Lesson Plan by w0aNKlj2


									Lesson Plan                                           Due:
EDC 448 Content Literacy                              Instructor Name

Purpose: If you're a beginning teacher, you may have been waiting for someone to teach
you exactly how to plan a lesson in your content area. If you're an experienced teacher, you
surely do not need to learn how to plan a lesson in your content area, but you may not quite
know how to integrate literacy instruction into your usual lessons. For all teachers in this
course, we'll use the RI state curriculum lesson plan template to write a lesson plan that not
only teaches content, but also explicitly teaches thinking strategies within our content area.
This lesson plan will include direct instruction of a thinking strategy, a graphic organizer,
integration of technology, use of a textbook/RI curriculum, and the RI standards for literacy
Format of the assignment: template available at www. ride.ri.gov

                       Lesson Plan Template

  Grade/Content Area        The grade level and content you plan to teach.

       Lesson Title         Your own creative title of the lesson that “hooks” your students.
                            Be sure to include your name and the date of your work in this
   Standards (student)          1) content knowledge (cite student content standards)
                                2) thinking strategy acquisition (cite RI GSEs or GLEs).

  Context of the Lesson Where is this classroom, how many students, what level students
                        or is it a mix, is this at the beginning, middle or end of a unit of
                        study, and what have the students recently studied leading up to
                        this lesson?

 Opportunities to Learn Materials needed for the lesson, including MLA format citations
                        for online and offline texts.

                            Plans for the diverse learners in your classroom – reading levels,
                            gender, culture, language, learning differences. How will you
                            make your lesson as accessible to all?

                            How will you integrate technology to enhance student content
                            knowledge acquisition?

        Objectives          Write measurable content and reading strategy objectives that
                            include measurable verbs, conditions and criterion.

                            Opening: How will you activate and assess prior knowledge?
                            Have you let your students know what and why they are learning
      Instructional         this content and strategy in real-life, purposeful terms?

         Procedures              Engagement: How will you engage and motivate your adolescent
                                 learners from the outset. What’s your ‘hook?” Then, how do
                                 you plan to model your thinking in your content area to
                                 explicitly teach your student “how to” learn this content
                                 information? Here’s where your think-aloud fits. After your
                                 modeling, will the students work in pairs or small groups to learn
                                 how to learn your content literacy strategy? This is where you’ll
                                 plan to scaffold and differentiate instruction. Be certain to have
                                 students actively engage in a close reading of text and plan for
                                 text dependent questions. How will your students be held
                                 individually accountable for your lesson objective?

                                 Closure: When you bring your students back to whole group,
                                 how will you help students remember and recall what they
                                 learned today, both process and content-wise? How will you
                                 help your students see connections to other content areas and
                                 their own lives? Can your students demonstrate understanding
                                 of how this lesson objective can be used in another context in
                                 school, in day-to-day life?

        Assessment               What will your students know and be able to do at the close of your
                                 lesson? How will you measure this individual knowledge-informally
                                 or formally and how? Be sure to design a formal or informal
                                 assessment and attach to this plan.

The teacher candidate will:
    write measurable, standards-based objectives for both reading strategy and content (RIPTS 2;
        NCTE/NCATE 2.4)
       choose a quality young adult text and picture book to meet lesson objectives (RIPTS 2,
        NCTE/NCATE 3.5.3)
       choose a quality online text to meet lesson objectives (RIPTS 2; NCTE/NCATE 3.6.2; NET-T 1)
       use technology to design a graphic organizer to enhance comprehension strategy instruction
        (RIPTS 4; NCTE/NCATE 2.4; NET-T 2)
       design a lesson plan that incorporates a think-aloud and scaffolding of instruction (RIPTS 3, 5;
        NCTE/NCATE 3.3.2, 4.9)
     use software to design an informal or formal assessment tool to measure both content and
      strategy objectives (RIPTS 9; NCTE/NCATE 4.10; NET-T 2)
    reflects on how comprehension strategy instruction can be incorporated into the content area
      classroom (RIPTS 10, NCTE/NCATE 2.3)
    demonstrates skills in English Language Arts and general knowledge to write an original
      lesson with all works cited and using technology as a tool (RIPTS 11; NCTE/NCATE 3.1; NET-T 4)
First, download the lesson plan template from RIDE and use the suggested resources as well class notes to
view samples of lesson plans in your content area.
Second, take a look at a textbook that is typically used in a New England middle or high school setting today.
Choose a segment of the curriculum (e.g., Civil War; greetings in a foreign language; the theme of betrayal;
or algebraic expressions) to teach. Read the print information as if you were the student. What
thinking/literacy strategies do you need to use to understand and remember this information? This thinking
strategy will be your key objective.

Third, use on-line resources provided in the syllabus as well as school and local public librarians as resources
to locate a quality offline and online texts to enhance your required textbook instruction of this content. Read
these materials as an expert reader in your content area. As you do so, think about what your students might
know, what their interests may be, and what shortfalls the textbook has in engaging your adolescent learners.

Fourth, use Backwards Design to 1) determine what you want your students to know; 2) how you will
assess your students' acquisition of this knowledge; 3) plan your lesson.

Fifth, this is where the art of teaching really kicks in and your next steps are not so linear. Sometimes,
I begin by choosing the strategy and then planning how students will take notes; other times, I start
with the strategy, go to the GSEs/GLEs and national content standards and plan my performance
assessment. Then in other planning moments, I think about how to engage my learners in the content
and what thinking strategy they will need to use to learn and remember the content I am teaching.

Sixth, complete the RI curriculum lesson plan template and then write a reflection on how you plan to
incorporate reading strategy instruction in your content area classroom. This must be typed and in final
copy form. You'll also need to attach your graphic organizer that can be typed or created by software
such as Inspiration.

Finally, submit your lesson plan on time according to your instructor’s directions.
                           Website Resources for Lesson Planning
                                        EDC 448

RI Department of Education's Statewide Curriculum
-High Expectations puzzle piece for GLEs and GSEs
-Resources puzzle piece for the lesson plan template, videos and rubric
-Assessment puzzle piece for ideas to assess your students

National Council of Teachers of English/International Reading Association Content Standards

National Council of Teachers of English Language Arts Standards for Initial Licensure

National Educational Technology Standards
-NETS for Teachers
-NETS for Students

Center for Applied Special Technology

Rhode Island Technical Assistance Project
For information about students with learning differences

Differentiating Instruction

A Quick Guide

Using Bloom's Taxonomy Verbs for Objectives

Brief Guideline

Rubistar-an online tool to help you create rubrics
Kathy Schrock's Guide to Assessment
Website Resources for Lesson Planning
             EDC 448

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