This lesson discusses the lives of American Indians and how they were able to make their own goods to sell and secure food, shelter and clothing. Students are also given the necessary materials to create their own dreamcatcher and devise a plan to profit from them.
Lesson Plan one is a lesson plan developed with Arts and Science. Within this lesson students will have the chance to learn about how plants change during the Life Cycle.
Topic 6 Benchmark - Children’s Informational Text Lesson and .docxturveycharlyn
Topic 6: Benchmark - Children’s Informational Text Lesson and Assessment Plans
GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
7th
March 29, 2017
Reading Informational Text
Evolution of the Grocery Bag Instructional Plan
I. Planning – DAY ONE
Lesson summary and focus:
The focus of this lesson is reading informational text. The students will analyze the interactions between the events, individuals, and ideas after reading “The Evolution of the Grocery Bag” by Henry Petroski. Comment by Katy Sell: Details including grade level, lesson summary, and materials are very thorough! Great things to consider when planning!
Classroom and student factors:
The classroom is large with a total of 30 students, 16 of those students being girls and 14 boys. There are 2 students’ age that is above grade level and one students age below grade level. Most the students are Caucasian at 19, 5 Hispanic students, 3 African American students, 2 Asian students, and 1 Native American/ Pacific Islander student. Also, I have 4 students with an ELL (2 boys and 2 girls). There are 5 students with an IEP, 4 of them have a learning disability and 1 with emotional disability. There are 21 out of 30 students who have internet access at home. One student with hearing aids, one who is diabetic, and one allergic to peanuts.
National / State Learning Standards:
7.RI.3 CCSS.ELA-LITERACY.RI.7.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Specific learning target(s) / objectives:
By the end of the lesson, the learner will analyze the interactions between individuals, events, and ideas in the text with 80% accuracy. Comment by Katy Sell: The LEARNING TARGET OR OBJECTIVE is solid.
In my resources and teaching in Topic 1, I provided steps to create Objectives that follow the SMART elements of Specific, Measurable, Attainable, Relevant, and Time-bound.
The Learning Objective(s) listed here follows the elements of SMART.
Teaching notes:
Day one: Today will be about knowing the sequence of the evolution of the grocery bags. Be sure the students are able to know the dates.
Day two: Today will be about finding the similarities and differences about the three grocery bags. This will help them build an image of the grocery bag and they will recognize the improvements that were made as time went on.
Day three: Today the students are analyzing the evolution of the grocery bag.
Agenda:
We will be learning about the evolution of the grocery bag. Throughout this lesson, our target is to analyze the interactions between the individuals, events, and ideas. We will be using graphic organizers to help learn the sequence and similarities/differences between each inventors and grocery bag. Each segment will take an entire class period (45-50 minutes) to learn.
Formative assessment:
Exit ...
This is a sample lesson plan based upon information gained froGrazynaBroyles24
This is a sample lesson plan based upon information gained from EDSITEment! The Best of the Humanities on the Web:
http://edsitement.neh.gov/lesson-plan/aesop-and-ananse-animal-fables-and-trickster-tales#sect-introduction
Content Area or Developmental Focus: ELA
Age/Grade of Children: Second Grade
Length of Lesson: 1 hour
Goal
Students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures.
Objective
· Identify the definition and understand elements of fables and trickster stories
· Recognize Aesop's fables and Ananse spider stories
· Identify the specific narrative and thematic patterns that occur in fables and trickster tales across cultures
· Compare and contrast themes of fables and trickster tales from different cultures
· Differentiate between the cautionary lessons and morals of fables and the celebration of the wiles and wit of the underdog in trickster stories
Standards Included
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Materials
Print or online versions of the following stories:
Set A
· The Lion and the Mouse (Aesop)
· Mr. Buffu and the Snake (Ananse)
Set B
· The Fox and the Crane
· Anansi and the Turtle
Introduction
Begin the lesson with a game of telephone. The students will sit in a circle, in close enough proximity that they can whisper to their neighbors. You start the message be stating a one sentence message to the first student (just make up anything but be sure to remember it). Then the first student will whisper the message to the next person and it continues on in this fashion until you get to the last person. Have the last student write the message on the board. You then write the original message as well. They will be different, which is the point. You will then have a conversation about how oral storytelling allows for interpretation and change as it is told from person to person and travels to different locations.
Lesson Development:
Review the vocabulary and elements of folktales from previous lesson: Direct Instruction
· Vocabulary Words:
Folktale
Fable
Trickster Story
Oral Tradition
Moral
Folk Wisdom
· Elements of Folktales:
Folktales…
… are very old stories
… have special beginnings (such as "Once upon a time…" or "There once was…") and endings
… often repeat words or sentences
…have characters, settings, problems, and solutions
Guided Practice:
· Read aloud the first two stories (Set A) to students and stop to check for understanding and questions.
· Ask students to compare the animals and their beha ...
GCU College of EducationLESSON PLAN TEMPLATE.docxshericehewat
GCU College of Education
LESSON PLAN TEMPLATE
Jason Duesler
Professor Denny
ELM-350
August 15th, 2019
Section 1: Lesson Preparation
Teacher Candidate Name:
Jason Duesler
Grade Level:
2nd Grade
Date:
14/08/2019
Unit/Subject:
American History.
Instructional Plan Title:
National holidays in America.
Lesson Summary and Focus:
The students in this lesson are supposed to understand the importance of all the national holidays in the country and their role in American History.
Classroom and Student Factors/Grouping:
The class is composed of thirty students (14 boys and 16 girls). The learning ability and diversity of students is different. Some of the students have learning disabilities. The instructor and guardian have a responsibility to ensure that the students effectively learn. I need to recognize that students in the classroom learn at different paces to meet individual needs. Evaluating the exhibitions of the students and offering feedback is a great signal for the students.
National/State Learning Standards:
Describe the significance of national holidays:
1. Presidents’ Day
2. Martin Luther King, Jr. Day
3. Veterans’ Day
4. Memorial Day
5. Constitution Day
6. Labor Day
Specific Learning Target(s)/Objectives:
Students by the end of the lesson should be able to identify the six national holidays in America and their importance. Students should also know the specific dates when the national holidays are celebrated.
Academic Language
The general academic vocabulary includes the six holidays celebrated in America. They include:
· Constitution day
· President’s day
· Martin Luther King Jr. day.
· Labor day
· Memorial day
· Veteran’s day.
I will teach the students the terms by showing them powerpoint presentations that discuss each of the holidays. Besides, I will require the students to read a book that discusses the national holidays and their importance. I will then ask questions during the class to assess the students and determine whether they understand the terms.
Resources, Materials, Equipment, and Technology:
Students will be given access to the school library to acquire books that are relevant to the important national holidays in America. Besides, they will be offered the six holidays discussed on paper, poster cards and classroom laptops.
Section 2: Instructional Planning
Anticipatory Set
Students can effectively identify the six national holidays and now in this lesson, they will be able to understand why the national days are considered off days. Employees are given the day off and students do not attend school during the six days.
· I will utilize a poster board and show students each national holiday, why it is celebrated and why the day is considered an off day. I will then ask students to indicate their thoughts in regards to why the national holidays are very important.
· I will account their thoughts on the whiteboard while asking several more questions relating to the topic to ensure the students ...
2137ad Merindol Colony Interiors where refugee try to build a seemengly norm...luforfor
This are the interiors of the Merindol Colony in 2137ad after the Climate Change Collapse and the Apocalipse Wars. Merindol is a small Colony in the Italian Alps where there are around 4000 humans. The Colony values mainly around meritocracy and selection by effort.
Hadj Ounis's most notable work is his sculpture titled "Metamorphosis." This piece showcases Ounis's mastery of form and texture, as he seamlessly combines metal and wood to create a dynamic and visually striking composition. The juxtaposition of the two materials creates a sense of tension and harmony, inviting viewers to contemplate the relationship between nature and industry.
Explore the multifaceted world of Muntadher Saleh, an Iraqi polymath renowned for his expertise in visual art, writing, design, and pharmacy. This SlideShare delves into his innovative contributions across various disciplines, showcasing his unique ability to blend traditional themes with modern aesthetics. Learn about his impactful artworks, thought-provoking literary pieces, and his vision as a Neo-Pop artist dedicated to raising awareness about Iraq's cultural heritage. Discover why Muntadher Saleh is celebrated as "The Last Polymath" and how his multidisciplinary talents continue to inspire and influence.
2137ad - Characters that live in Merindol and are at the center of main storiesluforfor
Kurgan is a russian expatriate that is secretly in love with Sonia Contado. Henry is a british soldier that took refuge in Merindol Colony in 2137ad. He is the lover of Sonia Contado.
1. Lesson Plan Format
MTE/534 Version 5
1
University of Phoenix Material Ethan Owens
Lesson Plan Format
Create an authentic, standards-based production lesson plan for visual or performing arts. The lesson
plan must result in the creation of an art work or a performance. Attach any handouts or other original
materials for the lesson
Component Details
Lesson title Dreamcatcher
Grade level Grade 5
Time or days for completion 1 week
State standards and arts
components
VS.2 The student will demonstrate and understanding of the
relationship between physical geography and the lives of the
native peoples, past and present, of Virginia by
a) Locating three American Indian language groups (the
Algonquian, the Siouan, and the Iroquoian) on a map of
Virginia
b) Describing how American Indians related to the climate
and their environment to secure food, clothing, and
shelter
c) Describing the lives of American Indians in Virginia today
Objectives
Students will create their own dream catcher as used and sold
for profit by American Indians.
Students will be able to locate the geographical regions where
the native peoples lived and the differences between each
tribe.
Students will demonstrate understanding of the everyday lives
of American Indians including how they adapted to their
environment to secure food, clothing, and shelter.
Areas of curriculum
integration
Visual Arts and Social Studies
Previous knowledge required
from students to participate
Students must be familiar with what being an entrepreneur
entails. They will need to be proficient in crafting dream
catchers and constructing an outline for pricing for each item
to be sold. Students also need to be accustomed to the
American Indian culture.
Required materials, including
equipment and technology
Note. Permission must be
obtained for copyrighted
materials; websites must be
cited for any downloaded
materials.
Feathers, beads, gemstones, yarn, wire, ribbon, glue
Soft Rain: A Story of the Cherokee Trail of Tears by Cornelia
Cornelissen
Dreamcatcher by Audrey Osofsky
2. Lesson Plan Format
MTE/534 Version 5
2
Sequence of lesson, such as
hook, input, modeling, guided
practice, and closure guided
practice, where applicable
Students will be asked what is an entrepreneur?
There will be a class discussion about the different types of
entrepreneurs and how to be successful.
Students will be asked about the most effective way of
advertisement in 2017 as compared to the era of time when
the American Indians were trying to survive.
Students will be asked if they know what a dreamcatcher is
and what is was used for by the American Indians.
Class discussion about the different tribes of American Indians
and their geographical locations, as well as their efforts to
adapt to their environment to secure food, shelter and clothing.
I will read parts of books relating to the lesson and the
students will be sent home with these books to read
independently.
Students will be given materials to create their own
dreamcatcher.
Students will be split into small groups and instructed to create
a plan for how to advertise and make a profit.
Assessments that align to
objectives
• Indicate if the
assessment is formative
or summative
• Include all necessary
rubrics, tests, and
checklists, as
appropriate.
Formative Assessment – Exit slip after each class asking the
students to write down one new thing they learned from the
lesson discussed
Summative – Short group presentation showing their plan for
how to profit from selling dreamcatchers – such as pricing list,
inventory, advertisements, etc.
Plan for diverse learners
Include the following:
• Accommodations for
students with learning or
physical disabilities
• Accommodation for
English Language
Learner students
• Accommodation for gifted
students
• An explanation of how
this lesson will appeal to
different learning styles
All students will be given the option to work alone or with a
partner or group.
The teacher will be available to help all students during the
lesson after they are split into groups. He/she will walk around
the classroom and observe the students as they work.
Students with learning or physical disabilities will be given
seats closest to the teacher’s desk to maximize their
interaction with him/her and provide them with easy access to
as questions as they arise.
ELL students will be paired with a fluently speaking English
student who can help explain into more detail what the ELL
student may not understand right away.
This lesson will appeal to different learning styles because
although there is a strategy based lesson involved in creating
a blueprint for how to make a profit, it is also a very hands-on
lesson that allows students to create their own unique craft.
3. Lesson Plan Format
MTE/534 Version 5
3
Classroom management and
safety plan
Classroom floors will remain clear of backpacks and any
obstacle that could cause someone to fall.
All supplies used during the lesson will be put away into their
designated area at the completion of the lesson.
Students should always come to class prepared with their
books, pencil and paper.
Students will always raise their hand when needing to ask a
question or make a statement to the class/teacher.
Students will complete their own assignments.
Opportunities for display or
public performance
The dreamcatchers made by the students will be displayed in
the hallway outside of the classroom for the rest of the school
to view.