Clinical Teaching Lab/Miami Dade College School of Education
Dr. Corey A. Montgomery/Clinical Teaching Lab Coach
Lesson Topics Suggestions
Mini-Teach Lesson Project
Backwards Design Activity:
• Choose a Topic of Interest
• View Lessons via: (You-Tube, Teacher-Tube, Google).
Note: ELL/ESOL, Second Language Learners should be added as a descriptor(s)
to view lesson samples appropriate for your “target audience”: Second Language
Learners. Sample Descriptor: Parts of a Book Lesson ELL Students
• (2) Write the step-by-step processes of the lesson as you observe them.
• (3) List interventions, strategies or additional activities that you observe and would
personally use to create “access” and more “comprehensible inputs” for struggling
learners.
• (4) Have Fun
Early Childhood Education Suggestions
The Alphabet, The Parts of a Book, Character Education, Colors, Community Helpers, Fables,
Environmental Education, Fairy Tales and Legends, Health and Nutrition, Holidays,
Inventions, Cultures, Numbers and Early Math, Nursery Rhymes, Plants, Safety, Seasons,
Shapes, The Parts of a Plant, Transportations and Weather.
Elementary and Secondary Education
Literary Genres, Nouns, The Writing Process, Brainstorming, Comparing/Contrasting,
Personification, Linear Equations, Fractions, Like Denominators, Unlike Denominators, Word
Problems, The Native American Experience, Colonial America, Slavery, The Themes of
Geography, Reading a Map, Photosynthesis, The Solar System, Mars, Saturn, The Sun, Active
Reading Strategies, Writing A Paragraph, Biographies and Health and Nutrition.
Topic:
Source URL:
Lesson Observations:
Observed Strategies/Interventions
Recommended: Strategies/Interventions/Activities
Clinical Teaching Lab/Miami Dade College School of Education
Lesson Topics Suggestions
Mimi-Teach Lesson Project
Backwards Design Activity:
• Choose a Topic of Interest
• View Lessons via: (You-Tube, Teacher-Tube, Google).
• (2) Write the step by step processes of the lesson as you view it.
• (3) List interventions, strategies or additional activities that would create “access”
and more “comprehensible inputs” for struggling learners.
• (4) Have Fun
Early Childhood Education Suggestions
The Alphabet, The Parts of a Book, Character Education, Colors, Community Helpers, Fables,
Environmental Education, Fairy Tales and Legends, Health and Nutrition, Holidays,
Inventions, Cultures, Numbers and Early Math, Nursery Rhymes, Plants, Safety, Seasons,
Shapes, The Parts of a Plant, Transportations and Weather.
Elementary and Secondary Education
Literary Genres, Nouns, The Writing Process, Brainstorming, Comparing/Contrasting,
Personification, Linear Equations, Fractions, Like Denominators, Unlike Denominators, Word
Problems, The Native American Experience, Colonial America, Slavery, The Themes of
Geography, Reading a Map, Photosynthesis, The Solar System, Mars, Saturn, The Sun, Active
Reading Strategies, Writing A Paragraph, Biographies and Health and Nutrition.
Topic: Standard Code: LAFS.1.RF.2.2:
Demonstrate understanding of spoken words, syllables, and sounds
Lesson URL-You-Tube: https://youtu.be/7KEeUKo1dU8
Observations: The teachers phonic lesson was about 8 minutes in length. Throughout the
lesson the teacher implemented many small activities to keep students engaged.
Lesson breakdown
- Students gathered on the reading carpet and the teacher gave a brief introduction about
the lesson.
- The teacher began the phonic lesson focused on the TH phonic sound. Students
clapped when they identified a word with the TH sound on one of the flashcards.
- When a word approached that was more complex the teacher had the students write the
word on a classmate back, erase the word and then spell it out loud.
- The teacher had students critically think about what the word looked like and then
showed a visual to students. The students used hand signals to demonstrate they were
thinking.
- The teacher moved back to the phonic lesson and then asked students to clap when
they found a specific word she was looking for.
- The teacher then moves on to a mystery word box activity, provides clues to the
students and then asks students to discuss what the word could be based on the clues
provided (10 second activity). The teacher grabs the students attention once again,
asks the students to whistle it on their hands and then say the word out loud.
-
The teacher asks the students get their assigned dry erase board come back to the
reading mat and to write 4-TH words on their dry erase boards. The lesson ends with
students transferring the four words to their literacy notebooks.
Interventions Observed:
- The teacher used hand signals that students mimicked back to demonstrate they
understood what the teacher was asking them to do.
- During one of the lessons, the students were not able to guess one of the mystery words
with the teachers clues. The teacher showed the word to the students and then pointed
out the phonic sounds of the words. The teacher asked students to write on their hands
so they would not forget the word.
Additional Strategies/Interventions:
-
Reinforcement
Visuals
Teacher and student engagement
Teacher Walking around to identify if students were following instructions and writing words
with the TH-phonic sound.
Clear and straightforward instruction are provided to the students
Encouragement
Good classroom management
Well-planned out lesson plan
Cooperative learning groups
Guided learning
Scaffolding
Implementation of many activities to keeps students interested in the lesson
Alternative Activities:
Teacher moves on to Author’s purpose and follows a similar lesson process.
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