Unit and Lesson Plan Analysis

 Unit and Lesson Plan Analysis

Day 4

Daily Action Plan

From today onwards, I will basically apply enduring understanding in my unit of study. It may be a slow process but it will be greatly beneficial to my students' understanding. 

Reflection

Upon learning today the benefits of using chatGPT,  I would probably be using oftentimes as my basic tool in searching for a more detailed innovative lesson plan. Using chatGPT to make my unit of study using enduring understanding would greatly make my life easier. 

Creating a unit of study that focuses on enduring understanding is a powerful approach to education. It can equip students with basic knowledge which they can use in their entire life.

Comparing the current Unit of Plan to the UDL template

After locating the lesson plan from my unit of focus I noticed some differences between my unit plan with the UDL template. In our unit of focus, we go through the big ideas and then break into more detailed planning. In my current lesson plan, lessons should begin by emphasizing the teaching point for the students to have a better understanding of what they are expected to learn today. We don't have teacher's actions and students' actions and the rule of engagement. The learning barrier is also missing which can only be found in the UDL template. We have also a specific outline of what should only be taught during that period. It only focuses on the specific teaching point of the learning objective. My unit plan can also be adjusted to the specific needs of the students on that day.

In the UDL template, there is a teacher's action and a student's action. An enduring understanding of scope is broader and for a long -term. It emphasizes the big ideas. It is timeless as well and it can be used in different year levels.

Day 5

End of Unit Assessment

My end-of-current unit assessment:

1. Letter recognition: show students flashcards with letters s a t p i n and then mix them with other letters then ask the student to point to the target letters

2. Sound Recognition: Present student with pictures of objects that corresponds to the sounds s a t p i n then ask students to verbally say the initial sound of each object.

3. Blending Sounds: Provide a list of simple CVC words then ask the students to read each word blending the letter sounds together.

4. Segmenting Sounds: Show the list of the CVC words to the students that include target sounds then ask them to segment it into individual sounds

I will not change anything on my end unit assessment of phase 2 phonics sounds as it aligns with my learning objectives. The assessment is also valid as it accurately measures what it intended to measure. My end-of-unit assessment is also reliable as the result is consistent when given to the same year group.

Application:

Below are my six current learning goals for year 2 students in learning phonics phase 2 sounds.

Current Learning Goals for Phonics Phase 2 Revision

1. By the end of the week students should be able to recognize and name the s, a, t , p, i ,n sounds

By the end of the week year 2 students should be able to recognize and name the s a t p i n sounds.

2. Students should be able to identify and produce words that begin with s, a , t, p, i , n

Students should be able to identify and produce words that begin with s a t p i n like sun, ant, pin, ink, and nut

3. Students should be able to produce three-letter words using the s a t p i n letter sound.

Students should be able to produce three-letter words like cat, pan, sit

4. Students should be able to blend individual letter sounds to read simple cvc words

( pat, sit, mat)

5. Students will be able to segment simple words into their individual sounds (e.g breaking down fan into /f/ /a/ /n/

6. Students are to begin forming letters correctly and legibly and begin to spell simple words correctly (e.g., spelling "bat" as "vat").

Analysis:

My current learning goals are actually well-stated and appropriate for the year 2 phase 2 phonics. I think I can do some revision with my learning goals.

Revised learning goals

1. By the end of the week year 2 students should be able to recognize and name the s a t p i n sounds.

2. Students should be able to identify and produce words that begin with s a t p i n like sun, ant, pin, ink, and nut

3. Students should be able to produce three-letter words like cat, pan, sit

SUNY EDU 604 - Day 6

Applying your learning

Here are my key potential barriers to learning when planning my lesson plan

1. Limited attention span of the student

2. Different learning styles of the students

3. Giving differentiated instructions

4. Reading and writing skills of the students

5. Their background knowledge as some of the students have limited prior background knowledge

6. Language development - it is better to give clear and simple instruction thus avoid giving complex instruction

7. Sensory overload - some students are easily disrupted when many sensory simulation.

When planning for your lesson it is essential to consider the barriers that will impact the effectiveness of your teaching. Each student has unique needs and characteristics and addressing these key potential barriers will help us ensure a successful and engaging lesson.

These young learners have short attention spans, diverse learning styles, and varying levels of prior knowledge and skills, which require differentiated instruction. As emerging readers and writers, they benefit from age-appropriate materials and clear language. Creating an organized and supportive classroom environment is essential, as is managing behavioral challenges and recognizing sensory needs.

Day 6

Daily Action Plan

Today, I have learned different key potential learning barriers when making my planning. The next time, I am going to make my planning I need to consider all the barriers as this will greatly impact my teaching efficiency. I had to make sure my activities wasn't too long since some of the students have short attention span. Giving differentiated tasks to the students according to their level should be put in place to help students clearly understand what they need to do and can work independently by themselves.

Reflection

Reflecting on the key potential barriers when planning my lesson plan for year 2 students has provided me valuable insights into the complexities of teaching this year group. The need for providing appropriate materials and clear instructions for emerging readers and writers is essential to achieve effective teaching. Recognizing different learning styles and short attention spans has highlighted the need to provide engaging activities and differentiated instructions tailored to each student's needs. Reflecting on all these potential key barriers enhances the unique needs and challenges of every learner.

By addressing these barriers thoughtfully, as an educator I can design lessons that cater to the specific needs of my learners towards their growth and development.