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PSYCHOLOGY: As an educator, a large portion of learning and growth comes from reflection and refinement.

For this week’s journal, use this self-reflection rubric to evaluate the effectiveness of your lesson plan from Week Four. Elaborate on the areas of strength in your lesson plan, as well as those areas in need of improvement. provide an evaluation of at least three of your classmates’ lesson plans that were uploaded to the Doc Sharing Tab last week. Using the rubric, provide justification and an explanation of how you scored their areas of strength and areas in need of improvement.

 

  1. What was easy for me in planning the lesson? Why?

 

  1. What components were difficult for me to complete when planning the lesson? Why?

 

  1. What do I want to improve on when creating lesson plans?

 

  1. How will this assignment help me in my future role?

 

Evaluate 3- peer’s Lesson plans

 

Evaluation of Peer’s Lesson Plan:

 

Strengths:

 

Areas of Reflection:

 

Evaluation of Peer’s Lesson Plan:

 

Strengths:

 

Areas of Reflection

 

 

 

Evaluation of Peer’s Lesson Plan:

 

Strengths:

 

Areas of Reflection

 

This is the three peers lesson plans, Listed below-

 

 

 

 

 

 

 

 

 

1)Lesson Plan Template –1 peer’s Name is Mirna Roman

 

For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please

 

view the Lesson Plan Handbook.

 

Lesson Plan Template – Overview

 

For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please

 

view the Lesson Plan Handbook.

 

Content Area or Developmental Focus:

 

Age/Grade of Children:

 

Length of Lesson:

 

Goal The goal is the purpose of the lesson.

 

Objective The objective is what students will be able to

 

know or do at the end of the lesson.

 

Standards Included

 

Standards are the knowledge or skills that

 

students will be expected to demonstrate.

 

Depending on the age of the children you are

 

working with, you will choose the appropriate

 

standard from the list below:

 

Birth to Age 3: Developmental Milestones.

 

Click HERE to locate a developmental

 

milestone checklist that includes

 

developmental standards.

 

Ages 3 to 5: Early Learning Guidelines.

 

Click HERE to locate the Early Learning

 

Guidelines for your state.

 

Head Start Framework: If you work in a

 

Head Start program, please click HERE to

 

choose a standard from the Head Start Early

 

Learning Framework.

 

K-3: Click HERE to locate the Kindergarten

 

through 3rd grade standards for your state.

 

Materials The materials section lists all items needed

 

throughout a lesson.

 

Introduction

 

The introduction is how you will introduce

 

the activity so your students are interested,

 

engaged, and have the opportunity to think

 

about any background knowledge/experience

 

that they may have.

 

Lesson Development:

 

The lesson development section includes the

 

steps that you will take to teach the lesson

 

including any modeling, direct instruction,

 

centers, etc. that will be utilized. Sometimes

 

this is also referred to as the “procedures”

 

section of the lesson plan.

 

Often times you will have students that you

 

will need to include modifications for when

 

Introduction

 

The introduction is how you will introduce

 

the activity so your students are interested,

 

engaged, and have the opportunity to think

 

about any background knowledge/experience

 

that they may have.

 

Lesson Development:

 

The lesson development section includes the

 

steps that you will take to teach the lesson

 

including any modeling, direct instruction,

 

centers, etc. that will be utilized. Sometimes

 

this is also referred to as the “procedures”

 

section of the lesson plan.

 

Differentiation

 

Often times you will have students that you

 

will need to include modifications for when

 

you are developing a lesson. In this section

 

you will need to explain how you could

 

modify your lesson to meet the needs of the

 

different children you are working with.

 

These modifications may apply to the lesson

 

development section, the practice/check for

 

understanding section, or both.

 

Assessment

 

(Practice/ Checking for

 

Understanding)

 

Students are given the opportunity to apply

 

what they have learned in a formal or

 

informal way. You will need to describe what

 

you will do to assess student learning. It can

 

be through guided practice and/or

 

independent practice. Guided practice allows

 

students to demonstrate their understanding of

 

the material while the teacher is present and

 

can provide needed assistance. Independent

 

practice might be group work, projects, or

 

homework.

 

Closing Here the ECE teacher/provider reviews the

 

highlights of the lesson and brings closure to

 

the activity.

 

Lesson Plan Template

 

Lesson Plan Template

 

Content Area or Developmental Focus: Science: Butterfly Life Cycle

 

Age/Grade of Children: Kindergarten- age 5-6

 

Length of Lesson:45 minutes.

 

Goal

 

To teach the lifecycle of a butterfly.

 

Objective

 

The students will be able to remember the life

 

cycle in stages of a butterfly wising a guided

 

life cycle stage map.

 

Standards Included

 

Developmental Checklist – 4 to 5 years.

 

Arizona’s College and Career Ready

 

Standards-English Language Arts- Speaking

 

and Listening Standards K-2- 1.SL.4-

 

Describe people, places, things and events

 

with relevant details, expressing ideas and

 

To teach the lifecycle of a butterfly.

 

Objective

 

The students will be able to remember the life

 

cycle in stages of a butterfly wising a guided

 

life cycle stage map.

 

Standards Included

 

Developmental Checklist – 4 to 5 years.

 

Arizona’s College and Career Ready

 

Standards-English Language Arts- Speaking

 

and Listening Standards K-2- 1.SL.4-

 

Describe people, places, things and events

 

with relevant details, expressing ideas and

 

feelings clearly (Zaur & Bodamer, 2015).

 

Materials

 

Materials used will be a sheet of the butterfly

 

life cycle for each students (black and white

 

so they can color in.), crayons, visual life

 

color pictures of the life cycle of a butterfly to

 

show students, a short clip on computer of the

 

process of the actual butterfly life cycle.

 

Introduction

 

“Hello class! Today we will be learning about

 

the amazing life cycle of a butterfly.” “Can

 

anybody tell what they know about

 

butterflies?” Waits for response. “Great

 

answers from all of you, I’m going to tell you

 

all about the stages that a butterfly goes

 

through in order to become a butterfly. From

 

how they start being a small little egg to a

 

beautiful flying butterfly. First we will start

 

by showing viewing a small clip of the live

 

process in a butterflies life cycle. Shows class

 

small clip. ”I’m going to pass out a work

 

sheet which shows you the stages in order and

 

you will color the cycle in as we go in order

 

together.” Then show pictures of: Stage 1-

 

Egg , Stage (Larve), 2- Caterpillar (Pupa),

 

Stage 3- Chrysalis (Pupa), Stage 4 – Butterfly.

 

Lesson Development

 

1- Show small clip of butterflies.

 

2-Gives students work sheet of butterfly life

 

cycle and crayons.

 

3- Shows picture to students of the stages in

 

order and talks a little about it while students

 

color in stage.

 

4- Ask the class in whole to repeat stages and

 

compliments students coloring.

 

Differentiation

 

Shows again pictures to each students who

 

needs extra help and help them with the

 

repeating of stages and helps them color by

 

letting them select the colors they prefer.

 

Assessment

 

(Practice/ Checking for

 

1- Show a picture of a certain stage to

 

students and ask them they remember the

 

name of the life cycle along with asking them

 

cycle and crayons.

 

3- Shows picture to students of the stages in

 

order and talks a little about it while students

 

color in stage.

 

4- Ask the class in whole to repeat stages and

 

compliments students coloring.

 

Differentiation

 

Shows again pictures to each students who

 

needs extra help and help them with the

 

repeating of stages and helps them color by

 

letting them select the colors they prefer.

 

Assessment

 

(Practice/ Checking for

 

Understanding)

 

1- Show a picture of a certain stage to

 

students and ask them they remember the

 

name of the life cycle along with asking them

 

if they can remember the life cycle process

 

while pointing at their color picture in order.

 

* I will be able to tell if students have

 

remembered and also check on their verbal

 

communication.

 

Closing

 

Tell students that they have done a great job

 

in their coloring pictures as well as praising

 

their memory skills and that I will be putting

 

their work up on our wall for the week. At the

 

end of the week students can take their work

 

home and show their families their work

 

along with telling them what they have

 

learned about the butterfly life cycle .

 

 





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