Professional Documents
Culture Documents
Author:AbigailEnns
Datecreated:09/20/20162:43PMCDTDatemodified:09/21/20168:07PMCDT
DBUNoviceEffectiveTeachingLessonPlan
TheDorothyM.BushCollegeOfEducationHasAdoptedThisFormatForLessonPlanningBecauseItProvidesA
FormatForPlanningEngaging,Rigorous,RelevantLessonsForStudents.
STANDARDS:ChooseAllOfTheDBU/InTASCAndSPA(SpecializedProfessionalStandards)ThisLessonPlan
Addresses.(NumberAndText)
Standards
TXDallasBaptistUniversityEducatorPreparationUnitCompetencies(2012)
Competency:
Competency#1:LearnerDevelopment.Theteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsof
learninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,
anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.
Competency:
Competency#2:LearningDifferences.Theteacherusesunderstandingofindividualdifferencesanddiverseculturesand
communitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.
Competency:
Competency#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualand
collaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andselfmotivation.
Competency:
Competency#4:ContentKnowledge.Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthe
discipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthedisciplineaccessibleand
meaningfulforlearnerstoassuremasteryofthecontent.
Competency:
Competency#5:ApplicationofContent.Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivesto
engagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.
Competency:
Competency#6:Assessment.Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheir
owngrowth,tomonitorlearnerprogress,andtoguidetheteachersandlearnersdecisionmaking.
Competency:
Competency#7:PlanningforInstruction.Theteacherplansinstructionthatsupportseverystudentinmeetingrigorous
learninggoalsbydrawinguponknowledgeofcontentareas,curriculum,crossdisciplinaryskills,andpedagogy,aswellas
knowledgeoflearnersandthecommunitycontext.
Competency:
Competency#8:InstructionalStrategies.Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencourage
learnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgein
meaningfulways.
Competency:
Competency#9:ProfessionalLearningandEthicalPractice.Theteacherengagesinongoingprofessionallearninganduses
evidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,
families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.
Competency:
Competency#10:LeadershipandCollaboration.Theteacherseeksappropriateleadershiprolesandopportunitiestotake
responsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,and
communitymemberstoensurelearnergrowth,andtoadvancetheprofession.
Competency:
Competency#11:LegalandEthicalAspects.Theteacherunderstandsthelegalaspectsofteachingincludingtherightsof
studentsandparents/families,aswellasthelegalrightsandresponsibilitiesoftheeducator.Theeducatorwillcommitto
upholdtheTexasEducatorCodeofEthics.
Competency:
Competency#12:EducatorExcellence.TheteacherunderstandscharacteristicsofeducatorexcellenceasdefinedbyTexas
approvedappraisalsystems.
Competency:
Competency#13:College/CareerReadinessthroughtheUseofStateofTexasAssessmentsofAcademicReadiness(STAAR)
andEndofCourseExams(EOC).Theteacherunderstandsandisabletoimplementthestatestandardsforwhatstudents
shouldknowandbeabletodoandimplementstheTexascurriculumstandardstoadvancethemissionofTexas:collegeand
careerreadystudents.(STAAR,EOC)
Competency:
Competency#14:TexasExaminationforEducatorStandards(TExES).Theteacherunderstandsanddemonstrates
competenciesrelatedtotheirfieldofstudybysuccessfulperformanceonstatecertificationexams.
Competency:
Competency#15:ServiceLearning.TheteacherunderstandstherelevanceofDBUservicelearninginenhancingstudent
learning,fosteringcivicresponsibility,anddevelopingservantleaders.
USAACEIAssociationforChildhoodEducationInternationalElementaryEducationStandards
Domain:DEVELOPMENT,LEARNINGANDMOTIVATION
Standard:1.0Development,Learning,andMotivationCandidatesknow,understand,andusethemajorconcepts,
principles,theories,andresearchrelatedtodevelopmentofchildrenandyoungadolescentstoconstructlearning
opportunitiesthatsupportindividualstudentsdevelopment,acquisitionofknowledge,andmotivation.
Domain:CURRICULUM
Standard:2.1Reading,Writing,andOralLanguageCandidatesdemonstrateahighlevelofcompetenceinuseof
Englishlanguageartsandtheyknow,understand,anduseconceptsfromreading,languageandchilddevelopment,to
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teachreading,writing,speaking,viewing,listening,andthinkingskillsandtohelpstudentssuccessfullyapplytheir
developingskillstomanydifferentsituations,materials,andideas
Domain:INSTRUCTION
Standard:3.1IntegratingandapplyingknowledgeforinstructionCandidatesplanandimplementinstruction
basedonknowledgeofstudents,learningtheory,connectionsacrossthecurriculum,curriculargoals,andcommunity
Standard:3.3DevelopmentofcriticalthinkingandproblemsolvingCandidatesunderstandanduseavarietyof
teachingstrategiesthatencourageelementarystudentsdevelopmentofcriticalthinkingandproblemsolving
Standard:3.5CommunicationtofostercollaborationCandidatesusetheirknowledgeandunderstandingof
effectiveverbal,nonverbal,andmediacommunicationtechniquestofosteractiveinquiry,collaboration,andsupportive
interactionintheelementaryclassroom.
Domain:ASSESSMENT
Standard:4.0AssessmentforinstructionCandidatesknow,understand,anduseformalandinformalassessment
strategiestoplan,evaluateandstrengtheninstructionthatwillpromotecontinuousintellectual,social,emotional,and
physicaldevelopmentofeachelementarystudent.
Domain:PROFESSIONALISM
Standard:5.1Professionalgrowth,reflection,andevaluationCandidatesareawareofandreflectontheir
practiceinlightofresearchonteaching,professionalethics,andresourcesavailableforprofessionallearningthey
continuallyevaluatetheeffectsoftheirprofessionaldecisionsandactionsonstudents,familiesandotherprofessionalsin
thelearningcommunityandactivelyseekoutopportunitiestogrowprofessionally.
VITALINFORMATION
Date
September20,2016
Subject(s)
Reading
LessonTopic
ReadAloud
Grade/Level
Grade2
GoalAndObjective
Goal
2.3Reading/BeginningReading/Strategies.Studentscomprehendavarietyoftextsdrawingonusefulstrategiesas
needed.Studentsareexpectedto:
(A)useideas(e.g.,illustrations,titles,topicsentences,keywords,andforeshadowing)tomakeandconfirm
predictions
(B)askrelevantquestions,seekclarification,andlocatefactsanddetailsaboutstoriesandothertextsandsupport
answerswithevidencefromtextand
2.9Reading/ComprehensionofLiteraryText/Fiction.Studentsunderstand,makeinferencesanddrawconclusions
aboutthestructureandelementsoffictionandprovideevidencefromtexttosupporttheirunderstanding.Studentsare
expectedto:
(B)describemaincharactersinworksoffiction,includingtheirtraits,motivations,andfeelings.
2.15Reading/ComprehensionofInformationalText/ProceduralText.Studentsunderstandhowtogleananduse
informationinproceduraltextsanddocuments.Studentsareexpectedto:
(B)usecommongraphicfeaturestoassistintheinterpretationoftext(e.g.,captions,illustrations).
Objective(LearningOutcome)
Determinethemaincharacter'smotivationforhisactionsattheendofthestory.
ValueandImportance
Studentswilllearnandpracticeidentifyingandanalyzingcharacters'thoughts,emotions,motivations,andactions.
Growingskillsinintuitionandunderstandingofsocialexperiencesisimportantforavarietyofsituationsinlife!
MaterialsAndResources
MaterialsNeeded
Fireflies,byJulieBrinckloe
Attachments:
1. ReadAloudGuideshortened.docx
2. ReadAloudGuide.rtf
3. Slide070.jpg
TeacherUseofTechnology
None
StudentUseofTechnology
None
InstructionalStrategies
PriorKnowledgeNeeded
Studentswillneedbasicknowledgeoftheprocessforanalyzingcharacter'sactionsinfictionalbooks.
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AnticipatorySet
Teacherwilltellstudentsthattheywillbereadingastorytoday!Themaincharacterdoessomethinginterestingatthe
endofthestory,sostudentsshouldpayattentiontohisthoughts,feelings,andactionssotheycanunderstandhis
actionsattheendofthestory.
Assessment(Checkfor
Understanding)
Teacherwillaskstudentsquestionsasshereadsthroughthestoryasformativeassessment.Shewillalsogradethe
"SomebodyWantedButSo"graphicorganizertobesurethatstudents'thoughtswereontherighttrack.
DirectTeach
Teacherwillreadthebook"Fireflies"byJulieBrinckloetoclass.
Modeling
Teacherwillexplainandmodelhowtofilloutthe"SomebodyWantedButSo"graphicorganizer.
GuidedPractice
Teacherwillguidestudentsthroughthestorybyaskinglotsofquestionsandfacilitatinggroupdiscussion.Theclasswill
worktounderstandthemaincharacter'smotivationbehindhisactionsattheendofthestory.
IndependentPractice
Studentswillcompletethe"SomebodyWantedButSo"graphicorganizerindependently.
Modifications/Accommodations
forSpec.Populations
ELL:teacherwillgoovermoredifficultvocabularlywordsfromthebookwiththesestudents
SPED:studentsmayhavemoretimetoworkonthisprojectandteacherwillgooverthe"SomebodyWantedButSo"
graphicorganizerwiththemtoguidetheirthinkingandansweranyquestionstheymayhave
GT:studentswillbrainstormanddiscusswithotherGTstudentswhatotherpossibleendingsthestorymayhavehadif
themaincharacterhadnotactedthewaythathedidattheendofthestory
Closure
Teacherwillfacilitateaclassdiscussionabouttheirfindingsregardingthemaincharacter'smotivationsbehindhis
actionsattheendofthestory.
WrittenReflections
ReflectionQuestions
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