MAT Science and Mathematics
Wednesday, September 12, 2012
Tuesday, September 11, 2012
Lesson Plan Template
Lesson Plan Template
Teacher
Candidate________________________
Lesson Topic________________________
Date_________________ Grade Level_______ Approximate Time ____________________
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Stage 1 – Desired Results
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National
Standards:
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Essential
Question:
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Stage 2 – Assessment Evidence
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Performance
Tasks:
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Other
Evidence
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Stage 3 – Learning Plan
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Materials
and Resources (Attach all templates.):
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Technology
(If no technology is used in this lesson, provide a justification for
choosing not to use technology.)
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Activating
Thinking Strategies :(KWL, Questions, PBL, Word Splash, Concept Attainment
Activities, Anticipatory Guide…):
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Teaching
Strategies (whole group, small group, active engagement of ALL students):
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Evidence
of Differentiated Instruction (Content, Process, and Product: MI, Learning
Styles, Flexible Grouping, Stations, etc.):
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Modifications
for Special Needs Students: (IEPs, etc.)
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Summarizing
(List higher order thinking questions to determine what students have
learned; Students answer essential question):
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Stage 4 - Reflections
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Pre-
Teaching Reflection: (Assessed on the Lesson Plan Evaluation Rubric)
The teacher
candidate reflects upon the context of the lesson in terms of the students’
prior knowledge and other topics they have been studying. The teacher
candidate reflects upon modifications and adaptations planned for the lesson
and articulates rationales for planning decisions, e.g., why technology is or
is not included in the lesson, etc.
Using specific
descriptors described by James Beane below
as a guide, the pre-teaching reflection must include a discussion of
how this lesson relates to the department’s conceptual framework. While not
all descriptors are applicable to every lesson, this portion of the
pre-teaching reflection is intended to encourage you to think about the
proposed instruction through a guided process based on our conceptual
framework.
James
Beane (2005) provides nine characteristics that a critical constructivist
would find useful when assessing a teacher candidate’s instruction: germane,
crucial and vital, calls for creativity, application of knowledge, coherent,
democratic, sociopolitical consciousness, agency and problem posing. Thus, we
seek evidence to show that our candidates are presenting material in a way
that is relevant to students (germane), that what is being taught is very
important (crucial and vital), students must be creative in thinking of
possible solutions (calls for creativity), activities ask students to reflect
on how the lesson can be used in their daily lives (requires application of
knowledge), the lesson is presented in an easy-to-follow format, and it flows
from one stage to another smoothly (coherent), the topic of the lesson is a
social problem that needs our attention (social problem focus), the lesson
provides students an opportunity to learn and apply knowledge of democratic
processes (democratic), students have an opportunity to see the relationship
between social and political perspectives (sociopolitical consciousness), the
instruction provides pathways for power to affect change (agency) and that
the lesson encourages looking at a topic from a multiple perspective
viewpoint (problem posing).
Post- Teaching Reflection: (Assessed on the TPOI
Rubric)
The teacher
candidate…
·
Provides
thoughtful assessment of the lesson’s effectiveness and the extent to which
the lesson achieved its goals by citing examples from the lesson.
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Identifies
strengths and weaknesses of the lesson; provides specific suggestions for
improving areas of weakness.
·
Provides
appropriate explanation of why a lesson would or would not be changed for
future instruction.
·
Reflects upon
interactions with parents, students, and others to improve practice.
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Lesson Plan Example Math
Lesson Plan #4
Teacher
Candidate: Shayna Chapman Lesson Topic: Math
Date: March 24, 2011 Grade Level: 4th Approximate Time: 45 minutes
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Stage 1 – Desired Results
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National Standards:
.M4D1. Students
will gather, organize, and display data according to the situation
and compare related features.
a. Construct and interpret line
graphs, line plot graphs, pictographs, Venn
diagrams,
and bar graphs.
c.
Compare different graphical representations for a given set of data.
e.
Determine and justify the range, mode, and median of a set of data.
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Essential Question:
How can the mean,
median, mode and range be used to analyze a given set of data?
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Stage 2 – Assessment Evidence
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Performance Tasks:
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Other Evidence
**Early
finishers: Students/groups who finish
early will be able to visit the website http://www.bbc.co.uk/schools/ks2bitesize/maths/data/mode_median_mean/play.shtml
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Stage 3 – Learning Plan
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Materials and Resources (Attach all templates.):
Computer
Promethean board
Activotes
Flipchart
Desks/chairs
Data Graphic
Organizer (reproducible)
Notebook paper
Pencils
Shoes
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Technology (If no technology is used in this lesson, provide a
justification for choosing not to use technology.)
This lesson relies heavily on the use of technology. To begin this lesson, the teacher will use
the promethean board and computer to project the lesson’s flipchart. During the later portion of the lesson,
students will use the activotes to check their knowledge by completing an
interactive quiz.
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Activating Thinking Strategies :(KWL, Questions, PBL, Word Splash,
Concept Attainment Activities, Anticipatory Guide…):
To begin this lesson, students will
be asked to complete a short “Dear Teacher” letter. During this activity, students will use a
piece of notebook paper and pencil and will write a short letter to Ms.
Chapman in which they will write on the one of the following prompts:
Option 1: What are you still having trouble
understanding- mean, median, mode and range?
Option 2: If you feel you have mean, median, mode and
range under your belt, explain how you can use these in everyday life.
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Teaching Strategies (whole group, small group, active engagement of
ALL students):
This lesson will begin
with the students as a whole group as they complete the activating strategy,
“Dear Teacher.” During this writing
exercise, each student will write about what they do not understand about the
concept or how they can use the concepts in everyday life. This activity should take the students 5-7
mins.
After the students write their letters,
the teaher will collect them and the class will proceed to cover the MMMR
flipchart on the promethean board. This
flip chart will contain the standards, essential question, and everyday life
examples. After the flipchart has been
covered, students will be divided into mixed ability groups (small groups) in
which they will be asked to find the mean, median, mode and range of their
groups shoe sizes and family sizes.
They will be asked to complete the given MMMR data sheet and the
groups will compare their data with others when they finish.
To conclude the lesson, students will be
given a short quiz in which they will use the activotes to project their
answers. By using the activotes, data
will be shown right away and the teacher will be able to make further
explanations if need be. Students will
then be asked a series of higher level thinking questions and then be
dismissed.
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Evidence of Differentiated Instruction (Content, Process, and
Product: MI, Learning Styles, Flexible Grouping, Stations, etc.):
For this lesson, flexible groups will be used as students complete the
lesson’s interactive portion. These groups have been made based on the
student’s Benchmark test scores. This
week, I gathered the student’s scores and made the groups to have a student (or
two) who is higher so that he/she would be able to lead the group (if need
be). In addition, I kept in mind
similar personalities and tried to make the groups have ones that would work
well together.
Although
each child has a different learning style, this lesson will meet each student
style in the following ways:
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Visual Learner: These students will enjoy the flipchart and
the graphs that they will find as they collect their data. In addition, these students will find that
the quiz is helpful because it is presented in a very pleasing manner.
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Auditory Learner: These students will enjoy listening to the
teacher and group members as the concepts are explored.
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Kinesthetic Learner: These students will love working with the
groups and getting to hold a voter for their quiz. I think that these students will have the
most fun with this activity because it is very hands on!
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Modifications for Special Needs Students: (IEPs, etc.)
Since I will be
teaching this lesson to all of the fourth graders at one point during the
day, I will have several students who have special needs. As best I can, I will address each specific
need presented in my classroom:
Visual
and auditory impairments: These students will sit in the front of the
classroom so that they are in close proximity to the teacher. In addition,
students who have auditory impairments will wear their hearing headphones as
the teacher uses the microphone.
ADHD: Children that are ADHD will also sit close
to the teacher. These students will
also find that there will be little clutter on the desks when they work on
their activities (which will help their attention levels). These students will enjoy working in groups
(which they have been previously placed).
*All students who
have a special need (learning disability) will be placed in a group/pair
which will have a student who is of a higher academic level. This way, these students can learn not only
from the activities, but also from the surrounding students.
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Summarizing (List higher order thinking questions to determine what
students have learned; Students answer essential question):
To conclude the
lesson, the students will be asked a series of higher level thinking
questions. These questions include:
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How can I use M,M,M, and R in my everyday
life?
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Which concept do you think we use more than
the others? Give an example.
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How can the mean, median, mode and range be
used to analyze a given set of data?
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Stage 4 - Reflections
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Pre- Teaching Reflection:
I am looking forward
to teaching this lesson because these students really struggle with the
chosen concepts. I think that this
lesson is germane in that it presents students with material that can be seen
in their everyday life (germane) as
well as the lesson is very active. Students will enjoy working in groups and
they will remain active from the beginning of the lesson until the end. While
the material does cover the GA standards, it is very crucial and vital that students be able to understand and apply
these concepts to their everyday lives and it is preparing them for their
CRCT which is in a few weeks. I think that by using different resources
(Promethean board and interactive quiz, graphic organizer and groups) I think
students will form a better understanding of the concepts. I also feel that this lesson is presented
in a coherent fashion as well as it
encourages creativity and overall a
positive learning environment. Not
only does this lesson meet a majority of the Beane characteristics, it also
helps children to reflect and realize how they encounter mean, median, mode
and range problems every day. I think
my students will thoroughly enjoy this lesson and I look forward to their
responses!
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Lesson Plan Example Grammar Review
Teacher Candidate Kim F. Patton Lesson Topic_CRCT Grammar Review__
Date March 14, 2010 Grade Level 8th
Approximate Time 55 minutes
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Stage 1 – Desired Results
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National
Standards:
2. Students apply a wide range of strategies
to comprehend, interpret, evaluate, and appreciate texts. They draw on their
prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification
strategies, and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
6. Students apply knowledge of language
structure, language conventions (e.g., spelling and punctuation), media
techniques, figurative language, and genre to create, critique, and discuss
print and non-print texts.
ELA8R1. The student demonstrates
comprehension and shows evidence of a warranted and responsible explanation
of a variety of literary and informational texts.
For literary texts, the student
identifies the characteristics of various genres and produces evidence of
reading that:
Compares and contrasts genre
characteristics from two or more selections of literature.
Analyzes a character’s traits, emotions,
or motivations and gives supporting evidence from the text(s).
g. Analyzes and evaluates the effects of
sound, form, figurative language, and graphics in order to uncover meaning in
literature:
i. Sound (e.g., alliteration,
onomatopoeia, internal rhyme, rhyme scheme, meter)
ii. Figurative language (e.g., simile,
metaphor, personification, hyperbole, symbolism, imagery).
h. Analyzes and evaluates how an author’s
use of words creates tone and mood and provides supporting details from text.
ELA8C1 The student demonstrates
understanding and control of the rules of
the English language, realizing that
usage involves the appropriate application
of conventions and grammar in both
written and spoken formats. The student
a. Declines pronouns by gender and case,
and demonstrates correct usage in sentences.
b. Analyzes and uses simple, compound,
complex, and compound-complex sentences
correctly, punctuates properly, and avoids
fragments and run-ons.
c. Revises sentences by correcting
misplaced and dangling modifiers.
d. Revises sentences by correcting errors
in usage.
e. Demonstrates appropriate comma and
semicolon usage (compound, complex,
and compound-complex sentences, split
dialogue, and for clarity).
f. Analyzes the structure of a sentence
(basic sentence parts, noun-adjective, adverb
clauses and phrases).
g. Produces final drafts/presentations
that demonstrate accurate spelling and the
correct use of
punctuation and capitalization.
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Essential
Question:
Can
you successfully answer all review questions correctly?
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Stage 2 – Assessment Evidence
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Performance
Tasks:
Review:
Jeopardy game
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Other
Evidence
CRCT practice review book – Answer Sheet
p161
CRCT on April 20,2010
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Stage 3 – Learning Plan
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Materials
and Resources (Attach all templates.):
Jeopardy Review PowerPoint
Word Splash – Review words
Computer/Screen/Elmo
CRCT Review books and answer guide
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Technology:
PowerPoint – Jeopardy CRCT Review Game
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Activating
Thinking Strategies:
CRCT is in FOUR days
Word Splash – <On PowerPoint>
What are your struggles? List out ANYTHING you still have questions
about and we will review.
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Teaching
Strategies:
Whole
Group: Jeopardy game for CRCT review. My
general purpose in creating and executing this game is to have a fun,
collaborative, and creative way to review grammar rules and usage in our
classroom, and for students to experience the challenge and higher level
thinking required to master the CRCT. If the students play the game and put
in a maximum effort, their retention of the review material will be strengthened.
Individual: After we play the game, the class will work
independently in their CRCT workbooks (pages 137-152).
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Evidence of Differentiated Instruction: Flexible grouping is consistently used. I will conduct whole-class introductory discussion for Grammar Review for the CRCT. We will play a game with the entire class. I will divide the class into teams based on ability. After the game, we will follow-up with independent work in their CRCT workbooks. By using multiple ways of presenting the material, the students will have a diverse sampling of questions as they may appear on the CRCT. For students with physical or cognitive disabilities, such a diversity of examples may be vital in order for them to access the concept being taught. Other students may benefit from the same multiple examples by obtaining a perspective that they otherwise might not. |
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Modifications for Special Needs Students: (IEPs, etc.) I do not currently have any IEPs.
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Provided written individual instructional
guides to insure that students stay focused and on task
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Provided visual aids to accompany the lesson
objectives
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Summarizing:
Ticket out the Door:
Answer Sheet Page 161
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Stage 4 - Reflections
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Pre-
Teaching Reflection:
Two weeks ago the eighth grade took a
benchmark to show the progress they have made this year in ELA. My cooperating teacher took the scores from
that test and found areas that they are weak in. I focused this lesson on several of those
elements. The quickest way to test
their knowledge is to review with a game (germane). I took all of the questionable areas and
made a review game. All of the
questions came from other CRCT review test (coherent). I feel good about the wording of the
questions. Often times the student
will be familiar with the concept, but the wording of the test question will
confuse them.
Jeopardy game for CRCT review. My
general purpose in creating and executing this game is to have a fun,
collaborative, and creative way to review grammar rules and usage in our
classroom, and for students to experience the challenge and higher level
thinking required to master the CRCT (democratic). If the students play the game and put
in a maximum effort, their retention of the review material will be
strengthened. We have not used the
CRCT test prep booklets and the students need to be familiar with the test
questions. The review in the workbook will
add to this review.
POST-Teaching
Reflection:
This lesson went well, even though we had a fire drill
during the middle of the class period.
Fortunately I was prepared and was able to show my classroom
management skills. At the beginning of
the class, I had the students write down anything they felt they were still
having trouble with. I had them
continue to write of this sheet during the review game of any item they felt
they needed practice on. I was very
pleased to have such high participation.
The review game of Jeopardy went very
well. The students were able to see
the screen and all of the components worked wonderfully! I have a fear of everything going wrong on
observation day, but it went well. I
am very happy with the participation from the game. I think I will break them into smaller
groups next time so I can hear more of the students answer and be able to get
feedback from more of them. When they
had a question or I could hear that they were going to answer wrong, I asked
several questions before going on to the next screen. By discussing it, I felt they were catching
on to the right answer.
I
had made the review game based on the Benchmark test and feel I did a good
job. A couple of questions stumped
them and it was good to talk them out.
Overall I feel the game was very productive in achieving a good review
for the CRCT. I just love it when
things work they way they are supposed to!
Besides the fire drill, it was a great lesson!
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Lesson Plan History
Teacher Candidate: J.J.
Martone Lesson Topic: World
History/Columbian Exchange
Date: November 15 2011 Grade Level: 9th Approximate Time: 55 minutes
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Stage 1 – Desired Results
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National
Standards: A. Thematic Standard
2:Time, Continuity, and Change
Georgia
Performance Standards: SSWH10 The student will analyze the impact of the
age of discovery and expansion into the Americas, Africa, and Asia
b. Define the Columbian Exchange and its
global economic and cultural impact.
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Essential
Question: Why is chocolate milk a sweet example of the Columbian
Exchange?
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Stage 2 – Assessment Evidence
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I will ask the students the following
questions:
-Why did different crops grow in different
areas?
-What are some important foods that would
have been missing from your area before 1492?
-What changed in 1492 that enabled foods to
travel to different areas?
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Other
Evidence: Asking the students to identify the regions of the world where
the ingredients to the chocolate milk originated
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Stage 3 – Learning Plan
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Materials
and Resources (Attach all templates.):
-Columbian exchange chart
-Blank world map from http://www.studentsfriend.com/aids/curraids/maps/sfworldp.pdf
-world map (see PowerPoint)
-colored pencils
-chocolate milk (only if students want some
and if they are not allergic)
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Technology
(If no technology is used in this lesson, provide a justification for
choosing not to use technology.)
blank world map from internet
world map with countries listed from
internet
constructed the Columbian Exchange Chart in
a Word document
PowerPoint slide show
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Activating
Thinking Strategies :(KWL, Questions, PBL, Word Splash, Concept Attainment
Activities, Anticipatory Guide…):
As the students walk into class, I will have
projected from the projected the following: “write down some of your favorite
breakfast, lunch, and dinner foods”. I will give them about 5 minutes to do
this and then go into my lesson.
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Teaching
Strategies (whole group, small group, active engagement of ALL students):
- I will write
the following quote on the board: “Before 1492, there were no tomatoes in
Italy, no pineapples in Hawaii,
no potatoes in Ireland, no oranges in Florida, and no cattle in Texas.”
- I will call on an individual student to read the quote to the class
- I will then divide students
into pairs and ask them to answer the following question on a blank sheet of
notebook paper: “Why were these important food crops missing in these areas
before 1492?”
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I will give students background information on the
Columbian Exchange in my PowerPoint.
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I’ll pass out the Columbian Exchange charts and blank
world maps to each student in the class
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I’ll instruct students to examine the Columbian
Exchange chart and the world map. Ill asked them to find the country of
origin for each of the major food crops of the Columbian exchange. I’ll instruct
the students to create a key and color and put a symbol of each plant and
animal in the nation of origin.
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The students will answer the following questions
presented on my PowerPoint:
Why did different crops grow
in different areas? What are some important foods that would have been
missing from your area before 1492? What changed in 1492 that enabled foods
to travel to different areas?
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I’ll then inform the students that they are about to
taste an example of the Columbian Exchange by passing out a small sample of
chocolate milk to every student in the class that would like some along with
a d list of chocolate milks ingredients on the PowerPoint.
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I’ll then ask the students to look for familiar
ingredients in the product and make a list of the familiar ingredients on the
PowerPoint.
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I’ll then ask the students to identify the regions of
the world where the ingredients to the chocolate milk originated and discuss
the Aztec Chocolate Drink.
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Then go into my summarizing activity, “Why is
chocolate milk a sweet example of the Columbian Exchange?”
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Evidence
of Differentiated Instruction (Content, Process, and Product: MI, Learning
Styles, Flexible Grouping, Stations, etc.):
Visual- seeing the questions
Auditory-hearing them being read off
Taste- drinking the chocolate milk
Flexible grouping- putting them into groups
to help with the sharing of color pencils
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Modifications
for Special Needs Students: (IEPs, etc.)
Gifted Student- To challenge a gifted
student would ask them the question “what happened if Columbus never landed
in the Americas, would another ‘Columbian Exchange have happen? Would a
different person/group have started a trade between the Old and New Worlds?
Would the foods have ended up in different places than during the Columbian
Exchange?”
Could also have a gifted student find out
where the food was found of their favorite meal (breakfast, lunch, or
dinner). Could also tie in the different thanksgiving foods since
thanksgiving is coming up.
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Summarizing
(List higher order thinking questions to determine what students have
learned; Students answer essential question): Have them answer the
question “Why is chocolate milk a sweet example of the Columbian Exchange?” and
“What was the impact of the Columbian exchange economically and culturally?” on
a piece of paper.
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Stage 4 - Reflections
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Pre-
Teaching Reflection: (Assessed on the Lesson Plan Evaluation Rubric)
Up to this point, the students have been
studying the early civilizations of the Americas and Africa, and the Age of
Exploration. My lesson will be the first that the students will see about the
Columbian Exchange but is almost the end of the unit. I feel that the
students will enjoy this activity in class because of the coloring, the topic
of food, and receiving some chocolate milk. I feel that they will find it
interesting that many of the common foods today were originally from outside
the United States. The information will be presented in a relevant way to the
students through food (germane). The students can also use it in their daily
lives by looking at the ingredients in not only chocolate milk but other
foods too (requires application of knowledge). The direction of the activity
has an easy to follow format and flows from one part to another (coherent).
It will be great using food as a tool in teaching the Columbian Exchange
because it will get the interest of the students.
Post- Teaching Reflection: (Assessed on the TPOI
Rubric)
I feel as if the lesson was very effective
in teaching the Columbian Exchange because the students could relate to it
through food. The students enjoyed the lesson and the chocolate milk treat at
the end. An example of this was when a student broke down all of the
different ingredients in a hamburger and was able to point out from the map
they did, where all of the ingredients came from around the world. I also
walked the class through a thanksgiving dinner and dessert with where foods
such as corn, turkey, and sugar originated from. Some strengths that I had
during the lesson plan was the variety of differentiated instruction,
enthusiasm, and my planning and preparation. I asked the students to make a
key and use colors to show plants and draw a symbol to represent an animal. I
had many different maps showing, the countries of the world, the triangular
trade pattern, and a blank map that the students had to color and add symbols
along with the triangle trade pattern routes. Another strength I mentioned
was my enthusiasm. I believe that enthusiasm is a major key to teaching
because the students will feed off of it and it showed especially during the
lesson. My last strength I felt that really helped me was my planning and
preparation I put into this lesson. Mrs. Blake gave me advice and she told me
that planning and preparation is everything when it comes to teaching a
lesson. It helped set a good ground for me to teach the lessons and make a
few minor adjustments as the day went on. Some areas I need to work on are
projecting the EQ and GPS at the start of the lesson not just for me but the
students to see as well, some type of student self-assessment, and a critical
thinking question that ties the lesson to the Unit EQ. Mrs. Blake already has
the EQ and GPS up in the room, but I feel that it would be a great habit for
me to get into by posting the EQ and GPS at the beginning of the lesson. For
self assessment I could have them write down a question about something such
as a term or concept that they did not understand at the end of the lesson
and turn it in to me. Not only will they see what they need to study some
more, but I can even use it to know what to cover with them before a quiz or
test. For the critical thinking question, I tried to tie everything together
at the end but I feel as if the students needed to do it. That means I need
to develop a question that ties everything in the Unit together to show if
the students can put things together. The only changes I would make to this
lesson would be my few weaknesses that I had. I feel as if I incorporated
those things into my lesson, it would have been even better than it was.
Between classes, I asked Mrs. Blake how she thought the lesson was going. She
thought it was going very well but pointed out a few things that I needed to
try. The first being that when it came to putting them into groups, don’t let
the students pick their own groups. 2nd period was over this. I
said “let’s get into groups” and sure enough they all jumped up and got
together with their friends. Not that the behavior was terrible but they were
the worst out of all three classes. So Mrs. Blake recommended that I put them
into groups and when I did that behavior was better. My second adjustment
came after 3rd period. I noticed that it was taking the students
all long time to answer the questions after they completed their maps and I needed
to get to the summarizing questions. So after they completed, I had them move
their desk back and complete the questions. This went so much smoother and
behavior was even better. So that is how Mrs. Blake helped me with making
adjustments throughout the day. I just want to point out a few things with
the students. The first being a disappointment. With the map, I had feeling
that they would have a hard time finding some countries so I would help them
by letting them know what continent the country was from on. Well, I figured
out that some students struggle with continents and could not even locate
Europe and South America. These are 9th graders and how do they
not know the continents? With the disappointment out of the way I’ll go into
my positive that I saw out of students. Mrs. Blake and I have discussed this
student because we see his potential but you can see that he does not like
school. He does not show up to class that most of the time. I can honestly
say that I have only seen him about 4 times since I have been interning with
Mrs. Blake this semester. During this activity, he was actually enjoying and
doing the work. I am hoping that he recognizes that school can be fun and
that Mrs. Blake and I care about him. He is a really smart student he just
needs to put himself to the work and school.
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