Introduction
Classroom teachers throughout the United States face new challenges as rapidly changing demographics collide with new federal and state policies, politically charged debates on bilingual education, and limited school resources to create classrooms that are more diverse than ever. The broader objective of this lesson is to raise the levels of performances in reading comprehension for content learning among kindergarten pupils. By the end of this lesson, these pupils will be expected to demonstrate the ability to use tools for informational or expository reading. The rationales for the identification of the goals of this lesson are anchored on the identification of the educational need and rationale of the same. Such a step therefore defines the broad and larger objective of this lesson plan.
Learning objectives/Outcome
Upon the end of the lesson, a lot is expected from the pupils. These include the ability to understand the meanings of titles, pictures, bullets, side bars and captions. Identification of instructional design model, learner characteristics, learning theory, and other applicable characteristics
The identification of instructional design model should take into the consideration of the class size. Due to the smaller class size, a more a practical approach to the teaching of this lesson would be more effective in achieving the objectives of this lesson plan. The three determinants of a learner must also form the basis of the identification of the instructional design model in that it incorporates the learning needs and styles of the learner. Dave (1975) elucidates this by pointing to the fact that “learners have three determinants that educators should assess; learning needs; readiness to learn and learning styles”.
The learner characteristics of this lesson plan recognize the fact that all the learners are kindergarten pupils. This lesson plan, therefore, appreciates the level of education of the learner and their enthusiasm to learn. Such data aid in the effective and efficient delivery of the learning content so as to achieve the goals and objectives of the lesson plan. The learning theory employed in the development of this lesson plan involves a deeper analysis of the material delivered in its theoretical form to the learners as well as the theoretical aspects of the lesson. Other applicable characteristics of this lesson plan include the setting, level of prior knowledge on the content to be delivered and other variables such as the ages of the learners.
Completion of the content outline
For an exhaustive delivery of content outline, the best Bloom’s Taxonomy of Learning Domains in the delivery of this lesson content includes all the three domains; the Cognitive, affective and psychomotor domains. The cognitive learning domain takes into account the mental skills or Knowledge applicable in this field. Bloom (1956) expounds that the “cognitive domain involves knowledge and the development of intellectual skills that includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.” Such techniques are suited in the effective knowledge imparting in the raising of the levels of understanding of the new vocabularies.
The affective domain involves the growth in feelings or emotional areas that are applicable regarding the nature of the learning techniques handling the lesson plan is geared towards enhancing. Krathwohl, Bloom and Masia (1973), describe the “affective domain as an inclusion in the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations and attitudes.” Kindergartens pupils portray emotional feelings in new learning areas and as such appreciation, enthusiasms, self motivations and positive attitudes must be maintained to enhance the integrity and accuracy of the lesson plan.
Instructional methods to be used for delivery
The instructional methods in the delivery of the lesson content must seek to achieve its goals and objectives and take into consideration the SIOP features such as preparation, scaffolding, group options, integration of processes, application and assessment. The instructional methods must involve one-to-one teaching of the learners that involve practical demonstration of the particular lesson content sections that require the practical touch. This method of lesson content delivery is more applicable in the areas of activities where guidance and steps are best given in the form of practical instructions by the teacher.
Evaluation
The evaluation procedure must involve activities that have the capacity to record any level of improvement on the part of the pupils. This will involve supporting reading aloud of the demonstrated words, identification of words and partnering of dominant pupils and ELLs learners. This will help in the evaluation of the learning theories applied in the course of the lesson plan.
Conclusion
In achieving the goals and objectives of the lesson plan, Instructional materials and resources to be used in the delivery of the lesson content must be underlined. Instructional materials to be used take into account the size of the class and the class characteristics. The section of Instructional materials has a number of functions that includes aiding the instructor to determine faster the amount of time required to complete the lesson, the amount of time required to adequately prepare for the lesson and the resources and management useful to completely carry out the lesson plan
References
- Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
- Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R J Armstrong, ed.) Educational Innovators Press.
- Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc.