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-Objective 1:
-Objective 2:
-Objective 3

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For our summary activity, we will take the students outside to observe the weather on another nature walk. Students will be familiar with expectations from the nature walk we did prior to the unit being taught.  We will use what we learned throughout the unit lessons and apply that knowledge to making stronger weather observations. When we come back inside, we will share our findings and emphasize weather words by sounding out the short vowels in each weather word.

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Students are continually instructed to explain “why” and support evidence to their answers throughout the unit.

Students must think critically through brainstorming by activating prior knowledge about weather experiences and vowel identification.

At the closure of each lesson, we discussed the relevance of the lesson by asking students why we need to know this information in our life. Students used critical thinking as they shared why/how they will use these skills in the future.

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Students are continually instructed to explain “why” and support evidence to their answers throughout the unit.

Students must think critically through brainstorming by activating prior knowledge about weather experiences and vowel identification.

At the closure of each lesson, we discussed the relevance of the lesson by asking students why we need to know this information in our life. Students used critical thinking as they shared why/how they will use these skills in the future.

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Students are continually instructed to explain “why” and support evidence to their answers throughout the unit.

Students must think critically through brainstorming by activating prior knowledge about weather experiences and vowel identification.

Students must think critically through application of instructional knowledge by applying observation of weather conditions and decide appropriate weather clothing.

At the closure of each lesson, we discussed the relevance of the lesson by asking students why we need to know this information in our life. Students used critical thinking as they shared why/how they will use these skills in the future.

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In the first lesson, the instructional activity was  whole-class and students worked in table groups of four. The teacher orally read aloud weather words containing short vowel sounds and students were instructed to work as a group and decide which vowel sound they heard in each word. Students were given five popsicle sticks at each table with a vowel letter on each. The teacher candidate stated a weather word and students worked cooperatively in their groups to decide on the vowel sound they heard. This activity was also used as an informal assessment of student understanding.

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In the second lesson, the instructional activity was giving student groupings predetermined weather-related vocabulary words with short vowels. The students are instructed to discuss each word with their tablemates and determine whether the words contain a short vowel sound and post them on a T-chart. Students will be encouraged to work together and help each other out, if they are struggling. Remind them of the sounds we are looking for /a/, /e/, /i/, /o/, /u/. Each student will have the opportunity to post their sticky note on the Smartboard T- chart. As a class, the students will vote “yes” (thumbs up) or “no” (thumbs down) to assess their peer’s decision and discuss why.

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In the third lesson, the instructional activity includes observing a variety of weather conditions and recognizing observable  weather-words with short vowel sounds. Next, student groupings will be given a different weather condition to observe. Students will be given a variety of clothing props to analyze and decide what clothing would be appropriate for their given weather condition.

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For our engaging activity, we will take the students outside to observe the weather on a nature walk. Before taking the students outside, we will discuss what it means to “observe.” Expectations will also be addressed. We will then go on a nature walk and practice observing. When we bring the students inside, we will listen to student observations and emphasize weather words as students share their findings. For example, when we discuss the word, “weather,” we will have the students repeat the “short e” sound several times. We will make sure to use each short vowel sound when discussing weather observations.

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Pre Assessment Analysis (need of students)

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Pre Assessment Analysis (need of students)

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Jen:

Whole class: Increase vowel identification amongst whole class and reiterate short vowel sounds.
Individual:  Increase instruction of vowel identification to a small group explicitly. Based on the baseline data, one student was unable to identify any of the five vowels. This student is a grade-level student, which concerns me. I will make sure to explicitly teach the five vowels during the first lesson to provide needed instruction to be successful in this unit.

Courtney:

Whole class:  increase vowel identification and practice short vowel sounds
Individual: short vowel sound recognition and accurate weather observations

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Jen:
Pre-assessment results over weather and short vowels
Overall class average: 88.5 %
Weather class average: 97.7 %
Vowel identification class average: 84 %
About ⅓ of my students realized that there was a vowel poster posted in the classroom during the pre-assessment which affected the baseline data scores of this class.

Courtney:
Pre-assessment results over weather and short vowels
48% overall class average
91% class average - weather
25% class average - vowels

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Contextual Factors impacting each lesson

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Contextual Factors impacting each lesson

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-Lesson 1:
-Lesson 2:
-Lesson 3:

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Reading: The 1st grade student will identify vowels by determining which short vowel sound is present in given weather words with 90% accuracy. (DOK 3)
Science: The 1st grade student will construct appropriate weather outfits by analyzing observable data with 90% accuracy. (DOK 3)

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Reading: The 1st grade student will identify short vowels and their sounds after categorizing words using a T-chart with 85% accuracy. (DOK 2)
Science: The 1st grade student will describe weather patterns after analyzing a series of different weather images with 85% accuracy. (DOK 2)

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Reading: The 1st grade student will identify the five vowels and their sounds after participating in a group vowel activity with 83% accuracy. (DOK 1)
Science: The 1st grade student will identify appropriate weather words to match an image after creating a whole-class web chart with 100% accuracy. (DOK 1)

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Potential biases affecting instruction or assessment and plans for countering biases

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Potential biases affecting instruction or assessment and plans for countering biases

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- Teachers having a difficult time connecting the ELA and Science standards
-Aiming lessons towards cognitively low students and not challenging other students
This could negatively affect the unit because it will not be engaging for students that may already have these skills mastered
-Teacher candidate dislikes the science standard given to teach. It is not my best subject to teach, therefore, lacking confidence and engagement.
-Students will remember the vowels after the first lesson
This could potentially affect the unit because if the second lesson is based heavily on vowels, then students will struggle

Plans for countering these biases:
Delivering all lessons in an upbeat and optimistic manner that does not demonstrate any uncertainty or insecurity with teaching these integrated lessons

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Probable Obstacles for students' for objectives and why?

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Probable Obstacles for students' for objectives and why?

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-Lesson 1:
Students may lack experiences of a variety of weather conditions. Teacher candidates used a slideshow to allow these students to observe different types of weather. Students struggle with turn-taking, so the cooperative learning model helps focus on appropriate social skills.
Jen: Student randomly pulled out of the classroom throughout the school day. Student was not present for the lesson. Unable to pre-assess and post-assess as well.

-Lesson 2:
Students may lack experiences of extreme weather phenomena. Reading “Oh Say Can You Say What’s the Weather Today? All About Weather” by Tish Rabe will allow students to gain more insight about the types of weather patterns that occur outside of Missouri.

-Lesson 3:
Students may lack experiences of choosing their own clothing based upon weather conditions. Many first grade students have their outfits chosen and laid out for them by older family members. The learning activity during this lesson will promote critical thinking and understanding for why specific clothing is worn according to designated weather patterns.

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-Students will identify short and long vowels as well as recognize their sounds.
-Students will make predictions about weather patterns.

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Students' prior knowledge of content/skill for each goal

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Students' prior knowledge of content/skill for each goal

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The unit is based off two Missouri learning standards: 1 ELA, 1 Science. The overall unit goal or objective is that students master identification of vowels and make accurate observations given weather patterns/phenomena. For students to achieve this goal, they must acquire the alphabetic principle and have phonemic awareness skills to identify vowels in the alphabet and distinguish their specific sounds. In addition, students must know the definition of “observe” prior to making observations based on weather patterns. Students must also have prior knowledge of weather vocabulary (weather adjectives) to successfully observe a variety of weather types and explain what they observe. Students must have communication skills and self-control to work cooperatively in groups throughout the unit.

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-Students will identify vowels.
-Students will observe weather patterns and make appropriate observations.

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-Students will identify short vowels and recognize their sounds.
-Students will make accurate observations given weather patterns and identify appropriate clothing to match weather conditions.

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Jen: Gavin, Kinney, Dominick, Kobe
These students have cognitive needs and are not reading on grade-level. These students need extra support and differentiation. One of the students has specific needs in speech and two have IEP’s.

Courtney: Cristian, Reese, Namyah, Maycen
These students are reading below grade level and benefit from cognitive support and extra assistance.
Speech needs are also present among these students.

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SCHOOL:
Enrollment: 401
33.3% Free/reduced lunch
Ethnic breakdown: White- 78.3%, Black- 10.0%, Other- 11.7%
Teacher/Student ratio: 14 students: 1 teacher, 16 students: 1 classroom teacher
Mainly low socioeconomic status

Jen's Class:
Gender ratio: 1:2 (1 girl : 2 boys) 6 girls total, 12 boys total
Ages 6-7
Ethnic breakdown: 5 African American students, 13 Caucasian
2 IEPS

Courtney's Class:
Ages 6-7
Gender ratio: 8 girls & 12 boys
3 African American, 2 Hispanic, 1 Asian, 14 Caucasian
1 IEP

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-Lesson:1
1.RF.2.A.b Distinguish between long and short vowel sounds
1.ESS.D.1 Identifying patterns indicating relationships between observed weather data and weather phenomena (Ex: temperature and types of precipitation, clouds and amount of precipitation)

-Lesson:2
1.RF.2.A.b Distinguish between long and short vowel sounds
1.ESS.D.1 Identifying patterns indicating relationships between observed weather data and weather phenomena (Ex: temperature and types of precipitation, clouds and amount of precipitation)

-Lesson:3
1.RF.2.A.b Distinguish between long and short vowel sounds
1.ESS.D.1 Identifying patterns indicating relationships between observed weather data and weather phenomena (Ex: temperature and types of precipitation, clouds and amount of precipitation)

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The overall goal for this integrated unit is to master the identification of  short vowels and their sounds and to  observe weather patterns and phenomena.