Before-During-After strategy
The above mentioned strategy allows teacher to plan their lessons in a concise and systematic manner. The teachers using this method the teacher can keep the children engaged throughout the lesson and get the oriented task completed in a stipulated time. The ‘before’, allows teachers to prepare ground for the introduction of the lesson using various techniques like visuals, audios, discussions, etc. In the ‘During’ session the teacher introduces the actual lesson to the class, this can be done using traditional mode of reading the lesson or introduce it using technologies. The ‘after’ allows the teacher to assess the class if the learning outcomes were achieved or not. The assessment also allows the teacher to improvise his or hers teaching methods, identify learning gaps, and identify children needs.
The books that were used for completing task 1 are:
- 1. Cowley, J. (2012). Wishy-washy House. Hameray Publishing, 1(1), 1–8.
- 2. Fleming, D. (1998). In the Small, Small Pond. Henry Holt and Co., 1(1), 1–32.
- Hopkins, L. B. (1995). Weather: Poems for All Seasons. HarperCollins, 1(1), 1–64.
- Little, J. (2002). Emma’s Yucky Brother. Harpercollins, 1(1), 1–64.
- Martin. B. & Archambault, J. (2012). Chicka Chicka Boom Boom. Little Simon, 1(1), 1– 36.
#1. Cowley, J. (2012). Wishy-washy House. Hameray Publishing, 1(1), 1–8.
Before- before introducing the book in the class the student will be Asked question like-
Who in they know that dresses like Mrs. Wishy Washy
What are the things found in a house?
One of the students would be dressed like Mrs. Wishy washy
How is the color of their house?
How many doors and windows are there in their house?
Have they named their house or does their house have a name?
During– during the class:
The lesson would be read aloud along with a project running to show to show the children the house of Mrs. Wishy Washy.
The children will be handed a few toys similar to Mrs. Washy’s pets at the farm
The children will read the story
The children will be given household things like sponge, utensil, vase, etc.
After– the student will be given various activities based on the theme of the lesson just read. For example:
Arts- make a handkerchief for Mrs. Washy
Written- write the names of Mrs. Washy’s pets and animal at farm
Drama- The child dressed like Mrs. Washy would play the role of Mrs. Washy and other children will become he neighbors and have interaction on a farm topic
#2. Fleming, D. (1998). In the Small, Small Pond. Henry Holt and Co., 1(1), 1–32.
Before– The children will be shown an illustrative picture of seasons on the projector where the months are organized in pictures of the seasons they fall in. the children will be asked to identify the season they see on the projector.
Using and audio file the children will be asked to listen to the noise of the insects and identify them.
During– The children will read the book with the projector running pictures from the book on the screen.
The children will be asked to read the book aloud
After– the children will be provided with a graphic sheet where in he or she would be asked to complete the various task mentioned in it like:
Match the color to the season they think it relates to
The children will make art and crafts like:
Making a dragonfly with paper or making a pond in a box.
In a sequence present the various seasons
Write the names of the months falling in seasons
#3. Hopkins, L. B. (1995). Weather: Poems for All Seasons. HarperCollins, 1(1), 1–64.
Before– The teacher would talk about her favorite season and what she likes about it.
Then the children will be asked to tell the teacher which season they like the most.
The children will be asked to if they which season their parents like.
During– The teacher would read the poem aloud
The children would be asked to read it once and sing the poem along with the poem being sung on the projector
After– The children will be given graphic organizer to fill which will include:
Making flowers and leaves using clay
Write the words rhyming with the season names: e.g. what word rhymes with summer?
What pronouns are used in the poem to address the season?
#4. Little, J. (2002). Emma’s Yucky Brother. Harpercollins, 1(1), 1–64.
Before– The children would be asked if they have siblings.
If yes, then how many?
If no, then do they wan tot have a little brother or sister?
If no, then why not?
During- The story would be showed to the children on the screen using projector. the use of projector for showing the story is utilized because it is an interesting story and is filled with emotions of hate, disgust, and fear.
After– Once the children have seen the story they would be invited further to discuss about their family and family members.
The children would be asked to share their feelings about their family
The children will be provided a graphic organizer with various activities to perform:
How many family members are there in emma’s home?
Name what Max called Emma in the story?
Draw a picture of their family
#5. Martin. B. & Archambault, J. (2012). Chicka Chicka Boom Boom. Little Simon, 1(1), 1– 36.
Before- The song Chikka chikka boom boom would be played before introducing the book in the class.
The children can sing along or dance to the song
During– Then the children will be asked to listen to the story being read aloud by the teacher. The teacher would not play any video or song on the projector while reading the story.
After reading the story the teacher will discuss with children anything that they did not understand, if they did not then teacher will provide clarifications.
After– the children will be asked to fill the graphic sheet which will have questions like:
Assign numbers to all the alphabets sequentially
Fill in the missing alphabets in the series
What is the number of the alphabet “S?
In the art sessions the children will be provided with cut out sponge alphabets and draw a tree on a drawing paper and stick the alphabets as if they are climbing the tree.
Bibliography
Cowley, J. (2012). Wishy-Washy House (Vol. 1). Hameray Publishing.
Fleming, D. (1998). In the Small, Small Pond (Vol. 1). Henry Holt and Co.
Hopkins, L. B. (1995). Weather: poems for All Seasons (Vol. 1). Harper Collins.
Little, J. (2002). Emma’s Yucky Brother (Vol. 1). Harpercollins.
Martin, B., & Archambault, J. (2012). Chicka Chicka Boom Boom (Vol. 1). Little Simon.
| Lesson Title: |
| Subject Area/Topic/Grade Level: English/ Grade 1 Author’s Name: Joy Crowley |
| Context for Learning: | |
| · |
| Delaware Standards: | |
| ð This should include DE Common Core Standards or DE Grade Level Expectations (GLE’s). | DE- Delaware Curriculum Standards Subject: English Grade 1: Children will learn to learn to listen, speak, and write basic language and grammar taught using learning activities. Grade Range: 1-2Performance Indicator 1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking byBench mark: Use common, proper, and possessive nouns, Use singular and plural nouns, Use personal, possessive, and indefinite pronoun, Use verbs to convey a sense of past, present, and future, Use frequently occurring adjectives, Use frequently occurring conjunctions, Use determiners, Use frequently occurring prepositions, Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences. Performance Indicator 2: Vocabulary Acquisition and Use by Benchmark: choosing from and array of strategies based on grade 1 reading and content determine or clarify the meaning of unknown and multiple meaning words and phrases. |
| Lesson Objectives: | |
| ð Students will be able to | ·aThe student will be able to make everyday conversation effectively and efficiently as they will be taught grammar and taught to identify and understand past, present and future tense usage in every day communication.- |
| Lesson Rationale: | |
| Why are you teaching this lesson?ð What are the major concepts, “the big ideas,” the transferrable information in this lesson that makes it worth teaching?ð How does this lesson build on what students already know and are able to do?ð How does this lesson fit into the curriculum?My classroom students will understand that they are learning these “big ideas” (concepts, transferrable information) because… | The students will be able to communicate in efficient and effective manner. The lesson Mrs. Wishy Washy House allows me to introduce everyday household items in the classroom and teach them to the children; also this lesson allows me to introduce ample center based activities that are fun to do and keeps children excited for learning.As the students are 1st graders they fall in the age group of 5-7 years and are well aware about what house is? What are the various things found in the house and their usage?The curriculum requires teaching English language speaking, writing and listening skill development and this lesson in English allows introducing the lesson with ample fun filled activities. |
| Lesson Essential Question(s): | |
| ð Open-ended questions designed to guide student thinking and focus instruction on the “big ideas.” Begin with the Delaware state standards whenframing your questions to allow the learner to be thinking about what it is he/she needs to know and be able to do. Example:DE Standard – Photosynthesis and cellular respiration are complimentary processes to the flow of energy and the cycling of matter in ecosystems. Lesson Essential Question – What is the relationship between photosynthesis and cellular respiration? | How can the children helped to develop effective communication skills? |
| Beginning of the Lesson/Orientation: | |
| Instructional Strategies(Anticipatory Set, Activating Strategies, Mindset or warm-up, content introduction)ð How will you engage your students?ð How will you connect this information to previous experiences that links the concepts to prior knowledge?ð How will you make the lesson(s) relevant to life experiences of your students?ð How will you hold their interest?ð How will you provide them opportunities to think about the “big ideas” in this lesson? | The teacher would begin with the before lesson strategy and introduce the concept in the lesson by asking making a student dress like Mrs. Wishy Washy. Then the student will ask question like- Who in they know that dresses like Mrs. Wishy WashyWhat are the things found in a house?The teacher would use the graphic designer filled with various center based activities during the reading. The activities to perform are included are writing, games, Vocabulary, drama, etc. based |
| Formative Assessment (ongoing)ð How are the students demonstrating an understanding of working toward your introductory goals?ð What specific actions do you expect from the students?ð What data will indicate that the students understand? | This lesson would help me assess the prior knowledge of students and their vocabulary competency.The activities in the lesson would help the students to converse efficiently in English, identify words, etc. |
| Time Frameð (can involve from a few minutes to more than one day) | 1 Day |
| Presentation of the Lesson: | |
| Instructional Strategies(Instructional Strategies, Learning Events, Lesson Map)ð What new vocabulary, materials, technology resources are being used?ð What learning activities will you have the students do?ð What specific examples will you provide for your students? Scaffolding? Pacing? Scope and sequence?ð What is your estimation of time?ð How will you engage your students?ð What interdisciplinary connections are you addressing?ð How will you utilize technology to enhance your lesson?ð How will you explicitly teach/model or demonstrate the skill/concept/strategy?ð How will you adapt procedures to meet different student learning needs – differentiated instruction, developmental levels and accommodations? | The lesson plan will be undertaken using the “Before-During-After” strategyBefore the lesson is introduced in the class the student would be asked open ended questions about their house, like:How is the color of their house?How many doors and windows are there in their house?Have they named their house or does their house has a name?A child will be dressed like Mrs. Wishy Washy and students will be asked that whom they know who dresses like Mrs. Wishy Washy?During the lesson- the lesson would be read aloud along with a project running to show to show the children the house of Mrs. Wishy Washy. This will help the student to understand the lesson through various senses. After the lesson- the student will be given various activities based on the theme of the lesson just read. For example:Arts- make an handkerchief for Mrs. WashyWritten- write the names of Mrs. Washy’s pets and animal at farmDrama- The child dressed like Mrs. Washy would play the role of Mrs. Washy and other children will become he neighbors and have interaction on a farm topicThe lesson plan is developed to accommodate learning through various senses and help the child develop creative thinking. |
| Presentation of the Lesson (cont’d): | |
| Formative Assessment (ongoing)(K-W-L; K-U-D; Q&A; Signaling; EPRT; Think, Pair, Share; Collaborative Pairs; etc.)ð How will you check for understanding? Questioning techniques? Socratic Dialogue?ð How will you prompt your students for assessing their learning – assessment prompts? ð What graphic organizers/mind mapping will you be using?ð How will you organize your classroom learning teams/groups? Size? Roles?ð What rubric(s) will you be using for this lesson? What process will you use to ensure that the students understand the elements in the rubric? (student friendly language, student input in the design). | The children while conversing would be corrected in case they use wrong vocabulary. The students will be introduced to new words.The student would be provided graphic sheets with various activities to be completed. At the end of the day I would collect all the graphic sheets and activities completed by the student and evaluate their performance.Formative assessment would help me to identify the key areas where the children require improvement and I will also understand the areas where my teaching capacity lags and where improvement is required, and the teaching techniques would then be designed to improve my teaching method and improve students learning as well (Black, Bettencourt, & Cameron, 2017)The student assessment rubric would be designed in a way that allows the student to understand the things they need to do in a particular activity. I will use simple language to tell the students what they need to do in the activity, then show them a sample on the projector and then ask the students to complete their class work accordingly. The student’s assessment would be conducted using K-model as per Delaware standards where ever required. |
| Time Frameð (can involve from a few minutes to more than one day) | 45 minutes |
| Practice: | |
| Instructional Strategies(Learning activities, Guided Practice, Distributed Guided Practice)ð What opportunities will you provide for students to practice this new skill?ð What will you have the students do to discover the answers to the Lesson’s Essential Question(s)? | The students will fill the graphic organizer and complete the activities mentioned in it. The student would in the graphic activity get ample opportunity to perform the new skills that hey have learned. The graphic organizer is designed in a way that promotes the students learned skills of the day. |
| Formative Assessment (ongoing)ð How will the students communicate their knowledge? Show what you know?ð How will you use student performance information to modify your lesson?ð How will you gather this informationduring the lesson? | After the activities in the graphic organizer is completed by the student I will discuss with the students about the difficulty they faced while completing the task.The student assessment rubric would be designed in a way that allows the student to understand the things they need to do in a particular activity. I will use simple language to tell the students what they need to do in the activity, then show them a sample on the projector and then ask the students to complete their class work accordingly. |
| Time Frameð (can involve from a few minutes to more than one day) | 20 minutes |
| Closure and Summarizing: | |
| Instructional Strategies(Independent Practice, Summarizing Assignment, Independent Application)ð What opportunities will you provide for ALL learners to articulate their learning? Differentiation?ð How will the students reflect on their learning?ð How will you have students answer the lesson’s big ideas/essential question(s)?ð How will you have students show their understanding and extend thinking? | After lesson activity like discussion about the difficulty level in completing the organizer will be taken.The students ill be asked several questions in informal setting about the lesson they just read, listened to, and saw on the projector. The student would be asked to share a life experience that they had. For example: if any of the students has ever been to a farm? Do any of the students have seen a farm in real life? If they got the chance to visit a farm will they go?Do they like farms or city?If yes then why?If no then why?Using open ended questions the student would get ample opportunity to display their newly learned concepts and skills and develop confidence while discussing it in the class. Through this discussion I will note which student is actively taking part and which ones are not.This will allow me to assess my teaching methods as well as help the students to improve their skills. These assessments would help me to identify the differentiation existing among children learning capacity and modify my teaching skills accordingly. |
| Summative Assessment(Exit Ticket; 3-2-1; Answer EQ)ð What rubric(s) are you using in this lesson? ð How will you ensure that students have a thorough understanding of the elements in the rubric? | After the activities in the graphic organizer is completed by the student I will discuss with the students about the difficulty they faced while completing the task.The student assessment rubric would be designed in a way that allows the student to understand the things they need to do in a particular activity. I will use simple language to tell the students what they need to do in the activity, then show them a sample on the projector and then ask the students to complete their class work accordingly. |
| Time Frameð (can involve from a few minutes to more than one day) | 30 minutes |
| Analysis of data, reflections/modifications for future lessons | |
| How will you use the summative information to plan and make instructional decisions for the next lesson? | The summative assessment that would be collected in this class will help me to identify the various needs of the students. Every student has a different learning capacity and scope and in a classroom it is essential that every student’s need are identified, understood, and met with. Therefore the thorough examination of this class lesson of Mrs. Wishy Washy would be used to observe the students in the classroom setting, take part in the reading of the lesson, listening of the lesson and watching it over the projector, then their needs would be identified as in which student needs to work on which skills. My aim is to keep my children at par with each other by meeting their educational needs through encouragement and support (Berk, 2005)Therefore, after completion of this lesson I will grade the students’ performance using the rubric of Delaware standards for grade 1 and prepare my next lesson catering to the needs of students, change my teaching style if required to meet the students’ needs. |
| Materials Needed for the Lesson: |
| · Graphic Organizer, Dress like Mrs. Wishy Washy, soap, cloth, sponge, a few toy pets similar to Mrs. Washy’s pets, a projector and a screen to run the pictures of Mrs. Washy’s house. Art kit for the students to make handkerchiefs. |
Bibliography
Berk, E. I. (2005). Infants, Children and Adolescents. Boston: Pearsons Publication.
Black, E., Bettencourt, M., & Cameron, C. (2017). Social Pedagogy in the classroom. Paper, SPPA.
Curlee, F., & Perkins, H. (1994). Nature and Treatment of Stuttering: New Directions. San Diego: College-Hill Press.
Feezle, J. D. (2018). The evolution of Communication Padagogy. Journal of Communication Pedagogy, 1(1), 3-8.
Resource Packet. (2009). Assesment of Speech: Fluency. Tennessee : Department of Education.
