Professional Documents
Culture Documents
Janet Castro
National University
Abstract
The annotated lesson plan will follow the appropriate lesson plan format and include
the CELA and ELD standards, appropriate goals, objectives, outcomes, rationale, class
(student) characteristics. The lesson plan will include appropriate presentation methods,
applications, assessment techniques, and teaching materials. There will also be appropriate
learner profile, and overall integration of 1/3 Plus Model. The lesson plan will be followed by
a thorough annotation that clearly explains my planning decisions and rationale for all
lesson components. This will include how and why lesson meets needs of all students,
especially ELs and profiled student. Explicit references from course required literature and
Topic:
Food Labels It is vital that students learn how to read
and understand food labels and its
contents, because they must first learn
how to determine the difference between
healthy and unhealthy food items based
on fat (g), % Daily Values, in order to be
able to make life long
Approximate
time: This lesson will take the entire The activity is a closure activity from
instructional time – 50 minutes. Lesson 5 - “Food Label Fax” in the
“Eatfit” nutrition curriculum. This
activity helps students to review and
connect previously learned information
(bridging) and activate prior knowledge.
collaboration.
Class (student)
profile: The student profile I chose was I chose Liang because he is the age group
Liang is a 13-year-old 8th grader who I plan to work with (middle school age).
came with his family from Taiwan 3 Also, because his background mentioned
his interest in sports.
years ago. His father runs a small
grocery store and his mother cares
for his 2 younger siblings. Though
there are several Mandarin speakers
in his neighborhood, his extended
family is still in Taiwan. Liang
speaks Mandarin fluently and can
read age-appropriate books and
magazines. His report cards from
his school in Taiwan indicated
average grades. Liang is outgoing
and active in sports. Though he still
struggles with English
pronunciation, his CELDT results
indicate an overall score in the Early
Advanced range, and he has been
identified as an English
Learner (Listening and Speaking =
Intermediate level. Reading =Early
Advanced. Writing = Early
Advanced.)
Goals
Students will learn how to It is essential for students to learn and
read Nutrition Facts food understand how to read nutrition facts
labels. food labels, so they know how to make
Determine their daily food healthier food choices.
consumption in a 3-day food
diary. Reflect upon changes
they must make in their diet
to live a healthier lifestyle.
Collaborative:
1. Exchanging information and 1. SL.7.1, 6; L.7.3, 6
ideas with others through oral
collaborative discussions on a range
of social and academic topics
Technology:
N/A This lesson will not require technology.
However, I could include technology if
there are students that have
accommodations listed on their IEP. I
can provide them with a laptop or tablet
with access to a powerpoint listing the 6
nutrition food label stations. They could
look at each slide (each station) and
locate the same information. If student
needs audio, I can include a recording
that can read the food labels and its
contents.
Procedures
There will be a brief review of the Sharing a personal experience that is
previous lesson, followed by a realistic can help students better connect
transition that includes the teacher’s the key concepts. Having students work
personal experience. Then, the with peers can help them with their
teacher will place students into collaboration skills.
groups. The students will
collaboratively work together to
answer the activity and quiz
questions in the handout. In the end,
the teacher will review the quiz
questions and give them some
question to think about.
Anticipatory Set:
The teacher will introduce a personal This will help students to critically think
experience that ties in with the about their own experiences and help
activity. them to activate prior knowledge from
Running head: ANNOTATED LESSON PLAN 7
Student Activity
1. Students will be divided into Collaborating with peers in a small group
six groups and be assigned to setting is beneficial for students. They
a different station. will have opportunities to work together
to come up with solutions and clarify any
2. Using the Food label Fax questions their peers may have. Students
sheet in the workbook, give can verbally express their answers and/or
students three to five minutes write their responses onto their individual
at each station. worksheet provided.
Homework:
Students will be asked to keep track This activity will help students be aware
of a 3-day food diary (breakfast, of their daily food choices. The reflection
lunch, dinner, snacks, etc.) and write will help them connect what they learned
a 1-page reflection. about reading food labels and its content
related to their daily diet.
Annotation
consistencies to prepare students for the demands of the workforce. Spring (2016) said, “the
common standards will help ensure that the students are receiving a high-quality education
consistently, from school to school, and state to state” (p. 251). For example, a student living in
the mid-west should be receiving the same education and be given the same standards to meet, as
those students living in the north, west coast, southwest, and east coast. Spring (2016) also said
that “standards do not tell teachers how to teach, but they do help teachers figure out the
knowledge and skills their students should have so that the teachers can build the best lessons
and environments for their classrooms” (p. 252). In other words, the standards help guide
takes place in a social environment where students can collaborate, cooperate, and
communicate…” (p. 253). I decided to incorporate collaboration into my lesson plan activity to
emphasize knowledge construction and skill development in the English language like
Serdyukov and Ryan describe in text. It was important for me to come up with a lesson that was
fun and engaging. My goal was to have the students explore the information as a group, and
come up with solutions. This is a great lesson to teach because it incorporates an array of SDAIE
strategies such as: activating prior knowledge, bridging, appropriate language input and pace,
enthusiasm, and student engagement. Students from all learning styles, including the 1/3 model
students, ELLs, and exceptional students can all meet their needs. The upper 1/3 model can play
a leader role in which they can be challenged in many ways to lead their group. The middle and
Running head: ANNOTATED LESSON PLAN 10
lower 1/3, and ELLs have peer support to help guide them and clarify any questions they may
have. Also, the teacher acts more as a facilitator rather than a lecturer by also guiding students as
necessary.
I chose Liang for my profiled student because he is the age group I plan to work with
(middle school age). Also, because his background information mentioned his interest in sports.
In his description it mention that he was outgoing. This activity would be a great because he
could work in a small group setting with peers. He would have opportunities to discuss with his
peers and work together to fill out the handout and answer quiz questions. According to Haley
and Austin (2014), “preparing learners who share the learner’s first language, as well as those
whose don’t know the learner’s L1, to collaborate in order to accomplish the lesson” (p. 235). In
other words, ELL’s like Liang can learn more in the long run by collaborating with peers that
References
/sp/el/er/documents/eldstndspublication14.pdf.
California Department of Education (2010). Physical education model content standards for
http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf.
Serdyukov, P. & Ryan, M. (2014). The 5-minute lesson plan A practitioner’s guide. Boston, MA.
Pearson.
Spring, J. (2016). American education. (17th ed.). New York, NY: Routledge.