Online Lesson Plan Evaluation Organizer
Title of Lesson: Animal Alphabet Subject
Area: Animals
Grade Level: k-2
URL (web address): http://school.discoveryeducation.com/lessonplans/programs/animalAlphabet/
(Hint: Copy/Paste the URL onto this document)
Online Lesson Plan Components/Steps
(List and give a brief summary of the steps included in
the online plan.)
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DID Components
(Which components or steps of the online lesson plan fit
into the DID format? Where do they fit?)
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·
Go over the alphabet with the students and
have them identify the sounds of each letter then watch the video “Animal
Alphabet.”
·
Break the students up into small groups and
with the help of an adult, review each letter sound.
·
Assign each student in the class a letter to
work on. They will be creating pages for a book including an animal that
starts with their letter. Try not to get duplicate letters.
·
Review the sounds of the letters with the
students as well as how to write their letters. Make sure they have a
reference to look at while they are making their book page.
·
Using the animals in the “Animal Alphabet”
video, talk about the animal names and where they live, what they do, etc.
You can use print outs of each animal so students have a reference.
·
Once the students seem to be ready, and
understand their letters, give them construction paper and crayons to
illustrate their animal. Have them write the letter on their drawing and for
more advanced students, have them write the name of their animal. Check in
with students while they are working to make sure they are understanding what
they are doing as well as know the sound of their letter and the name of
their animal.
·
Once everyone is finished, combine all of the
pages into a bound book. Read the book with the class and identify the
letters, the names of the animals, and if they are an insect, mammal, or
reptile.
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Step 1:
"Know the Learners"
There are multiple ways that this fits in. The lesson plan
utilizes the cognitive developmental stages by allowing more advanced students
to include the written name of the animal. They use their incoming skills by
putting the new knowledge of the letter, sound, and shape of the letter on
their page as well as their current knowledge on what the animals are, what
they typically do, and what they look like.
Step 2:
"Articulate Your Objective"
Once everyone is finished, there will be a book made and they will review it as a class. This is what the learners will do after the lesson. The objective definitely focuses on skills of the students because they are expected to write the letter they just learned but not the entire animal name, unless they are able to.
Step 3:
"Establish the Learning Environment"
There is a positive and nurturing environment due to the
adults in the classroom encouraging the students to make the sounds of the
letters. The adults check in with them while they are working. The learners
are active and engaged because they are working on their own page in the
book.
Step 4: "Identify
Teaching and Learning Strategies"
The activity that is being utilized by the teacher by the
teacher helps students master the content by having the constantly repeat
letter sound and then associating the letter they learned with an animal.
This familiarizes them with something in their own world.
Step 5: "Identify
and Select Support Technologies"
There is a video shown to the students, this is definitely
a support technology. They hear the names of the animals as well as the sound
of the letters.
Step 6:
"Evaluate and Revise the Design"
At the end of the lesson, the class reads the book out
loud. Each student should be able to identify the sound of their letter.
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Answer the following questions:
1. What
learning theories seem to be reflected in the steps of the plan you found?
The learning theories that seem to
be reflected in the steps of the plan I found would be the behaviorist theory,
the constructionist theory, and multiple intelligence theory. The behaviorist
theory is reflected because the students are expected to repeat the sound of
the letter they learned over and over. The Constructionist theory is reflected
because they learn the sound of the letter and then apply the letter and the
sound to an animal giving them a mental image of something in their daily life.
Lastly, the multiple intelligence theory is covered because there are multiple
aspects included in the lesson, verbal-linguistic is covered by watching the
video and hearing the sound of the words and letters that are being said they
also utilize their skill while creating their book page, musical is covered by
the video as well – they can associate the sound of the letter to the name of
the animal that is sung and the rhythm of the song may help them remember,
interpersonal is reached by the group activity of creating the book pages
together, and lastly visual-spatial learners are reached with the video because
they can picture the letter as well as the animal, they are also reached again
when the book is read to the class – they see the animals that are drawn as well
as the letter on the same page.
2. How
does this plan differ from the DID
model in terms of both steps and theoretical framework?
It doesn’t differ much from the
DID model other than the steps not being listed clearly as “step 1: know the
learners” etc. There are clear lists of objectives, material needed, the
procedures and how to execute them, and what the evaluation should entail. The
only aspect, other than the steps being outlined would be the evaluation and
revise of the design.
3. Which
format do you prefer? Why?
Personally, I prefer the DID
format. It gives a clear outline of what I should be including in my lesson
plan, how I should go about executing the lesson plan in the classroom, and it
goes step by step. Sitting down to create a new lesson plan can be overwhelming
when you’re starting with a blank page and have no sense of direction but the
DID format gives an outline that is easily filled in with the necessities to
complete the lesson plan smoothly. I really like that it gives me a chance to
evaluate my classroom and how my students learn so the lesson is directed
specifically towards them instead of it being generic. It also gives me a
chance to list the technologies that I will need in order for the lesson plan
to be successful so I can find a video, or a picture/diagram to display that
will help my students without having to try to search for it last minute.
Overall, I like the structured aspect of the DID format.
