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  • Ready, Set, Teach Lesson Plan Format #1: Standards

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    Students continue to apply earlier standards with greater complexity. Students are expected to: use and understand the function of the following parts of speech in the context of reading, writing, and speaking adjectives. Students should be able to notice, and place an adjective correctly in a sentence.

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    rstlessonplanformat1-autumnguevara

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    Students continue to apply earlier standards with greater complexity. Students are expected to: use and understand the function of the following parts of speech in the context of reading, writing, and speaking adjectives. Students should be able to notice, and place an adjective correctly in a sentence.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    10 views3 pages

    Ready, Set, Teach Lesson Plan Format #1: Standards

    Uploaded by

    api-294065904
    Students continue to apply earlier standards with greater complexity. Students are expected to: use and understand the function of the following parts of speech in the context of reading, writing, and speaking adjectives. Students should be able to notice, and place an adjective correctly in a sentence.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 3

    Ready,Set,TeachLessonPlanFormat#1

    UsethisformatonlyforLessonPlan#1,dueDecember10,2015

    Intern:

    AutumnGuevara

    Subject:

    English

    TitleofLesson:

    ExcitingAdjectives!

    Grade:

    LessonPlan#:

    12/03/15

    Date:

    Standards
    TEK#

    Knowledge

    Skill:

    4.20Aiii

    OralandWritten
    Conventions/Conventions.Students
    understandthefunctionofanduse
    theconventionsofacademic
    languagewhenspeakingandwriting.
    Studentscontinuetoapplyearlier
    standardswithgreatercomplexity.
    Studentsareexpectedto:

    useandunderstandthefunctionofthe
    followingpartsofspeechinthecontextof
    reading,writing,andspeaking

    adjectives(e.g.,descriptive,including
    purpose:sleepingbag,fryingpan)

    StudentObjective(s)
    Studentsshouldbeabletohaveageneralunderstandingofwhatanadjectiveisandbeableto
    notice,andplaceanadjectivecorrectlyinasentence.

    Vocabulary/AcademicLanguageforthislesson
    Adjective

    Materials
    Teacher:

    Student:

    Menus
    notecards

    Pencilhighlighter

    Learningstylesaddressedinthislesson
    x

    Visual

    Auditory

    Tactile

    Kinesthetic


    CollaborativeLearning

    Sizeofgroups:

    Typeofgroups:

    Nocollaborativegroupingisusedinthislesson

    LessonProcedure:
    LessonFrame:
    Wewill

    Describeanadjectiveandrecognizewheretheygoinsentences

    Iwill

    Locateadjectivesinsentencesandthencreatemyown

    AnticipatorySet/Hook

    Time:

    Video(adjectivesSchoolHouseRock)

    6min

    Question(s):

    Blooms:

    Cananyonegivemeandexampleofanadjectivetheysawinthevideo?

    InstructionalStrategy/Modeling:

    Time:

    Show/Tellthemwhattodowiththeirmenus(Highlight5adjectivestheyseeontheir
    menus)

    6min

    Question(s):

    Blooms:

    Anyquestions?

    CheckforUnderstanding:

    Time:

    answeranyquestionstheyhaveabouttheactivity

    2min

    Question(s):

    Blooms:

    doeseverybodyunderstand?

    GuidedPractice:

    Time:

    IndependentPractice:

    Time:

    Highlightadjectivesandcreatesentence

    15
    min

    Closure:

    Time:

    Callstudentstocenterandhaveacouplereadtheirsentences

    4mi

    Question(s):

    Blooms:

    Canwehaveafewvolunteerstoreadtheirsentences?

    Assessment:
    (Howwillyouknowthatyourstudentslearnedwhattheyaresupposedtohavelearned)
    Askthestudentsifanyonecantellmewhattheylearned

    TimeandMaterialsManagementChecklist:
    *UseNotApplicable,ifthisdoesnotapplytoyourlesson*

    Howwillyou

    Pregroup,presort,and/orprecut
    materialsneededinyourlesson?
    Cutdownonthetimeittakestopass
    outmaterials?
    Havestudentsturninworkorhavework
    checkedbyteacher?
    Putstudentsingroups/partners?

    Havestudentsmovetostations,orother
    partsoftheroom?(Movingtoandfrom
    thecarpetcounts!)
    Callonstudentstoanswerquestions?

    Iplanto
    Iwillleavecorrectamountofpapersneardesks

    Leavecorrectamountofmaterialsneardesks

    Havetheirworkedcheckedbyteacherbygoingaroundthe
    roomandlookingandhavingthemreadsentencesoutloud
    incenters
    Theywillnotbeputingroups

    Theywillnotbemoving

    gouptothemandseewhattheirquestionis

    Notes
    :
    Usethespacebelowtomakenotesforyourlesson,prelessontodolist,studentgroupinglist,etc.

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