INTASCStandardAlignment

Standard8:InstructionalStrategies
Theteacherunderstandsandusesavarietyofinstructionalstrategiesto
encouragelearnerstodevelopdeepunderstandingofcontentareasandtheir
connections,andtobuildskillstoapplyknowledgeinmeaningfulways.

NAEYCStandardAlignment
STANDARD5.USINGCONTENTKNOWLEDGETOBUILD
MEANINGFULCURRICULUM
Candidatespreparedinearlychildhooddegreeprogramsusetheirknowledgeofacademicdisciplinesto
design,implement,andevaluateexperiencesthatpromotepositivedevelopmentandlearningforeachand
everyyoungchild.Candidatesunderstandtheimportanceofdevelopmentaldomainsandacademic(or
content)disciplinesinearlychildhoodcurriculum.Theyknowtheessentialconcepts,inquirytools,and
structureofcontentareas,includingacademicsubjects,andcanidentifyresourcestodeepentheir
understanding.Candidatesusetheirownknowledgeandotherresourcestodesign,implement,andevaluate
meaningful,challengingcurriculumthatpromotescomprehensivedevelopmentalandlearningoutcomes
foreveryyoungchild.

BelowaretheessentialknowledgeconceptsthatdiscusskeyfeaturesofINTASCStandard
8.
The teacher understands the cognitive processes associated with various kinds of
learning (e.g., critical and creative thinking, problem framing and problem solving,
invention, memorization and recall) and how these processes can be stimulated.
8(k) The teacher knows how to apply a range of developmentally, culturally, and
linguistically appropriate instructional strategies to achieve learning goals.
8(l) The teacher knows when and how to use appropriate strategies to differentiate
instruction and engage all learners in complex thinking and meaningful tasks.

Item one and two:

The two lesson plans below are from both of my student teaching placements.
They are lessons that show my different instructional strategies. On lesson is a

cooperative learning lesson with movement, and the other lesson is one on one
instruction. As a teacher it is crucial to us different instructional strategies for each
students needs. I want my students to reach their fullest potential in and out of the
classroom. I engage all learners in providing them with complex thinking and meaningful
tasks.
SETON HILL UNIVERSITY
Lesson Plan Template Abridged
(May be adapted based on instructors needs)
Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

Making Inferences
Tyler Joseph Zimmer
Reading
Fifth Grade
February 11, 2015
45 min
Makeinferencesand/ordrawconclusionsbasedoninformationfrom
text.(R5.A.1.3.1:)
Identifyand/orexplainstatedorimpliedmainideasandrelevant
supportingdetailsfromtext.(R5.A.1.3.1:)

CK

Formal Evaluation
Formative
AND/OR
Summative
Assessment
Evidence
Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

Teacher will have an open discussion with the students

and ask questions throughout the lesson.

SWBAT understand how to make an inference when

reading a text.

SWBAT further understand lesson 17 vocabulary words.

SWBAT make inferences based on story elements.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Hook/Lead-In/Anticipatory Set

Explicit

Teacher will review Lesson 17 vocabulary.

Teacher will introduce making inferences about story

elements. (T116-117)

Big Idea Statement

CK

Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

How can you make an inference when reading a text?

It is important to make inferences when reading a text to

help you to figure out information that the author may
not have directly stated.

Modeling of the Concept

Teacher will discuss and review the story Nothing Ever

Happens On 90th Street.
Teacher will reintroduce Making Inferences.

Transition

Students will stay at the kidney table.

Guiding the Practice

Teacher and students will do Making Inferences Task

Card Activity.
As the students complete the Inferences activity the
teacher will try to relate it to the story read the prior day.
The activity will talk about making inferences.
The cards have short paragraphs on them and the
students will write their inferences on lined paper.

Adaptations/Accommodations for Students with Special Needs

Materials
(reading,
technology,
equipment,
supplies, etc.)

The making inferences task card activity instead of

Theme related worksheet.
The lined paper will help the students write their
inferences.
The teacher will give the directions and activity is
labeled with directions.
The activity has pages to draw inferences as well.

Vocabulary
1. Extravagant
2. Unimaginable

3.
4.
5.
6.
7.

Gourmet
Throng
Embarked
Precarious
Hiatus

Closure

Teacher manual Story Town, Theme 4 with story, The

School Story.
Making inferences activity packet.
Practice book worksheet Pg. 93.
Summary & Review of the Learning

Other(This area
is to be
determined by
instructor OR
student as
needed)

Teacher will review making inferences.

Teacher will review story structure from previous days

lesson.

Review the vocabulary words.

Teacher will give students two vocabulary words that

they did not understand from the pretest as homework.
If the students do not finish the story structure
worksheet they will read the story and finish the
worksheet for HW.

Teacher will assign the extra support making

inferences worksheet on pg 94. T67

Seton Hill University

Daily Lesson Plan for Student Teachers
Teache
r:
Tyler Zimmer
Dat
Wednesday
e:
4/1/2015

Subjec
t:
ELA
Time
:
30 Min

Grad
e:
Plan
approved by:

Topic: Commas in a Series

Behavioral Objective(s):

SWBAT identify and define commas in a series.

SWBAT properly use commas in a series of sentences.

Pennsylvania State Academic Standard(s):

CC.1.4.3.R: Demonstrate a grade appropriate command of the conventions of

standards in English grammar and spelling.

Materials and/or Equipment:

Computer
Projector
Whiteboards
Markers
Commas in a series worksheets to match the power point w/ answer key

Adaptations/Accommodations for Students with Special Needs

One student has difficulty following directions, and staying on task. The teacher
will use close proximity to keep the student on task. The teacher will also walk
around and check the worksheet to see the level of understanding. The teacher will
guide the student if needed.

Activities and Procedures:

Anticipatory Set:

Teacher will introduce commas in a series.

We use commas to tell a read when to pause, and commas help make the
sentence clear.
We use commas to separate three or more words listed together.

Transition

Students will stay at their desks.

Lesson Sequence:

Teacher will go through the power point on using commas in a sentence.

It introduces and tells students when to use commas properly in a series.
It has examples and questions.
Students will write the example sentences on their whiteboards and properly place
their commas.
After a few and the students start to understand the concept.
Teacher will give the students the worksheet on commas in a series that matches

the power point.

The students will complete the worksheet and we will check it as a class.

Closure:

The students will complete the worksheet and we will check it as a class.
Teacher will ask the students when to use commas in a series.

Evaluations used in lesson:

Formal Evaluation

Teacher will have an open discussion with the students and ask questions
throughout the lesson.

Teacher will use the students responses to figure their level of understanding.

Student Teacher Reflection:

Cooperating Teacher Reflection and

Signature:

Seton Hill University

Daily Lesson Plan for Student Teachers
Teache
r:
Tyler Zimmer
Dat
Tuesday
e:
3/31/2015

Subjec
t:
ELA
Time
:
30 Min

Grad
e:
Plan
approved by:

Topic: Introductory Words

Behavioral Objective(s):

SWBAT identify and define introductory words.

SWBAT properly use introductory words in a sentence.

Pennsylvania State Academic Standard(s):

CC.1.4.3.R: Demonstrate a grade appropriate command of the conventions of

standards in English grammar and spelling.

Materials and/or Equipment:

Houghton Mifflin English book (Pg. 273)

Introductory words worksheet
Comic Strip outline w/ example

Adaptations/Accommodations for Students with Special Needs

One student has difficulty following directions, and staying on task. The teacher
will use close proximity to keep the student on task. The teacher will also walk
around and check the worksheet to see the level of understanding. The teacher will
guide the student if needed.

Activities and Procedures:

Anticipatory Set:

Teacher will introduce introductory words using the top of page 273 in the English
book.
Introductory words are yes, no, well, and order words when they begin a sentence
like first, second, next, and finally.
Teacher will read the example on page 273, teacher will answer and show the
students where the comma goes. Which is after the introductory word.
Teacher will record them on the board. (yes, no, well, first, second, next, and
finally)
Teacher will call on students to answer questions 1-6. And have them answer
where the correct comma goes, which is after the introductory word.

Transition

Students will stay at their desks.

Lesson Sequence:

After introductory the teacher will give directions for the comic strip activity.
Students will write and draw a comic strip, but they must use introductory words
with a comma properly.
Teacher will provide an example.
Teacher will give the students 10 minutes to work on the activity.

Closure:

Teacher will call the students to the front to share their comic strips using
introductory words.

Teacher will have the students place their completed comic strips on the teachers
desk.

Evaluations used in lesson:

Formal Evaluation

Teacher will have an open discussion with the students and ask questions
throughout the lesson.

Teacher will use the students responses to figure their level of understanding.

Summative Evaluation

Teacher will use the comic strip to determine the level of understanding.

Student Teacher Reflection:

Cooperating Teacher Reflection and

Signature:

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