Professional Documents
Culture Documents
PRE-INSTRUCTIONAL PLANNING
Context for Learning/Provisions for Diverse Learners
1 Identify the strengths, needs, and interests of individuals needing
accommodations, including students with IEPs and/or 504 plans.
The main strengths include active participation in class work time. Needs of the
class include two students on the autism spectrum (both high-functioning and
verbal) and another student with ADHD. There is an Educational Assistant
assigned to one of the students with autism and the student with ADHD.
What state adopted academic or content standard(s) are you addressing? (Provide
the name of the
standards document, the grade level, the correct numerical citation, and the text
of the standard(s)
you select.)
"Standard 2: English language learners communicate information, the language of
ideas and concepts necessary for academic success in the Language Arts content area
of Language Arts."
What is your objective(s) for this lesson? Identify what the students will be able to
do following
instruction. Include an action verb (observable behavior), and criteria for
success.
By the end of this lesson, students will be able to correctly write the first person form
of 10 irregular verbs with 90% accuracy, include 5 of these irregular verbs into a
personal memoir, and correctly label all nouns, verbs, and adjectives with 90%
accuracy.
Continuity of Lessons:
Describe your lesson sequence. How do the prior and subsequent lessons affect
what you
will be teaching and what you will be expecting students to do? How will you build
on what
students have learned in previous lessons and use what they know to support them
in meeting
expectations of the next lesson? How have you made use of student assessment
from previous lessons to
make and or adjust these plans?
Academic Language and Support:
What are the academic language demands?
Function:
Key: an task where students make a chart where each symbol used in their text
represents a concept or idea.
Form:
Past tense: when the action the verb does happened in the past
Irregular: something that is "not" regular.
Verb root: changes from its present tense form.
First person verb tense: the sentence is written like the writer him/herself is the one
doing the verb.
Memoir: a short story of a "memory" the writer has.
How have you planned to support students in meeting the academic language
demands for this lesson?
(Identify specific strategies, visuals, models, and or demonstrations you plan to
use to support students understanding of the academic language. Describe when,
within the lesson, students will be expected to use and demonstrate understanding of
the academic language. Be sure to include function, form, syntax, and discourse.)
I plan to support students in meeting the academic language demands by first writing
examples of both regular and irregular verbs on the smartboard. ("I do"). Then I will
proceed to, also on the smartboard, write in collaboration with the students about
some things that our class mascot could have "done" the day or week before,
providing opportunities to include the irregular past tense verbs discussed earlier in
the lesson. ("we do"). It is at this time where I will explain what the memoir consists
of, how to make a key for categorizing their nouns, adjectives, and verbs in their
memoir, and inform the students they will be tested on the 10 irregular past tense
verbs in the first person covered and had notes taken on during class time ("you do").
Assessment: Attach to your lesson plan any rubrics, checklists or other assessment
tools that you will use.
Describe the tools/procedures that will be used throughout this lesson to monitor
and measure
students learning of the lesson objective(s). (Multiple and varied assessments
should be used in the
lesson.)
Assessment will include monitoring and measuring student's learning by noting how
the students answer the questions I ask, as well as their involvement with learning
about the class mascot. Assessment will also include writing a memoir with a
minimum of 10 sentences, using all past tense verbs, including 5 irregular from our
class list, as well as making a key labeling all parts of speech from the previous
lesson. A rubric for the memoir is included. A test will be given at the end of the
lesson to check for student's comprehension of irregular verbs. Students will be
required to write the first person tense of all ten irregular verbs discussed in class.
Before giving students class work time to work independently, I will ask a student at
random to "Can you explain what you are supposed to do now during work time?" to
check if the asked task in understood. During the class work time, I will circulate the
room and see how students are formulating their complete sentences.
Student Materials:
Pencil, ELL notebook for taking notes and writing memoir
Theories and or Research-Based Best Practices:
Identify relevant research/theory to justify why learning tasks (or their application)
are appropriate.
How have you intentionally linked this to your instructional planning?
The "I do, We do, You do" model demonstrates in several formats what the students
are expected to do, first by observation, then collaboration, then independently.
"Writing about experiences will sharpen those memories and deepen their meanings.
You can also better appreciate the broad landscape of your life and develop a sense of
personal power by exploring ways you coped with difficult times in the past and you
can identify how you can use these skills today. As old memories are written down,
you may become aware of new memories."( -Height, Rae)
Height, Rae, RN, MA, LMHC. "Benefits of Memoir Writing". Journaling & Collage
Instruction-Medical Narrative.
<http://raehight.com/pdfs/Benefits_of_Memoir_Writing.pdf>
Teacher Skill Focus for This Lesson: (Also note how you plan to collect feedback.)
The skill focus for this lesson includes gaging the volume of my voice, calling on all
sides of the room, and redirecting any student's off-task behavior. I plan on collecting
feedback by discussing with students the work shown in their memoirs at the
portfolio workshop.
Standard Lesson Plan
Form
LESSON PLAN
Plan your teaching steps by addressing What will the teacher do and What will
students do.
INSTRUCTIONAL SEQUENCE
Time What will the teacher do? What will students do? (Note behavior
expectations and plans to promote
intellectual engagement.)
Introduction/Motivation:
[Play relaxing, acoustic guitar in the Fist-pump me, their classmates, and take
1 min background. Fist-pump each student as they their seat.
come into the classroom and take their
seat.]
Now, let's recap what we've learned in our Students raise hands and I call them by
3 min last 2 lessons Who would like to explain name to share their ideas. Give prompts to
what we did in our first lesson? students who struggle to remember.
Yes! First we learned about each other in our
"Who am I?" posters that you all shared with Wait for student response give prompts
the class so well! Then we clarified 3 major to brainstorm ideas (for example, "What
parts of speech. Who can tell me what they words describe things?, etc. ")
1 min are?
Great! The 3 parts of speech we covered are
nouns, adjectives, and verbs. These are
used all the time in English!
We are going to need our notebooks today Call on student to pass our student's
for notes and our assignment. Before we notebooks to their class mates.
look at irregular verbs, let's start by looking
at verbs that do not change the root when
10 put in past tense. Please note the pattern
min when I write these verbs on the smartboard;
you do not need to write these down.
[Proceed to write verbs "cook", "laugh", "I do": I proceed to show examples of how
"play" "talk" in 1st person present tense and these regular verbs have "-ed" endings.
1st person past tense.] What is the pattern Call on students to check to see that they
here? recognize the pattern.
Who wants to explain to the entire class Call on a student with a raised hand or
what you are supposed to do now? select a student at random to repeat what
they are supposed to do.
Extension:
POST-INSTRUCTIONAL ASSESSMENT
Analyzing Students Learning:
What next steps are needed to provide targeted support to students (who did not
meet or exceeded
the objectives) relative to the central focus, standards, learning objectives, and
the assessment data?
Describe the specific feedback you gave the students to further guide their
learning. How were students
able to use the feedback you provided? (Describe the specific opportunity for their
application of the
feedback.)
In reflecting on your lesson and your strengths and challenges, what went well?
Why? What challenges
did you face? Why?
What do you understand about your own teaching based upon the patterns of
students understanding,
skills, and misunderstandings that were identified?
What is the evidence that you engaged students intellectually and deepened their
learning?
What is a proposed change to your teaching practices that is specific and strategic
to improve individual
and collective students understanding of standards/objectives?