check all that apply):		Describe briefly how you intend to embed Core Competencies in your lesson, or the role that they have in your lesson.
  COMMUNICATION – Communicating  COMMUNICATION – Collaborating   THINKING – Creative Thinking  THINKING – Critical Thinking  THINKING – Reflective Thinking  PERSONAL AND SOCIAL – Personal Awareness and Responsibility  PERSONAL AND SOCIAL – Positive Personal and Cultural Identity   PERSONAL AND SOCIAL – Social Awareness and ResponsibilityCommunicating encompasses the set of abilities that people use to impart and exchange information, experiences, and ideas; explore the world around them; and to understand and effectively use communication forms, strategies, and technologies. Communicating provides a bridge between peoples’ learning, their personal and social identity, and the world in which they interact.
  • INDIGENOUS WORLDVIEWS AND PERSPECTIVES

Key resources: First Peoples Principles of Learning (FPPL); Aboriginal Worldviews and Perspectives in the Classroom

FPPL to be included in this lesson 
(check all that apply):		How will you embed Indigenous worldviews, perspectives, or FPPL in the lesson?
 Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.  Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).  Learning involves recognizing the consequences of one’s actions. Learning involves generational roles and responsibilities. Learning recognizes the role of Indigenous knowledge. Learning is embedded in memory, history, and story. Learning involves patience and time.  Learning requires exploration of one’s identity. Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.By understanding that every student is different and allowing flexibility, patience, and reflection to be ongoing. These are teaching my parents, grandparents, and great-grandmother instilled and demonstrated to me and what I will bring to each class.
  • BIG IDEAS

Key resources: https://curriculum.gov.bc.ca/ (choose course under Curriculum, match lesson to one or more Big Ideas)

What are students expected to understand? How is this lesson connected to Big Idea/s or an essential question?
 Through listening and speaking, we connect with others and share our world.
  • LEARNING STANDARDS/INTENTIONS

Key resources:  https://curriculum.gov.bc.ca/ (choose course under Curriculum) 

Curricular Competencies:What are students expected to do? Content:What are students expected to learn?
Use developmentally appropriate reading, listening, and viewing strategies to make meaning.  Explore foundational concepts of print, oral, and visual texts.  Use sources of information and prior knowledge to make meaning.  Use language to identify, create, and share ideas, feelings, opinions, and preferences.  Exchange ideas and perspectives to build shared understanding.  Create stories and other texts to deepen awareness of self, family, and community.Students are learning, reading strategies, oral language strategies, writing process. Language features, structures, and conventions such as; concepts of print, letter knowledge/letter formation, phonemic and phonological awareness, and the relationship between reading, writing, and oral language.
  • ASSESSMENT PLAN

Key resources: Instructional Design Map and https://curriculum.gov.bc.ca/classroom-assessment

How will students demonstrate their learning or achieve the learning intentions? How will the evidence be documented and shared? Mention any opportunities for feedback, self-assessment, peer assessment and teacher assessment. What tools, structures, or rubrics will you use to assess student learning (e.g., Performance Standard Quick Scale)? Will the assessments be formative, summative, or both?
Students will be assessed formatively, through discussions students will be prompted to participate and extend their thinking. They will be given informal verbal feedback throughout each lesson in both reading and writing.  
  • DESIGN CONSIDERATIONS

Key resources: Instructional Design Map

Make brief notes to indicate how the lesson will meet needs of your students for: differentiation, especially for known exceptionalities, learning differences or barriers, and language abilities; inclusion of diverse needs, interests, cultural safety and relevance; higher order thinking; motivations and specific adaptations or modifications for identified students or behavioral challenges. Mention any other design notes of importance, e.g., cross-curricular connections, organization or management strategies you plan to use, extensions for students that need or want a challenge.
Allowing students time and re-explaining instructions or methods as needed. Differentiating the lessons for the different groups.     
Required preparation: Mention briefly the resources, material, or technology you need to have ready, or special tasks to do before the lesson starts, e.g., rearrange desks, book a room or equipment.
I will provide the crayons, pencils, Kaboom, and writing sheets for the students, Heggerty bags, printable reading materials.  
  • LESSON OUTLINE
Instructional StepsStudent Does/Teacher Does (learning activities to target learning intentions)Pacing
OPENING:e.g., greeting students, sharing intentions, look back at what was learned, look ahead to what will be learning, use of a hook, motivator, or other introduction to engage students and activate thinking and prior knowledge·  Students are divided into three different literacy families that they go into every day based on their level, green is the lowest group still learning the letters of the alphabet and how to write their names. Orange is the middle group but closer to the high group. Yellow group all knows the alphabet, how to write their names and many sight words. That way every group is met where they are at, challenged but not overwhelmed and made to feel frustrated and encouraged a love of learning. The groups cycle between me, the First Nations support worker for talking tables from Heggerty, and my coaching teacher who will be teaching them reading, for about 15-20 minutes a rotation.·  We have learned different words from “word families” and have reviewed Monday and Tuesday. ·  I will tell students we will be continuing with our word families today by doing a “write the room” activity. 3 mins.
BODY:· Best order of activities to maximize learning — each task moves students towards learning intentions· Students are interacting with new ideas, actively constructing knowledge and understanding, and given opportunities to practice, apply, or share learning, ask questions and get feedback· Teacher uses learning resources and strategic opportunities for guided practice, direct instruction, and/or modelling· Can include: transitions, sample questions, student choices, assessment notes (formative or otherwise), and other applications of design considerations·  Today I set it up to have the green group first, for this group we will play Kaboom, a game where letters or short common words are written on popsicle sticks plus the word “kaboom”. When you pull a popsicle stick, students are to say what letter they have (if they don’t know it I will make the letter sound to help them or a word that starts with the letter) and they keep the stick, if they pull Kaboom then they put the rest of their sticks back in the tin. This is to practice their letter and sound recognition in a fun way with less pressure. ·  The second group was the orange group. I start off their lesson by reviewing the words like “pot, hot, tot” on numbered cards and what they mean. Next, I will set out those cards in spots around the room and hand each student in the group a numbered writing sheet that matches the cards. Students are to go around the room with their paper, a clipboard, and a pencil, writing out each word they find. Students in this group will get the activity but not all may finish. ·  The last group will be the yellow group. Students in this group can read words from the word families they weren’t in class to learn. I don’t need to do the same word review for them to be able to do the activity. Everyone in this group will most likely be able to find and correctly write all 12 of the words around the room. I will have colouring tools provided for them to colour or practice writing the alphabet on the back of their sheets.15 mins.
CLOSING:· Closure tasks or plans to gather, solidify, deepen or reflect on the learning·  review or summary if applicable· anticipate what’s next in learning· â€śhousekeeping” items (e.g., due dates, next day requirements·  I will let students know that there is 2 minutes left before we switch groups, so students will either get one more turn for the game or they have time to find one more word to write. 2 mins.
  • REFLECTION (anticipate if possible)
·  Did any reflection in learning occur, e.g., that shifted the lesson in progress?·  What went well in the lesson (reflection on learning)?·  What would you revise if you taught the lesson again?·  How do the lesson and learners inform you about necessary next steps? Â·  Comment on any ways you modelled and acted within the Professional Standards of BC Educators and BCTF Code of Ethics?·  If this lesson is being observed, do you have a specific observation focus in mind?
After-lesson reflection: The way literacy centers are set up really allows for lesson differentiation amongst the student groups. I planned out 2 completely different lessons and slightly differed the lesson for the orange and yellow groups which are the most similar but still at different levels. The students were engaged and having fun! I had a backup lesson that works for all groups just in case things weren’t working. One main thing that I need to be doing is using my own timer rather than relying on the group that goes to a different room to come back and make sure we are on time.