Documente Academic
Documente Profesional
Documente Cultură
PRE-INSTRUCTIONAL PLANNING
Context for Learning/Provisions for Diverse Learners
1) Identify the strengths, needs, and interests of individuals needing
accommodations, including students with IEPs and/or 504 plans.
The main strengths include active participation in class work time. Needs of the
class include two students on the autism spectrum (both high-functioning and
verbal) and another student with ADHD. There is an Educational Assistant
assigned to one of the students with autism and the student with ADHD.
What state adopted academic or content standard(s) are you addressing? (Provide
the name of the
standards document, the grade level, the correct numerical citation, and the text
of the standard(s)
you select.)
"Standard 1: English language learners communicate for Social and Social and
Instructional purposes within the school setting Instructional language."
What is your objective(s) for this lesson? Identify what the students will be able to
do following
instruction. Include an action verb (observable behavior), and criteria for
success.
By the end of this lesson, students will be able to identify specific characteristics
about themselves, write them in complete sentences, and present what they wrote to
their classmates with 5 or less speech and/spelling errors.
Continuity of Lessons:
Describe your lesson sequence. How do the prior and subsequent lessons affect
what you
will be teaching and what you will be expecting students to do? How will you build
on what
students have learned in previous lessons and use what they know to support them
in meeting
expectations of the next lesson? How have you made use of student assessment
from previous lessons to
make and or adjust these plans?
Academic Language and Support:
What are the academic language demands?
Function:
Show and tell: an activity where students stand in front of the class and speak about
themselves to their classmates, sharing specific aspects of who they are in complete
sentences.
Form:
Characteristic: a specific quality or feature of a person or thing.
How have you planned to support students in meeting the academic language
demands for this lesson?
(Identify specific strategies, visuals, models, and or demonstrations you plan to
use to support students understanding of the academic language. Describe when,
within the lesson, students will be expected to use and demonstrate understanding of
the academic language. Be sure to include function, form, syntax, and discourse.)
I plan to support students in meeting the academic language demands by first sharing
my example "Who am I?" poster I made for myself, and discussing each of the specific
traits I chose to write for me ("I do"). Then I will proceed to make a poster with the
students on the smart board/Doc. Cam about our class mascot ("we do"). I will have a
cup next to the mascot filled with slips of paper of made up traits that I previously
wrote. I will call on students at random to walk up to the cup and pick a slip of paper
and read it out loud to the class. Then I will ask the students where should we write
the trait on the poster, "Which question does it answer?" Once the poster for the class
mascot is completed, I will hand out posters to the students and give them class time
to work on theirs independently to demonstrate their understanding, as well as to
assess if further explanation is needed ("you do").
Assessment: Attach to your lesson plan any rubrics, checklists or other assessment
tools that you will use.
Describe the tools/procedures that will be used throughout this lesson to monitor
and measure
students learning of the lesson objective(s). (Multiple and varied assessments
should be used in the
lesson.)
I will plan on monitoring and measuring student's learning by noting how the
students answer the questions I ask, as well as their involvement with learning about
the class mascot. Before giving students class work time to work independently, I will
ask a student at random to "Can you explain what you are supposed to do now during
work time?" to check if the asked task in understood. During the class work time, I
will circulate the room and see how students are formulating their complete
sentences. Upon the presentations of their posters, I will mark in their online
gradebook how many speech errors were made, and equivalate that to percentage of
their accuracy and overall score.
How will students use the feedback to improve their competencies and knowledge?
(Describe the
specific opportunity for their application of the feedback.)
The feedback will consist of specific aspects of their work, so they will know exactly
what items they should adjust, if anything necessary. Beyond this lesson, they can
apply the feedback to further class exercises when we build off of this lesson by
describing and writing more in future lessons.
Student Materials:
Pencil, markers, colored pencils/crayons.
Teacher Skill Focus for This Lesson: (Also note how you plan to collect feedback.)
The skill focus for this lesson includes gaging the volume of my voice, calling on all
sides of the room, and redirecting any student's off-task behavior.
Standard Lesson Plan Form
LESSON PLAN
Plan your teaching steps by addressing What will the teacher do and What will students do.
Provide evidence of scaffolding, linking new content to prior learning, engaging students,
monitoring progress, supporting students so they can use academic language, and transitioning.
INSTRUCTIONAL SEQUENCE
Tim What will the teacher do? What will students do? (Note behavior
e expectations and plans to promote
intellectual engagement.)
Introduction/Motivation:
Hello class! I am so excited to have each of Play a name game/ around the world to
5 you in my class and get to know each of you learn everyones names.
min better over the next few weeks!
We also have a very important member of Students raise hands and I call them by
our class that will be doing activities with name to share their ideas. We will then pick
1 us. (Present stuffed animal/puppet that will on a name for the class mascot.
min assist in modeling conversations). What
should we name him? Please raise your
hand when you have something that you
want to say.
Activate prior knowledge See if any students raise their hands, and
5 prompt discussion as to why it's important
min Who enjoys learning new things about our to learn about the people around us?
friends, or simply sharing fund facts about
ourselves?
10 This is going to be such a fun project "I do": I proceed to share a "Who am I?
min because I want us to start learning as a poster that I completed for myself, which
class by first learning about each other! We includes examples of characteristics of
are going to do that by sharing what makes myself: how tall I am, my family members,
us who we are. I will start by sharing with my favorite color, favorite food, favorite
you all my poster I created that answers the activity, favorite animal, and if I could do
question, "Who am I?" anything or be anything, what would I want
to be?
15
min Now that you all know about me, let's work
together to get to know our class "We do": Then the class and I would
mascot,______! Let's read about his complete one together for our class mascot
characteristics and make a "Who am I?" under a Doc. Cam.
poster for him together! Next to the mascot is a bucket filled with
slips of paper with characteristics
describing who it is. As each paper is read
out loud, students will write the trait on the
15 poster under the Doc. Cam to the
min corresponding question.
Great! I'm so glad we all know a bit about
our mascot and what makes him unique and
who he is. Now you all get to make your "You do": Call on a student to hand out a
own "Who am I?" poster describing yourself poster to each student.
and what traits make you unique and who
you are! You will have the rest of the class
time to start to answer the questions and
color in the pictures if you want to, it is not
required.
Extension:
POST-INSTRUCTIONAL ASSESSMENT
Analyzing Students Learning:
What next steps are needed to provide targeted support to students (who did not
meet or exceeded
the objectives) relative to the central focus, standards, learning objectives, and
the assessment data?
Describe the specific feedback you gave the students to further guide their
learning. How were students
able to use the feedback you provided? (Describe the specific opportunity for their
application of the
feedback.)
Analyzing Teaching Effectiveness:
In reflecting on your lesson and your strengths and challenges, what went well?
Why? What challenges
did you face? Why?
What do you understand about your own teaching based upon the patterns of
students understanding,
skills, and misunderstandings that were identified?
What is the evidence that you engaged students intellectually and deepened their
learning?
What is a proposed change to your teaching practices that is specific and strategic
to improve individual
and collective students understanding of standards/objectives?