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Based on Integrating Understanding By Design & Differentiated Instruction: Connecting Content and Kids Carol Ann Tomlinson & Jay McTighe, ASCD, 2006, and COE SPED De ar!men! "esson Plan #orma!
Today*s Da!e% ))+2,+20)2 Teaching Da!e% ))+2/+20)2 Men!or Teacher% Celes!e 3a!ayama
"esson Ti!le% $a!i-e American .is!roy% To!em Poles CCSS0s1% 2rade "e-el% )
Step 1Desired Results (what students will learn) A4 Brie# narra!i-e o-er-ie5 o# lesson6 s eci#y End7ring 8nders!andings and Essen!ial 97es!ions4
S!7den!s 5ill si! on #loor in reading area and :e as&ed i# !hey remem:er any!hing a:o7! !o!em ole #rom !he re-io7s lesson4 The !eacher reads or!ions o# , :oo&s er!aining !o !o!em oles and !he !ri:es !ha! crea!ed !hem4 S!7den!s 5ill learn a:o7! !he c7l!7ral signi#icance o# !o!em oles !o !hese $a!i-e American !ri:es and 5ha! !he oles 5ere made o#4 Be s7re !o engage s!7den!s in con-ersa!ion !o :e!!er !he 7nders!anding o# !he !o ic4 Proceeding !he reading 5ill :e a 5or&shee! 5i!h ; !o 6 <7es!ions #or !he s!7den!s !o #ill o7! 5i!h a small coloring or!ion #or 5hen !hey are #inished ans5ering !he <7es!ions4 End7ring 8nders!andings% 8nders!and !he signi#icance o# !o!em oles !o !he Paci#ic $or!h5es! $a!i-e American !ri:es 5ho :7il! !hem4
Essen!ial 97es!ions% =ha! signi#icance do !he !o!em oles ha-e in $a!i-e American c7l!7re> Did all $a!i-e American !ri:es ha-e !o!em oles>
B4
C4 D4
2eneral "earner O7!come 02"O1% '( 97ali!y Prod7cer ?nTASC S!andard 0my #oc7s as a !eacher1% ', "earning En-ironmen!s% ,0d1 The !eacher manages !he learning en-ironmen! !o ac!i-ely and e<7i!a:ly engage learners :y organiAing, alloca!ing, and coordina!ing !he reso7rces o# !ime, s ace, and learners* a!!en!ion4
A4 Per#ormance Tas&0s1 0=ha! 5ill s!7den!s do !o demons!ra!e !heir learning>1 S!7den!s 5ill si! !hro7gh a #e5 readings a:o7! $a!i-e American c7l!7re, s eci#ically a:o7! Paci#ic $or!h5es! !ri:es 5ho :7il! !o!em oles4 S!7den!s 5ill :e as&ed !o re#lec! !hro7gho7! !he reading on 5ha! !hey are learning as 5ell as any <7es!ions !ha! may :e lingering4 A#!er5ard, s!7den!s 5ill ha-e a 5or&shee! !o #ill o7! er!aining !o !he lesson4 S!7den!s 5ill ha-e a 5ord :an& on !he :oard !o hel !hem !hro7gh !he assignmen!4 8 on com le!ion, s!7den!s 5ill color in !he ic!7re on !he assignmen!4
B41 Per#ormance Cri!eria 0How good is good enough? Em:ed chec&lis!s, r7:rics, and cri!eria41 Per&orman$e 'as%s Students will sit attenti#ely during presentation o& totem poles. A&terward* students will $omplete a small assignment pertaining to totem poles and $olor a pi$ture on the wor%sheet. Criteria ( All +uestions answered $orre$tly* with pi$ture $olored in. Criteria All +uestions answered $orre$tly* with 1 to ! mista%es and pi$ture $olored in Criteria ) ,ore than ! in$orre$t answers and in$omplete-partiall y $oloring
Step .A$ti#e Learning Plan (detailed enough &or another tea$her to &ollow) =ri!e a de!ailed se<7encing o# yo7r student/$entered lesson. If students with severe disabilities are included in the grou ! e"bed individuali#ed ob$ectives into the general rocedures and describe the individuali#ed ro" ting! correction! and reinforce"ent rocedures %see attached for"at&. Use active verbs! Write more about what the students will do! Pro$edures Attending Cue ) e4g4, .o5 5ill !ransi!ion #rom rior ac!i-i!y :e made> .o5 5ill s!7den!*s a!!en!ion :e ca !7red rior !o !he lesson> Anti$ipatory Set ) ?n!rod7ce desired res7l!s6 as& essen!ial <7es!ion6 connec! 5i!h s!7den! e@ erience4 ?s !his re-ie5 or ne5 in#o> .o5 does lesson lin& !o re-io7s learning> ?s reCassessmen! necessary> .o5 5ill lesson :e resen!ed> ,odeling ) =ha!+ho5 5ill yo7 model> .o5 5ill yo7 s7 or! s!7den!s !o ac!i-a!e !heir o5n !hin&ing> Teacher 5illB Teacher 5ill s7mmon s!7den!s !o !he car e! and si! in !heir lines4 =ill remind !hem o# !o!em ole ar!5or& and e@ lain !he rocess o# !he assignmen!4 =ill re-ie5 !o!em oles #rom las! 5ee&4 =ill read :oo&s on !o!em oles and as& <7es!ions !o ens7re engagemen!4 =ill ans5er <7es!ions !hey may ha-e a:o7! :oo&4 Then mo-e !o assignmen!4 ? 5ill model ic!7res o# !o!em oles4 =ill engage <7es!ioning4 O##er !ime !o e@ lain !heir animal o# choice on !o!em ole4 Students will 1e gi#en an assignment with 2 +uestions and a pi$ture to $olor. Assessment will 1e 1ased on $ompletion o& assignment and num1er $orre$t. 'ea$her will pass out assignment. Students will turn in assignment. Assignment will 1e graded a$$ording to the $riteria mar%ed 1elow. 'ea$her will wal% around and tal% to them a1out assignment. S!7den! 5illB S!7den!s 5ill si! in !heir lines and lis!en !o direc!ions4
S!7den!s 5ill engage in con-ersa!ion a:o7! ar! 5or& lesson rior !o s!ar!ing assignmen!
=ill a!!em ! !o ans5er my es!ering #or ar!ici a!ion4 Dollo5ing along reading
0uided Pra$ti$e E .o5 5ill s!7den!s rac!ice !he learning> .o5 5ill yo7 rom !> =ha! are yo7 doing #or #orma!i-e assessmen!> =ha! correc!i-e #eed:ac& 5ill yo7 ro-ide>
Students will $omplete assignment &illing in all 2 +uestions as well as $olor gi#en pi$ture.
3ndependent Pra$ti$e E .o5 5ill s!7den!s demons!ra!e a:ili!y !o er#orm s&ill inde enden!ly> Assessment "#iden$eC S7mma!i-eF.o5 5ill yo7 do !he s7mma!i-e assessmen! !o de!ermine !o 5ha! degree lesson and ?EP o:Gec!i-es ha-e :een accom lished> =ha! ar! o# !heir learning 5ill s!7den!s sel#Cassess> ClosureF.o5 5ill yo7 s7mmariAe !he lesson, incl7ding re-isi!ing !he End7ring 8nders!andings and Essen!ial 97es!ions> .o5 5ill yo7 connec! !his lesson !o #7!7re learning>
0en "d4 Di##eren!ia!ion Plan #or !he 2eneral Ed7ca!ion classroom, nonC?EP s!7den!s 0;0( Di##eren!ia!e !he learning
en-ironmen!, con!en!, rocess, or er#ormance !as& #or indi-id7als or small gro7 s 0e4g4, gi#!ed, E"" s!7den!s, reading gro7 s14
rocess, or er#ormance !as&1 and !ell ho5 yo7 5ill di##eren!ia!e 0e4g4 change sea!ing, gi-e a more ad-anced+sim ler reading assignmen!, e!c41
B4 A
C4 Heso7rces 05here ? go! my ideas1% My o5n idea4 Ma!erial #rom :oo&s% $or!h American ?ndian, The Ar! o# !he $or!h American ?ndian, & Scholas!ic Encyclo edia o# !he $or!h American ?ndian
Step 5Re&le$tion (re+uired) 3n your written re&le$tion* please respond to at least three o& the &i#e &a$ets (e.g.* lesson stru$ture* student intera$tion* et$.) o& your lesson (in$luding all o& the 1ulleted +uestions). 6"#eryone needs to in$lude 7Assessment8 as one o& the three &a$ets dis$ussed.
BE.AJ?OH+MA$A2EME$T% .o5 5ell did yo7 manage classroom :eha-ior> =ha! !echni<7es 5or&ed :es! and 5ha! didn*!> =hy> =ha! o!her :eha-ioral !echni<7es co7ld yo7 ha-e 7sed> =ere !here o##C!as& :eha-iors> ?# yes, d7ring 5ha! or!ions o# class !ime 5ere s!7den!s* o##C!as&> =ha! did yo7 do !o engage o##C!as& s!7den!s> CO""ABOHAT?O$% .o5 did yo7 de-elo !his lesson> Did yo7 consider s!7den! in!eres!s> Did yo7 comm7nica!e and lan 5i!h yo7r Men!or Teacher or o!her ad7l!s #rom !he comm7ni!y 0school and+or larger comm7ni!y1> Did yo7 ha-e comm7ni!y mem:ers ar!ici a!e in !he lesson> ?# so, ho5>