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Millicent Atkins School of Education: Common Lesson Plan Template

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79 views7 pages

Millicent Atkins School of Education: Common Lesson Plan Template

Uploaded by

api-332331761
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Teacher Candidate

Name:

Cori Redmond, Heather Glover, Josie Voegele, and Andrea


Morehouse

Grade Level:

Kindergarten

Subject:

Language arts/vocabulary

Date:

Wednesday, October 12, 2016

Millicent Atkins School of Education: Common


Lesson Plan Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
K.L.4.b Use the most frequently occurring inflections and affixes (e.g., -ed,
-s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
List the Learning Objective(s) to be addressed in this lesson. Use the
following format: Students will be able to
Students will be able to know that words that end with a suffix -ing are in
present tense.
Describe how the objective is relevant to students lives.
The students will be able to talk in present tense when talking to other people.

List the words relevant to the content area that you will either introduce
and/or review during your lesson.
Swooshing, squelching, scooping, gobbling, spinning, and rumbling

List the materials you will need to teach the lesson.


Anchor chart, construction paper, scissors, pencil, markers, glue

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.
The teacher will have an anchor chart with the 6 -ing words and then ask if they
know of the words that are written down. Also, ask the students what they all have
in common and what the -ing means in the words.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if


applicable)
Is your pre-assessment included at the end of this lesson plan?
Describe the timeline as to when you plan to administer the preassessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).
I will present the pre-assessment two days prior to the lesson.
Create and insert a table/chart/graph that shows the pre-assessment data
results. (if applicable)

Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment


you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.

Is your post-assessment included at the end of this lesson plan?


APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides
a model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.
We will use the SmartBoard during this lesson.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information (Task
I).
Have the students who can't see as well sit in the front.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
I will have the students repeat back directions so I know they are understanding
the task at hand. Also, I will walk around the room to monitor off task behaviors
and redirect students while checking-in with each student for adequate progress.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
I will show the students the anchor chart with the king drawn on in with the 6
different words on it and ask the students "What do all these words have in
common?" They will realize that all the words end with -ing. Then I will show them
the anchor chart that was the 6 words broken up. Explain what each word means
and what the -ing means. Use examples for each word and act out to the students.

Describe how you will communicate (to students) how the objective is
relevant to their lives.
The objective is relevant to their lives because they will be able to talk to
other people in present tense or write in present tense.

Describe what instructional strategies you will use to


model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
Vygotsky's zone of proximal development

Describe how you will check for students understanding before moving on
to guided practice.
I will say one of the definitions or examples I use and the students will respond
with the correct word. This will help the students gain understand to what the
words mean and by adding the suffix -ing means they are in present tense.

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

We will use the examples I provided for the students and act out the words
together and emphasizing that we are doing them right now and it's in
present tense so we use the -ing.
Describe how you will check for students understanding before moving on to independent
practice.
They will turn to the student next to them and use the words in a sentence. Then
come together as a class and have some of the students tell their sentence.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
I will hand out the materials they need (the kings head, crown, and body). The
students will make their own king of "ing". On a separate piece of paper, the
students will trace the 6 words that are provided. After they trace the words, they
will glue them on the kings body.

APPENDIX: Include a blank copy of your post-assessment.


Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small group,
etc.).

In a small group, they can share their king to their group.

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Insert an image of your table/chart/graph here.


Description:

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

List and describe two ideas for redesign you would make if you were to teach this lesson
again.

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