Composite Plan and Final Reflection Report

Composite Plan and Final Reflection Report Name Institutional Affiliation Instructor Course Date Observation 1 Memoranda and Lesson Plan Template Name: Observation Date: 02/14/2024 Grade Level(s): Pre-kindergarten Lesson Title: Valentine’s Day Is this an ICT Classroom No Timespan of the Lesson: 45 minutes Pre-Observation Memorandum Context For Learning Student Characteristics (Danielson Domain 1, Component 1b) Describe: Students’ personal and community assets Prior Learning What students must already know to participate in this lesson Any gaps in knowledge you must address to make your lesson effective Number of ELLs Number of gifted students Types of IEPs Any other characteristics that affect your instructional choices Students of concern * Diverse cultural backgrounds with family traditions and multilingualism and experiences within the classroom. * Prior knowledge : Student must have previous exposure to primary colors, shapes, basic language , social skills include how to interact with peers in a positive manner, and they must have familiarity with some emotions and expressions , familiar with gratitude to family members . * Some students may have limited exposure to English and Valentine’s Day customs. * 15 ELL students. * Two gifted students * Three students with speech delay, they receive speech therapy . * Students with speech delay may need alternative communication methods. Varied attention spans and energy levels typical for the age range (3 to 5 years) impact lesson design * Students with speech delay are the primary focus of concern. The Curriculum (Danielson Domain 1, components 1a, 1c) Describe: How does your lesson fit into the larger curriculum or the central focus of the unit or learning segment The lessons or topics that preceded the lesson you plan to teach * Integrates into the curriculum by enhancing literacy through reading and vocabulary development . * Promotes social-emotional learning through activities like group discussions, fostering teamwork and social skills * Forms part of a broader unit centered on cultural celebrations and emotional awareness * Aligns with goals of fostering social and emotional development, cultural understanding, and emotional literacy * Contributes to enhancing social interactions and cultural awareness by providing a context for emotional expression within a cultural celebration * Preceded lessons emphasized literacy skills such as phonics, alphabet recognition, colors, and shapes. Additionally, activities involved crafting with shapes, colors, and letters. Social skills like sharing and using polite language were also addressed, along with basic emotions such as happiness, sadness, and excitement. Lessons on holidays focused on teaching generosity, gratitude, and kindness. The Positive Learning Environment (Danielson Domain 2) Describe: How you will structure or use the physical space to support a positive and productive learning experience How your lesson provides a climate in which: Learning is valued Fair and equitable standards of conduct are upheld Mutual respect is fostered How your lesson actively engages and motivates students’ learning 1 The physical space is designed to create a comfortable and stress- free environment, utilizing flexible seating for various activities 2 Students with speech delay are seated at the front during large group for better engagement, and collaborative activities are encouraged during large group time 3 Small group activity is organized into three groups, students with speech delay will be placed with and adult and will have extra support . 4 Visual aids are provided to accommodate different activities. * My lesson foster a welcoming environment where learning is valued and promotes collaboration among students and adults * It ensures fairness and inclusivity through diverse learning resources and establishes clear expectations for behavior during activities * It encourages students to avoid offensive language, raised voices, and sarcasm, group work encourages students to listen to each other’s thoughts, treat each other respectfully, and maintain a positive learning atmosphere * Encourage engagement through varied learning resources and group work , such as captivating Valentine’s Day storybook to spark interest, hands-on activities, offering great Valentine’s activities during choice time , visual aids to engage learners with age appropriate materials Brief Description of the Plan Learning Objective (Danielson Domain 1, components 1c, 1f) Describe: What students will learn from your lesson What essential ideas students will understand at the completion of your lesson The performance objectives (or what will the students be able to do after they participate in the lesson) * From my lesson students will learn bout Valentine's Day traditions, express emotions creatively, and develop problem-solving skills. * At the end of the lesson, students will understand the significance of Valentine's Day * After participating in the lesson, Students will be able to create personalized Valentine's Day cards Rationale Research and Theory (Danielson Domain 1, components 1a, 1b) Justify: Your instructional choices citing the research and pedagogical theories that informed your decisions The concepts, methods of inquiry, and activities you will focus on to help students understand the content of your lesson Explain: How this lesson makes an essential contribution to students’ understanding of the subject * My instructional decisions are informed by cognitive development theory, which emphasizes learning's dependence on both internal and external factors. Students in the preoperational stage engage in imaginative play and use symbols to understand their world. I also draw from constructivist theory, promoting experiential learning through activities like music and storytelling. By incorporating images, choice time, and hands-on activities, students actively engage with the learning process, creating meaning from their experiences. * To help the students understand the concepts of my lesson, I will focus on the story elements such as setting, plot, sequence, characters, and Valentine’s traditions and vocabulary. In addition, open-ended questions while teaching will encourage critical thinking, while group activities like letter matching and read-aloud will reinforce learning * The lesson makes significant contributions to learners' comprehension, cultural awareness, social-emotional learning, language arts, and creativity. Teaching Skill(s) Skill Development (Danielson Domain 3) List: The particular teaching skills or areas of teaching you would like your supervisor to focus on during your lesson (e.g., pacing, questioning, assessing) My supervisor should assess my questioning skills to determine if I ask relevant and thought-provoking questions. They should observe my assessment strategies to ensure adherence to the learner-centered teaching approach. Additionally, attention should be given to my class management skills. Lesson Plan Grade Level(s) Pre-kindergarten Title or Topic Valentine's Day Learning Objective(s) What will students be able to do to demonstrate their understanding? (The objective should start with “Students will be able to” (“SWBAT”) followed by an "observable, measurable" verb, e.g., identify, describe, explain, etc.). 1- Students will be able to illustrate understanding of Valentine's Day vocabulary 2- Students will be able to retell the sequence of events in the story "The Old Lady Who Swallowed the Rose" 3- Students will be able to demonstrate social-emotional skills through collaboration and cooperation Common Core Standard(s) Oral Language Development, Emergent Literacy, Language and Literacy in Content Areas, Writing ( such as forming letters, drawing ), Social and Emotional Development Materials & Technology List everything you will need to teach this lesson List everything your students will need to complete the activities in this lesson To teach the lesson, I will need: “The Old Lady Who Swallowed the Rose” by Lucille Colandro storybook with picture prompts . Valentine’s Day themed picture- letter sound matching activity Valentine’s word wall poster The students will need the following to complete the lesson activities: Craft materials (construction paper, glue sticks , heart stickers, markers, feathers and sequins) For choice time ( playtime ) Red, pink, purple paint for the easel Manipulative Valentine cards for math number practice Valentine cards in writing area Sand tray with valentine letters Valentine books in the library Launch or Hook Describe how you will introduce the lesson and engage students. * To introduce the lesson and engage students, I'll begin by singing a catchy circle songs to grab their attention and transition them smoothly to the circle area. Next, I'll briefly review circle rules to set expectations. Then, I'll spark curiosity by asking students if they know what Valentine’s Day is about, initiating a brief discussion. Afterward, I'll dive into the main activity by reading the story "The Old Lady Who Swallowed the Rose." Throughout the reading, I'll use picture prompts to aid understanding, and I'll pause to ask open-ended questions to keep students engaged. Before transitioning to small group activities, I'll conduct a large group activity focusing on image-letter sound matching, where students will match initial letter sounds of images to letters on the whiteboard or sheet. Instruction Describe the instructional strategies and learning tasks you will use to develop students’ understanding of the content. What will you say and do, and what questions will you ask? What will students do? * Introduce "The Old Lady Who Swallowed the Rose" with expressive reading and picture prompts to illustrate key elements related to Valentine’s Day. Pause regularly during the storytelling to ask students about their predictions for the story's progression and engage them in discussions about the characters and events. Students will actively listen, answer questions, and match story characters with displayed pictures to reinforce comprehension * Model language related to the activity by providing relevant examples and encouraging student participation. Conduct a letter sound activity where students match initial letter sounds with corresponding pictures. For instance, show two pictures like a heart and an envelope, and ask students to identify which one starts with the letter 'h'. Students will actively participate by answering and placing the picture on the correct corresponding letter. Use the Valentine’s word wall to further reinforce language skills by asking students to read the words using contextual clues from the images. * Demonstrate how to make Valentine’s Day cards using various craft materials. Students will have a choice to use any craft materials available to create their own Valentine’s cards, fostering creativity and personal expression * During playtime, offer additional Valentine’s themed activities such as math matching cards, sand sensory tray for letter tracing, and educational online games related to Valentine’s Day on classroom computers. Explain to students the available choices and how they connect with the lesson. Students will then choose playtime activities based on their interests. Structured Practice & Application How will you provide students with an opportunity to practice what they learned? How will students apply what they learned? To allow students to practice what they have learned: 1-I will guide students in creating their Valentine’s Day cards, applying the craft skills learned during the lesson. 2-Encourage students to explore the sensory play area with sand, allowing them to apply sensory learning experiences 3-Faciliate manipulative activities with Valentine’s Day themed matching cards to reinforce vocabulary and cognitive skills. Students can apply what they have learned : They can use their math skills to solve Valentine’s Day themes problems and practice writing by creating Valentine’s cards for their loved ones Addition, students can apply their teamwork skills to collaborate on class projects Differentiation & Modifications How will you provide students with access to learning based on their individual and group needs? How will you support students with IEPs 504 plans or gifted students? How will you support ELLs? What accommodations, modifications, and adaptations will you make? * Students with speech delays will sit in the front for reduced distractions * Visual aids will assist students with IEPs, and offer extended time * Use simple language and picture prompts for ELL students , also fostering collaboration for language development * Gifted students will engage in extra challenging activities to enhance critical thinking and learning extension Closure How will you end the lesson? * To conclude the lesson, I will gather the students in the circle area to share the Valentine’s Day cards they created and engage in a brief discussion about what they learned. Afterwards, students will transition to choice time by verbally communicating their desired play area to the teacher and selecting their areas using area pins. Assessment and Monitoring Student Learning Describe how you will assess student learning (formative, summative, etc.) Describe the kind of evidence the assessment will provide Describe how you will evaluate the evidence of student learning (e.g., a rubric or a checklist?) Describe how you will provide usable feedback (in writing, orally, etc.) * I will use formative assessment through observation and open-ended questions, * The assessment will be evidenced through assesses participation, understanding, and completion of activities. * I Provide verbal feedback to acknowledge students contributions. References (Cite any sources and include URLs if appropriate) N/A Post-Observation Reflection Memorandum (Danielson Domain 4, component 4a) Successes What worked? For whom? What have you learned about the strengths of this lesson and about how you promoted student learning in this topic? 1-What worked •The introduction using a catchy circle song effectively engaged students and set a positive tone for the lesson. • The use of picture prompts during storytelling helped students, including students with speech delay and ELLs, understand the Valentine's Day concepts. • Group activities helped collaboration and social skills development among students. • The structured choice time provided opportunities for students to apply what they learned in various engaging activities 2- For whom: . The introduction and storytelling particularly worked well for students with varied attention spans, including those with speech delay, as it captured their interest and maintained engagement. • Group activities benefited all students, promoting inclusive learning and fostering teamwork. • Choice time catered to different learning preferences and levels, allowing students to explore and apply their knowledge in diverse ways. 3- What have you learned about the strengths of this lesson and about how you promoted student learning in this topic: • The lesson effectively promoted student engagement and participation through interactive activities. • By scaffolding learning through visual aids, varied instructional strategies, and differentiated activities, the lesson catered to diverse student needs and abilities. • Opportunities for hands-on, experiential learning contributed to students' understanding of Valentine's Day concepts and vocabulary. Challenges What didn’t work? For whom? What didn’t work: • Some students with speech delay faced challenges in verbal expression and communication during group discussions. • Providing adequate support and differentiation for students with speech delay during group activities proved challenging at times. For whom: • Students with speech delay encountered difficulties in fully participating in verbal discussions and expressing themselves effectively. • Despite efforts to differentiate instruction, addressing the individual needs of students with speech delay within group settings remained a challenge. Differentiation & Inclusion Reflect on what you have learned about differentiation and especially what you learned about scaffolding students of concern who need remediation and additional supports. Through my exploration of differentiation and inclusion, I've come to understand the critical importance of scaffolding for students who require remediation and additional supports. Scaffolding involves providing targeted assistance and support to help students gradually build their skills and understanding. This might include breaking down tasks into smaller steps, providing visual aids or models, offering additional practice opportunities, and adjusting the level of challenge to match individual student needs. When scaffolding effectively, I can ensure that students of concern feel supported and empowered to make progress at their own pace, ultimately fostering a more inclusive learning environment where all students can succeed. Data Analysis & Effectiveness After evaluating the evidence of students’ understanding (i.e. the assessments), how would you summarize student learning? How would you summarize “whole class” learning? How would you summarize focal student(s) learning? Based on the evidence, how would you evaluate the effectiveness of your lesson? After evaluating the evidence of students' understanding through assessments, I would summarize student learning by noting overall trends in comprehension and skill acquisition. For the whole class, I would look at common areas of strength and areas where further reinforcement may be needed. This might involve identifying concepts that were well grasped by the majority of students and areas where misconceptions or gaps in understanding exist. For focal students, such as those with speech delay or ELLs, I would assess their progress based on individualized learning goals and accommodations. I would consider how effectively scaffolding and targeted interventions supported their learning and whether they made progress towards their specific objectives. In evaluating the effectiveness of my lesson, I would consider both quantitative data, such as assessment scores, and qualitative observations of student engagement and participation. If the majority of students demonstrated mastery of the learning objectives and showed enthusiasm for the activities, this would suggest a successful lesson. Additionally, if focal students showed improvement and were able to engage meaningfully despite their challenges, it would indicate that the lesson was effective in meeting their needs. However, areas where students struggled or did not make expected progress would highlight areas for reflection and potential adjustments in future lessons. Overall, the effectiveness of the lesson would be determined by the extent to which it helped student learning and growth, both as a whole class and for individual students with diverse needs. Next Steps Based on your assessment of students’ learning, what instructional changes or modification do you need to make as you prepare for the follow-up lesson(s)? What research or theory supports these changes? Based on my assessment of students' learning, I need to enhance differentiation I will provide more individualized support and varied instructional approaches to cater to diverse learning needs. I will provide additional scaffolding to better support students with speech delay and ELLs. I will incorporate additional scaffolding techniques such as breaking down tasks into smaller steps and providing visual aids. I will refine assessment strategies to ensure they are inclusive and provide accurate insights into students' learning progress. Research on differentiated instruction, scaffolding, formative assessment, and inclusive education supports these changes, emphasizing the importance of adapting instruction to meet diverse needs, providing temporary support to promote understanding, using ongoing assessment to inform instruction Proposed Changes If you could teach this lesson again to this group of students what changes would you make to your instruction? If you could teach this lesson again to this group of students, what changes would you make to your instruction: • Implement more structured supports and accommodations for students with speech delay during group activities. • Provide additional opportunities for individualized practice and expression to cater to diverse learning needs effectively. Justification How would the proposed changes or modifications you chose improve student learning? What research or theory supports these changes? How would the proposed changes or modifications you chose improve student learning: • The proposed changes would enhance student learning by addressing the specific needs of students with speech delay, ensuring their full participation and comprehension of lesson content. • Research on scaffolding strategies and differentiated instruction supports the effectiveness of these changes in promoting inclusive learning and academic progress. Observation 2 Memoranda and Lesson Plan Template Name: Observation Date: 02/27/2024 Grade Level(s): Pre-kindergarten Lesson Title: Garrett Morgan and Traffic Lights Is this an ICT Classroom No Timespan of the Lesson: 45 minutes Pre-Observation Memorandum Context For Learning Student Characteristics (Danielson Domain 1, Component 1b) Describe: * Students’ personal and community assets * Prior Learning * What students must already know to participate in this lesson * Any gaps in knowledge you must address to make your lesson effective * Number of ELLs * Number of gifted students * Types of IEPs * Any other characteristics that affect your instructional choices * Students of concern - Students' prior experiences with traffic lights in their community or daily lives will be recognized. - Prior Learning: Understanding basic safety rules ( looking both ways before crossing), recognizing simple shapes and symbols, basic vocabulary related to colors. -Clarifying the historical significance of Garrett Morgan's invention of the traffic light. Ensuring comprehension of the purpose and function of traffic lights. Addressing any uncertainties regarding traffic safety rules and pedestrian behaviors. -Number of ELLs: 15 -Number of gifted students : 2 -Types of IEP’s: Speech /language, three students with speech delay and receive speech therapy . -Thinking about speech delay stduents, what helps them learn best, and to help each student needs, I pick activities that work well for those who have speech delay. I use visuals and activities that involve moving around to keep everyone interested and learning. - Students of concern: Focus on students with speech delays. The Curriculum (Danielson Domain 1, components 1a, 1c) Describe: * How does your lesson fit into the larger curriculum or the central focus of the unit or learning segment * The lessons or topics that preceded the lesson you plan to teach 1- Integrates Garrett Morgan's invention of the traffic light within Black History Month, emphasizing African American inventors' contributions to society and fostering a deeper understanding of diversity and achievement in American history. 2-Preceding lessons focused on Black History Month, exploring significant events and individuals such as Mae Jemison, Martin Luther King Jr., and George Washington Carver. These lessons highlighted the achievements of African American figures and broader themes like diversity and equality. Additionally, lessons on pedestrian safety, understanding traffic signs, colors, and shapes were included in the curriculum. The Positive Learning Environment (Danielson Domain 2) Describe: * How you will structure or use the physical space to support a positive and productive learning experience * How your lesson provides a climate in which: * Learning is valued * Fair and equitable standards of conduct are upheld * Mutual respect is fostered * How your lesson actively engages and motivates students’ learning -To ensure a positive and productive learning environment, I will arrange the classroom for both whole-group and small-group activities. Students will gather on the carpet area for the large-group reading of the picture book about Garrett Morgan, with students with speech delays seated at the front for increased engagement. Visual aids like posters and books will support and accommodate various activities, and during small-group projects, students with speech delays will receive additional adult support. Each group will have adequate space and materials for effective collaboration. 2-The lesson provides a climate in which learning is valued by highlighting the importance of Garrett Morgan's invention and its impact on society.When discussing the significance of traffic lights, students will understand the relevance of the lesson to their everyday lives. Additionally, the hands-on project reinforces the idea that their contributions matter and can make a difference. 3-The lesson maintains fair and equitable standards by setting clear expectations for participation and cooperation. Students are encouraged to listen, take turns, and respect diverse perspectives. Any behavior not meeting these standards is promptly addressed with sensitivity.. 3- Mutual respect is nurtured through inclusivity, valuing every student's voice regardless of background or ability. All students are encouraged to contribute, fostering appreciation for differences and unique perspectives 4- The lesson engages students through storytelling, visuals, and hands-on activities, fostering curiosity and active participation. Collaborative and creative tasks, like the traffic light project, enhance interest and promote a positive learning experience Brief Description of the Plan Learning Objective (Danielson Domain 1, components 1c, 1f) Describe: * What students will learn from your lesson * What essential ideas students will understand at the completion of your lesson * The performance objectives (or what will the students be able to do after they participate in the lesson) -Students will learn about the life and contributions of Garrett Morgan, specifically focusing on his invention of the traffic light. -At the end of the lesson, students will understand the importance of traffic lights in ensuring road safety and managing traffic flow. -The performance objective is for students to be able to identify Garrett Morgan as the inventor of the traffic light and explain its purpose in regulating traffic. Following this, students will apply their understanding through a hands-on activity where they will create their own traffic light signs.Additionally, students will engage in an activity involving traffic light patterns during choice time, demonstrating their comprehension of traffic light functions and their significance in traffic management. Rationale Research and Theory (Danielson Domain 1, components 1a, 1b) Justify: * Your instructional choices citing the research and pedagogical theories that informed your decisions * The concepts, methods of inquiry, and activities you will focus on to help students understand the content of your lesson Explain: * How this lesson makes an essential contribution to students’ understanding of the subject The instructional choices for the lesson on Garrett Morgan and traffic lights are informed by pedagogical theories such as constructivism and differentiation. Constructivism suggests that students construct knowledge through hands-on experiences and interactions with the environment, thus the emphasis on interactive activities like creating traffic light signs. Additionally, differentiation strategies accommodate diverse learning needs, ensuring all students can access and engage with the content effectively. Through incorporating visual aids, simplified language, and collaborative activities, the lesson caters to various learning styles and promotes deeper understanding This lesson contributes significantly to students' understanding by providing them with a real connection to history through the exploration of Garrett Morgan's invention of the traffic light. With incorporating inquiry-based activities, students actively engage with the content, promoting critical thinking and problem-solving skills. Furthermore, the lesson addresses historical contributions made by African American inventors, fostering a more inclusive and comprehensive understanding of history among students. This approach not only enhances students' knowledge of the subject but also cultivates their appreciation for diversity and innovation in society. Teaching Skill(s) Skill Development (Danielson Domain 3) List: * The particular teaching skills or areas of teaching you would like your supervisor to focus on during your lesson (e.g., pacing, questioning, assessing) My supervisor should evaluate my ability to see if I ask interesting questions that keeps students engaged . She should observe my assessment techniques to confirm alignment with the learner-centered teaching approach. Additionally , she should see how well I manage the class . Lesson Plan Grade Level(s) Pre-kindergarten Title or Topic Garrett Morgan and Traffic Lights Learning Objective(s) * What will students be able to do to demonstrate their understanding? (The objective should start with “Students will be able to” (“SWBAT”) followed by an "observable, measurable" verb, e.g., identify, describe, explain, etc.). 1- Students will be able to identify Garrett Morgan as the inventor of the traffic light and explain its purpose in regulating traffic. 2-Students will be able to learn about Garret Morgan’s other inventions 3-Students will be able to learn about Black History inventors 4-Studnets will be able to apply their understanding by creating their own traffic light signs during the hands-on activity ( small group) Common Core Standard(s) Oral Language Development, Emergent Literacy, Language and Literacy in Content Areas, Writing ( such as forming letters, drawing ), Social and Emotional Development Materials & Technology * List everything you will need to teach this lesson * List everything your students will need to complete the activities in this lesson * For Teaching: Picture book about Garrett Morgan and traffic sign Poster about Garret Morgan and his inventions Visual aids depicting traffic lights and Garrett Morgan Traffic light template for demonstration Smart board * For Students: Construction paper Glue Markers or crayons * For choice time ( playtime ) Red, green, yellow paint for the easel (to represent traffic light colors) Manipulative math number practice and traffic light pattern activity materials Watercolor paint in the art area Sensory bin with traffic light colors sand and objects that match those colors. Black History books, Books about traffic lights and pedestrian safety Launch or Hook * Describe how you will introduce the lesson and engage students. To introduce the lesson and engage students, I will begin by gathering the students on the carpet area , where I'll begin with a catchy circle song to grab their attention and smoothly lead them to the circle area. Then, I will assign students to specific seats. Next, We'll review circle rules , and then I will show them a picture of a traffic light, I will ask them if they know what it is and why it's important , and I will discuss the importance of traffic lights using a picture. I'll demonstrate with toy cars to illustrate the consequences of no traffic lights, sparking a brief discussion. Then, I'll transition into reading the picture book about Garrett Morgan, I'll pause to ask questions to encourage participation and assess comprehension. Questions like, "What do you think might happen if there were no traffic lights?" will help stimulate critical thinking and deepen their understanding of the topic. Afterward, we'll explore a poster showcasing Morgan's other inventions to generate excitement for the hands-on activity of creating traffic light signs. We'll conclude my circle time by reviewing a Black History book that was created by me, reinforcing the significance of Morgan's contribution and to recap all the inventors we learned about this month, effectively closing the topic of Black History Month. Instruction * Describe the instructional strategies and learning tasks you will use to develop students’ understanding of the content. * What will you say and do, and what questions will you ask? * What will students do? To develop students' understanding of the content, I will utilize a variety of instructional strategies and learning tasks aimed at engaging them actively in the learning process. 1-I will begin by displaying a picture of a traffic light and initiating a brief discussion to prompt students to identify it and discuss its importance. I will ask questions such as, "What do you see in this picture?" and "Why do you think traffic lights are important?" This will serve to pique their interest and activate their prior knowledge. Next, I will introduce Garrett Morgan as the inventor of the traffic light and read the picture book about him. Throughout the reading, I will pause to ask questions about the book to assess their comprehension "Why did Garrett Morgan invented the traffic light?" “Was everyone happy about his invention?” “How do traffic lights help keep us safe on the roads?" Following the reading, I will help a class discussion to reinforce key concepts and clarify any misunderstandings , introduce new words such as “invent”, “traffic”. Students will be encouraged to share their thoughts and ideas, promoting a collaborative learning environment. 3-During small group time, students will engage in a hands-on activity, creating their own traffic light signs, applying their understanding of traffic lights and Garrett Morgan's invention. I will model how to create a traffic light pattern, demonstrating the process step-by-step. 3- During choice time, small group of students will engage in a 10-minute traffic light pattern activity, modified to accommodate their abilities, age, speech delay, and ELL status. They will practice identifying and extending patterns using traffic light colors, guided by a step-by-step demonstration provided by me. I'll include a number counting activity during choice time too for advanced students This activity will allow them to practice counting skills while engaging in a fun and interactive learning experience. Throughout the instruction, I will provide support and guidance as needed, ensuring that all students have the opportunity to participate and contribute to the lesson. Incorporating a mix of discussion, hands-on activities, and pattern recognition tasks, in my class will help students to actively engage with the content, leading to a deeper understanding of the topic Structured Practice & Application * How will you provide students with an opportunity to practice what they learned? * How will students apply what they learned? 1-Students will engage in a traffic light pattern activity during choice time (playtime), where they will identify and extend patterns using the colors of traffic lights. -During small group time, students will create their own traffic light signs using construction paper, glue, scissors, and markers or crayons, reinforcing their understanding of traffic lights and Garrett Morgan's invention. -Advanced students will participate in a number counting activity, practicing their counting skills while engaging in an interactive learning experience. 2-These activities provide students with opportunities to practice and apply what they learned in the lesson, promoting deeper understanding and retention of the content. Differentiation & Modifications * How will you provide students with access to learning based on their individual and group needs? * How will you support students with IEPs 504 plans or gifted students? * How will you support ELLs? * What accommodations, modifications, and adaptations will you make? * 1-Students experiencing speech delays will be seated at the front to minimize distractions. 2-Grouping students appropriately based on abilities, age, and language proficiency. 3- Offering diverse learning materials and resources to cater to various learning styles. * 1-Adapting activities to accommodate individual needs and preferences. 2-Offering enrichment opportunities for gifted students. 3-Visual aids will be provided to support students with IEPs, and additional time will be offered as needed. * 1-Using visual aids, gestures, and simplified language during instruction. 2-Providing bilingual support materials and language development activities. * 1-Providing extra support and scaffolding for students with speech delays. 2-Offering alternative modes of expression and adjusting task difficulty. 3-Encouraging peer collaboration. Closure * How will you end the lesson? I will gather the students in the circle area and briefly recap the main concepts covered. I will ask students to share one thing they learned or found interesting from the topic of Black History, particularly Garret Morgan . Finally, I will express gratitude for their participation and engagement before dismissing the class. Assessment and Monitoring Student Learning * Describe how you will assess student learning (formative, summative, etc.) * Describe the kind of evidence the assessment will provide * Describe how you will evaluate the evidence of student learning (e.g., a rubric or a checklist?) * Describe how you will provide usable feedback (in writing, orally, etc.) -I will use formative assessment throughout the lesson to monitor student understanding and progress . -The assessment will provide evidence of students' ability to identify Garrett Morgan as the inventor of the traffic light, explain the purpose of traffic light, ...