Lesson+Analysis+&+Assessment

Lesson Analysis & Assessment

PART 1: Lesson Analysis

Content Area/Topic: Social Studies

Title of Lesson (hyperlinked): [|Read to Learn (Community Helpers)]

Intended Audience: Kindergarten

My GPS for which I would adapt this lesson:

SSKE1 The student will describe the work that people do (police officer, fire fighter, soldier, mail carrier, baker, farmer, doctor, and teacher).

ELAKR1 The student demonstrates knowledge of concepts of print. The student c. Tracks text read from left to right and top to bottom. e. Recognizes that sentences in print are made up of separate words.

ELAKR4 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student a. Reads previously taught high frequency words at the rate of 30 words correct per minute. b. Reads previously taught grade-level text with appropriate expression.

ELAKR6 The student gains meaning from orally presented text. The student f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text. g. Connects life experiences to read-aloud text. h. Retells important facts in the student’s own words.

ELAKLSV1 The student uses oral and visual skills to communicate. The student e. Describes people, places, things, locations, and actions.

Technology Integration QCC Basic Skills 1: Identifies basic technology tools. Basic Skills 2: Demonstrates understanding of basic technology and telecommunication tools. Basic Skills 5: Operates basic technology tools and applications.


 * ==The lesson...== || ==Indicators== || ==Your Review Comments== ||
 * Works toward appropriate goals. || * Content and technology standards are mentioned.
 * Standards seem appropriate to grade level and content area.
 * Objectives align with standards.
 * Tasks focus clearly on obtaining the objectives. || The lesson has content standards that are mentioned, but they are not Georgia Performance Standards. The standards seem appropriate to the grade level and content area. The objectives and the standards do not completely line up. However, the tasks do focus clearly on obtaining the objectives. ||
 * Requires the use of higher order thinking skills and "new" literacies. || * Students are asked to do more than memorize or understand.
 * Media, visual, communicative, technological, mathematical, and/or other nontraditional literacies are addressed. || Students are not asked to do more than memorize or understand the concepts. They are required to pull information from their prior knowledge. Technological literacies are addressed since this lesson incorporates an online activity. ||
 * Integrates the learning goals. || * Communication
 * Production
 * Critical Thinking
 * Creativity
 * Content
 * Problem-solving
 * Inquiry/research || The lesson integrates communication by having the students interact with the teacher during the lesson. It integrates production by having them fill in the idea web and KWL chart with their own ideas. Critical thinking and creativity are involved when thinking about community helpers because all of them may not be obvious answers. Content is integrated because they are learning about a social studies topic, as well as technology and reading. Inquiry and research is not addressed in this lesson, but it could be tied in by asking each child to research one community helper to teach the class about. ||
 * Includes a variety of resources. || * Students have choices of materials at different levels.
 * Materials are available in a variety of modes (e.g., graphics, sound, text, video) and media (e.g., books, films, photos, computer). || The materials are available in a variety of modes. The students are able to view the sentences in the story, hear the sentences as they are read, and see pictures that describe what is happening in the sentences. Materials are also available in a wide range of media. The children can read or look at books about community helpers, read the online stories about them, view photos and films about them, and play online games about community helpers. ||
 * Engages all students actively in authentic tasks. || * Students have roles/tasks to perform throughout the lesson.
 * Connections are made between the task and real life.
 * Students must actively search for answers to essential questions. || The lesson engages the students by allowing them to provide individual input in a group setting. They can contribute their ideas about community helpers when the teacher is drawing the idea web graphic organizer on the board and asking for suggestions of different community helpers. Connections are made between the task and real life because the children can directly relate to who some of the community helpers are (such as the teacher). Additionally, a great way to tie the tasks to real life is to have community helpers come in and speak to the class. ||
 * Uses technology effectively, efficiently, and as a learning tool. || * The technology makes the task more authentic.
 * The technology makes the task easier to accomplish.
 * The technology helps the students learn faster than without it.
 * The technology is secondary to the content and goals. || The technology enhances this lesson. The technology makes the task of learning about community helpers, as well as reading, easier. The technology is secondary to the content and goals, however. ||
 * Addresses the needs of a variety of students, including ELLs (English Language Learners) and students with physical or other challenges. || * All students can access task instructions.
 * All students can access task materials and resources.
 * Students have different ways to accomplish the same objectives. || There are not many different ways that the students can accomplish the objectives. The only thing that may be helpful to a variety of students is that the online information can be seen, heard, and tied together with pictures. However, there is no adaptations section listed on the lesson plan for students with disabilities or English Language Learners. ||
 * Includes appropriate assessments. || * Assessment is aligned to the standards and objectives.
 * Assessments are fair for all students and not based on one ability (e.g., writing).
 * Assessments allow students to show what they know/can do rather than what they cannot. || The standards are really not clear about the assessments. The assessments are fair, however, and not based on one ability, such as writing or reading. The assessments allow students to show what they know or can do rather than what they cannot. ||

Give a summary of the strengths (2+), weaknesses (2+), and the changes (2+) you would make to tailor this to your class.
__Strengths__: One thing I really liked about this lesson plan is that it ties in several content areas. The Community Helpers part of it encompasses the Social Studies content area. The online activities make this an interactive lesson. Additionally, since the children are able to see the words, hear the words, and see a picture, they are working on their reading skills. They can attempt to read the sentence on their own, and if they experience difficulty, they can click on the speaker to hear the sentence as it is read. The lesson is also practical to their lives because they know that people in the community are important and it is important to know what type of jobs they do. It also allows them to ponder on what they might like to be when they grow up.

__Weaknesses__: I did not see any Georgia Standards on this lesson plan; most likely this is because the lesson plan was created in another state. There was some type of standard on the lesson plan, but I was not familiar with it. I did not like the fact that the lesson was divided among three days. I think this lesson could be used as an introduction to community helpers and then the teacher could focus in on specific community helpers over the rest of the unit, or the teacher could invite guest speakers as a part of the unit. I just feel like this lesson plan was too drawn out.

__Changes__: The first change I would make is to incorporate the GPS for this lesson. The next change I would make would be to combine parts of this lesson in order to make it a one-day lesson. The second day of the unit, I would invite a community helper to come in and speak to the class about his/her job. First, I would read the children a book about the jobs that people do in the community. Then, I would draw an idea web on the board and have a discussion about different jobs in the community. I would ask the students for ideas, and we would write down characteristics about the jobs. Next, we would use an Active Board (if one was available) and I would bring up the community club online activities, which can be found [|here]. I would then choose a community helper from the list and allow the students to try reading the sentences on each slide. I would also click on the speaker to allow them to hear the sentence as it is being read. At the end of the story, there is a short quiz. I would allow the students to complete the quiz as a whole group. Next, we would use individual computers (or small groups depending on how many computers were available) and the students would select another community helper story to read. They would take the quiz at the end of the story. They can print a badge to wear after completing the quiz. The last thing we would do is create a KWL chart about a visitor that would be coming the following day (if you can arrange for a community helper to come). We would write things we know about that person’s job, things we want to know (questions to ask him/her), and after the person has come to the class we would write down what we learned.

PART 2: Assessment

 * Assessment #1**
 * **Assessment Method** || **Purpose** || **When Used** || **Instrument (**include written, attached, or hyperlinked on this page**)** ||
 * //KWL Chart// || Write down prior knowledge (know), questions to ask the visiting speaker(s) (want to know), and what we learned after the speaker came (learned). || Before and after the visiting speaker comes || [|KWL Chart] ||

[|Rubric] ||
 * Assessment #2**
 * **Assessment Method** || **Purpose** || **When Used** || **Instrument (**include written, attached, or hyperlinked on this page**)** ||
 * //Idea Web; Rubric// || Engage students' prior knowledge; assess what they learned at the end of the lesson || Idea Web--during lesson; Rubric--end of lesson || [|Idea Web]