Language Arts lesson plan TPCK

Name: Brigette Magoffin
Title: Learn to Listen Attentively
Summary:   This lesson will help the students to develop their language skills through learning to listen attentively.
Primary Core Objective:   Kindergarten - Language Arts Core Standards of the Course Standard 1 Oral Language - Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting. Objective 1 Develop language through listening and speaking. a.      Listen attentively.   http://www.uen.org/cc/uen/core/pub/displayCoreCourse.action?ccId=4000
Materials Used by the Teacher:   ·       Rhythm sticks ·       Children’s book	Materials Used by the Students:   ·       Rhythm sticks ·       Blank or scratch paper ·       Crayons
Technologies Used by the Teacher:   ·       Tape recorder/player	Technologies Used by the Students:   ·       Computer Paint program ·       Tape recorder/player
Intended Learning Outcomes:   ·       My students will be able to listen attentively. ·       By listening attentively they will be able to show comprehension through following instructions.
Instructional Procedures:   1.) The teacher will introduce the concept of listening attentively by playing Copy Cat with rhythm sticks.  Before giving each child a pair of rhythm sticks, the teacher will explain how to play Copy Cat.  Here is an idea for giving instructions to play Copy Cat: “Okay, let’s see how well you all listen.  We’re going to play the Copy Cat game.  I’m going to give each of you a pair of rhythm sticks.  First I will make a sound with the rhythm sticks then you will try to make the same sound with your rhythm sticks.” Be sure to emphasize the listening aspect of the game to help the children learn that listening attentively is important.  While or after you are done giving instructions, give each child a pair of rhythm sticks.  Proceed to play the game, giving plenty of praise for those who do a good job listening with specific references to the skill of listening such as “Great job listening!”  (The Simon Says game can be substituted for Copy Cat if needed.)   2.) The next activity will involve reading a story and having the children show they were listening by drawing a picture of their favorite part of the story using Paint on the computer.  When finished playing Copy Cat help the children transition to the second activity.  Have the children sit where they can see the pictures of the book the teacher is going to read.  You can pre-determine which book you are going to read, have a child who is doing really well that day pick a book as a reward, or offer two choices and have the class vote on which book they want to have read to them.  Before you begin reading, tell the children to listen for their favorite part so they can draw a picture using Paint about it afterwards and then tell about it.  Read the story.  Set up each child with the Paint program at a computer.  Give them some time to draw their picture.  After the allotted time is over, the teacher can print each student’s picture, give the child the picture, and have the child show and tell the class about it or simply go from child to child and ask about the picture.  Let the child know that you are listening to him or her with comments such as, “Tell me about your picture.  I’m listening.”  Be sure that if the child shows that he or she was listening to the story by what he or she tells you about the picture, that you praise the child for good listening.    3.) Throughout the day, have the children practice making eye contact with you when you are speaking to them and not fidgeting too much if appropriate.   4.) Also, you may want to have the children practice reflexive listening.  After you give an instruction, have the child/children repeat back to you what you said.  If the child/children repeat back correctly, praise them for it and have them do what you instructed.  If the child/children doesn’t/don’t repeat back correctly.  Tell the child/children your instruction again more clearly.  Then, ask for the child/children to repeat back to you again.  Make it fun.  Possibly turn it in to a game.
Extensions:   1.) This activity involves a child or children listening to simple vocabulary words and drawing a picture of that word.  The teacher should pre-record simple vocabulary words such as “Cat,” “dog,” and “house” on a tape, cd, or other recording device that the children can listen to without much supervision.  If a child finishes the activities outlined above before other classmates, the child can go to the listening station where there will be paper and crayons available to draw pictures of what the child hears on the recording.  Make sure there is sufficient time between each new word for the child to draw a picture or maybe repeat the word a few times before moving on to a new word.  If more than one child is at the listening station and the recording is finished or they no longer want to use the recording, each child can take a turn naming something for everyone to draw.  Then they can check each other’s pictures to see if they all drew the same thing.  You may want to demonstrate how to press the play and stop buttons if needed.   2.) Children can also choose to listen to books on tape that are available and follow along with the book.
Assessment Plan:   ·       I will be able to tell whether my student has learned the material by whether the pictures match the content the child listened too. ·       I will also be able to tell whether my student has learned the material by the accuracy of repeated instruction content. (i.e. 5/10) ·       Assessments will be formative.