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Teacher Candidate

Name:
Grade Level:
Subject:
Date:

Josephine Veogele
3rd Grade
Viewing and Visually Representing
October 28,2016

Millicent Atkins School of Education: Common


Lesson Plan Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text.
Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events.

List the Learning Objective(s) to be addressed in this lesson. Use the


following format: Students will be able to
The students will be able to pick out the important parts of the text when
and after reading the text.
The students will be able to recall information and the story line.
Describe how the objective is relevant to students lives.
This will help the students obtain and recall information from text that they
read. This will help them in the future with having to use the information in
a different capacity other than reading it.
List the words relevant to the content area that you will either introduce
and/or review during your lesson.
Rump, rumple, stiltskin, trolls, kingdom, yonder and beyond, village
List the materials you will need to teach the lesson.
The book Rump, poster board, markers

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.
I will have the words up on the board with the students having a matching
piece of paper and ask the students what they know about the words what
they think of the words.
I will use an anchor that has the words we need to review on it and we will
discuss what they mean and how they could be used in the book.
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).
The pre-assessment will happen the day before we start to read the book,
with a review of the words the day that we start the book.
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.

I will have the words on the board and the students will tell me how they
were used in the book. What they meant in the book.
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which
provides a model of the desired outcome.

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.
SMART board to look up some pictures that go with the words.

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).
I will have on a separate piece of paper the different important places from
the book and what happens there and who is there so that they can choose
which ones they want to work with and cut out and clue onto the poster.
I will also have the places and what happens there on a separate piece of
paper and they will use that as a reference to what they want to write
about on the poster.

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.

Walking around to make sure everyone stays on task and also being
available for prompting/questions if need be.

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 enter the classroom dressed as a troll that is described in the book.
Describe how you will communicate (to students) how the objective is
relevant to their lives.
I will tell them about book and what the different characters are and why
they are important to know and understand.
Describe what instructional strategies you will use to
model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
I will have an example of what I want them to do at the end of the lesson
from the story so that when we read it they can start to make connections.
A text-to-self connection
Describe how you will check for students understanding before moving on
to guided practice.
We will talk about the different characters in the book and what they
different places are that were used in my example for them to use as well.
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 discuss the words on the board and then move over to the circle
time rug and discuss the words even more using the anchor chart.
We will then read the book as a class.

Describe how you will check for students understanding before moving on to independent
practice.

The students will tell me each an example or way that you could use the
word in a 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)

The students will get into groups of 2 or 3 and then decide on the 5
different places that they want to make a story map about. They will list 4
to 5 people and situations that happen at the specific places in the book.
APPENDIX: Include a blank copy of your post-assessment.
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.).
I will share again my example of the story map and then the students will
share their story maps to the rest of the class.

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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