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Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: o Who is the audience o What action verb will be measured during instruction/assessment o What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest f.
Section 1 Lesson PreparationTeacher Candidate Name.docx
Section 1 Lesson PreparationTeacher Candidate Name.docx
rtodd280
Section 1: Lesson Preparation Teacher Candidate Name: Ms. Lope Grade Level: 2nd grade Date: Unit/Subject: ELA Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: National/State Learning Standards: Common Core State Standards: RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words. Specific Learning Target(s)/Objectives: Objective (Explicit) Student will be able to (SWBAT): · decode the vowel sound short /e/ in one-syllable words. · to distinguish the short /e/ sound in one-syllable word within a sentence. Sub-objectives · SWBAT sound out words phonically · SWBAT differentiate between different phonemes Academic Language Short /e/ sound Long /e/ sound Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web. Resources, Materials, Equipment, and Technology: Short /e/ Vocabulary list Short /e/ paragraph Short /e/ Book Jen Short /e/ Word Search worksheet Section 2: Instructional Planning Anticipatory Set Time Needed Multiple Means of Representation The teacher will start a conversation with the student, asking the student what the different sounds the different vowels make. Teacher will then lead into conversation about the e sound and it makes two different sounds. Teacher will tell the student that today's objective is to work on the short /e/ sound. Teacher will review the short and long e sound with student, teacher will ask student about learning it in the past. (How did you learn these sounds? How do you remember which sound to make?) Teacher will tell student that we are going to read a paragraph and look for the short /e/ sound. Explain how you will differentiate materials for students with special needs · What accommodations/modifications will you include for a specific student? · Do you anticipate any student who will need an additional challenge? What co-teaching approach will you use to maximize student achievement? Time Needed Multiple Means of Engagement Teacher will have the student read the paragraph that emphasizes the short /e/ sound. The teacher will help the student if needed. The teacher will then have the student highlight the short /e/ sounds. Teacher will explain that it is a short /e/ sound because of the CVC/CVCC pattern. How did you know to use the short /e/ sound? What would it sound like if you used the long /e/ sound? Student will read the paragraph. Student will highlight the words with the short /e/ sound. Student will ask and answer questions. Explain how you will differentiate materials for students with special needs · What accommodations/modifications will you include for a specific student? · Do you anticipate any student who will need an ad.
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