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Lesson plan week of february 10

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  • 1. Running head: LESSON PLAN Lesson Plan Revised Regina Robinson-Hendrix 623 MFAED Introductions to Teaching & Learning Professor: Andrew Sean February 10, 2013
  • 2. Running head: LESSON PLAN This lesson plan is a format that I have chosen because of the environment of my work place. Students in my school environment are in a behavioral setting. This school is only a temporary placement. Critiquing this lesson plan is difficult because all of the elements are needed due to the students and their learning style. The lesson this class will be studying is English language arts. The objective: Students will be able to read, understand and retall the content of the story. Conclusion I would use this lesson plan, because it shows everything that would take place from entry to dismissal. This plan also individualizes the students IEP goals and objectives, along with other activities and assessments. Do to the school setting where I work this lesson plan is subject to change. In a more detailed lesson plan if it was asked, I would include the GLCE’S. GLCE’S are lessons that are broken down more pacifically, with text books, pages and the different subjects (TSWL) the student will learn. References: Week of February 4, 2013 Lesson Plans for Room 118 S. Smith -Teacher Schedule for Room 118 Monday-Thursday 7:30-7:55 Breakfast/Attendance on MI STAR Monday-Thursday 8:00-8:55 Do Now& Spelling/Music Therapy Tuesday & Thursday 9:00-9:30 Spelling Monday-Thursday 10:00-11:00 Reading/English Language Art Monday –Thursday 11:00-12:00 Math Tea Time 11:00-11:30 Social Worker Monday-Thursday 12:00-1:00 Lunch Monday, Tuesday, &Wednesday 1:30-2:30 Gym
  • 3. Running head: LESSON PLAN Tuesday &Thursday 2:00-3:00 Science Monday-Thursday 3:00-4:00 Social Studies/Life Skills Dismissal: 4:15 Accommodation/Modification in IEP Tyecia; ET, SG, AL,TR, AT/CD,CC Marvin;BIP, SG, TR,UC Camme’Ron; BIP, ET Stevonte; BIP, ET, SG, UC Fred; BIP, ET, UC Brittany; BIP, ET, SG, CC Jemeil; BIP, ET, SG IEP GOALS/OBJECTIVES Tyecia will develop/ increase phonetic/word analysis and synthesis skills. Tyecia will use contextual clues to aid vocabulary and concept development. Tyecia will identify /r4ecall who, what, who, where (e.g. in a sentence, paragraph, etc). Marvin will use contextual clues to aid vocabulary and concept development. Marvin will identify major ideas, events and supporting information within and across texts. Camme’Ron will write simple/complex sentences. Camme’Ron will sequence ideas and write a paragraph. Stevonte will follow an oral directive containing one or more steps. Stevonte will read and follow simple/complex directions. Brittany will identify/recall base words and endings. Brittany will use a variety of strategies to recognize/recall words, sentences (e.g. predictions, context clues, phonics, and structural analysis). Brittany will write on a given topic, write a paragraph demonstrating knowledge of appropriate grammar and usage.
  • 4. Running head: LESSON PLAN Jemeil will blend words sounds into words. Jemeil will identify/recall who, what, where (e.g. in a sentence, paragraph, etc.). Jemeil will spell words with regular/irregular patterns. 1ST Hour Music Therapy/Do Now/ Spelling Music Therapy: Mr. Cross takes students in groups of one or individually. Do Now: SW complete a review of grammar daily during breakfast and first 5-10 minutes of 1st hour. Students will correct this activity before starting spelling. Students will correct the daily language assignment daily/orally. Monday: Vocabulary/Spelling& Definitions Tuesday: Phonics Wednesday: Grammar & Usage Thursday: Correct the Sentences/Reference/Information Skills Spelling: SWBAT spell correctly short and long “o” sound words. SWBAT understand the use of grammar, usage, and mechanics. Education Standards Addressed Michigan GLCE: R.MT.08.01 & R.MT.08.02 Grammar & Usage-W.GR.08.01
  • 5. Running head: LESSON PLAN Spelling-W.SP.09.01 Common Core Standards - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings, analyze the impact of a specific word choice and meaning and tone. Materials: Textbook: Zaner-Bloser “Spelling Connections” Unit 4 pp.26-28 &30. Accommodation/Modification- extended time, frequent breaks and small group. Procedure/Activity: Teacher/learner, group reading word list drill and discussion. Complete each activity; Mon. Sort & Spell Strategy, Tue. Word Clues, Word Groups, & Dictionary/ Spelling & Reading, Wed. Spelling & Writing, Thurs. Spelling Test ((Homework-Vocabulary Strategy Connection) Para-professional Duties: Assist students/teacher with lesson, refocusing students who are off tasks. Correct inappropriate behavior. Evaluation: Teacher will provide students with practice or test. *Center Activities* Vocabulary & Phonics activities for Tyecia, Brittany & Jemeil Uses “Take Your Seat Activity” complete an activity per day chart progress. 2nd Hour – Reading/English Language Arts RWS.06-08.01: Explain and use word structure sentence and prediction to aid in decoding and understanding the meanings of words encountered in context. R.IT.06-08.04: Respond to individual and multiple texts by finding evidence, discussing, illustrating and/or writing to reflect, make connections take a position and/or show understanding. CCSS: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings, analyze the impact of a specific word choice on meaning and tone. 1st OBJECTIVE: SWBAT retell a story. SWBAT identify the multiple meanings for the words. SWBAT identify the synonyms and homophones. SWBAT identify sequence & details. MATERIALS: “For Want of as Horseshoe Nail” pp. 190-193 , Identity Sequence Summarizing p.249,p. 251 Multiple Meaning Words & Words to Know p. 252 & Selection Test p.253
  • 6. Running head: LESSON PLAN 2nd OBJECTIVE: SWBAT use the given clues and their prior knowledge MATERIALS: “The Stolen Party” pp282-293, Making Judgments p. 395, Theme p. 396, Multiple- meaning Words p.397, Words to Know p.398 & The Selection Test p.399 PROCEDURE: Prior to reading& students will discuss the Genre. Teacher will inform the students of the meaning of summarizing. TW explain that a good summary includes only the most important information. It is short and to the point. Students will complete each activity listed above with the teacher and paraprofessional assisting. Evaluation: Selection Test-Multiple Choice Questions Common Core Standards: 2.2- Use a variety of reading, listening and viewing strategies to construct meaning beyond the literal level 2.1.7 Demonstrate understanding of written information by restating, paraphrasing- composing a personal response distinguish between a summary and a critique 3rd OBJECTIVES: SWBAT explain how the events in the story changed the characters life or way of thinking about various situations in life. Material: Celebrating Diversity- The Yellow Star PROCEDURES: Students will read the information given and complete the questions for reflection. Describe the characters of the story characteristics. SW reviews the vocabulary using a dictionary to find the meaning for each underlined word. Grandma’s feelings changed as she told her story about Leah. SW writes a sentence to tell how you think Grandma felt. (Homework- Speak with an older relative or friend about a memory of his or her childhood. SW use the information worksheets to complete the graphic organizer writing activities. Use the “Wishing Well” and/ or “Best Day Cube” ACCOMMODATION/MODIFICATION: ET, SM, AL EVALUATION: Teacher will give students practice on concepts using the summaries Reading/Language Arts Center Objectives: SWBAT actively listen to instructions and follow directions. SWBAT understand and analyze grade appropriate passages. SWBAT use details in passages to infer information. SWBAT identify the main idea and supporting details in text.
  • 7. Running head: LESSON PLAN SWBAT understand cause and effect relationships. SWBAT sequence events in a story. SWBAT make inference from information in text. Phonemic Awareness/Vocabulary Center Objectives: SWBAT actively listen to instructions and follow directions. SWBAT discriminate between and identify sounds. SWBAT blend sounds to form words and segment words into their separate sounds. SWBAT isolate and manipulate sounds within words. *Center Activities*- Fred, Brittany, Tyecia, & Jemeil- Students will use “Take to Your Seat” activities to support and increase their skills. Students will also use the taped materials/written on phonemic awareness, making inferences, comprehension, main idea, building words and vocabulary. They will follow the directions in the folder or container. EVALUTION: Progress chart will be used to record which activities that have been completed. Assessment Page will check students’ understanding of the concept. 4th HOUR IEP GOALS/OBJECTIVE-MATH Tyecia will compute two digit whole numbers with/ without regrouping using the operations: addition/Subtraction. Marvin will recall basic facts: multiplication/division. Camme’Ron will add, subtract, multiplication and division positive rational number fluently. Stevonte will recall basic facts: multiplication/division. Stevonte will compute 2 digits with/without regrouping. Brittany will identify/use math vocabulary. Brittany will solve for the unknown number. Jemeil will read number words. Jemeil compute single and/or 2 digit whole numbers with/without regrouping using addition, subtraction, multiplication and division. OBJECTIVE: SWBAT multiply/divide whole number. SWBAT solve simple equations GLCE: N.FL.05.05, N.FL.03.07, N.MR.03.15, N.FL.05.01/ A.FO.06.11, A.FO.06.12, A.FO.06.13 Common Core- 6.EE-Apply & Reason about and solve one variable equations and inequalities.
  • 8. Running head: LESSON PLAN Common Core 6.NS-Compute fluently w/ multi-digit number. MATERIALS: & Corrective Math Textbooks/ Multiplication/Division Facts Worksheets & Equations Worksheets. Procedure/Activity: Teacher/learner group learning and discussion. SW practice estimating each sum, difference, product, and /or quotient. SW chooses the sequence that matches each pattern and identifies a pattern in each sequence Accommodation/Modification: CU, ET, FB & SG Para-professional will be at lunch Homework: Work not completed during class. Mathematics Center Objectives: SWBAT actively listen to instructions and follow directions. SWBAT improve and increase skills on time and money. SWBAT demonstrate understanding of various operations. SWBAT demonstrate application of math concepts. *Center Activities*- Fred, Brittany, Tyecia, & Jemeil- Students will use “Take to Your Seat” activities to support and increase their skills. Students will also use the taped materials/written on time, money, fractions, addition, subtraction, multiplication, and division. They will follow the directions in the folder or container. EVALUTION: Progress chart will be used to record which activities that have been completed. Assessment Page will check students’ understanding of the concept. 5th Hour- Lunch 6th -Computer if available 7th Hour: Science OBJECTIVES: SWBAT identify the parts of the Five Senses. SWBAT describe how each part functions for the Five Senses. SWBAT describe the importance of the 5 Five Senses. IEP GOAL: identify major ideas function, events and supporting information within and across the text. CCSS: Integrate visual information (e.g. in charts, graphs, organizer & photographs) with order information in print and digital texts.
  • 9. Running head: LESSON PLAN GLCE: R.IT.06-8.04: Respond to individual and multiple texts by finding evidence discussing, illustrating and/or writing to reflect, make connections, take position and/or show understanding. Accommodation/Modification: ET, AL&SG Materials: Life Science-Concept Map, Selection “The Five Senses”, Comprehension Questions Procedure/Activity: Teacher/Para-professional student group discussion and activities. Students will fill out KWL Chart. Orally review “The Five Senses” and complete the organizers on the nervous system. SW completes both puzzles. Accommodation/Modification: ET, AL&SG Evaluation: Teacher will provide students with practice on key words and concepts. 8th HOUR- Social Studies/Life Skills GLCE: R.IT.06.08.04- Respond to individual and multiple texts by finding evidence discussing, illustrating and/or writing to reflect, make connections, take position and/or show understanding. Common Core Standards: 2.2- Use a variety of reading, listening and viewing strategies to construct meaning beyond the literal level 2.1.7 Demonstrate understanding of written information by restating, paraphrasing- composing a personal response distinguish between a summary and a critique Objectives: SWBAT identify civil rights at work. SWBAT analyze advantages and disadvantages that took place in their lives. SWBAT trace the history of Jackie Robinson and Thurgood Marshall Material: Jackie Robinson & Thurgood Marshall bio worksheets. PROCEDURES: Students will read the information given and complete the questions for reflection for Jackie Robinson the first African American voted in the baseball Hall of Fame/Thurgood Marshall first African American appointed to the United States Supreme Court. Discuss and write the answers for the discussion Questions, Complete the word meaning and the affixes worksheet. Use the Venn diagram organizer to make a comparison of yourself and Jackie Robinson. Discuss the vocabulary words and meaning for Thurgood Marshall, complete the Now and then worksheet
  • 10. Running head: LESSON PLAN on Thurgood Marshall about school then and how different is they now. SW complete the Thurgood Marshall Time Line from 1909 to 1993 using the computer for information ACCOMMODATION/MODIFICATION: ET, SM, AL EVALUATION: Teacher will give students practice on concepts using the organizer to summary

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