Description
For this assignment, you will locate a lesson plan posted online that states that it is aligned to a national or state English Language Arts standard. Compose a 500-750-word evaluation of the lesson plan based on the following criteria:
- Thoroughness of lesson plan components. (Use the COE Lesson Plan Template as a point of reference—-*** ATTACHED****)
- Alignment of the teaching and learning activities and assessment (if available) to the stated learning targets/objectives.
- Real-world relevance of the activities.
- Evidence and/or artifacts of learning. How does the teacher know the students have mastered the learning targets?
- Expected engagement level of the students (in other words, would students likely find the activities interesting and engaging?).
Some helpful websites for locating lesson plans are:http://www.scholastic.com/teachers/http://www.readwritethink.org/https://sharemylesson.com/ (this is free, but you do have to join the site to use it)http://lessonplanspage.com/http://www.teacher.org/
*****USE ATTACHMENT TO COMPLETE THIS ASSIGNMENT PLEASE*****
Hannah Fronapfel
ELM-210
1/27/2016
Katy Sell
Evaluating Lesson Plans
URL of lesson plan:
Introduce plan and grade level
Thoroughness of lesson plan components. (Use the COE Lesson Plan Template as a point
of reference.) (First main paragraph)
Alignment of the teaching and learning activities and assessment (if available) to the
stated learning targets/objectives. (Second paragraph)
Real-world relevance of the activities. (Third paragraph)
Evidence and/or artifacts of learning. How does the teacher know the students have
mastered the learning targets? (Fourth Paragraph)
Expected engagement level of the students (in other words, would students likely find the
activities interesting and engaging?). (Fifth paragraph)
**This week- Week 5, please complete the PLANNING sections for all three days of your
mini-unit. You DO NOT need to work on the Instruction sections yet. Those will be completed next
week, in Week 6. **
GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate: Hannah Fronapfel
Grade Level: 3rd
Date: 11/27/2016
Unit/Subject:
Instructional Plan Title:
I. PLANNING – DAY 1
Lesson summary and focus:
Classroom and student factors:
National / State Learning Standards:
This lesson will cover determining the main idea. Further lessons in the unit
will cover recounting key details and explaining how they support the main
idea.
1. 5 students with IEPs – accommodations must be met
2. Range of reading levels – lesson could be too difficult for some and too
easy for other
3. 4 English language learners – require extra support for unfamiliar
vocabulary
4. Medium to low parent involvement – may not provide homework support
5. Large class size – difficult to help all students
Determine the main idea of a text; recount the key details and explain how
they support the main idea.
(3.RI.2)
Grade: 3
Strand:RI
Performance Objective: 2
Specific learning target(s) / objectives:
By the end of this unit, students will be able to determine the main idea, recount
key details and explain how they support the main idea with 90% accuracy.
Teaching notes:
Agenda:
Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3)
closure that you can post as an agenda for the students that includes the
approximate time for each segment.
BULLET POINTS ARE GREAT HERE
Formative assessment:
Identify the process and how you
will measure the progress toward
mastery of learning target(s).
MATCH THE FORMATIVE
ASSESSMENTS TO THE
ELEMENTS OF YOUR
AGENDA
-Completed in Week 3 Part 1
DAY ONE OF THREE
Page 1 of 9
Academic Language:
Key vocabulary:
Include the content-specific terms you
need to teach and how you will teach
students that vocabulary in the lesson
for Day 1. List words from your
Informational Text here.
•
Function:
Clarify the
purpose the
language is
intended to
achieve within
each subject
area.
Functions often
consist of the
verbs found in
the standards
and learning
goal
statements.
How will your
students
demonstrate
their
understanding?
Label ONE
OF the three
functions
selected in
Week 5.
Form:
Describe the
structures or
ways of
organizing
language to
serve a
particular
function within
each subject
area. What
kinds of
structures will
you implement
so that your
students might
demonstrate
their depth of
understanding?
Include the
corresponding
graphic
organizer
Instructional Materials, Equipment
and Technology:
List ALL materials, equipment, and technology the teacher and students will
use during the lesson. Add or attach copies of ALL printed and online
materials at the end of this template. Be sure to address how you will teach
the students to use the technology in Section II. INSTRUCTION.
Thomson, Sarah L. Where Do Polar Bears Live? Illustrated by Jason
Chin. New York: HarperCollins, 2010. (2010)
-Make sure you also include anything else that you will need for the lesson
(chart paper, projector, crayons, etc.) Make sure you update these materials
for what you will be using EACH day.
Grouping:
Identify grouping strategies that will support your students’ learning needs.
II. INSTRUCTION – DAY 1 (NOT YET)
A. Opening
Prior
knowledge
connection:
Anticipatory
set:
Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and
students’ lives.
Identify how this lesson is meaningful to the students and connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided Practice):
NAME OF INSTRUCTIONAL STRATEGY:
I Do
Students Do
Differentiation
Page 2 of 9
Your “I Do” instructional
procedures should include:
The teaching strategy you will use to
teach each step that includes
modeling and formative assessment;
transition statements you will make
throughout your lesson and essential
questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step
instructions on how you will
implement the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”
Academic Language:
Academic Language Frames:
1.
2.
3.
4.
5.
DOK Questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
DOK Student Responses:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Please use a corresponding numbered
list.
For EACH Task in the “I DO” section,
explain what the Students will do with
you or on their own.
Describe methods of
differentiation, including
accommodation or
differentiation strategies for
academically, behaviorally and
motivationally challenged
students.
Please use a corresponding
numbered list.
Also include extension activities:
What will students who finish
early do?
Be specific here – use the Class
Profile document to
intentionally describe how you
will differentiate these learning
activities for your students.
Page 3 of 9
GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
YOUR DETAILS BELONG HERE
I. PLANNING – DAY 2
Lesson
summary and
focus:
Classroom and
student factors:
National / State
Learning
Standards:
This lesson will cover determining the main idea. Further lessons in the unit will cover recounting
key details and explaining how they support the main idea.
1. 5 students with IEPs – accommodations must be met
2. Range of reading levels – lesson could be too difficult for some and too easy for other
3. 4 English language learners – require extra support for unfamiliar vocabulary
4. Medium to low parent involvement – may not provide homework support
5. Large class size – difficult to help all students
Determine the main idea of a text; recount the key details and explain how they support the main
idea.
(3.RI.2)
Grade: 3
Strand:RI
Performance Objective: 2
Specific learning target(s) / objectives:
By the end of this unit, students will be able to
determine the main idea, recount key details and
explain how they support the main idea with 90%
accuracy.
Agenda:
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post
as an agenda for the students that includes the
approximate time for each segment.
BULLET POINTS ARE GREAT HERE
Academic
Language:
Key vocabulary:
Include the content-specific terms
you need to teach and how you
will teach students that
vocabulary in the lesson for Day
2. List words from your
Informational Text here.
•
Teaching notes:
DAY TWO OF THREE
Formative assessment:
Identify the process and how you will measure the progress
toward mastery of learning target(s).
MATCH THE FORMATIVE ASSESSMENTS TO THE
ELEMENTS OF YOUR AGENDA
-Completed in Week 3 Part 1
Function:
Form:
Clarify the purpose the
Describe the structures or
language is intended to
ways of organizing
achieve within each subject
language to serve a
area. Functions often consist particular function within
of the verbs found in the
each subject area. What
standards and learning goal
kinds of structures will you
statements. How will your
implement so that your
students demonstrate their
students might demonstrate
understanding? Label ONE
their depth of
OF the three functions
understanding? Include the
selected in Week 5.
corresponding graphic
organizer
Page 4 of 9
Instructional
Materials,
Equipment and
Technology:
List ALL materials, equipment, and technology the teacher and students will use during the lesson.
Add or attach copies of ALL printed and online materials at the end of this template. Be sure to
address how you will teach the students to use the technology in Section II. INSTRUCTION.
Thomson, Sarah L. Where Do Polar Bears Live? Illustrated by Jason Chin. New York:
HarperCollins, 2010. (2010)
-Make sure you also include anything else that you will need for the lesson (chart paper, projector,
crayons, etc.) Make sure you update these materials for what you will be using EACH day.
Grouping:
Identify grouping strategies that will support your students’ learning needs.
II. INSTRUCTION – DAY 2 (NOT YET)
A. Opening
Prior
knowledge
connection:
Anticipatory
set:
Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and
students’ lives.
Identify how this lesson is meaningful to the students and connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided Practice):
NAME OF INSTRUCTIONAL STRATEGY:
I Do
Your “I Do” instructional
procedures should include:
The teaching strategy you will use to
teach each step that includes
modeling and formative assessment;
transition statements you will make
throughout your lesson and essential
questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step
instructions on how you will
implement the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Students Do
Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”
Academic Language:
Academic Language Frames:
1.
2.
3.
4.
5.
DOK Questions:
1.
2.
3.
DOK Student Responses:
1.
2.
3.
Please use a corresponding numbered
list.
For EACH Task in the “I DO” section,
explain what the Students will do with
you or on their own.
Differentiation
Describe methods of
differentiation, including
accommodation or
differentiation strategies for
academically, behaviorally and
motivationally challenged
students.
Please use a corresponding
numbered list.
Also include extension activities:
What will students who finish
early do?
Be specific here – use the Class
Profile document to
intentionally describe how you
will differentiate these learning
activities for your students.
Page 5 of 9
4.
5.
6.
7.
8.
9.
10.
4.
5.
6.
7.
8.
9.
10.
Page 6 of 9
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
YOUR DETAILS BELONG HERE
I. PLANNING – DAY 3
Lesson
summary and
focus:
Classroom and
student factors:
National / State
Learning
Standards:
This lesson will cover determining the main idea. Further lessons in the unit will cover recounting
key details and explaining how they support the main idea.
1. 5 students with IEPs – accommodations must be met
2. Range of reading levels – lesson could be too difficult for some and too easy for other
3. 4 English language learners – require extra support for unfamiliar vocabulary
4. Medium to low parent involvement – may not provide homework support
5. Large class size – difficult to help all students
Determine the main idea of a text; recount the key details and explain how they support the main
idea.
(3.RI.2)
Grade: 3
Strand:RI
Performance Objective: 2
Specific learning target(s) / objectives:
By the end of this unit, students will be able to
determine the main idea, recount key details and
explain how they support the main idea with 90%
accuracy.
Agenda:
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post
as an agenda for the students that includes the
approximate time for each segment.
BULLET POINTS ARE GREAT HERE
Teaching notes:
DAY THREE OF THREE
Formative assessment:
Identify the process and how you will measure the progress
toward mastery of learning target(s).
MATCH THE FORMATIVE ASSESSMENTS TO THE
ELEMENTS OF YOUR AGENDA
-Completed in Week 3 Part 1
Function:
Form:
Clarify the purpose the
Describe the structures or
language is intended to
ways of organizing
achieve within each subject
language to serve a
area. Functions often consist particular function within
of the verbs found in the
each subject area. What
standards and learning goal
kinds of structures will you
statements. How will your
implement so that your
students demonstrate their
students might demonstrate
understanding? Label ONE
their depth of
OF the three functions
understanding? Include the
selected in Week 5.
corresponding graphic
organizer
Academic
Language:
Key vocabulary:
Include the content-specific terms
you need to teach and how you
will teach students that
vocabulary in the lesson for Day
3. List words from your
Informational Text here.
•
Instructional
Materials,
Equipment and
Technology:
List ALL materials, equipment, and technology the teacher and students will use during the lesson.
Add or attach copies of ALL printed and online materials at the end of this template. Be sure to
address how you will teach the students to use the technology in Section II. INSTRUCTION.
Page 7 of 9
Thomson, Sarah L. Where Do Polar Bears Live? Illustrated by Jason Chin. New York:
HarperCollins, 2010. (2010)
-Make sure you also include anything else that you will need for the lesson (chart paper, projector,
crayons, etc.) Make sure you update these materials for what you will be using EACH day.
Identify grouping strategies that will support your students’ learning needs.
Grouping:
II. INSTRUCTION – DAY 3 (NOT YET)
A. Opening
Prior
knowledge
connection:
Anticipatory
set:
Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and
students’ lives.
Identify how this lesson is meaningful to the students and connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided Practice):
NAME OF INSTRUCTIONAL STRATEGY:
I Do
Your “I Do” instructional
procedures should include:
The teaching strategy you will use to
teach each step that includes
modeling and formative assessment;
transition statements you will make
throughout your lesson and essential
questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step
instructions on how you will
implement the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Students Do
Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”
Academic Language:
Academic Language Frames:
1.
2.
3.
4.
5.
DOK Questions:
1.
2.
3.
4.
5.
6.
7.
8.
DOK Student Responses:
1.
2.
3.
4.
5.
6.
7.
8.
Please use a corresponding numbered
list.
For EACH Task in the “I DO” section,
explain what the Students will do with
you or on their own.
Differentiation
Describe methods of
differentiation, including
accommodation or
differentiation strategies for
academically, behaviorally and
motivationally challenged
students.
Please use a corresponding
numbered list.
Also include extension activities:
What will students who finish
early do?
Be specific here – use the Class
Profile document to
intentionally describe how you
will differentiate these learning
activities for your students.
Page 8 of 9
9.
10.
9.
10.
**Remember to remove the instructions and guidelines from each element of the Lesson Plans prior to
submission **
Page 9 of 9
Purchase answer to see full
attachment
ELM-210
1/27/2016
Katy Sell
Evaluating Lesson Plans
URL of lesson plan:
Introduce plan and grade level
Thoroughness of lesson plan components. (Use the COE Lesson Plan Template as a point
of reference.) (First main paragraph)
Alignment of the teaching and learning activities and assessment (if available) to the
stated learning targets/objectives. (Second paragraph)
Real-world relevance of the activities. (Third paragraph)
Evidence and/or artifacts of learning. How does the teacher know the students have
mastered the learning targets? (Fourth Paragraph)
Expected engagement level of the students (in other words, would students likely find the
activities interesting and engaging?). (Fifth paragraph)
**This week- Week 5, please complete the PLANNING sections for all three days of your
mini-unit. You DO NOT need to work on the Instruction sections yet. Those will be completed next
week, in Week 6. **
GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate: Hannah Fronapfel
Grade Level: 3rd
Date: 11/27/2016
Unit/Subject:
Instructional Plan Title:
I. PLANNING – DAY 1
Lesson summary and focus:
Classroom and student factors:
National / State Learning Standards:
This lesson will cover determining the main idea. Further lessons in the unit
will cover recounting key details and explaining how they support the main
idea.
1. 5 students with IEPs – accommodations must be met
2. Range of reading levels – lesson could be too difficult for some and too
easy for other
3. 4 English language learners – require extra support for unfamiliar
vocabulary
4. Medium to low parent involvement – may not provide homework support
5. Large class size – difficult to help all students
Determine the main idea of a text; recount the key details and explain how
they support the main idea.
(3.RI.2)
Grade: 3
Strand:RI
Performance Objective: 2
Specific learning target(s) / objectives:
By the end of this unit, students will be able to determine the main idea, recount
key details and explain how they support the main idea with 90% accuracy.
Teaching notes:
Agenda:
Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3)
closure that you can post as an agenda for the students that includes the
approximate time for each segment.
BULLET POINTS ARE GREAT HERE
Formative assessment:
Identify the process and how you
will measure the progress toward
mastery of learning target(s).
MATCH THE FORMATIVE
ASSESSMENTS TO THE
ELEMENTS OF YOUR
AGENDA
-Completed in Week 3 Part 1
DAY ONE OF THREE
Page 1 of 9
Academic Language:
Key vocabulary:
Include the content-specific terms you
need to teach and how you will teach
students that vocabulary in the lesson
for Day 1. List words from your
Informational Text here.
•
Function:
Clarify the
purpose the
language is
intended to
achieve within
each subject
area.
Functions often
consist of the
verbs found in
the standards
and learning
goal
statements.
How will your
students
demonstrate
their
understanding?
Label ONE
OF the three
functions
selected in
Week 5.
Form:
Describe the
structures or
ways of
organizing
language to
serve a
particular
function within
each subject
area. What
kinds of
structures will
you implement
so that your
students might
demonstrate
their depth of
understanding?
Include the
corresponding
graphic
organizer
Instructional Materials, Equipment
and Technology:
List ALL materials, equipment, and technology the teacher and students will
use during the lesson. Add or attach copies of ALL printed and online
materials at the end of this template. Be sure to address how you will teach
the students to use the technology in Section II. INSTRUCTION.
Thomson, Sarah L. Where Do Polar Bears Live? Illustrated by Jason
Chin. New York: HarperCollins, 2010. (2010)
-Make sure you also include anything else that you will need for the lesson
(chart paper, projector, crayons, etc.) Make sure you update these materials
for what you will be using EACH day.
Grouping:
Identify grouping strategies that will support your students’ learning needs.
II. INSTRUCTION – DAY 1 (NOT YET)
A. Opening
Prior
knowledge
connection:
Anticipatory
set:
Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and
students’ lives.
Identify how this lesson is meaningful to the students and connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided Practice):
NAME OF INSTRUCTIONAL STRATEGY:
I Do
Students Do
Differentiation
Page 2 of 9
Your “I Do” instructional
procedures should include:
The teaching strategy you will use to
teach each step that includes
modeling and formative assessment;
transition statements you will make
throughout your lesson and essential
questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step
instructions on how you will
implement the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”
Academic Language:
Academic Language Frames:
1.
2.
3.
4.
5.
DOK Questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
DOK Student Responses:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Please use a corresponding numbered
list.
For EACH Task in the “I DO” section,
explain what the Students will do with
you or on their own.
Describe methods of
differentiation, including
accommodation or
differentiation strategies for
academically, behaviorally and
motivationally challenged
students.
Please use a corresponding
numbered list.
Also include extension activities:
What will students who finish
early do?
Be specific here – use the Class
Profile document to
intentionally describe how you
will differentiate these learning
activities for your students.
Page 3 of 9
GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
YOUR DETAILS BELONG HERE
I. PLANNING – DAY 2
Lesson
summary and
focus:
Classroom and
student factors:
National / State
Learning
Standards:
This lesson will cover determining the main idea. Further lessons in the unit will cover recounting
key details and explaining how they support the main idea.
1. 5 students with IEPs – accommodations must be met
2. Range of reading levels – lesson could be too difficult for some and too easy for other
3. 4 English language learners – require extra support for unfamiliar vocabulary
4. Medium to low parent involvement – may not provide homework support
5. Large class size – difficult to help all students
Determine the main idea of a text; recount the key details and explain how they support the main
idea.
(3.RI.2)
Grade: 3
Strand:RI
Performance Objective: 2
Specific learning target(s) / objectives:
By the end of this unit, students will be able to
determine the main idea, recount key details and
explain how they support the main idea with 90%
accuracy.
Agenda:
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post
as an agenda for the students that includes the
approximate time for each segment.
BULLET POINTS ARE GREAT HERE
Academic
Language:
Key vocabulary:
Include the content-specific terms
you need to teach and how you
will teach students that
vocabulary in the lesson for Day
2. List words from your
Informational Text here.
•
Teaching notes:
DAY TWO OF THREE
Formative assessment:
Identify the process and how you will measure the progress
toward mastery of learning target(s).
MATCH THE FORMATIVE ASSESSMENTS TO THE
ELEMENTS OF YOUR AGENDA
-Completed in Week 3 Part 1
Function:
Form:
Clarify the purpose the
Describe the structures or
language is intended to
ways of organizing
achieve within each subject
language to serve a
area. Functions often consist particular function within
of the verbs found in the
each subject area. What
standards and learning goal
kinds of structures will you
statements. How will your
implement so that your
students demonstrate their
students might demonstrate
understanding? Label ONE
their depth of
OF the three functions
understanding? Include the
selected in Week 5.
corresponding graphic
organizer
Page 4 of 9
Instructional
Materials,
Equipment and
Technology:
List ALL materials, equipment, and technology the teacher and students will use during the lesson.
Add or attach copies of ALL printed and online materials at the end of this template. Be sure to
address how you will teach the students to use the technology in Section II. INSTRUCTION.
Thomson, Sarah L. Where Do Polar Bears Live? Illustrated by Jason Chin. New York:
HarperCollins, 2010. (2010)
-Make sure you also include anything else that you will need for the lesson (chart paper, projector,
crayons, etc.) Make sure you update these materials for what you will be using EACH day.
Grouping:
Identify grouping strategies that will support your students’ learning needs.
II. INSTRUCTION – DAY 2 (NOT YET)
A. Opening
Prior
knowledge
connection:
Anticipatory
set:
Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and
students’ lives.
Identify how this lesson is meaningful to the students and connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided Practice):
NAME OF INSTRUCTIONAL STRATEGY:
I Do
Your “I Do” instructional
procedures should include:
The teaching strategy you will use to
teach each step that includes
modeling and formative assessment;
transition statements you will make
throughout your lesson and essential
questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step
instructions on how you will
implement the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Students Do
Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”
Academic Language:
Academic Language Frames:
1.
2.
3.
4.
5.
DOK Questions:
1.
2.
3.
DOK Student Responses:
1.
2.
3.
Please use a corresponding numbered
list.
For EACH Task in the “I DO” section,
explain what the Students will do with
you or on their own.
Differentiation
Describe methods of
differentiation, including
accommodation or
differentiation strategies for
academically, behaviorally and
motivationally challenged
students.
Please use a corresponding
numbered list.
Also include extension activities:
What will students who finish
early do?
Be specific here – use the Class
Profile document to
intentionally describe how you
will differentiate these learning
activities for your students.
Page 5 of 9
4.
5.
6.
7.
8.
9.
10.
4.
5.
6.
7.
8.
9.
10.
Page 6 of 9
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
YOUR DETAILS BELONG HERE
I. PLANNING – DAY 3
Lesson
summary and
focus:
Classroom and
student factors:
National / State
Learning
Standards:
This lesson will cover determining the main idea. Further lessons in the unit will cover recounting
key details and explaining how they support the main idea.
1. 5 students with IEPs – accommodations must be met
2. Range of reading levels – lesson could be too difficult for some and too easy for other
3. 4 English language learners – require extra support for unfamiliar vocabulary
4. Medium to low parent involvement – may not provide homework support
5. Large class size – difficult to help all students
Determine the main idea of a text; recount the key details and explain how they support the main
idea.
(3.RI.2)
Grade: 3
Strand:RI
Performance Objective: 2
Specific learning target(s) / objectives:
By the end of this unit, students will be able to
determine the main idea, recount key details and
explain how they support the main idea with 90%
accuracy.
Agenda:
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post
as an agenda for the students that includes the
approximate time for each segment.
BULLET POINTS ARE GREAT HERE
Teaching notes:
DAY THREE OF THREE
Formative assessment:
Identify the process and how you will measure the progress
toward mastery of learning target(s).
MATCH THE FORMATIVE ASSESSMENTS TO THE
ELEMENTS OF YOUR AGENDA
-Completed in Week 3 Part 1
Function:
Form:
Clarify the purpose the
Describe the structures or
language is intended to
ways of organizing
achieve within each subject
language to serve a
area. Functions often consist particular function within
of the verbs found in the
each subject area. What
standards and learning goal
kinds of structures will you
statements. How will your
implement so that your
students demonstrate their
students might demonstrate
understanding? Label ONE
their depth of
OF the three functions
understanding? Include the
selected in Week 5.
corresponding graphic
organizer
Academic
Language:
Key vocabulary:
Include the content-specific terms
you need to teach and how you
will teach students that
vocabulary in the lesson for Day
3. List words from your
Informational Text here.
•
Instructional
Materials,
Equipment and
Technology:
List ALL materials, equipment, and technology the teacher and students will use during the lesson.
Add or attach copies of ALL printed and online materials at the end of this template. Be sure to
address how you will teach the students to use the technology in Section II. INSTRUCTION.
Page 7 of 9
Thomson, Sarah L. Where Do Polar Bears Live? Illustrated by Jason Chin. New York:
HarperCollins, 2010. (2010)
-Make sure you also include anything else that you will need for the lesson (chart paper, projector,
crayons, etc.) Make sure you update these materials for what you will be using EACH day.
Identify grouping strategies that will support your students’ learning needs.
Grouping:
II. INSTRUCTION – DAY 3 (NOT YET)
A. Opening
Prior
knowledge
connection:
Anticipatory
set:
Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and
students’ lives.
Identify how this lesson is meaningful to the students and connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided Practice):
NAME OF INSTRUCTIONAL STRATEGY:
I Do
Your “I Do” instructional
procedures should include:
The teaching strategy you will use to
teach each step that includes
modeling and formative assessment;
transition statements you will make
throughout your lesson and essential
questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step
instructions on how you will
implement the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Students Do
Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”
Academic Language:
Academic Language Frames:
1.
2.
3.
4.
5.
DOK Questions:
1.
2.
3.
4.
5.
6.
7.
8.
DOK Student Responses:
1.
2.
3.
4.
5.
6.
7.
8.
Please use a corresponding numbered
list.
For EACH Task in the “I DO” section,
explain what the Students will do with
you or on their own.
Differentiation
Describe methods of
differentiation, including
accommodation or
differentiation strategies for
academically, behaviorally and
motivationally challenged
students.
Please use a corresponding
numbered list.
Also include extension activities:
What will students who finish
early do?
Be specific here – use the Class
Profile document to
intentionally describe how you
will differentiate these learning
activities for your students.
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9.
10.
9.
10.
**Remember to remove the instructions and guidelines from each element of the Lesson Plans prior to
submission **
Page 9 of 9
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