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Concordia University Chicago College of Education

Teacher Candidate: Lourdes Gracia Subject: Language Arts Central Focus: (Content of the lesson) Opposites Grade Level(s): Kindergarten

Lesson Plan Design 2013


Date: September 17, 2013 Course for which the Lesson is developed: 1070-1 Classroom Teacher: Time allotted:

Theoretical Principles and/or ResearchBased Best Practices in this Lesson Why are the learning tasks for this lesson appropriate for your students? Cite references

Learning opposites will help students in reading comprehension and writing.


Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students?

An error that may arise during the lesson will be a misunderstanding of examples. For example, the opposites day and night simulation in the classroom might confuse the students because we are pretending that it is night when we turn off the lights, but they will still the sun shining through the windows. In order to avoid the misunderstanding, I will explain to the students the difference between our example and when it is actually night time. I will also explain why we are turning off the lights before turning them off.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education


Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective.

Lesson Plan Design 2013

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson.

Assessment Tool(s) and Procedures: What will provide evidence that students meet objectives? Every objective must be assessed.

Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

1. The students will be able to explain what the opposite of a given example. 2. The students will be able to give examples of real life opposites.

1. The students will be tasked to act out actions that they would traditionally do during nighttime (bedtime, brushing their teeth, story time, etc) 2. The students will be asked draw/paint a picture on a piece of construction paper that has been folded in two and illustrate nighttime on one half and daytime on the other.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment may be included here.)

Create a concept map and have the students participate in giving examples of opposites
B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment):

The purpose of this lesson is to learn the opposites of subjects and being able to demonstrate them. Create multiple illustrations and crafts representing opposites.
C. Instructional Sequence: 1. Gather the students in the group time area 2. Explain what are opposites 3. Begin to create a concept map and give an example 4. Ask student to try and come up with their own examples 5. Introduce the craft assignment D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?)

Walk around the classroom and observing the students progress of their illustrations and observing their understanding of the lesson. Their illustrations will be a paper folded in half and the students will have to draw an example of day on one half and night on the other half. See attachment
E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?)

I will randomly pick students and set up two groups where they can each draw opposite similar to the individual illustrations but with their own examples. When complete, the two groups will present their illustrations.
F. Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment)
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education Lesson Plan Design 2013 3 The students will have been able to successfully illustrate the opposite of day and night. Also, they will have been able to identify the opposite of a given example based off the group work.
Lesson Plan Details Instructional Materials: construction paper, markers, crayons, colored pencils, glue, pencils. Use of Technology: Computers Students will be able look up more examples of opposites in real life, specifically at home. The student with

limited motor skills will have access to the computer to construct his illustration.
Safety in the Physical Environment: I will ensure that all the materials are being properly used, for example, I will ensure that the glue will be

applied only to the paper and not on other children or surface areas in the classroom.
Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports.

List the Academic Language used in the Lesson. Include Tier 1, 2, and 3 language.

Describe the Evidence that Students know and use Academic Language appropriately:

Daytime, nighttime, opposites, craft, illustration

By having the students illustrate night and day, they will be able to see their own perspectives of night and day with the help of my explanation of they are. Each individual student will be able to add their own nighttime routine and help them understand that everyones nighttime and daytime is a little different.

I will ask students questions using academic language and help them learn the vocabulary as the lesson goes on. I will have the words written out on the concept map so that they can use them during their group presentation.

Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.)

Diagnostic (Pre-): (Formal or Informal) Gather students in a group and ask questions and begin a KWL chart. Formative: (Formal or Informal) Have the students talk about their illustrations and begin to use examples a little more abstract. Reflective: (Formal or Informal) Continue KWL chart. Begin to fill out the What have you learned column. Summative: (Formal or Informal) Present the final illustration of the group projects and discuss them with the class

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Differentiating Instruction Identify the Element(s) of the Lesson that is Differentiated: Content Process Product Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans.

In order to accommodate the needs of the student, I will change the process of the illustrations. I will allow the student with limited mobility to use a computer to construct his illustrations via Word or PowerPoint.
Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. In my class, I have a student who has limited muscle movement. His limitations are on file.

Analyzing Teaching (Reflection): To be completed after the lesson is taught A. Give evidence that the lesson was successful for students meeting the learning objective/s. (at least one example) The student will have successfully completed the lesson if their art project clearly shows opposite activities that are performed during the day and then at night with consistent illustrations. B. If you could teach this lesson to the same group of students again, what are two or three things you would do differently to improve the learning of these students based on their varied developmental and academic needs and characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment. Clearly state each change you would make. Explain why and how you would change it. Explain the difference it would make in student learning. Give evidence from your experience in teaching the lesson. It will bring the parent into the lesson and have the students connect their activities to the art project. Younger students are very concrete learners and the simulator will allow them to physically see the changes.

I would assign them to go home and write down their daytime and nighttime activities I would find a simulator that will allow students to see the physical changes that happen outside when it changes from day to night.

It will allow the students to make a personal connection with the lesson plan. I will send home a newsletter letting the parents what my intentions are. The online simulator will give them a more realistic view rather than just turning off the lights.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.