Signature Assignment EEI Lesson Plan Template

Andrea Espinoza
April 17, 2016
ESE270

Title: Language Arts

Components
1
Content Standard:
Choose ONE standard. Be
sure to write out the entire
standard, not just the number.

Learning Objective:

Anticipatory Set:

Choose ONE objective

that leads toward
mastery of the standard
Must be specific,
measurable, and
realistic.
Must have at least two
parts: learning and
behavior
Sometimes called a
"hook" to grab the
student's attention
Focuses student
attention on the
objective and the
purpose of the lesson
Activates prior
knowledge
Requires ACTIVE
PARTICIPATION from
ALL learners

Grade Level: 6th

Estimated Duration of Lesson: 50 Minutes

Description of Plan
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text. (6.RL.1)

Est.
# of
mins

SWBAT draw inferences from text at instructional levels using textual evidence in
3/4 opportunities

The teacher will present a short activity in which pictures will be provided to student regarding
the belongings of different professionals. The teacher will tell the students that they will have to
play the part of a detective and look for clues that give them evidence of what type of job a
person possessing those materials will have. The students will work in groups and share their
theories with the class for each picture, after which the actual profession will be revealed. The
teacher will then make a connection with inferences and how it ties in with looking for clues.

Teacher will have some statements indicating a profession such as he took his
stethoscope and placed it around his neck arranged on a large chart in front of
the class. The statements will be on the left column, conclusions made about the
Demonstrate and show
profession will be in the middle column and the clues that need to be cited will
examples of what students
be in the right column. The teacher will model how to make inferences by
are expected to do (how to
solve the problem, answer the providing think aloud regarding what to put in the middle and right columns (e.g.
the person is a doctor and the clue is the word stethoscope).
question, do the activity etc.).

15

Teaching-Modeling:

Check for
Understanding:

The teacher will continually check for understanding by implementing the thumbs up, thumbs down method
(e.g. students will give thumbs up in order to show their understanding).

Various strategies that

are ongoing throughout
the entire lesson.
Enables teacher to
determine whether ALL
students have "gotten it."

Guided Practice:
An opportunity for each
student to demonstrate new
learning by working through
an activity or exercise with the

The teacher will hand out white boards to each student and will continue to finish
off the columns of the chart. The teacher will read aloud each statement and will
thus prompt the students to write their conclusions and inferences on their
whiteboards. The students will hold the whiteboards up when the teacher asks

10

Signature Assignment EEI Lesson Plan Template

teachers guidance.

them to do so. Then the teacher will reveal accurate answers. This will be done
for each space of the chart.

Closure:

For the closure, students will complete a "think, pair, share" with a partner regarding what
inferences are and what they have learned in the lesson.

Actions or statements
made by teachers AND
students that summarize
lesson objectives.
Essential for helping
students integrate ideas,
make sense out of what
has just been taught, and
to improve their chances
of retention and transfer.

Independent Practice:
AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.

Assessment:
The formative and/or
summative assessments that
are aligned with the objective.

10

Differentiation:
How you will reach diverse
learners by varying the:

Content

Process

Product
21st Century Learning:
Includes technology as well
as the 4 Cs: Critical Thinking,
Creativity, Collaboration, and
Communication.

The teachers will place students in pairs to complete a graphic organizer regarding inferences. Each member
of the pair must participate and have an active role in completing the graphic organizers. Each pair can
determine how to divide the work. After the allotted time, the answers will be reviewed as a class.

15

Assessments that will be given will be informal and formative. One form of assessment will be the thumbs up
thumbs down strategy, while another will be the students working on their whiteboards for the teacher to see
how they are understanding the material.

10

Differentiation will be achieved through the means of visual presentations, oral participation as well as
kinesthetic tasks such as writing and collaboration.

In my lesson, I plan to use all four Cs, which are: collaboration, creativity, critical thinking
and communication. Students will be able to use collaboration when they are working
together and exchanging ideas within the lesson. They will be placed in groups or pairs
due to this fact. Students will be able to use creativity in developing their ideas and
thought processes. Critical thinking has a strong bond with creativity, so I believe
students will inadvertently use critical thinking as a means to be creative. Lastly,
communication ties in heavily with collaboration as well as how students will choose to
display or arrange final products of their assignment.