Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

Teacher Candidate: Gabriel Ramos

Subject: EMERGENCY SUB PLAN
Central Focus: (Content of the lesson) Students to review Vocabulary
words and grammar
Grade Level(s):

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS,

Common Core, or Professional Learning Standards) Each
standard should correspond to one or more objective.

Date:10/29/2014
Course for which the Lesson is developed: English
Classroom Teacher:
Time allotted: 40MIN

Learning Objective(s):
What are the students expected to know and/or do in the lesson?
Basic knowledge of common words definition and simple grammar errors
Write out each specific objective to be met by students in the lesson.
Complete the 20min of vocabulary and 20 min of grammar practice

Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is
required in a lesson plan.)
Diagnostic (Pre-): (Formal or Informal)
Formative: (Formal or Informal)
Reflective: (Formal or Informal)
Summative: (Formal or Informal)

List the Academic Language used in the Lesson.

Include vocabulary, process terms, and syntax
language.

Academic Language
Explain how the Academic Language is
scaffolded in the Lesson using Sensory, Graphic
and/or Interactive supports.

Describe the Evidence that Students know and use

Academic Language appropriately:

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

Procedures: List in sequence the actions taken by teacher and students throughout the lesson.
A. Engage Students: (Diagnostic/Pre-Assessment must be included here.)
Students will walk into class and be notified that the teacher is out of school today, followed by the substitute introducing him or herself.

B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand):
Since this was an emergency absence, there was no formal lesson plan planned. To make use of this day students will practice their vocabulary and
grammar, something that always needs improvements.
C. Instructional Sequence: (include technology this is a technology class)
1.Students will turn on their iPad or laptops
2. Go to the given URL www.freerice.com
3. Begin working on the vocabulary category
4. Students will be timed for 20 minutes while being monitored by the substitute to keep students on track.
5. After the 20 minutes students will then switch categories to grammar
6. On the top right of the webpage there will be a categories button.
7. Student will click it and then select grammar

D. Explain: Since this was an emergency lesson plan, this is a quick and simple lesson plan a substitute will be easily able to handle.
E. Extend/Expand/Elaborate: Freerice.com is a good website to help students review their grammar and vocabulary while helping out a good cost.

F. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) The substitute will monitor the students
by standing in the back of the classroom where the screen of their laptops or ipads will be easily visible and will casually walk around monitoring.
G. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming
groups?) This will not be a silent activity, students will be given the chance to talk as long as the volume is monitored not disturbing other classes.
H. Closure: Explain how the purpose of the Lesson is clearly restated by students & Evaluate (Objectives and Assessment include your
summative assessment here) This lesson is easily done with a substitute teacher. On an emergency absence by the teacher this lesson will be
understood by the substitute and the students.

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

Lesson Plan Details

Instructional Materials:
Projector
Use of Technology:
Laptops, iPads
Safety in the Physical Environment:

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.