Professional Documents
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LESSON PLAN
National University
Abstract
Teachers should have a well thought out lesson plan in order to be fully prepared for what
is going to be taught as well as have the learner objectives defined. It is also a great
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Student has slight auditory and processing delays. to locate places and know the
Needs to have things repeated and checked for physical as well as cultural aspects
Couple of students with ADHD and get antsy after progressively more international
This will be the first lesson for History/Social history of geography has shaped
Science in 6th grade, lesson is geared to review and played significant roles in how
prior learning and introduce new concepts to help people, cities, and countries have
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)
Rationale:
The students will be able to name the
Completing the crossword puzzle
continents- The students will be able to
will demonstrate that the student
complete the continent crossword puzzle
understands the continents
Describe features of the Earth's surface- the
relationships within a map
students will be able to describe at least 5
skills.
3. Pre-assessment Activity: (Determine students abilities to achieve the learner outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
Rationale:
The teacher will ask a series of questions to check
It is important to analyze what the
for prior knowledge regarding the following
LESSON PLAN 5
vocabulary terms. The students will use their students already know in order to
individual whiteboards to answer the questions and focus on the concepts that they
raise them in the air for the teacher to review. currently do not understand. It is
Rationale:
The student with the auditory deficiency is seated
It is important for the student with
in the front closest to me, where I will be able to
auditory difficulties to be at a closer
observe and check for understanding and be able
proximity to the teacher in order to
to monitor for clues to see if he is following the
be able to hear clearer .
lesson.
needed. I use many visuals to help EL students them a better look at the visuals that
reinforce what I am saying. The teacher will also they can use to help reinforce the
make sure to speak standard concise English in a vocabulary being used by the
The lesson is designed to have small breaks where Using Kagen strategies to help give
students will stand up and move around a little bit small breaks between the lessons
to help the students expend energy and not get too will help students stay engaged and
group discussions.
5. Resources: (Identify materials needed for this lesson accounting for varying
degrees of skill level)
Rationale:
Promethium board The use of the promethium board
LESSON PLAN 7
After a few minutes of having students write down world history and lead to the
their thoughts, I will have students do a pair share discussions of what the lesson will
to discuss with their shoulder partner. Using be all about.
popsicle sticks with the students names, I will
randomly choose a couple of names to share.
The teacher will then discuss Stonehenge and its
significance in World history dating back several
thousands of years, and used as an introduction to
the history dating back to Pangaea and the
evolution to today's continents.
Rationale:
Review of Stonehenge and worksheet as guided
Having different types of learning
practice. The students will get the opportunity to
activities will keep the students
discuss their work with shoulder partners as well.
engaged and prevent from getting
Collaborative learning will take place when each
antsy in their seats by providing
group will be assigned a continent to analyze in
opportunities to keep active by
each of the three different maps based off of
changing locations in the room
Wegener's Continental drift theory and discuss it
during the pair share and group
among their groups and share with the class.
activities.
Rationale:
The students will be able to analyze and compare a By letting the students pretend that
world map to a globe and be able to display the they are cartographers, they will be
LESSON PLAN 10
differences and similarities by completing a Venn engaged and excited to analyze the
diagram. difference between the world map
and the globe and record their
individual findings in the Venn
diagram.
9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
Rationale:
Observation during group cooperation will be an
informal type of assessment. Having several different types of
assessments will give different
The students will be able to complete a Venn learner types to be able to show
diagram with at least 5 differences from each, and what they have learned.
5 similarities.
10. Closure: (Describe how students will reflect on what they have learned.)
Rationale:
The teacher will hand out a second blank Venn The students will think about what
diagram and have the students take it for they learned in class by reviewing
homework to re-do their original diagram in a and editing their own work.
more organized and presentable way. This will also The closing questions will get
give the students to re-think about what they wrote students thinking about how the
and be able to edit, add or adjust their diagram lesson can relate to the way they
based on the class discussions. use maps and think about how it
LESSON PLAN 11
Before closing the lesson ask students "Why do relates to the way things are today.
people use maps more often than globes? What are
some things that maps show? How have maps
changed over time?
11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from this lesson? Who needs
additional help? Who needs enrichment or higher level work?)
It has been a blessing for me to get the opportunity to work with a former classmate of mine,
Mrs. Mendez. She has been a great help by guiding me with the lesson and correlating it with the unit
that pertains to the students first week of school.
Overall, I believe the lesson went great. The only thing I would change in the future is to
divide this lesson into two and split it between two days. It was a lot of information to cover and I
caught myself speaking fast to try to cover it all and I feel this was not fair to the EL learners.
I have had the opportunity to have been able to observe the students for two days, so I was
familiar with which students are hyperactive and tend to be the most talkative. The student with the
auditory needs is seated in very front and one talkative student was moved to the middle where I was
able to keep a closer eye and have closer proximity to him when I saw him start talking.
Class participation went well, in my opinion. However, there is one student who did not want
to speak out in front of the class. At first I thought it was because he did not do his work, but I noticed
that he did. I turned out he is just shy and does not like to speak in front of the whole class. For future
reference this is important information that I need to know about my students so that I can prevent
students from being embarrassed in front of their peers. The time frame for the lesson was an hour
and 15 minutes but ended up being a little over an hour and a half which cut into some of the math
intervention time. Since it is early in the school year and early in the day, it was not a big deal.
Resources:
LESSON PLAN 12
Mifflin, Houghton (2007) History Social Science: World History. Houghton Mifflin
Company. Boston.