Lesson_Plan

Document Sample
Lesson_Plan Powered By Docstoc
					        EDSC Lesson Plan Format

           Department of Secondary Education
            Single Subject Credential Program




Presentation Updated May 2004
                                                                    Single Subject Credential Program
                                                                                                            Lesson Plan Format
                                                                                                                            Revised May 2004




Unit Title:                                                     Lesson Title:
Student Teacher:                                          Day:                  Time:                  Room:
School:                                                Subject:                                    Grade Level:
Equipment/Materials/Resources Required:
Instructional Strategies Utilized:
1    Objective(s) of Lesson (align with standards and assessments):
2    Standards:
                                     Content                          ELA                                     ELD

3    Lesson Introduction:
4    Lesson and Student Learning Activities (provide detail):
5    Lesson Closure:
6    Adaptation of Lesson Plan (instruction and assessment) for:
                                 English Learners       Struggling Readers              Resource Students             Advanced Students


7    Assessment Strategies (for type, indicate EL (entry-level), PM (progress-monitoring), or S (summative)
                        Ty pe        Title/ and Form      Implementation                Feedback Strategy      How Will Inform Reteaching


8    Reflection/Evaluation of Lesson (consider family/community involvement strategies when appropriate)
Performance Objectives of Lesson
on Lesson Plan Format

   The pre-service teacher will identify
    appropriate text for each section of the
    Secondary Education Department
    lesson plan.
   The pre-service teacher will write a
    lesson plan according to the format.
Basic Information
   Unit Title        School
   Lesson Title      Subject
   Name of           Grade Level
    Teacher
                      Equipment/Materials/
   Day
                       Resources Required
   Time
                      Instructional
   Room
                       Strategies Utilized
Objective(s) of Lesson
   Identify what performance the students
    will be able to do in observable,
    measurable terms
   Guide learning activities and teaching
    approaches
   Should be aligned with assessment and
    California content standards
SAMPLE Objectives
   ANTS: Students will identify 10 features of
    the common ant. Students will identify two
    examples from Them! that characterize how
    changes in an ecosystem may result from
    changes in human activity.
   BOR: In their own words, students will write,
    from memory, nine of the first ten
    amendments to the US Constitution.
Content Standards
Addressed in Lesson
   Identify California subject area content
    standards addressed in lesson
SAMPLE Content Standards
   ANTS: GRADES 9-12 Life Sciences/Biology (Ecology)
       6. Stability in an ecosystem is a balance between competing
        effects. As a basis for understanding this concept:
            a. Students know biodiversity is the sum total of different kinds of
             organisms and is affected by alterations of habitats.
             b. Students know how to analyze changes in an ecosystem resulting
             from changes in climate, human activity, introduction of nonnative
             species, or changes in population size.
   BOR: GRADE 11 U. S. History
       12.7 Students analyze and compare the powers and procedures of
        the national, state, tribal, and local governments.
            Students discuss reserved and concurrent powers of state
             governments.
            Students discuss the Ninth and Tenth amendments and interpretations
             of the extent of the federal government’s power.
English/Language Arts Standards
Addressed in Lesson
   California Commission on Teacher Credentialing requires that
    all content areas address English/Language Arts standards.
    English/Language Arts Standards
   READING
       1.0 Word Analysis, Fluency, and Systematic Vocabulary
        Development
       2.0 Reading Comprehension (Focus on Informational Materials)
       3.0 Literary Response and Analysis
   WRITING
       1.0 Writing Strategies
       2.0 Writing Applications (Genres and Their Characteristics)
   WRITTEN AND ORAL ENGLISH LANGUAGECONVENTIONS
       1.0 Written and Oral English Language Conventions
   LISTENING AND SPEAKING
       1.0 Listening and Speaking Strategies
       2.0 Speaking Applications (Genres and Their Characteristics)
SAMPLE ELA Standards Addressed
   ANTS
       WRITING
       1.0 Writing Strategies
             Students progress through stages of the writing processes needed.
       2.0 Writing Applications (Genres and Their Characteristics)
             Students write narrative, expository, persuasive, and descriptive texts
              of at least 500-700 words in each genre. Writing demonstrates a
              command of standard American English and research, organizational,
              and drafting strategies outlined in Writing Standard 1.0
   BOR
       LISTENING AND SPEAKING
       1.0 Listening and Speaking Strategies
             Students formulate adroit judgments about oral communication. They
              deliver focused and coherent presentations that convey clear and
              distinct perspectives and demonstrate solid reasoning. They use
              gestures, tone, and vocabulary tailored to the audience and purpose.
    ELD Standards Addressed in
    Lesson
California Commission on Teacher Credentialing requires
that all content areas address English Language
Development standards.
   LISTENING AND SPEAKING: Strategies and Applications
       Comprehension
       Organization and delivery of oral communication
   WRITING: Strategies and Applications
       Penmanship, Organization, and Focus
   WRITING: English-Language Conventions
       Punctuation, Capitalization, and Spelling
   READING: Word Analysis, Fluency, and Systematic Vocabulary
    Development
       Phonemic Awareness, Decoding, Word Recognition, Concepts About
        Print
       Vocabulary and Concept Development
   READING: Reading Comprehension
       Comprehension and Analysis of Grade-Level Appropriate Text
       Comprehension and Structural Features of Informational Materials
SAMPLE ELD Standards Addressed
   ANTS
      LISTENING AND SPEAKING: Strategies and Applications
      Comprehension
      Intermediate
           Ask and answer instructional questions by using simple sentences.
            Listen attentively to stories and information and identify important
            details and concepts by using both verbal and nonverbal responses . Ask
            and answer instructional questions with some supporting elements.
   BOR
      LISTENING AND SPEAKING: Strategies and Applications
      Organization and Delivery of Oral Communication
      Intermediate
           Participate in social conversations with peers and adults on familiar
            topics by asking and answering questions and soliciting information.
            Make oneself understood when speaking by using consistent standard
            English grammatical forms and sounds; however, some rules are not
            followed.
Lesson Introduction
   Includes an ―Anticipatory Set‖
       Motivates and engages students
       Sets the tone for the instruction
   Links previously learned content to
    today’s learning
           SAMPLE Lesson Introduction
   ANTS:
       ANTICIPATORY SET: Ask students to draw a scientific illustration of an ant,
        providing as much detail as possible. They have to use the full 8 ½ x 11 sheet.
       Inform students that that they are going to see parts of Them! and that they are
        to keep track of any information about ants that they learn—whether they think
        it is true or not. Each students needs a piece of paper and writing utensil.
       Show two clips of movie.
   BOL:
       ANTICIPATORY SET: Give Pop Quiz – ―Number from 1-10 and write down the
        Bill of Rights.‖
             Give students 5-8 minutes, then ask who had the most. Comment that they are hard
              to remember. Inform students that they will participate in a learning activity, which will
              give them a better understanding of the Bill of Rights and help them remember.
       Put students in groups of 4 – very disparate. Put leftovers into groups to make 5.
        Inform students that this is their home group, and that each student is now
        going to jigsaw out to another group to become an expert in a specific topic.
        They will then return home to share that unique knowledge that no other
        member in their home group will have.
              Ask students to count off (1, 2, 3, 4, with last persons labeled by you if necessary).
               Each student needs a writing utensil and a piece of paper.
Lesson and Student Learning
Activities
   Provides a sequence of activities
   Indicates the timing of activities
   Identifies what the teacher and
    students will do
   Provides support materials
SAMPLE Lesson and Student
Activities
   ANTS:
       20 minutes - After the two clips, students will review their lists in small
        groups and create one common list on the handout provided. With
        additional resources, they will determine whether the information is true or
        false.
       20 minutes – The teacher will engage students in a discussion on the
        following questions. The teacher will record details on an overhead to
        make sure all students are able to access the information.
            The giant ants are called mutants by the scientists. What is a mutant? What is
             a mutation? Can radiation cause mutations? Can an atomic bomb cause
             mutations?
            Do you think the exoskeleton of an ant could support a giant ant? Could giant
             ants breathe well enough to get oxygen to their cells (could they have adequate
             respiratory capability)? Is this a legitimate possible mutation?
            Does the film describe a realistic danger in the atomic age? What are the more
             likely dangers?
            How was the ant habitat altered because of human activity? What changes in the
             ecosystem are most likely to result from radiation exposure?
SAMPLE Lesson and Student
Activities
   BOR:
        Ask students to jigsaw to form four large groups according to their
         number. Make sure everyone is equal distance from the center of their
         group.
        Hand out ¼ sheet assignments and copies of the Bill of Rights. Invite
         each group to identify the amendments that fall into their category. Ask
         each member to record this information so that they can share with their
         home group. Allow 10 minutes for discussion. Keep groups on task by
         monitoring and providing feedback.
        Send students back to their home groups. Make sure everyone is equal
         distance from center. Hand out full assignment and review rules. ―Each
         amendment must be identified in one and only one category. Categories
         may have more than one amendment.‖ Insist that this must be done.
         Give students 10 minutes for discussion; create chart on board for
         students to fill.

        Group #      Category 1      Category 2     Category 3      Category 4
Lesson Closure
   Refers students back to performance
    objectives
   Summarizes learning
   Links to future learning
   Prepares students for assessment
   A lesson closure is MORE THAN
    HOMEWORK!
SAMPLE Lesson Closure
   ANTS:
       Students add features to their ant drawing to more realistically
        depict the insect. A rubric of features to be added is provided.
       Students quick write: Use at least two examples from Them! to
        describe how changes in an ecosystem may result from changes in
        human activity. Teacher models with an example NOT FROM
        Them!
   BOL:
       Compare group responses, then ask for discussion on differing
        placements.
       After discussion, note that there may not be only one right answer,
        and that the activity was designed to stimulate student discussion,
        not necessarily arrive at perfect answer. Some scholars do not
        even like these four categories!
Strategies Addressing Students’ Varied
Reading Levels, Language and Cultural
Backgrounds, and Abilities
     English Learners
     Struggling Readers
     Resource Students
     Advanced Students

     Should be specific to the student learning activities as well as
      assessment format
     Should involve school resources as necessary
     When appropriate (i.e., formal lesson observation), should be
      specific to the students in the classroom for which lesson is
      prepared
     Should reference the E/LA and the ELD standards when
      appropriate
SAMPLE Strategies Addressing Students’
Varied Reading Levels, Language and
Cultural Backgrounds and Abilities
   ANTS:
       English Learners: Groups will be constructed to ensure that ELs are grouped with
        fluent English speakers.
       Struggling Readers: Teacher will record salient notes from discussion on overhead
        so all students can record. Reading requirements are not stringent – much content
        can be drawn from video.
       ALL: The rubric listing features to include on the ant will ensure that every student
        knows that should be included.
       EL/Abilities: Students unable to finish their quickwrite in the time provided in class
        will be able to complete at home or in ELD/Resource class (teacher has agreement
        with ELD/Resource teacher on specific EL students and their assignments).
   BOL:
       English Learners: Groups will be constructed to ensure that ELs are grouped with
        fluent English speakers.
       ALL: Each student will be provided with a copy of the Bill of Rights so that they can
        practice at home.
       Struggling Readers/Abilities: Teacher will record salient notes from discussion on
        overhead so all students can record. Teacher has simpler version of Bill of Rights to
        distribute to groups as needed.
       GATE: Additional websites are provided for GATE students to extend their learning.
Plan for Assessment of Students
Entry-level, Progress-Monitoring, or Summative

   Type
   Title/ and Form
   Implementation
   Feedback Strategy
   How Assessment Will Inform Reteaching
   Should include monitoring of student understanding
   Should include both traditional and alternative assessments when
    appropriate
   Should address performance at the individual, small group, whole class
    levels as appropriate
   Should address both short-term and long-term assessment concerns
             SAMPLE Plan for Assessment
                    ANTS:
                        ENTRY-LEVEL: Students will identify parts to an insect.
                        PROGRESS-MONITORING: Teacher will review quickwrites and ant diagrams to ensure
                         that students learned what was expected.
                               Teacher will review excellent examples from quickwrites as intro to tomorrow’s lesson.
                        SUMMATIVE: Question on the unit exam on Ecology will assess student understanding of
                         how biodiversity is the sum total of different kinds of organisms and is affected by human
                         and natural alterations of habitats. Test items will include multiple choice and essay and
                         also include ant diagram.

Type    Assessment                        Implementation                           How Will Inform Reteaching              Feedback Strategy

EL     Ant Picture        Students will draw ant and label parts. They will      Teacher will be sure to point out   Scoring rubric will be given to
PM                        refine their picture after the lesson.                                                     students for self-assessment.
PM     Discussion         Teacher will ask questions and solicit answers –       If 50% of students don’t seem to    Teacher will confirm or suggest
       Questions          checking for understanding.                            understand, teacher will show       revisions to answers.
                                                                                 parts of video again and provide
                                                                                 summary of answers
PM     Quickwrite         Students will quickwrite and end of class. This is a   Teacher will choose best two to     Teachers will provide score of √+,
                          regular activity and students understand               share as tomorrow’s introduction    √, or √- to indicate quality and
                          requirements and process                                                                   quantity of response
 S     Unit Exam          Given at the end of the unit, paper/pencil             If more than 50% score C or         Students will see their test score
                          assessment, 25 questions MC/SA/E. Students             below, teacher will review exam     and where they missed points.
                          know exact worth of each question.                     and allow retake.
          SAMPLE Plan for Assessment
                  BOL:
                        ENTRY-LEVEL: Students will recall the 10 amendment
                        SUMMATIVE: Unit exam includes item requiring recall of Bill of Rights. Suggest that students
                         use these 4 categories to list the amendments.
                        ALTERNATIVE ASSESSMENT: For homework, student are to rewrite the Bill of Rights keeping
                         the fundamental ideas/values of our Founding Fathers and reflecting the society of the United
                         States today with our diverse population, many cultures.
                              The work should focus on the inclusion of Native Americans, African Americans and Women.
                        TECHNOLOGY APPLICATION: For the next two days, students will form their own groups of 2 -
                         4 and create a Power Point presentation on their Bill of Rights.
                              They will have to pick and choose the best amendments of their group members to include.



Type   Title/ and Form                       Implementati on                               Feedback Strategy             How Will Inform Reteaching

EL     Pop Quiz List      Ask students to take out piece of paper and write        Have students compare their         Students will be reminded of their
PM     Bill of Rights     down the first 10 amendments; regive at end of           second quiz answers with the Bill   success nearer to the unit exam.
                          lesson                                                   of rights
PM     Group              Teacher will listen to group discussion and contribute   Teacher will praise or suggest      Teacher may address whole class
       Discussion         as appropriate                                           ways to improve discussion          if most groups not understanding
                                                                                   processes                           activity
 S     Unit Exam          Given at the end of the unit, paper/pencil assessment,   If more than 50% score C or         Students will see their test score
                          25 questions MC/SA/E. Students know exact worth          below, teacher will review exam     and where they missed points.
                          of each question.                                        and allow retake.
Summary/Evaluation of Lesson
   Provides overview of content
   Includes notes on timing, materials, student
    reactions
   Once presented, includes suggestions for
    future implementation
   Should include strategies for family
    involvement, when appropriate
   Should include strategies for infusing
    technology into instructional and assessment,
    when appropriate
SAMPLE Summary/Evaluation

   ANTS: This lesson is one in a series to help students (1) analyze
    science fiction and pop cultural film for fact and validity and (2)
    deepen their understanding of scientific principals; and (3)
    reflect on how science is socially and culturally constructed.
        Students could be asked to share with older family member what
         they saw in Them! and learn about a science fiction film that the
         family member watched in the 50s.
   BOL: Activity is designed to teach (1) Bill of Rights, (2) how to
    work effectively as a group, and (3) students to think about
    learning strategies that may be helpful to them.
        Technology is included in assessment.

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:10
posted:11/11/2011
language:English
pages:26