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Lesson Plan and Reflection

Name: Alyssa Lesch Cooperating Teacher: DeAnn White


Setting/Grade Level: 1, 2, 4 Subjects: Life Skills
School: Desert Willow Elementary Date: 1/24/2017
Theme/Title: Zones of Regulation Composite of Class:
Bingo

1. Learning Goals/Objectives
What student learning goals/objectives do Which indicators of the Arizona content
you have for this lesson? standards does this lesson address?

Students will be able to determine different


emotions identified with in the four zones
of regulation by playing a game of BINGO.

2. Methodology
What instructional strategies will you use?
Constructions Library Research
X Cooperative Learning Peer Editing
X Discussion/Questioning Practicum
Problem Solving Field Study
X Reflection/Response Graphic Organizers
X Independent Learning Role Playing
Laboratory X Viewing/Listening/Answering
X Practice/Drill Experiment
Lecture Discovery
Reporting Journal
X Simulation Other:

Why did you choose these strategies/methods?

I chose these startgeies/methods for this specific activity because the game of BINGO is
interactive; however the Zones of Regulation allow for the students to reflect and justify
their reasoning for why one emotion is in that zone.

How will you group students for instruction?

There will be five students participating in this activty. The students will be grouped at a
round table where the game will take place. For the instuction of the BINGO game all of
the students will be given instruction together at the table.

List below your activities/steps including how you activate background knowledge, gain
student attention (set induction), demonstrate processes and desired outcomes (modeling,
guided practice, independent practice), and bring closure to the lesson. Also, articulate
how you will evaluate your lesson/determine if student learning occurred.
Activity/Step Time Allocated

Set up game: give each student a BINGO 2-3 minutes


card and a marker to use during the game

Activate background knowledge: Review 5-7 minutes


each of the four zones of regulation (red,
blue, yellow, green) and what types of
emotions belong within that specific zone.
For this we will use modeling of facial
expressions that align with an emotion as
well as a review/explantion of why that
emotion is in the zone they say it is.

BINGO: As the leader of the game I will 15 minutes


call out the BINGO cards. When the
student feels that they have that calling
card on their individual card, they will have
to give a short rationale of the zone they
consider that emotion to be in and why.
Once they have stated their case they can
mark off the square on their card. When
one of the students recieves four in a row
they may say BINGO. As the leader I will
check their card to make sure it is correct.

Closure: As a closure for the BINGO game, 5-7 minutes


students will disucss the importance of
working together and listening to each
others rationales of each emotion. We will
have a discussion of how each feel the
game went and what we could do
differently next time. Before the students
head beack to class we will also go over
their expectations for heading to class.

3. Materials
What materials will you use? Technology Utilized
Teacher Student Cassettes/CDs CD-ROM
BINGO calling BINGO cards Overhead Computer
cards Markers/crayons Slides Distance
Learning/Webcast
Tape Recorder Internet
TV/VCR/DVD Laser Disk
Assistive Tech. Smart Board
Digital/Video Other
Camera

4. Assessment/Evaluation
Assessment Alternatives How will you evaluate each student
(check=process, x=product) goal/outcome?
Application Objective Test
Exam I will evaluate each students goal/outcome
Concept X Observation by observation and discussion throughout
Mapping the game.
Parent Contract
Evaluation
Peer Checklist
Evaluation
X Self-Evaluation Performance
Inventories Portfolio
Quantitative Rating Scales How will you use this information?
Scales
Rubric Scored This information will be used to help
Discussion identify the students individual
Journals Problem- understanding of the emotions that go with
Solving each of the individual zones of regulation
Assessment and the areas that may need additional
Other practice.

5. Reflection after Lesson Implementation


1. To what extent did students learn what you intended? How do you know?

2. Did you do anything differently than what you planned? If so, why?

3. If you were going to teach this lesson again to the same students, what would you do
the same? Differently?

4. How much time did you actually use? Were transitions smooth?
5. Identify a group or individual who did well with the lesson. How do you account for
this? What might you do in the future to ensure their continued success?

6. Identify a group or individual who had difficulty with this lesson. How do you account
for this? What interventions could you use so that they achieve the learning goals?

7. Are there any other comments, reactions, or questions about the lesson? Was there
anything you felt especially good, frustrated, or confused about?

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