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Monmouth University
School of Education
Department of Curriculum and Instruction
Lesson Plan
Teacher Candidates Name: Jaclyn Fortuna
Context:

Grade Level/Subject: First grade/Science


Disability Categories represented: ELL student and hearing impaired student
Type of classroom (continuum of placements): Inclusive setting
Describe UDL integration (into anticipatory, procedure, guided practice,
and assessment): Anticipatory set includes introducing the four seasons by
activating prior knowledge. For the individual practice students will browse the
virtual field trip on each specific tab. They will focus on one tab a day and explore
that specific page individually. Students will be informally assessed by writing
down three facts that they learned about the four seasons.
Collaborative methods used to enhance the lesson (e.g., families,
community resources, school resources): A letter will be sent home with
student explaining the unit to the family. Since weather is unpredictable, families
will discuss weather at home and how weather can change throughout the day.
Students will be sent home with a journal that they are supposed to fill out with
their families.

Unit Title: The Weather Channel


Lesson Title: Exploring through VFT: The Four Seasons
Tentative Date: September 21 2016/30 minutes
Duration: (provide overall time for class session AND include timing for each
section of the lesson below)
I. Standards (NJCCCS, CCSS, NJPST, and/or CEC):
K-ESS2-1. Use and share observations of local weather conditions to
describe patterns over time. [Clarification Statement: Examples of qualitative
observations could include descriptions of the weather (such as sunny, cloudy,
rainy, and warm); examples of quantitative observations could include numbers of
sunny, windy, and rainy days in a month. Examples of patterns could include that it
is usually cooler in the morning than in the afternoon and the number of sunny
days versus cloudy days in different months.] [Assessment Boundary: Assessment
of quantitative observations limited to whole numbers and relative measures such
as warmer/cooler.]
5.4.P.F.1 Observe and record weather

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5.4.2.F.1 Observe and document daily weather conditions and discuss how the
weather influences your activities for the day.
CEC Standards:
A. Maintaining challenging expectations for individuals with exceptionalities to
develop the highest possible learning outcomes and quality of life potential in ways
that respect their dignity, culture, language, and background.
C. Promoting meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities.
L. Participating in the growth and dissemination of professional knowledge and
skills.

II. Learner Outcomes (goals) & Assessments (include informal and formal):
1. SWBAT differentiate the four seasons and their characteristics.
2. SWBAT describe when the seasons occur in New Jersey by their months.
a. Essential Questions:
1. How does our country break up the months by the four seasons?
2. What are the four seasons and their characteristics?
b. Enduring Understandings:
1. Students will understand the four seasons and the when they occur
throughout the year.
2. Students will be able to determine the sequence of the four seasons.
III.Procedures (include anticipatory set, procedure, guided practice, and
independent practice):
Be sure to use only evidence-based practices and cite the source.
Include strategies to enhance language development and where you are teaching
communication skills.
Anticipatory Set: (2 minutes) I will introduce the topic by asking the question to
the class, Can anyone tell me what the four seasons are? Then I will ask them if
anybody knows the order of the seasons that we have in New Jersey. It will then be
explained that we will be learning about the four seasons (spring, summer, fall,
and winter) through a virtual field trip. (Clark, M. & Kamhi, A. 2014).
Procedure (2 minutes): Since students will be learning through the VFT I will
demonstrate how to access the VFT on their chrome books.

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Guided Practice (2 minutes): Once we reach the homepage of the VFT I will
walk them through the layout of the VFT and how they can access the Four
Seasons tab.
Independent Practice (20 minutes): Students will explore the Four Seasons tab
and sing along to the song 4 Seasons in a Year. This tab breaks down each season
and gives a paragraph describing each season. (Zhao, Y., Pugh, K., Sheldon, S.,

& Byers, J. L., 2002)


Assessment (5 minutes): I will provide the students with a lined paper and they
will write three facts that they learned while exploring and then share it with a
partner. (Kagan S., 1989).
IV. Accommodations for diverse learners and students with special needs
(include suggested adaptive and assistive tech/software/web-supported
learning with specific skill areas):
ELL: I will provide a vocabulary list of words that the student will may need during
the VFT.
Hearing Impaired: In order for the student to follow along with the song I will
provide a sheet with lyrics from the song.
V. Modifications for students with disabilities (none may be needed so just
note that in this section with your rationale):
ELL: No modifications
Hearing Impaired: No modifications
VI.

Materials:

FVT : The Four Seasons http://vftfirstgradeweather.weebly.com

Four Seasons in a Year Song: https://www.youtube.com/watch?


v=_0zKV6j1MDg

Chrome books

Lined paper

Pencil

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Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom
technology innovations. Teachers college record, 104(3), 482-515.
Kagan, S. (1989). The structural approach to cooperative learning. Educational
leadership, 47(4), 12-15.

Monmouth University
School of Education
Department of Curriculum and Instruction
Lesson Plan
Teacher Candidates Name: Jaclyn Fortuna
Context:

Grade Level/Subject: First grade/Science


Disability Categories represented: ELL student and hearing impaired student
Type of classroom (continuum of placements): Inclusive setting
Describe UDL integration (into anticipatory, procedure, guided practice,
and assessment): Anticipatory set includes activating prior knowledge by asking
the students what the weather is like outside. For the individual practice students
will focus on the Types of Weather tab and explore the weather channel. Students
will be informally assessed by predicting the weather for tomorrow and hand it in
and the end of the lesson.
Collaborative methods used to enhance the lesson (e.g., families,
community resources, school resources): A letter will be sent home with
student explaining the unit to the family. Since weather is unpredictable, families
will discuss weather at home and how weather can change throughout the day.
Students will be sent home with a journal that they are supposed to fill out with
their families.

Unit Title: The Weather Channel


Lesson Title: Exploring through VFT: Types of Weather
Tentative Date: September 22, 2016/30 minutes
Duration: (provide overall time for class session AND include timing for each
section of the lesson below)
VII.

Standards (NJCCCS, CCSS, NJPST, and/or CEC):

K-ESS2-1. Use and share observations of local weather conditions to


describe patterns over time. [Clarification Statement: Examples of qualitative
observations could include descriptions of the weather (such as sunny, cloudy,
rainy, and warm); examples of quantitative observations could include numbers of
sunny, windy, and rainy days in a month. Examples of patterns could include that it
is usually cooler in the morning than in the afternoon and the number of sunny
days versus cloudy days in different months.] [Assessment Boundary: Assessment
of quantitative observations limited to whole numbers and relative measures such
as warmer/cooler.]
5.4.P.F.1 Observe and record weather
5.4.2.F.1 Observe and document daily weather conditions and discuss how the
weather influences your activities for the day.
CEC Standards:
A. Maintaining challenging expectations for individuals with exceptionalities to
develop the highest possible learning outcomes and quality of life potential in ways
that respect their dignity, culture, language, and background.
C. Promoting meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities.
L. Participating in the growth and dissemination of professional knowledge and
skills.

VIII.

Learner Outcomes (goals) & Assessments (include informal and

formal):
1. SWBAT differentiate the different types of weather.
2. SWBAT describe the current weather outside and the forecast for the
next 5 days by using weather.com
b. Essential Questions:
1. What are the different types of weather that we experience in New Jersey?

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2. How can we determine what the weather is like outside?
c. Enduring Understandings:
1. Students will explain the different kinds of weather.
2. Students will be able to determine the different kinds of weather by
looking outside and researching on weather.com
IX.

Procedures (include anticipatory set, procedure, guided practice,

and independent practice):


Be sure to use only evidence-based practices and cite the source.
Include strategies to enhance language development and where you are teaching
communication skills.
Anticipatory Set: (2 minutes) I will introduce the topic by asking the question to
the class, Can anybody tell me what the weather is like outside? I will then ask
themhow do you know it is (sunny, rainy, cloudy, snowy) I will then explain that
we will be learning about the different kinds of weather that we experience in New
Jersey. (Clark, M. & Kamhi, A. 2014).
Procedure (2 minutes): Since students will be learning through the VFT I will
demonstrate how to access the VFT on their chrome books.
Guided Practice (2 minutes): Once we reach the homepage of the VFT I will
walk them through the layout of the VFT and how they can access the Types of
Weather tab.
Independent Practice (20 minutes): Students will explore the Types of Weather
tab and sing along to the weather song. They can also play weather games on
www.weatherwizkids.com .This tab lists the different kinds of weather as well as
provide links to www.weather.com so that students can understand how to read a
5-day forecast. (Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L., 2002)
Assessment (5-7 minutes): I will provide the students with a lined paper and
they will predict the weather for tomorrow. Students will think-pair-share with their
partner to discuss why they wrote down that particular weather. I will then collect
their pieces of paper and tally up each kind of weather based on the classes
predictions and see who will be right the next morning. (Kagan S., 1989).

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X. Accommodations for diverse learners and students with special needs
(include suggested adaptive and assistive tech/software/web-supported
learning with specific skill areas):
ELL: I will provide a vocabulary list of words that the student will may need during
the VFT.
Hearing Impaired: In order for the student to follow along with the song I will
provide a sheet with lyrics from the song.
XI.

Modifications for students with disabilities (none may be needed so

just note that in this section with your rationale):


ELL: No modifications
Hearing Impaired: No modifications
XII.

Materials:

FVT : Types of Weather http://vftfirstgradeweather.weebly.com

The Weather Channel: www.weather.com

Weather Games: www.weatherwizkids.com

Check out the weather song: https://www.youtube.com/watch?


v=RmSKsyJ15yg

Chrome books

Lined paper

Pencil

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Monmouth University
School of Education
Department of Curriculum and Instruction
Lesson Plan
Teacher Candidates Name: Jaclyn Fortuna
Context:

Grade Level/Subject: First grade/Science


Disability Categories represented: ELL student and hearing impaired student
Type of classroom (continuum of placements): Inclusive setting
Describe UDL integration (into anticipatory, procedure, guided practice,
and assessment): Anticipatory set includes activating prior knowledge by
playing the sound of rain to see if any student recognizes the sound. Individual
practice will include the students focusing and exploring the Types of Precipitation
tab by reading and watching the videos on rain, snow, and hail. Students will be
informally assessed by think-pair-share.
Collaborative methods used to enhance the lesson (e.g., families,
community resources, school resources): A letter will be sent home with
student explaining the unit to the family. Since weather is unpredictable, families
will discuss weather at home and how weather can change throughout the day.
Students will be sent home with a journal that they are supposed to fill out with
their families.

Unit Title: The Weather Channel


Lesson Title: Exploring through VFT: Types of Precipitation
Tentative Date: September 23, 2016/30 minutes
Duration: (provide overall time for class session AND include timing for each
section of the lesson below)
XIII.

Standards (NJCCCS, CCSS, NJPST, and/or CEC):

K-ESS2-1. Use and share observations of local weather conditions to


describe patterns over time. [Clarification Statement: Examples of qualitative
observations could include descriptions of the weather (such as sunny, cloudy,
rainy, and warm); examples of quantitative observations could include numbers of
sunny, windy, and rainy days in a month. Examples of patterns could include that it
is usually cooler in the morning than in the afternoon and the number of sunny
days versus cloudy days in different months.] [Assessment Boundary: Assessment
of quantitative observations limited to whole numbers and relative measures such
as warmer/cooler.]
5.4.P.F.1 Observe and record weather
5.4.2.F.1 Observe and document daily weather conditions and discuss how the
weather influences your activities for the day.

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CEC Standards:
A. Maintaining challenging expectations for individuals with exceptionalities to
develop the highest possible learning outcomes and quality of life potential in ways
that respect their dignity, culture, language, and background.
C. Promoting meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities.
L. Participating in the growth and dissemination of professional knowledge and
skills.
XIV.

Learner Outcomes (goals) & Assessments (include informal and

formal):
1. SWBAT differentiate the types of precipitation.
2. SWBAT describe the kinds of precipitation based on the water
droplets, snowflakes, or ice crystals.
b. Essential Questions:
1. How can we tell which precipitation we are experiencing by analyzing the
vapor falling from the sky?
2. How do the different precipitations form?
c. Enduring Understandings:
1. Students will understand the types of precipitations.
2. Students will be able to determine the types of precipitation by
analyzing the precipitation falling from the sky.
XV.

Procedures (include anticipatory set, procedure, guided practice,

and independent practice):


Be sure to use only evidence-based practices and cite the source.
Include strategies to enhance language development and where you are teaching
communication skills.
Anticipatory Set: (2-3 minutes) I will begin with playing the sound of the rain
and ask if anybody can recognize the sound. I will introduce the topic by asking the
question to the class how do we know it is about to rain? I will have them describe
the characteristics of a rainstorm and then tell them that we will be discussing
other types of precipitation. (Clark, M. & Kamhi, A. 2014).
Procedure (2 minutes): Since students will be learning through the VFT I will
demonstrate how to access the VFT on their chrome books.

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Guided Practice (2 minutes): Once we reach the homepage of the VFT I will
walk them through the layout of the VFT and how they can access the Types of
Precipitation tab.
Independent Practice (20 minutes): Students will explore the Types of
Precipitation tab. They will read the paragraph describing each precipitation and
then watch a short video on each one. (Zhao, Y., Pugh, K., Sheldon, S., & Byers,

J. L., 2002)
Assessment (5 minutes): I will bring the class back together and describe a kind
of precipitation and they will have to discuss with their partner, which one they
think I am talking about. Student will raise their hands and share their answers.
(Kagan S., 1989).
XVI.

Accommodations for diverse learners and students with special

needs (include suggested adaptive and assistive tech/software/websupported learning with specific skill areas):
ELL: I will provide a vocabulary list of words that the student will may need during
the VFT.
Hearing Impaired: In order for the student to follow along with the videos I will
provide them with a little excerpt that they will read prior to watching the video. I
will turn on the subtitles to each video so that they can read and follow along with
the video.
XVII.

Modifications for students with disabilities (none may be needed so

just note that in this section with your rationale):


ELL: No modifications
Hearing Impaired: No modifications
XVIII.

Materials:

FVT : Types of Precipitation http://vftfirstgradeweather.weebly.com

Rain Video: https://www.youtube.com/watch?v=Vm6HthxtzPw

Snow Video: https://www.youtube.com/watch?v=Y-8ua_ZlGrI

Hail Video: https://www.youtube.com/watch?v=lxv_M0p_I2A

Chrome books

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Rain sound clip

Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom
technology innovations. Teachers college record, 104(3), 482-515.
Kagan, S. (1989). The structural approach to cooperative learning. Educational
leadership, 47(4), 12-15.

Monmouth University
School of Education
Department of Curriculum and Instruction
Lesson Plan
Teacher Candidates Name: Jaclyn Fortuna
Context:

Grade Level/Subject: First grade/Science


Disability Categories represented: ELL student and hearing impaired student
Type of classroom (continuum of placements): Inclusive setting
Describe UDL integration (into anticipatory, procedure, guided practice,
and assessment): Anticipatory set includes activating prior knowledge by
playing the sound of thunder and lightning to see if any student recognizes the
sound. Individual practice will include the students focusing and exploring the
Dangerous Weather tab by reading and watching the videos on thunder, lightning,
tornadoes, and hurricane. Students will be informally assessed by completing the
exit slip on the VFT.
Collaborative methods used to enhance the lesson (e.g., families,
community resources, school resources): A letter will be sent home with
student explaining the unit to the family. Since weather is unpredictable, families
will discuss weather at home and how weather can change throughout the day.
Students will be sent home with a journal that they are supposed to fill out with
their families.

Unit Title: The Weather Channel


Lesson Title: Exploring through VFT: Dangerous Weather
Tentative Date: September 24, 2016/30 minutes

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Duration: (provide overall time for class session AND include timing for each
section of the lesson below)
XIX.

Standards (NJCCCS, CCSS, NJPST, and/or CEC):

K-ESS2-1. Use and share observations of local weather conditions to


describe patterns over time. [Clarification Statement: Examples of qualitative
observations could include descriptions of the weather (such as sunny, cloudy,
rainy, and warm); examples of quantitative observations could include numbers of
sunny, windy, and rainy days in a month. Examples of patterns could include that it
is usually cooler in the morning than in the afternoon and the number of sunny
days versus cloudy days in different months.] [Assessment Boundary: Assessment
of quantitative observations limited to whole numbers and relative measures such
as warmer/cooler.]
5.4.P.F.1 Observe and record weather
5.4.2.F.1 Observe and document daily weather conditions and discuss how the
weather influences your activities for the day.
CEC Standards:
A. Maintaining challenging expectations for individuals with exceptionalities to
develop the highest possible learning outcomes and quality of life potential in ways
that respect their dignity, culture, language, and background.
C. Promoting meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities.
L. Participating in the growth and dissemination of professional knowledge and
skills.
XX.

Learner Outcomes (goals) & Assessments (include informal and

formal):
1. SWBAT describe the different types of dangerous weather.
2. SWBAT explain what happens during dangerous weather and what
people need to do to stay safe.
b. Essential Questions:
1. What are the four different types of dangerous weather?
2. What can we do to stay safe during dangerous weather?
3. When do these dangerous weathers occur (during the summer/winter)?
c. Enduring Understandings:
1. Students will understand the different types of dangerous weather.
2. Students will be able to determine what to do during each kind of
dangerous weather.

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3. Students will be able to understand what causes these types of
weather.
XXI.

Procedures (include anticipatory set, procedure, guided practice,

and independent practice):


Be sure to use only evidence-based practices and cite the source.
Include strategies to enhance language development and where you are teaching
communication skills.
Anticipatory Set: (2 minutes) I will play the sound of thunder and lightning and
ask if anybody recognized the sound. I will introduce the topic by asking the
question to the class if anybody knows different types of dangerous weather and
then proceed to say that we will be learning about dangerous weather. (Clark, M. &
Kamhi, A. 2014).
Procedure (2 minutes): Since students will be learning through the VFT I will
demonstrate how to access the VFT on their chrome books.
Guided Practice (2 minutes): Once we reach the homepage of the VFT I will
walk them through the layout of the VFT and how they can access the Four
Seasons tab.
Independent Practice (20 minutes): Students will explore the Dangerous
Weather tab. They will read each paragraph provided on the VFT and then watch
the videos that pertain to each dangerous weathers. (Zhao, Y., Pugh, K., Sheldon,

S., & Byers, J. L., 2002)


Assessment (5 minutes): Students will work in pairs and do the exit slip at the
end of the VFT. (Kagan S., 1989).
XXII.

Accommodations for diverse learners and students with special

needs (include suggested adaptive and assistive tech/software/websupported learning with specific skill areas):
ELL: I will provide a vocabulary list of words that the student will may need during
the VFT.
Hearing Impaired: In order for the student to follow along with the videos I will
provide them with a little excerpt that they will read prior to watching the video. I

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will turn on the subtitles to each video so that they can read and follow along with
the video.
XXIII.

Modifications for students with disabilities (none may be needed so

just note that in this section with your rationale):


ELL: No modifications
Hearing Impaired: No modifications
XXIV.

Materials:

FVT : Dangerous Weather http://vftfirstgradeweather.weebly.com

Tornado video: https://www.youtube.com/watch?v=-s3UwOq1P1E

Hurricane video: https://www.youtube.com/watch?v=yEGxWNfrxsE

Thunder and Lightning video: https://www.youtube.com/watch?


v=fEiVi9TB_RQ

Thunder and lighting sound

Chrome books

Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom
technology innovations. Teachers college record, 104(3), 482-515.
Kagan, S. (1989). The structural approach to cooperative learning. Educational
leadership, 47(4), 12-15.

Monmouth University
School of Education
Department of Curriculum and Instruction

15
Lesson Plan
Teacher Candidates Name: Jaclyn Fortuna
Context:

Grade Level/Subject: First grade/Science


Disability Categories represented: ELL student and hearing impaired student
Type of classroom (continuum of placements): Inclusive setting
Describe UDL integration (into anticipatory, procedure, guided practice,
and assessment): Anticipatory set includes introducing the types of clouds. For
the individual practice students will watch a video on clouds while they take notes.
Students will be informally assessed by making clouds with cotton balls and paper.
Collaborative methods used to enhance the lesson (e.g., families,
community resources, school resources): A letter will be sent home with
student explaining the unit to the family. Since weather is unpredictable, families
will discuss weather at home and how weather can change throughout the day.
Students will be sent home with a journal that they are supposed to fill out with
their families.

Unit Title: The Weather Channel


Lesson Title: The Types of Clouds
Tentative Date: September 26-27 2016/30 minutes
Duration: (provide overall time for class session AND include timing for each
section of the lesson below)
XXV.

Standards (NJCCCS, CCSS, NJPST, and/or CEC):

K-ESS2-1. Use and share observations of local weather conditions to


describe patterns over time. [Clarification Statement: Examples of qualitative
observations could include descriptions of the weather (such as sunny, cloudy,
rainy, and warm); examples of quantitative observations could include numbers of
sunny, windy, and rainy days in a month. Examples of patterns could include that it
is usually cooler in the morning than in the afternoon and the number of sunny
days versus cloudy days in different months.] [Assessment Boundary: Assessment
of quantitative observations limited to whole numbers and relative measures such
as warmer/cooler.]
5.4.P.F.1 Observe and record weather
5.4.2.F.1 Observe and document daily weather conditions and discuss how the
weather influences your activities for the day.
CEC Standards:
A. Maintaining challenging expectations for individuals with exceptionalities to
develop the highest possible learning outcomes and quality of life potential in ways
that respect their dignity, culture, language, and background.

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C. Promoting meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities.
L. Participating in the growth and dissemination of professional knowledge and
skills.

XXVI.

Learner Outcomes (goals) & Assessments (include informal and

formal):
1. SWBAT differentiate the different types of clouds. (stratus, cirrus,
cumulous, nimbo)
2. SWBAT classify the different types of clouds based on the ones they
witness on a day to day basis.
b. Essential Questions:
1. How do meteorologists classify clouds?
2. Why are there different types of clouds?
c. Enduring Understandings:
1. Students will understand the four types of clouds.
2. Students will be able to determine the different types of clouds by
looking at a picture.
XXVII.

Procedures (include anticipatory set, procedure, guided practice,

and independent practice):


Be sure to use only evidence-based practices and cite the source.
Include strategies to enhance language development and where you are teaching
communication skills.
Anticipatory Set: (2 minutes) I will introduce the topic by showing pictures of
different clouds to see if any students can recognize the difference among the
three. I will then go into introducing the different types of clouds. (Clark, M. &
Kamhi, A. 2014).
Procedure (2 minutes): After I show the students the pictures I will pass the
pictures around so that students can take a closer look at the differences between
the clouds.
Guided Practice (2 minutes): As the students are looking at the clouds I will
point out the differences so that students can recognize the differences.

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Independent Practice (30 minutes): Students will explore a tutorial on cloud
types with their chrome books. Students will be given an activity sheet that they
will need to fill out during the video. We will then discuss the different types of
clouds and their characteristics. (Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L.,

2002)
Assessment (25-30 minutes): Students will work individually on creating clouds
by using a piece of paper and cotton balls. (Kagan S., 1989).
XXVIII. Accommodations for diverse learners and students with special
needs (include suggested adaptive and assistive tech/software/websupported learning with specific skill areas):
ELL: I will provide a vocabulary list of words that the student will may need during
the video.
Hearing Impaired: In order for the student to follow along with the video I will put
the subtitles function on.
XXIX.

Modifications for students with disabilities (none may be needed so

just note that in this section with your rationale):


ELL: No modifications
Hearing Impaired: No modifications
XXX.

Materials:

Cloud video: https://www.youtube.com/watch?v=FMagDRCpJ14

Cotton balls, glue, paper

Chrome books

Lined paper

Pencil

Activity worksheet

Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom
technology innovations. Teachers college record, 104(3), 482-515.
Kagan, S. (1989). The structural approach to cooperative learning. Educational
leadership, 47(4), 12-15.

18

19

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Monmouth University
School of Education
Department of Curriculum and Instruction
Lesson Plan
Teacher Candidates Name: Jaclyn Fortuna
Context:

Grade Level/Subject: First grade/Science


Disability Categories represented: ELL student and hearing impaired student
Type of classroom (continuum of placements): Inclusive setting
Describe UDL integration (into anticipatory, procedure, guided practice,
and assessment): Anticipatory set includes introducing the thermometer and
what a meteorologist does. For the individual practice students will watch a video
on how to read a thermometer. Students will be informally assessed during the
year on reading a thermometer and telling the weather outside.
Collaborative methods used to enhance the lesson (e.g., families,
community resources, school resources): A letter will be sent home with
student explaining the unit to the family. Since weather is unpredictable, families
will discuss weather at home and how weather can change throughout the day.
Students will be sent home with a journal that they are supposed to fill out with
their families.

Unit Title: The Weather Channel


Lesson Title: Meteorologist and Reading a Thermometer
Tentative Date: September 28 2016/30 minutes
Duration: (provide overall time for class session AND include timing for each
section of the lesson below)
XXXI.

Standards (NJCCCS, CCSS, NJPST, and/or CEC):

K-ESS2-1. Use and share observations of local weather conditions to


describe patterns over time. [Clarification Statement: Examples of qualitative
observations could include descriptions of the weather (such as sunny, cloudy,
rainy, and warm); examples of quantitative observations could include numbers of
sunny, windy, and rainy days in a month. Examples of patterns could include that it
is usually cooler in the morning than in the afternoon and the number of sunny
days versus cloudy days in different months.] [Assessment Boundary: Assessment
of quantitative observations limited to whole numbers and relative measures such
as warmer/cooler.]

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5.4.P.F.1 Observe and record weather
5.4.2.F.1 Observe and document daily weather conditions and discuss how the
weather influences your activities for the day.
CEC Standards:
A. Maintaining challenging expectations for individuals with exceptionalities to
develop the highest possible learning outcomes and quality of life potential in ways
that respect their dignity, culture, language, and background.
C. Promoting meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities.
L. Participating in the growth and dissemination of professional knowledge and
skills.

XXXII.

Learner Outcomes (goals) & Assessments (include informal and

formal):
1. SWBAT understand what a meteorologist.
2. SWBAT know how to read a thermometer.
b. Essential Questions:
1. What is a meteorologist?
2. How can we tell the degrees outside by reading a thermometer?
c. Enduring Understandings:
1. Students will understand what a meteorologist is.
2. Students will be able to determine the temperature outside by
reading a thermometer.
XXXIII. Procedures (include anticipatory set, procedure, guided practice,
and independent practice):
Be sure to use only evidence-based practices and cite the source.
Include strategies to enhance language development and where you are teaching
communication skills.
Anticipatory Set: (2 minutes) I will introduce the topic by showing the students a
thermometer and asking them if they know what it is. I will also ask them if they
know what a meteorologist is and what he or she does. (Clark, M. & Kamhi, A.
2014).

22
Procedure (2 minutes): I will call up students to see if anybody knows how to
read a thermometer.
Guided Practice (2 minutes): As the students attempt to read a thermometer I
will help guide them into showing them how to read it.
Independent Practice (30 minutes): Students will explore a tutorial on how to
read a thermometer with their chrome books. I will also show them a video of
ABCs Bill Evans to show them what a meteorologist does. (Zhao, Y., Pugh, K.,

Sheldon, S., & Byers, J. L., 2002)


Assessment (the rest of the year): As a following project that will continue
throughout the year I will have one of the classroom jobs to be a meteorologist.
Students will determine the weather throughout the year, every morning during
our daily meeting. (Kagan S., 1989).
XXXIV. Accommodations for diverse learners and students with special
needs (include suggested adaptive and assistive tech/software/websupported learning with specific skill areas):
ELL: I will provide a vocabulary list of words that the student will may need during
the video.
Hearing Impaired: In order for the student to follow along with the video I will put
the subtitles function on.
XXXV.

Modifications for students with disabilities (none may be needed so

just note that in this section with your rationale):


ELL: No modifications
Hearing Impaired: No modifications
XXXVI. Materials:

Thermometer video: https://www.youtube.com/watch?v=K2CH1cUkMgs

Thermometer

Meteorologist video on www.ABCgo.com

Chrome books

Lined paper

23

Pencil

Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom
technology innovations. Teachers college record, 104(3), 482-515.
Kagan, S. (1989). The structural approach to cooperative learning. Educational
leadership, 47(4), 12-15.

Monmouth University
School of Education
Department of Curriculum and Instruction
Lesson Plan
Teacher Candidates Name: Jaclyn Fortuna
Context:

Grade Level/Subject: First grade/Science


Disability Categories represented: ELL student and hearing impaired student
Type of classroom (continuum of placements): Inclusive setting
Describe UDL integration (into anticipatory, procedure, guided practice,
and assessment): Anticipatory set includes reviewing the content that was
taught throughout the lesson. I will walk through the steps of the project so that
each student has a clear understanding of what they expected from them.
Students will work together in order to create a 7-day forecast on poster board
and present it to the class. Students will be assessed during presentations.
Collaborative methods used to enhance the lesson (e.g., families,
community resources, school resources): A letter will be sent home with
student explaining the unit to the family. Since weather is unpredictable, families
will discuss weather at home and how weather can change throughout the day.

24
Students will be sent home with a journal that they are supposed to fill out with
their families.
Unit Title: The Weather Channel
Lesson Title: Student Project: Being a Meteorologist!
Tentative Date: September 29-30- October 3, 2016/30 minutes
Duration: (provide overall time for class session AND include timing for each
section of the lesson below)
XXXVII. Standards (NJCCCS, CCSS, NJPST, and/or CEC):
K-ESS2-1. Use and share observations of local weather conditions to
describe patterns over time. [Clarification Statement: Examples of qualitative
observations could include descriptions of the weather (such as sunny, cloudy,
rainy, and warm); examples of quantitative observations could include numbers of
sunny, windy, and rainy days in a month. Examples of patterns could include that it
is usually cooler in the morning than in the afternoon and the number of sunny
days versus cloudy days in different months.] [Assessment Boundary: Assessment
of quantitative observations limited to whole numbers and relative measures such
as warmer/cooler.]
5.4.P.F.1 Observe and record weather
5.4.2.F.1 Observe and document daily weather conditions and discuss how the
weather influences your activities for the day.
CEC Standards:
A. Maintaining challenging expectations for individuals with exceptionalities to
develop the highest possible learning outcomes and quality of life potential in ways
that respect their dignity, culture, language, and background.
C. Promoting meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities.
L. Participating in the growth and dissemination of professional knowledge and
skills.

XXXVIII.

Learner Outcomes (goals) & Assessments (include informal and

formal):
1. SWBAT use the knowledge from this unit to create a group project to
predict a week of weather.
2. SWBAT be assessed through this project on what they learned from
this unit on weather.
b. Essential Questions:

25
1. What will the weather be like this week? Create a 7-day forecast with your
group members.
c. Enduring Understandings:
1. Students will use research to predict the weather for the week.
2. Students will be able to demonstrate what a meteorologist does in
front of the class.
XXXIX. Procedures (include anticipatory set, procedure, guided practice,
and independent practice):
Be sure to use only evidence-based practices and cite the source.
Include strategies to enhance language development and where you are teaching
communication skills.
Anticipatory Set: (2 minutes) I will introduce the project by reviewing what we
have learned throughout this unit.(Clark, M. & Kamhi, A. 2014).
Procedure (2 minutes): I will explain to the student how we will be using the
content that we have learned throughout this unit to help complete this project.
Guided Practice (2 minutes): I will display a model of the seven-day forecast
that previous students have completed.
Independent Practice (30 minutes): Students will be broken into groups and
use this time to complete research to begin the project. Students will have
different roles that they would need to complete in order to create this project.
(Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L., 2002)
Assessment (the rest of the year): Students will display their projects. (Kagan
S., 1989).
XL.

Accommodations for diverse learners and students with special

needs (include suggested adaptive and assistive tech/software/websupported learning with specific skill areas):
ELL: I will provide a vocabulary list of words that the student will may need during
the video.
Hearing Impaired: Student will be supplied with technology that they may need
to assess them to complete research and conduct this project.

26
XLI.

Modifications for students with disabilities (none may be needed so

just note that in this section with your rationale):


ELL: No modifications
Hearing Impaired: No modifications
XLII.

Materials:

Thermometer

Chrome books (research)

Lined paper

Pencil

Markers/crayons

Poster board

Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom
technology innovations. Teachers college record, 104(3), 482-515.
Kagan, S. (1989). The structural approach to cooperative learning. Educational
leadership, 47(4), 12-15.

NewscastPresentationandPlanning:BeingaMeteorologist!
TeacherName:Ms.Fortuna
StudentName:________________________________________

27

CATEGORY

Research

Group
researchedthe
subjectand
integrated3or
more\"tidbits\"
fromtheir
researchinto
theirnewscast.

Group
researchedthe
subjectand
integrated
2\"tidbits\"from
theirresearch
intotheir
newscast.

Group
researchedthe
subjectand
integrated
1\"tidbit\"from
theirresearch
intotheir
newscast.

Eitherno
researchwas
doneoritwa
notclearthat
groupusedit
thenewscast.

Graphics

Graphicsinclude
someoriginal
materialandare
clearlyrelatedto
thematerial
being
preesented.

Graphicsare
clearlyrelatedto
thematerial
being
preesented,but
noneare
original.

Graphicsinclude
someoriginal
materialbutare
onlysomewhat
relatedtothe
materialbeing
preesented.

Graphicsare
relatedtothe
materialbein
presented.

Speaksclearly

Speaksclearly
anddistinctlyall
ofthetimeand
mispronounces
nowords.

Speaksclearly
anddistinctlyall
ofthetimebut
mispronounces1
ormorewords.

Speaksclearly
anddistinctly
mostofthetime
and
mispronounces
nowords.

DoesNOTsp
clearlyand
distinctlymo
ofthetime
AND/OR
mispronounc
morethan1
word.

GroupWork

Thegroup
functioned
exceptionally
well.All
members
listenedto,
sharedwithand
supportedthe
effortsofothers.
Thegroup(all
members)was

Thegroup
functionedpretty
well.Most
members
listenedto,
sharedwithand
supportedthe
effortsofothers.
Thegroup(all
members)was
almostalways

Thegroup
functionedfairly
wellbutwas
dominatedby
oneortwo
members.The
group(all
members)was
almostalways
ontask!

Somemembe
ofthegroup
wereoftenof
taskAND/OR
wereovertly
disrespectful
othersinthe
groupAND/O
weretypicall
disregardedb
othergroup

28

Attire

almostalways
ontask!

ontask!

Very
professional
clothingand
accessories.

Businesscasual
look.

members.
Cleanand
attractivestudent
look.Attiredoes
notdetractfrom
credibilityof
presentation.

Sloppy
appearance
whichdetrac
fromcredibil
ofpresentatio

29
Included in the Unit/Lessons
Component
Lessons connect to other disciplines
A lesson database where you could find more lessons about
this topic/unit
Multimedia software that is learner-centered

Specific Page
Number(s) in
Unit
1,4,7,10,13,17,
20
2,5,8,11,14,18
2,5,8,11,14,18

Spreadsheet or graph that is learner-centered

16

Use technology to enhance the planning of the unit

2,5,8,11,14,18

Use technology to enhance the delivery of instruction

2,5,8,11,14,18

Use of technology to assess the learners

11

In lessons include list of websites,


virtual reality experience,
pre-existing game,
self-created game to enhance their learning

3,6,9,12,15,19

Individual technology for specific students individual needs

3,6,9,12,15,19,
22
20-22

At least 1 lesson plan with cooperative learning (needs to


include directions for the students, team assignment and team
preparation, creating positive interdependence among
students, individual accountability, direct teaching of social
skills, and team processing)
Multiple assessments for students to show what they learned
Inclusion of the VFT with lessons

2,6,9,11,14,18,
21
1-12

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