Wayne State University

College of Education

Lesson Planning Framework

Wayne State University

College of Education

Lesson Planning Framework

Teaching Intern(s): Mrs. Candace Hudson-Jackson

School: Kenbrook Elementary
Grade and Subject Area(s): Grade 1 ELA
Lesson Title: What Do You Hear? What Do You See?
Time Needed for Lesson: 30mins

1. LEARNERS & LEARNING ENVIRONMENT

a Engaging and Supporting Diverse Learners:
The entire student body is made up of special education with more than one disability
ranging from CI, Autism, Down Syndrome, TBI. The seating in the classroom has been
carefully selected to ensure the educational needs each student is met. Students are seated
in one small group to satisfy the center rotations in the classroom. The entire student
body speaks English and comes from both low income and middle class parents. The
class is full of diversity which makes learning interesting and exciting for all the students.
Each student has unique strengths from a few being able to use their words to
communicate, a few being able to write to communicate, and others using a speech board.
They are all also visual learners and work effectively with their structured, never
changing schedule except for specials schedule. They enjoy being independent and trying
to complete task on their own prior to seeking help and this part of what makes them an
amazing group of students. They all learn at different levels, but that is what makes
differentiating a lesson special. The school is also a Title 1 school which ensures that all
students from low-income families meet Michigans challenging state academic
standards. Title 1 also allow for students to receive free or reduced lunches, help from
paraprofessionals, along with several other programs that has been put in place for the
students to receive an effective and proactive education.
b Universal Design for Learning:
The classroom is arranged so that the students are seated in one small group to satisfy the
centers rotations in the classroom. The tables are labeled with numbers and have been
colored coded. This allows for the students to effectively move from rotation to rotation
after checking their schedule. Daily schedules are Velcroed to the cupboards near the
door entry. This also allows for effective movement in the classroom, almost like students
are moving in a circle counter clockwise. This works perfective since we have one
student in a wheelchair. She is able to move smoothly from location to location in the
classroom. Centers are used frequently in the classroom and for that reason group seating
is necessary. The important part is each student is positioned perfectly in front of the
 smartboard in view of everything that takes place in front of the classroom. In front of the
room located on the right of the board is where the paras, teacher, or any other guest can
find the daily agenda. This is important because the schedule can change on a daily base
at times. On the right side of the board, the students and staff can find time for their
specials. On each wall in the classroom there is something representing each subject
being taught. Also, on the right side of the room each student is in clear view of the
velcroed speech board. In the back of the classroom there are example of their work and
cabinets where supplies can be found. Also, the teachers desk is in a great location where
the students can be monitored closely and within a few steps they can walk over for help.

c Materials & Digital Tools Needed:

Chart paper with picture
Markers
Smartboard
YouTube video
Bucket filled with items that can either be Seen or Heard
10 Popsicle sticks
5 Laminated Ear and Eye visuals

2. OUTCOMES & ASSESSMENT

I State Standards and Students Outcomes Related to the Content of the Lesson
After teaching this lesson, students will know what that hearing and seeing is part of the five senses and
uses a paper chart to place words that you can hear or see on the correct side of the picture labeled
(Hear/See):
Michigan Grade 1 Standard for
ELA: RL.1.4: Identify words and phrases in stories or poems that suggest feelings
or appeal to the senses. Target Grade 1 Essential Element:
EE.RL.1.4: With guidance and support, identify sensory or feeling words in a
familiar story.
SL.1.2: Ask and answer questions about key details in a text read aloud or
information presented orally or through other media. Target Grade 1 Essential
Element: EE.SL.1.2: During shared reading activities, answer questions about
details presented orally or through other media.
Key Understanding:
After reviewing items, things, and objects that can be seen or heard, students will be able to sort items on a labeled
chart paper by placing words provided to them on the correct side of the labeled chart paper.
SWBAT sort items that can be seen or heard on a labeled chart paper.
Assessment and EvaluationEvidence of Student Learning:
3. Students will be given a word (ex. Bells, Ball, etc) and asked to come to the smartboard and place that word
on the correct side of the labeled chart paper labeled hear or see. The teacher will observe the word being placed
on the correct side of the paper and give the student a thumbs up to confirm proper placement.
4. INSTRUCTIONAL PRACTICE
a. IntroductionEngaging Students, Activating Prior Knowledge,
Setting Lesson Goals
Prior to teaching the lesson, the teacher will remind the students in
the learning groups about the learning group rules using visuals.
Then, go around to each student in the learning center and say,
 Good Morning! How are you today? using the visuals.
Each student must respond to Good Morning by repeating Good
Morning and saying the teachers name. (Ex. Good Morning Mrs.
Candace)
Then, each must use their finger to point to the visual I feel
happy, sad, excited, tired in reply to the question, How are you
today?
Now the lesson can begin
In order to refresh the students memory about the two senses we
have been discussing, the teacher will remind the students of the
story we read earlier in the week called, What does Paris Hear?
and give them some example of things we can hear and see.
During this time, one of the paras (Lisa or Shelley) will take
Christopher to Mrs. Neef general education classroom for math.
Lisa or Shelley (paras) will also bring two students back into the
classroom for this math lesson. Students (Allie and Leila)
The teacher will then play a YouTube video titled, The Five
Senses
Remind students that although the video provided information
about all five senses, we are going to focus on the two from our
story hearing and seeing. (Jay may not be cooperative at this time
and will be sent to complete an independent learning task at the
work station)
Then, pass out the Popsicle sticks ensuring that each student gets
one ear visual and one eyes visual.
Discuss with the students that they will use these visuals to help
them answer if an item or thing can be heard or seen by holding up
the ear visual if they think an item can be heard or holding up the
eyes visual if they thing the item can be seen.
Now, the teacher will pick up her sensory box and began pulling
items from the box asking students if they can hear or see these
items.
Remind the students to use their visuals to help them respond.
(Allie and Jay made need more assistance during this process)
Once the teacher has gone through the box of items, she will ask the
students to give her one example of something that can be seen or
heard. It can be something we discussed or something they come up
with on their own.
Next, the teacher will place label chart paper on the smartboard,
provide each student with a picture word, and have them come to
the smartboard one by one to place that word on the correct side of
 the chart paper label see or hear.
Repeat this process until each student has received a turn and all
words have been placed on the chart paper.
Then, review the words that has been placed on both sides of the
paper and ask the student if there is anything else they would like to
add to our chart paper. If so, the teacher will write it in.
Lastly, tell the student that they all did an incredible job. (While the
student teacher exit the room, Mrs. Emilie will read the
students a story and assist them with transitioning to their
centers)
5. REFERENCES & RESOURCES:
http://www.michigan.gov/documents/mde/Essential_Elements_ELA_document
_12-2_draft_Grade_1_507408_7.pdf
Pinterest.com
www.n2y.com
www.youtube.com
1 PROFESSIONAL RESPONSIBILITY
a Teacher Reflection:
This lesson was definitely one of my favorites that I have prepared since attending
WSU. I thought that it was relevant and something that my students would enjoy
learning about. My favorite part of the lesson was pretending I had a magical box
full of magically things that could be seen or heard by the students. The look on
their faces when I told them the box was magical will forever be unforgettable,
because their expressions and body language was frozen with a big ohmywhat
will we see. I think my students favorite parts of the lesson were being provided
with a set of eyes and ears to help them answer questions about the items in the
magical box. Their other favorite was getting up and placing words on the correct
side of the Hearing and Seeing drawing. It tickled me as they completed this task,
because they wanted to place the words on every part of drawing instead of the
column. They really thought covering the boys face was funny, but then they did
what was asked of them. I must say my students keep me on my toes and as a
future special education teacher, what I will take most from the experience of re
teaching this lesson is that I can never turn my back. I turned my back for about 1
sec to tape my chart to the smartboard and my students thought it was time to play
with their laminated eyes and hear. On the flip side, if I were to change anything
about this I would use pictures of items that can be seen or heard versus words.
Lastly, as I end most of my reflection, I will certainly teach this lesson again.