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Tiffany Reynolds

Bluefield State College


Personal Choice Lesson Plan from Student Teaching
Name: Tiffany Reynolds Date: April 5th,
2017 - Wednesday
Subject: Language Arts Topic: America the Beautiful
Grade: Kindergarten Length of
Lesson: 1 hour
Introduction (Essential Question): Can you identify words when you change the middle sounds? What
sound does long u have? Can you identify the vocabulary words? What is poetry? What are describing
words? What is another term for describing words? Can you create a sentence with a describing word?
Standard (s): K.1 The student will demonstrate growth in the use of oral language. a) Listen to a variety
of literary forms, including stories and poems. b) Participate in a variety of oral language activities
including choral and echo speaking and recitation of short poems, rhymes, songs, and stories with
repeated word order patterns.
K.2 The student will expand understanding and use of word meanings. b) Use number words. c) Use
words to describe/name people, places, and things. d) Use words to describe/name location, size, color,
and shape. e) Use words to describe/name actions.
K.8 The student will expand vocabulary. a) Discuss meanings of words. b) Develop vocabulary by
listening to a variety of texts read aloud.
K.10 The student will demonstrate comprehension of nonfiction texts. a) Use pictures to identify topic
and make predictions. b) Identify text features specific to the topic, such as titles, headings, and pictures.
Goal(s):

Substitute medial phonemes to make new words


Attach the long u sound to the letter Uu
Identify the long u sound in print
Locate the title and names of the poet and the illustrator
Develop an understanding of vocabulary words
Review words that describe

Specific Objective(s): At least 80% of the classroom will show understanding of the long u sound, the
print of a poem, the vocabulary words, and describing words.
Method(s): For the direct instruction, the students will be doing their morning message, introduced their
vocabulary, having a poem read to them, and reviewing describing words. For the guided practice, the
students will practice phoneme manipulation of the medial sound of a word, say their long u rhyme, listen
for the medial long u sound in words, link together sound to letter, and will identify the describing words
in a sentence. For the independent practice, the students will draw a describing word and make a sentence
with the word. For the assessment, the students will take a spelling test.
Materials: (including technology, internet sites) Poem America the Beautiful and pieces of paper
with describing words on them
Direct Instruction: For the direct instruction, I first do our morning work. We first look at our calendar
and identify the month, date, day of the week and year. Also with the pictures on the dates, there are
patterns and the students have to identify the pattern for that day. We also identify what was yesterday,
today and tomorrow. We then identify how many seasons we are in and what season we are in, how many
months there are and what month we are in, and how many weeks are in a month. We also review how
many days we have been in school, reviewing the ones, tens, and hundreds place. We then talk about the
weather and what we wear in certain weathers. After doing all of this, we start on our morning message.
The morning message this day says "Today is Wednesday April 5th, 2017. We will have Music today.
Noah is the person of the day!" With the morning message, we review punctuation, capitalization, spacing
in sentences, and words in a sentence. Also throughout the English lesson, I introduce the vocabulary for
the students before I read the story. The vocabulary words for the story this week are "grain" and "plain."
First, I ask the students to raise their hand if they know what the words mean and we talk about these
words. Then, I have them repeat with me the term and the definition, so they can understand the
vocabulary words. After the vocabulary words, I introduce the comprehension strategy that the students
will used during the reading, which is visualizing. The students will visualize the poem when the words
are read to them. I then read the poem to the, which is the well known "America the Beautiful." I then tell
them that it is actually a song and I sing it to them. After I sing it to them, they decide to sing it with me.
After they sing it with me, I have them sing it together all by themselves. Also throughout the English
lesson, we review describing words. I ask the students what is another term for describing words and they
are expected to say "adjectives." I also ask them "you use adjectives to describe what?" They should then
say "nouns." I then ask them "what are nouns?" They are expected to say "a person, place, thing, or
animal."
Guided Practice: For the guided practice, I started off with phoneme manipulation of the medial sound
of words. For example, the teacher will say "the word is hum." The children will then say the word
"hum." The teacher will then say "now change the /u/ to /e/. How do you say the word now?" The
students are then expected to say the word "hem." I choose each student to do one by drawing their stick
with their name on it from a mug. This continues on with him to ham, lick to lock, bake to bike, rise to
rose, bill to bell, lick to luck, cone to cane, and fame to fume. After this, we review the long u sound. We
first say our long u rhyme, which says "U's my name. Two sounds I use: Short u in cub, Long u in fuse." I
then review the medial u with the students by giving them a word and they have to identify if it uses a
long u sound or not. If the word does use a long u, the students will say "long u." If the word does not use
a long u sound, the students will shake their head no. I choose each student to do a word by drawing their
stick with their name on it from a mug. This continues on with the words huge, dime, dome, rate, leaf,
excuse, fume, fake, compute, bust, muse, and goal. Most of the time if the long u sound is not there, I will
ask them what is the actual sound that is in the word. After this, we link the sound to the letter by putting
a word up on the board and adding a silent e to the end of the word to make the vowel sound say its name.
For example, I will write the word "us" on the board and the students will then say the word. I will then
add the silent e to the end of the word and the students will then say "use." This will continue on with the
words "cut" to "cute" and "cub" to "cube." At the end of the English lesson we practice describing words
together as a group. I put up on the board sentences that use the five senses. The students will then
identify the describing word and what sense do you use with that describing word.
Differentiation: Visual Learners I help visual learners by writing the words up on the board for the
students rather than just saying the word. Sometimes this helps these kinds of students more to sound out
the word. Also in order to teach the vocabulary words to these students, I show them the pictures in the
poem to help them identify the words. The visual pictures should help them to define the word. If a
student does not know what a describing word is, I can draw a picture for the student up on the board, so
they visually know what the describing word means.
Auditory Learners I simply just say words and sound them out with the auditory students. If the students
hear each sound, they can put the sounds together and make the word. The long u rhyme helps auditory
learners identify what the long u and short u sound say. When singing "America the Beautiful," the
students use their voice to use the words from the poem and also to identify the vocabulary words.
Auditory students learn about describing words by hearing the words being used in a sentence.
Kinesthetic Learners I let these kind of learners stand up and do their work, so they can be moving.
There are two rules with them standing up, though. One is that they stay at their seat and are not playing
and the other one is that the students stay quiet. I also let these type of learners stand up during the
singing of "America the Beautiful" and put their hand on their heart like they do with the Pledge of
Allegiance and the Star Bangled Banner. Some students may also want to salute instead of putting their
hand on their heart. These types of learners learn through the describing words activity by physically
grabbing a sheet of paper with the word on it. Also if they do not know the word, I could physically do
something to show the describing word.
** Lesson Closure: The main objective for this lesson was for students to identify the long u sound, the
print of a poem, the vocabulary words, and describing words. For the direct instruction, the students did
their morning work, were introduced their vocabulary, was read the poem "America the Beautiful" to, and
reviewed describing words. For the guided practice, the students practice phoneme manipulation of the
medial sound of a word, say their long u rhyme, listen for a medial long u sound, link the sound to a letter,
and identify describing words in a sentence. For the independent practice, students draw a describing
word from a jar and make a sentence with the describing word. For the assessment, the students take a
spelling test. The materials for this lesson are the poem "America the Beautiful" and pieces of paper with
describing words on them.
Independent Practice: For the independent practice, the students will draw describing words from a jar
and try to make their own sentence with their describing word. As a group, I let the students tell their
class what their describing word is and then let them create a sentence with that word verbally. These
words will involve the senses of touch, taste, feel, smell, and hear.
Assessment: Evaluation of Lesson (objectives met?) For the assessment, the students will receive a
spelling test. The students will be given a blank sheet of paper and will be asked to write their name on
the top and number one to five. Once they are finished with their name and numbering one to five, they
are asked to put their heads down and be quiet. The words that are given to the students use the long
vowel sounds a, I, o, and u. We did not use the long e yet because we have not taught them long e yet. The
words are use, hike, gate, vote, and fume. I used two long u words because that is what the students are
reviewing in their lesson right now. After the students are finished, they are instructed to color, draw, or
whisper. While they are doing one of the three choices, I will be checking their papers.
**Lesson Reflection: The students are still having a difficult time with the long u sound and need more
practice throughout the week. During the singing of "America the Beautiful," some students did not want
to sing the song, but that is fine. During the spelling test, I had to remind them that during a test we do not
talk because it can be considered as cheating. I had to remind them this because they decided they were
going to talk during the test. During the describing word independent practice, some of the students did
not know what the word was, so I ask them first to sound it out. If they still cannot figure out the word
after sounding out, I will help them by sounding it out with them or either telling them the word.

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