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Six Common Lesson Planning Pitfalls, Research Paper Example

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Goals	Learners will be able to identify the sun as the central largest body in the solar system.
Objectives	Student will be able to describe and learn about the sun and how it affect life in earth
Materials	Picture cards, photographs, straight pins, flashlight, game cards
Introduction	The supervisor asks the learners to describe the sun. the teacher ask the student to describe how the sun provides us with sunlight
Development	The teacher will discuss the concept of daylight and night in various parts of the world. The teacher will use globe and flashlight to demonstrate to the student how the sun affects day and night by shining the flashlight on part of the globe.
Practice	Students are asked to describe what causes day and night. The teacher will spin the globe slowly then asked the students what will happen next
Closure	A thorough review of students understanding of the Sun.

Standards

This lesson meets the standards of California English Language Development Standards for Grade 1 students. The lesson addresses the student’s ability to understand natural occurrences within their surroundings. This standard is relevant because it equip the learners with basic knowledge of objects in their surroundings.

Assessment

Before this class, student will be assessed through questions to ascertain their backgrounds on the various issues to be discussed in the class. At the end of this course learners will again be asked follow-up questions and assessment tests to ascertain how they are progressing. Through these assessment, the teacher will be able to know how all students’ progress in the course.

Lesson Plan 2

Subject: Language Arts

Grade: Grade 1

Topic: Words and Actions

Goals	Learners will be able to examine and identify important objects within the classroom. In addition, the learners will be able understand general directions that will be given to them within the classroom. Learners will also be able t ask permission to enter or leave class.
Objectives	Given sets of drawings and pictures during class sessions, the learners will match the drawings and the pictures to specific objects by accurately putting the drawings and pictures next to the objects. After listening to instructions and direction given by the supervisor, each learner will be given a chance to follow the given direction by completing the action.
Materials	Index card markers, charts, picture dictionaries
Introduction	The teacher will establish learners’ background knowledge of vocabulary through sets of questioning. The teacher will also establish learners prior knowledge of some general and common directions given in the classroom
Development	While using the picture dictionary and drawing charts as references, the teacher will model the appropriate actions. Learners will use their dictionaries and charts to follow along. As learners become more and more comfortable, they can model the appropriate actions as they pronounce each word.
Practice	Learners will then repeat vocabulary after the teacher while looking at the actual object or the picture. The learners will also work together while performing classroom activities and giving one another directions.
Checking for Understanding	The teacher listen to the learners as the learners pronounce the taught vocabularies
Closure	A thorough review of vocabulary words and assignments at home

Standards

The standards being addressed in this lesson plan is the student’s ability to identify objects and pronounce vocabularies. These standards are extremely relevant for the course of language art because the ability of students to pronounce and identify pictures help them build experiences in demonstrating efficient conversations (Serdyukov & Ryan, 2008).

Assessments

While assessing student learning and understanding capabilities, the teacher asks questions and give out assignments to the students. The teacher assesses each student’s progress. In addition, at the end of course, students will be given short exam to test their progress.

Lesson Plan 3

Subject: Science

Grade: Grade 1

Topic: Needs and characteristics of trees

Goals	Students will be able to develop and improve their reading skills.
Objectives	Student will be able to identify need of plants and characteristics age of trees
Materials	Picture cards, chart papers, market, porker chips, real tree trunk
Introduction	This lesson builds on the students’ prior knowledge about the needs of plants and trees. Teacher uses charts to organize information, ask students to identify what they know about plants and trees and what they want to know about plant and trees.
Development	The teacher arranges each student with a partner in the read-aloud area and helps them discuss collectively various characteristics and needs of trees.
Practice	Learners will identify the needs and characteristics of tree in diagrams in open fields
Closure	Students will be given take home assignments related to the various characteristics and needs, then a thorough review will be conducted to see level of progress.

Standards addressed

This lesson meets California science standards in Life science for Grade 1 learners. Key issues addressed in this course are students’ ability to integrate science and reading. The course also addresses the students’ ability to develop vocabulary and improve reading skills (Tileston, 2003). All these skills are necessary for grade one students because they enable learners to use prior knowledge they had learned before this course. Student, therefore, are able to put general knowledge in to practice

Assessment criteria

Prior to this class, the teacher will ask each student questions to evaluate their background on the topic to be discussed. Each student will be asked same questions. At the end of this class, learner will be given an assessment test to ascertain their progress.

Activities before learning

Before every lesson, students are asked to prepare themselves and come to class early before learning begins. Students are also asked to come to class with the necessary learning equipment relevant for a given class because all these class are practical classes (Karrie Jennifer & Vermette, 2011). Students, therefore, are prepared both psychologically and physically; hence, they are able to concentrate during class. The teacher, therefore, will have easy time meeting course goals and objectives.

Comparison of the common elements of the plans

Both of these plans enable the students to develop basic skills that shape their learning and reading skills. Both the plans also enable learners to understand their environment in details and be able to describe things happening around them. These plans would be effective in classroom because they would help the learners in understanding their environment better.

References

Karrie A. J.; Jennifer, J. & Vermette, P. (2011). Six common lesson planning pitfalls-recommendations for novice educators. In: Education. Summer, Vol. 131 Issue 4, p845, 20 p.

Serdyukov, P. and Ryan, M. (2008). Writing Effective Lesson Plans: The 5-Star Approach. Boston: Allyn & Bacon

Tileston, D. E. (2003). What Every Teacher Should Know About Instructional Planning. Thousand Oaks, CA: Corwin Press.