This lesson plan is for a 1st grade English/Language Arts class. The objective is for students to identify the main events of the story "The Giving Tree" after a whole class reading. Assessment will involve think-pair-share and hand signals to check students' understanding of main events and vocabulary. The lesson uses the gradual release of responsibility model, beginning with an introduction reviewing main events, a reading of the story, and a closing discussion of why identifying main events is important. Formative assessments during each part will check comprehension.
This aims to practice metalworking for a student who supposes to learn in metal works. Learn the basic metalworking tools and equipment wherein it easy for them to participate in their school activities that related to metal works.
This aims to practice metalworking for a student who supposes to learn in metal works. Learn the basic metalworking tools and equipment wherein it easy for them to participate in their school activities that related to metal works.
In conducting clinical supervision, some steps should be undergone. These are the pre-observation conference and post-observation conference. It should be observed by the supervisor and supervisee to achieve effective supervision.
In conducting clinical supervision, some steps should be undergone. These are the pre-observation conference and post-observation conference. It should be observed by the supervisor and supervisee to achieve effective supervision.
This document contains : Lesson Plans, Student's Worksheets, Test, and Rubrics Test for 9th grade Junior High School for subject mathematics, sub material: cylinder, cone, sphere, statistics, and opportunity. And At Least there are some lesson plans for 7th Grade Junior High School sub material about fraction. Hope This math shared can useful for everybody needs.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
Clinical Field Experience B Humanities Instructional and EngagemeWilheminaRossi174
Clinical Field Experience B: Humanities Instructional and Engagement Strategies 2
I picked Ms. Dawn’s class at Children’s of America in Fredericksburg Virginia, for this week's field excursion. Unbeknownst to me, parent teacher conferences were held last week, providing me with a wealth of experience listening to/observing parent participation and cooperation with their kid and their child's instructor. Despite the fact that I was not permitted to speak to the parents on Ms. Dawn's behalf, I was given the chance to assist Ms. Dawn in planning the meeting and conducting two of the sessions. Apart from that, I was given the bulk of my time in the classroom to engage and interact with the kids, which frequently needed me to utilize my own personal group problem-solving abilities to keep the students on task and focused on the activities at hand. This was a fantastic opportunity for me to meet with the parents and families of Ms. Dawn's remarkable children as well as watch, practice, and reinforce my own problem-solving abilities.
I've always known that leadership and collaboration are critical in any classroom, but I had to take a step back and evaluate just how difficult it is to manage all of the responsibilities that come with being an educator, particularly leadership, social skills, and collaborative practices. Ms. Paddock was able to provide me with a great deal of guidance as I prepare to teach my own class and work with my own students and families. "Your students' parents will (ideally) be their child's number one fan," Ms. Dawn said, "and as an educator, you ought to be their number one fan as well." Make use of this common ground to tell parents how important their child's success is to you as their educator; parents will appreciate it, and kids will become more interested!"
Educators are aware of how kids develop and flourish. They understand that learning and development processes differ from person to person and across cognitive, linguistic, social, emotional, and physical domains. To accommodate these variances, instructors must be able to create and administer developmentally appropriate and demanding learning experiences that are adaptable. The educator meets students where they are, which means they begin with what the student already understands, then they provide guidance and ongoing support as needed. This will change depending on the issue. When introducing new topics, scaffolding is beneficial. The educator scaffolds information and/or assignments based on the student's specific requirements. Educators evaluate individual and group performance on a regular basis in order to plan and alter education to fulfill students' requirements in each area of development (cognitive, linguistic, social, emotional, and physical), as well as scaffold instruction for the next level of growth. The strategy involved when interacting with the students started with first understanding their needs and secondly addressing ...
Running head TITLE IN ALL CAPS1TITLE IN ALL CAPS3.docxtoltonkendal
Running head: TITLE IN ALL CAPS 1
TITLE IN ALL CAPS 3
Title
Name
Grand Canyon University: ESL 533
Date
Instructional Strategies for ELLs
Pre-Emergent Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
Emergent Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
Basic Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
Intermediate Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
References
Include references here if you used any. Remember to hang the references by highlighting and pressing control + T.
Running head: ELL CLASSROOM OBSERVATION 1
7
ELL CLASSROOM OBSERVATION
Title
Name
Grand Canyon University: ESL 533
Date
The Sheltered Instruction Observation Protocol (SIOP)
Observer:
Date:
Grade:
ESL Level:
School:
Teacher:
Class/Topic:
Lesson:
Total Points Possible: (Subtract 4 points for each NA given) _____
Total Points Earned: _____ Percentage Score: _____
Highly Evident
Somewhat Evident
Not Evident
4
3
2
1
0
Preparation
1. Content objectives clearly defined, displayed, and reviewed with students
2. Language Objectives clearly defined, displayed and reviewed with students
3. Content concepts appropriate for age and educational background level of students
4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency
6. Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking
Comments:
Building Background
7. Concepts explicitly linked to students’ background experiences
8. Links explicitly made between past learning and new concepts
9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
Comments:
Comprehensible Input
10. Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)
11. Clear explanation of academic tasks
12. A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)
Comments:
Strategies
13. Ample opportunities provided for students to use learning strategies
14. Scaffolding techniques consistently used assisting and supporting student understanding (e.g., think-alouds)
15. A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpre ...
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docxwashingtonrosy
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to.
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docxjeremylockett77
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to.
Write Five page Essay.Topic What do you think will be the m.docxherbertwilson5999
Write Five page Essay.
Topic: What do you think will be the most important debatable economic or social problem facing the field of Nursing in the United States 20 years from now? Choose the problem, define it, and defend your position using credible research.
Choose five current, varied (by type), and credible sources to use in writing to support your topic which should result in a five page essay that persuades the reader that your perspective on a debatable topic is the correct position to take. Your APA paper should demonstrate your ability to engage the reader, provide a strong thesis with pattern for development, incorporate in-text citations as needed, and include a final reference page listing and using research resources as described above.
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need .
Chapter 7 Managing students at work DUE DATE 161. Individually JinElias52
Chapter 7: Managing students at work DUE DATE 16
1. Individually or in teams, describe what you would do to control at least two of the following: tattling, procrastination, messiness, irresponsibility, cheating, lying or stealing, swearing, temper tantrums, or bullying.
2. Discuss the best ways to get students’ attention
3. Agree or disagree with the statement: teachers of young children should arrange activities to keep children quiet and still for approximately 45 minutes at a time.
4. What are some purposes of assigning students homework?
DUE DATE 21
Chapter 8: Managing special groups
1. How do you see speech differences associated with cultural backgrounds and regional dialects? Are these differences considered to be communication disorders?
2. Discuss the importance of using Response to Intervention (RTI) in an inclusion classroom.
3. Do you agree that because the school success of “second language learners” is so tied up with English, students in primary grades should abandon their native language in favor of English?
4. You have two students who are struggling. Describe how the RTI process will be used to determine whether they require special education services.
Chapter 9: Managing student behavior DUE 23
1. Explain why the Wongs believe that teachers who are more effective spend most of the first two weeks of school teaching students to follow class procedures.
2. Discuss the importance of instructional time.
3. Do you agree with Marshall’s statement that responsibility refers to an internal motivation to do the right thing?
4. Discuss Coloroso’s three levels of misbehavior, which she calls: mistakes, mischief, and murder.
5. Virtually all elementary students will agree that they would like to learn. Why then do they so often misbehave and make no effort to do what teachers ask of them?
Dack, H. & Merlin-Knoblich, C. (2019). Improving Classroom Guidance Curriculum
with Understanding by Design. Professional Counselor, 9(2), 80-90.
Evertson, C. & Emmer, T. (2017). Classroom Management for Elementary Teachers
(10th ed.). USA: Pearson Education, Inc.
Required Text:
Charles, C. & Senter, G. (2016). Elementary Classroom Management (6th ed.). Upper
Saddle River, NJ: Pearson
GCU College of Education
LESSON UNIT PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentia ...
GCU College of EducationLESSON PLAN TEMPLATESection 1 LessoMerrileeDelvalle969
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
·
Who is the audience
·
What action verb will be measured during instruction/assessment
·
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you
and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previ ...
Section 1 Lesson PreparationTeacher Candidate Name Gra.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
Section 1 Lesson PreparationTeacher Candidate Name Gra.docxrtodd280
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docxshericehewat
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
1. Department of Elementary Education
Fall 15 Lesson Plan
Candidate Grade Content Area
Farah Taha 1 English Language Arts/ 1st grade
CENTRAL FOCUS Part A: CURRICULUM ANALYSIS
1. Learning Standard(s)
Use both number and text when citing
standards
RL 1.3: Describe characters, settings, and major events
in a story, using key details.
2. Content Overview
(Use the discourse of your discipline to
explain your content.)What content are
you teaching? Explain purpose for
learning: How will this make students
college- and career-ready?
Being able to identify the main events of a story increases
student comprehension. In order to maximize comprehension,
students need to develop the ability to differentiate major
events from details.
Content lesson complete 5; Literacy lesson complete 3 &4; Content lesson that includes literacy complete
3,4, & 5
3. Literacy - Essential Strategy
(consult edTPA literacy specific glossary &
Making Good Choices p. 30)
4. Literacy – Requisite (ongoing
foundational) Skills
Circle one or more that directly
support your students to develop or
refine the literacy strategy
(consult edTPA literacy specific glossary &
Making Good Choices p. 30)
print concepts text structure features word analysis
decoding/
phonics
miscue self-correction word recognition
phonological
awareness
syllabic or
morphological analysis
fluency
language
conventions
vocabulary meanings in
context
OTHER:
5. Math/SS/Science -
Subject Specific Components
conceptual understanding /procedural
fluency/ reasoning/ problem-solving
skills
6. Prior Assessment Used to Inform
this Lesson
(Student teaching only)
CENTRAL FOCUS Part B : MEASURABLE OBJECTIVE AND ITS ASSESSMENT
7. Objective
Must include condition, behavioral
verb, & criteria (See article by Kizlik).
After reading The Giving Tree as a whole class, students will
correctly identify the main events. They will also be able to
correctly identify the word Giving.
8. Method(s) of Assessment &
Evaluation Criteria
Assessment: Think, Pair, Share and Hand Signals
2. Evaluation Criteria
How will you capture information to
analyze what each student has learned
about the objective?
Attach answer key, checklist, rubric, etc.
(see “assessment” & “evaluation
criteria” in edTPA glossary)
Evaluation Criteria: By using hand signals and listening to
students responses, the teacher will determine if at least two
major events of the story were identified and if they know why
the tree is called the Giving Tree.
9. Prerequisite Skills and/or
Knowledge Needed in Order to
Meet the Objective
If students do not have this skill/
knowledge, you must differentiate in
lesson.
Ability to sit still and attend to the lesson. Listening
comprehension level high enough to understand the story.
10. Next Instructional Step in the
Learning Sequence:
If all students were to achieve the
objective, what is the next lesson in this
learning sequence?
In the next lesson, students will identify major events of another
story by Shel Silverstein. During independent reading, students
will practice identifying major events of the stories they’re
reading.
KNOWING YOUR LEARNERS
Number of Students 17
11. Assets of Student(s) for this
lesson
- What do you your students already
know academically and what can they
do academically?
-What do you know about your
students’everyday experiences,
cultural backgrounds and practices,
and interests?
(see “assets” in edTPA glossary)
12. Needs of students for this
lesson
What are they still learning to do?
(see #4 & #9 above)
13. Differentiation of Assessment
and Evaluation Criteria
Indicate how you will differentiate the
assessment and/or evaluation criteria
for the needs identified in the box 8.
(see “assessment” & “evaluation
criteria” in edTPA glossary)
Differentiation of Assessment: Teacher was the partner of a
student on the autistic spectrum who struggles with pair
shares. Teacher paired Spanish-speaking students together for
think/pair/share so they could use L1 to access knowledge
about “major events.”
Differentiation of Evaluation Criteria: Student gives details
from the story. Teacher refers to anchor chart to explicitly
remind students of the difference between major events and
details. After the lesson, teacher checks in with students to
gauge understanding of details versus major events.
3. ACADEMIC LANGUAGE DEMANDS OF THIS LESSON
14. Language Function
(See glossary under “academic
language” and Task 1, “What Do I
Need To Write”)
analyze compare/contrast describe interpret
argue summarize explain infer
predict categorize justify other:
15. Key Vocabulary Word/
Phrases Critical for Achievement
of Objective
(see Making Good Choices p. 14)
15a. Multiple meaning words
that have subject-specific
meaning in this lesson that
differ from everyday life
15b. Cross-discipline general
academic vocabulary (see
Coxhead, 2000)
15c. Subject-specific words
used in this discipline
Main events, details,
literary texts.
16. Academic Syntax and/or
Discourse
What structures of written and/or oral
language need to be explicitly taught
for achievement of the objective? (see
Making Good Choices p. 14)
17. Research and/or Theory
Guiding this Lesson Plan
In 1-2 sentences cite and justify
evidence that supports your
identification of these specific
language demands.
Breaking down language and making it manageable for
novices to _learn the steps, to learn how_ so they can
practice over and over again helps them become
expert in the field. Academic language is knowing
how to use the tools of the context and content__ to
understand, make meaning, connect with __complex
ideas, recognize _differences in genres__ and use
specific _language structures_ to make meaning clear
for the audience. (Dr. Hundley, Webinar)
LESSON STRUCTURE
18. Total Time Allotted
for Lesson
25 minutes
19. Instructional Model
-Guided Release Of
Responsibility
-Direct Instruction
-Launch, Explore,
Summarize
-Early Childhood Emergent
Model
OTHER:
Gradual release of responsibility
4. 2 0 . L e a r n i n g
Arrangement
Whole class, small group,
pairs, centers, and/or
individual
whole class
21. (ECE ONLY) Role of
Teacher
22. Materials
22a Teacher
Materials &
Resources/
Technology
• paper tree made up of movable parts such
as : apples, branches, and the stump.
• copy of The Giving Tree
22b. Student
Materials &
Resources/
Technology
none
23. Research and/or
Theory Guiding this
Lesson Plan
In 1-2 sentences cite and
explain evidence that
justifies these instructional
decisions.
“Cooperative learning can be an effective strategy to increase student
success. Caposey and Heider (2003) conducted a research study using
cooperative learning. Cooperative learning occurs when students form
small groups and help one another learn a specific skill or subject area.
Students learn effectively in a cooperative setting by working toward a
common goal.”
LESSON PROCEDURE: INTRODUCTION
24. Timeframe:
How long is the
introduction?
5 minutes
25.Transition:
What will you say/do to help
students transition into the
introduction
26. Introduction
Teacher Actions, Strategies, and Questions:
Introduction
Student Tasks and Strategies:
5. Teacher introduces the lesson: “Hello friends!
This week we have been reading many books by
Shel Silvertstein.” Teacher points to books that
have been read previously.
Teacher continues: “we have been talking about
the major events in story books. Teachers call
these literary texts. All literary texts have major
events. Let’s take a look at our chart for a think/
pair/share.” Teacher points to chart.
Teacher says, “think about the books we’ve read.
What does it mean when we say ‘major event’?”
Teacher asks, “who can help us? What have you
already learned about ‘major events’?”
Teacher tells students that they will be reading a
new book by Shel Silverstein, The Giving Tree.
Students look at chart and face their partners for a
think/pair/share.
Students discuss “major events” with a partner as
they think/pair/share.
Students respond that major events are the most
important things that happen, not a list of
everything that happens.
27. Introduction Differentiation
How will you accommodate
students’individual needs based
on answer to #9 above (see
differentiation toolbox for ideas)
Teacher was the partner of a student on the autistic spectrum who
struggles with pair shares. Teacher paired Spanish-speaking
students together for think/pair/share so they could use L1 to access
knowledge about “major events.”
28. Formative Assessment
Strategies
How will you know if all students are
learning what you think you are
teaching DURING the introduction?
(see “formative assessment” in edTPA
glossary & toolbox for ideas)
Teacher uses think/pair/share to gauge whether or not students can
distinguish between details and major events in a story. Students
use hand signals to indicate agreement with a definition or idea.
LESSON PROCEDURE: DEVELOPMENT
29. Timeframe:
How long is the development?
12 minutes
30. Transition:
What will you say/do to help
students transition into the
development?
7. Teacher asks students to give a thumbs-up if they
have read The Giving Tree before.
Teacher responds to hand signals: “Oh, so many of
you have so much to say about this book. Turn to
your partner. You have one minute to talk about
this book.
Teacher continues, “okay, while I read I want you
to think about the most important things that
happen in this story. After we read we are going to
make a chart of the major events.
Teacher reads story.
Teacher asks students to think about the important
things that happened in the story, and asks them to
turn to a partner and tell them one important thing
that happened. Teacher listens to conversations.
Teacher tells students they are now going to talk
about the major events in the story, and directs
students to look at two pages in the book (man and
apple-less tree). Teacher says, “whisper to your
partner: what important event happened?” Teacher
listens.
Teacher asks students to share what they talked
about and writes responses on the anchor chart.
Teacher listens.
Teacher says, “ Now I want you to JUST use your
eyes. I am going to show you some pages. Then, I
want you to whisper to your partner what major
event happened on the pages I show you. (Teacher
shows students the pages where the boy picked the
apples, cut off the trees branches, cut down the
tree and let them share with partner) “What major
event happened?”
Teacher elicits responses from students, and writes
response on chart. (If students list details,
model collapsing them into a main event
statement.)
Teacher shows the page with the sad tree in a
stump and asks for a major event statement.
Teacher asks students to remember the end of the
book, and to turn to a partner and whisper to each
other about the last major event that happened in
the book. Teacher listens to conversations, and
writes response on the chart.
Students turn and talk to one another for one
minute.
Students listen quietly.
Students listen quietly.
Students turn and talk.
Students whisper to their partners about the major
events on the pages (i.e., man took all the apples
form the tree).
Students share what they talked about in pairs.
Students share their thoughts with a partner.
Students respond with something like “Now the
tree doesn't have any more apples.”
Student responds with something similar to
“Now the tree is sad because she has nothing left
she can give.”
Students respond that the old man and tree stump
were still happy together
8. 32. Development
Differentiation
How will you accommodate
students’individual needs based
on answer to #9 above (see
differentiation toolbox for ideas)
For students who struggle with short attention spans, I will give them a
job to do such as ask them to flip the pages for me.
For students who are restless I will let them stand in the back.
For students that struggle to understand comprehension the class will
define vocabulary words.
33. Formative Assessment
Strategies
How will you know if all students
are learning what you think you
are teaching DURING the
development?
(see toolbox for ideas)
I will ask open ended questions throughout the story such as, “why do
you think the tree is sad?”,“what do you think is going to happen
next?, “Do you think this is a major event and why?”
LESSON PROCEDURE: CLOSING
34. Timeframe:
How long is the closing?
3 minutes
35. Transition:
What will you say/do to help
students transition into the
closing?
36. CLOSING
Teacher Actions, Strategies, and Questions:
CLOSING
Student Tasks and Strategies:
Teacher tells students, “You have done a
wonderful job of finding the major events in our
story. I have one more question for you. We will
do a think/pair/share: Why is it important to know
the major events in a story?” Teacher listens to
students and asks students to share.
Teacher tells students that it is now time for
reading workshop: “I want you to think about the
major events in your book as you read. During
sharing time, I will ask you to tell a friend the
major events you read about.”
Students think/pair/share and respond with
something like “When we focus on the major
events, we understand the story better. If we just
think about the details we can get confused;
excellent readers think out loud about and figure
out the major events in stories while they read.”
Students go back to their seats or settle in around
the room to read independently.
9. Developed By T. Lewis & I. Watts-Politza, 2015
37. Differentiation
How will you accommodate
students’individual needs based
on answer to #9 above (see
differentiation toolbox for ideas)
I will sit down with them individually and go over the story and main
events. I will also go over the important vocabulary words we
discussed during the reading.
38. Formative Assessment
Strategies How will you know if
all students are learning what you
think you are teaching DURING
the closing?
(see toolbox for ideas)
When the students think/pair/share I will overhear what their
conversations are about and contribute if they are confused.
39. Transition to next
instructional activity
What will you say/do to help
students transition to the next
activity that occurs after this
lesson?