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Tania Vieira



Experiences

The following are a few of my lesson plans which I created for my placement in the school for students with special needs. These lessons are for levels 1 and 2.

 

 

Name:  Tania Vieira                                                                       Lesson No: 1

School:                                                                                             Year Level: 1, 2

Subject(s): English                                                                        Topic: Letter B

Date: Oct. 16, 2007                                                                         Duration: 30 min

 

Aims(s) To continue to familiarize with the letter B using group and individual activities to distinguish the letter Bb at the beginning, middle and at the end of a word.

 

 

Learning objectives

Affective: Students will be interested in the letter Bb through a group and an individual activity.    

 

Behavioral: Students will be able to visualize the letter Bb through a group and individual activity.  

  

Cognitive: Students will still be able to identify the letter Bb in the middle and at the end of a word and not just at the beginning.    

 

 

Assessment and Evaluation

 

Teacher is able to determine whether the activity was understood by the students by noticing if they placed the proper words in their

proper place during the individual activity.

 

 

Time

Procedure

Management/ Organisation/

Resources

 

 5-7 min     

 

 

 

 

 

 

 

 

 

 10 min

 

 

 

 

 

 

10-15 min

  

  • Review with them the letter Bb. Remind them about finding the letter Bb at the beginning and at the middle, which they have learned before.

  • Introduce the letter Bb at the end of the word.
    • use picture examples emphasizing the letter Bb at the end.

 

 

 

 

 

  • Divide butcher's paper into two columns

     Yes Bbs                       No Bbs

 

 

  • Keep in mind that there can be Bbs at any point in a word.

 

 

  • Show students the pictures and have them tell you whether to place it in the Yes Bbs or No Bbs

 

 

 

 

  • Cut and paste pictures and words with and without Bbs into columns (Advanced students)

 

 

 

  • Cut and paste pictures and words on to the same columns but only written on butcher's paper. (Year level Students)

 

 

Examples of students' work

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

Teachers’ resources

Students’ resources

 

Print out of Bb words and non Bb words

 

Butcher's paper divided in two columns

 

 

 

Print out of pictures with words

Print out of columns on A4 paper for advanced students

Butcher paper divided into two columns for year level students

 

 

Reflection and Self evaluation

 

I think the lesson went as planned. I had to shorten the group work as the students became restless and were ready for their individual activities. Class work was well understood and completed. Students understood the concept that the letter Bb can be found at the beginning of a word, middle of a word and at the end of a word.

 

 

 

Name: Tania Vieira                                                                        Lesson No: 2

School:                                                                                             Year Level: 1, 2

Subject(s): Math                                                                             Topic: Adding

Date: Oct.  23, 2007                                                                        Duration: 30 min

 

Aims(s)  To practice adding simple numbers up to twelve.

 

Learning objectives

Affective: Students will understand how to add as they play an adding game.

 

Behavioral: Students will be able to answer the questions by looking at the board for guidance. The board is where the game will be played. 

 

Cognitive: Students will know how to do simple addition by having visual pictures to help enjoy addition game and math activity.    

 

 

Assessment and Evaluation

The game will indicate who can understand the concept of adding. The activity will demonstrate how the students add on their own.

 

Time

Procedure

Management/ Organisation/

Resources

 

 

 2 min

 

 

 

 

 

 

 



10 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

10-15 min


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Explain the game to the students

  • Roll die for the first number then roll for the second number. These two numbers will be added together.
  • Add the pictures of the goats on one field then the next on the other field
  • Add the two sets of goats to make an answer.

 

Game

  • Each student will have a chance at rolling the die to make an addition question and then they will have the chance to answer it.
  • Once the student who made the addition question has answered it, have the whole class repeat it
  • Write the answer on the board and have students repeat after you,
    • X and X together make X

 

 

Students will now work individually on their follow up worksheets.

 

 Examples of students' work

 

 

 

 

Teachers’ resources

Students’ resources

Pictures of goats

Field

Die

Board and marker

 Work sheet on adding

 

Reflection and Self evaluation

The game went well and the students participated very well. They had a lot of fun and enjoyed working on their follow up activity.

 

Name: Tania Vieira                                                                        Lesson No: 3

School:                                                                                             Year Level: 1, 2

Subject(s): Literature/ Art                                                            Topic: Fairy Tales

Date: Oct. 23, 2007                                                                         Duration: 30 min

 

Aims(s) To introduce the fairy tale The Three Billy Goats Gruff and to increase the students' knowledge in the genre of fairy tales.

 

 

Learning objectives

Affective: Students will enjoy the story and then enjoy making puppets for their own play.    

 

Behavioral: Students will know how to distinguish between other genres by using their understanding of what components are found in a fairy tale.  

 

 

Cognitive: Students will understand the patterns of fairy tales by reading other fairy tales and noting similarities.     

 

 

Assessment and Evaluation

 

 N/A

 

 

 

Time

Procedure

Management/ Organisation/

Resources

 

 10 min



 

 

 

 2 min

 

 

 

 

 10 min

 

  • Read the fairy tale to the students and engage them with questions about the plot, the moral and the characters.

 

 

 

  • Also while reading the story get the students to participate by asking them to predict what may happen next.

 

 

 

  • Explain the troll activity asking them to colour in the troll and then cutting them out so that they can be laminated.

 

 

 

 

  • Students create their puppets

 

 

 Example of students' work


 

 

 

 

Teachers’ resources

Students’ resources

 

Troll Photocopy

The Three Billy Goats Gruff

 

 

 

 

 

 

Glue

Scissors

Popsicle sticks

Fasteners

Markers/ Crayons

 

 

Reflection and Self evaluation

 

The Students enjoyed reading the story and had fun guessing what would happen once I flipped the page. During the activity the students enjoyed making their own puppets and once they were laminated the students enjoyed making their own Three Billy Goats Gruff plays.

 

Name: Tania Vieira                                                                        Lesson No: 4

School:                                                                                             Year Level: 1, 2

Subject(s): Literature                                                                    Topic: Rhyme

Date: Oct. 10, 2007                                                                         Duration: 18 min

 

Aims(s) To continue working with nursery rhymes and the letter Bb using the rhyme Brown Bear, Brown Bear.

 

Learning objectives

Affective: Students will become interested in the letter Bb through rhyme, patterns and song, keeping their interest active.

 

Behavioral: Students will be able to visually respond to the letter Bb. They will be able to print the letter Bb with practice. 

 

Cognitive: Students will continue practicing the letter Bb while still being emerged in the nursery rhyme unit.    

 

 

Assessment and Evaluation

 

N/A

 

Time

Procedure

Management/ Organisation/

Resources

 

 5 min



 5 min

 

 

 

 5 min

 

 3 min

 

 

  • Read the story to them out loud without the papers, showing them the actions of the nursery rhyme.

  • Then have the students read the rhyme as a group while holding the printouts for them to follow along.

  • Point at the words to make it clear to them what they should be reading.

  • Individually have students read the rhyme without the actions.

  • As a group read the story while doing the actions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 		  

 

 

Teachers’ resources

Students’ resources

 

Print out of Brown Bear, Brown Bear






 

 

Letter Bb worksheet

 

 

Reflection and Self evaluation

 

The students loved the story and enjoyed participating and doing the actions that went along with the rhyme. 

 

 

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