EDR 317/318 Lesson Plan Template for SLO

(40 points)

Alexa Lazzarotti

LESSON PLAN TEMPLATE

Wednesday, October 11 and Friday, October 13, 2017

Lesson Day
*only have about 20 minutes with each group the lesson may need to be revisited if
time runs out
How will this lesson support the learning goal?
Essential Question: How does this lesson support the Big Idea or central focus?
(1c: Setting Instructional Outcomes)
(1 point)
Students will understand the difference between climate and weather and be able to
explain what makes Pennsylvania have a moderate climate.

Objective(s)
(1c: Setting Instructional Outcomes)
(2 points)
Taking the learning goal into consideration, what is the objective(s) of
this lesson that will support progress toward the learning goal.
Objectives should be learner focused (not what the teacher will do or
accomplish), observable (use verbs that can be measured), and target a
specific outcome. Please refer to the SLO User Guide for the ABCD
method or I CAN statements that can be used as a guide.
Outcomes
A Audience (who the instruction is intended for)
B Behavior (observable and measurable behavior learner is expected to attain)
C Condition (context or situation in which learning will occur)
D Degree (the extent or level of performance)
Given a weather vs. climate worksheet, students will be able to identify which
statements represent either weather or climate by using the text with 90% accuracy
or higher.
Students will be able to describe weather and climate orally.

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 PA Standards (2 points)
www.Pdesas.org/Standard/view or Reading, Writing, Listening, Speaking standards
https://www.pdesas.org/Page?pageId=11
Content standards (as appropriate)

Reading - CC.1.2.4.F Determine the meaning of words and phrases as they are used
in grade level text, including figurative language

Writing - CC.1.4.4.E Use precise language and domain-specific vocabulary to

inform about or explain the topic.

Writing - CC.1.4.4.S Draw evidence from literary or informational texts to support

analysis, reflection, and research, applying grade-level reading standards for
literature and informational texts.

Speaking and Listening - CC.1.5.4.A Engage effectively in a range of collaborative

discussions on grade level topics and texts, building on others ideas and expressing
their own clearly.

ISTE Standards (if applicable) If technology is used

N/A

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 Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
(2 points)
What texts, digital resources, & materials will be used in this lesson?
How do the materials align with the learning objective(s)? If
appropriate, what educational technology will be used to support the
learning outcomes of this lesson? How do the resources support the
learning objectives?
Cite publications and any web resources.
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
(2 points)
__5__ minutes
How will you set the purpose and help students learn why todays
lesson is important to them as learners?
How will you pique the interest or curiosity regarding the lesson topic?
How will you build on students prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide very detailed steps.
RJM Fall 2017 SLO Lesson Plan Template
Materials and Rationale for their use
Donley, S. K. (2012). Pennsylvania: Our Home. Layton, UT: Gibbs Smith.
The textbook is used in a way in which supports learning. I have students use
the textbook to help them learn the content - they are reading to learn, not
reading just to read. The chapter that is used for this lesson incorporates
science this is a great representation of the connection between subject
areas. Literacy goes beyond language arts it is cross-curricular.
Marbles, buttons and blank calendar page
These materials simulate weather and climate and allow students to gain a
better understanding of the concepts. The activity is hands on and allows
students to interact with the new concepts.
Weather vs. climate Exit Activity (summative assessment) -
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/46129
This worksheet supports the learning activity, because it asks students to
identify statements that represent weather or climate. The statements on the
worksheet push students to think deeper about the terms and make
connections with what they learned.
Globe
The globe allows students to make connections with Pennsylvanias location
and climate.
Before Reading (BDA lesson)
Good afternoon everyone! Today, we are going to learn about weather and climate.
Since weather and climate can easily be confused, we are going to start off the
lesson with an activity. I will divide you into pairs or groups of three. Each group
will receive a bag of beads and a blank calendar page. Each color bead represents a
different type of weather. For example, a yellow bead can represent a sunny day, and
blue can represent rain. Your bag of beads represents the weather in your area for
the current month. To start, pour out one bead. This bead represents the weather on
the first day of the month place your bead on the calendar. What color did each of
you get? Wait. Depending on what the color that each group gets mention the
similarities or differences. Thank you all for sharing!
3

Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
(15 points)
__20-25__ minutes
Exploration (Model): How will students explore the new concepts?
How will you model or provide explicit instruction? You MUST include
a teacher think-aloud using student-friendly language here.
Guided Practice: How will you provide support to students as they
apply the new concept? How will you allow them to practice (with
teacher support)?
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you monitor
and provide feedback?
Provide very detailed steps and include teacher talk where appropriate.
RJM Fall 2017 SLO Lesson Plan Template
BDA Lesson:
During and After Reading activities
What you all just shared represents the term weather. Weather is what it is like
outside each day. Each days weather can be sunny or rainy, warm or cold, windy or
calm (page 33). Now lets continue pouring out one bead at a time to see what the
weather is like for each coming day. Students will continue this process until the
teacher feels as though the students have an understanding of the term weather. What
is the pattern of weather each group got? Wait. Great! This pattern in weather over
time is called climate. This pattern can be examined over months, weeks, years and
beyond!
Now that we have explored weather and climate, lets start reading about
Pennsylvanias weather and climate and other characteristics on page 32. T has
students read aloud one-by-one. Student stops reading when he/she finishes reading
the paragraph that ends with explaining what a vulture is on page 32. The last
paragraph we just heard talked about the different things that animals eat. It
mentioned that birds that live in farm areas eat grain. What word describes an
animal that doesnt eat meat? Wait. Depending on students answers, T may have to
review the term herbivore. The paragraph also mentioned that certain birds hunt
mice or small birds. What word describes an animal that eats meat? Wait.
Depending on students answers, T may have to review the term carnivore. Before
continuing reading, the teacher gets out the globe to reference while reading the next
page. Now that we have reviewed some terms, lets continue reading. As we read, we
will use the globe to make connections with the text. T will read the first paragraph
on page 33 while referencing the globe. T has students resume reading. Student stops
reading when he/she finishes reading the paragraph Be Prepared. Wow, that was a
lot of information. Who wants to share something new that they just heard? Wait.
Thank you all for sharing! Now we are going to read about traveling to
Pennsylvania and other places!
T has student resume reading. Student stops reading after reading Did your family
move to Pennsylvania from another place? T has students answer the question. T
shares how she is from New Jersey but is in Pennsylvania for school. T has student
resume reading. Student stops after reading the last paragraph on page 35. T has
students answer the questions. T shares places she has visited outside and inside of
Pennsylvania. Thank you all for sharing your travel experiences!
4
 Closure
Closure
(1e: Designing Coherent Instruction)
We read a lot of information today. Does anyone have any questions about anything
(2 points)
we read? Wait. I want you all to think back to what you learned at the beginning of
__5_ minutes the reading. We discussed the differences between weather and climate. Can
How will students share or show what they have learned in this lesson? someone remind the group what weather is? Wait. Can someone remind the group
How will you restate the teaching point or ask students to do so and what climate is? Wait. Taking what we just reviewed, I want you all to complete the
clarify key concepts? weather vs. climate worksheet I will be handing out. I want you to work with a
How will you provide opportunities to extend ideas and check for partner or in a group of three and answer the questions. If you need help deciding
understanding? which statements represent weather or climate, take a look page 33. When youre
How will this lesson lead to the next lesson? finished, put it in your social studies folder].

Differentiation:
Differentiation
Below/above level
(1e: Designing Coherent Instruction)
Content/Process/Product/Environment
(2 points)
ELLs
What differentiated support will you provide for students whose Creative/Critical Thinking and Inventiveness
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or For the groups of students who have lower reading levels, I will either guide them
learning environment do you plan to employ to meet the needs of all of through the reading or read aloud depending on the difficulty. (process)
your students?
How will your lesson be supportive for all students, including English If completing the worksheet is too difficult for students, I will work with them by
Language Learners, and build upon the linguistic, cultural, and providing examples and having them build off of those. (product)
experiential resources that they bring to their learning?
How will your lesson promote creative and critical thinking and By asking students to share their travel experiences, I am creating an opportunity for
inventiveness? them to use and build off of their cultural and experiential resources. Each student is
able to make a connection with the content by sharing his/her own experiences.
Accommodations Special Education/IEP or 504
Accommodations ** (see note below)
HOW content will be taught/learned
(1e: Designing Coherent Instruction)
(1 point)
I will read aloud to the group of students.
What classroom accommodations do you plan to employ to increase
curriculum access for students identified with special education needs I will work with the students on completing the worksheet and provide examples.
or 504?
For the student who is hard of hearing, I will wear the FM system that is connected
Describe how these accommodations align with the current
to his hearing aids, in order for him to hear more clearly.
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).

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 Modifications - Special Education/IEP or 504
Modifications**(see note below)
WHAT students are expected to learn
(1e: Designing Coherent Instruction)
(1 point)
N/A
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the participation
of students identified with special education needs?
Formative and Summative
Assessment (Formal or Informal)
*must match objective(s)
(1f: Assessing Student Learning)
(3 points)
I will assess students understanding of the terms weather and climate by having
How will you and the students assess where the learning objectives, them complete the weather vs. climate worksheet. I will collect the worksheets and
listed above, were met? check for understanding/completion.
Each formal or informal assessment should describe how it is aligned
to the above objective(s).

**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to
consider when planning an equitable educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material
but they do not change knowledge content. With accommodations, a student receives the SAME education as other children, but the student can access content or
express knowledge in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may include
adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional
explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations
or modifications listed within the IEP or 504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of
the lesson plan template.

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 Name _________________________________________ Class____________

Weather vs. Climate Exit Activity

Read each statement below and identify whether it is referring to weather (W) or climate (C).
Write a (W or C) to the left of the statement to record your answer.

__________ 1. Usually it is sunny in Florida.

__________ 2. This can change from day to day.

__________ 3. This can remain about the same over a number of years.

__________ 4. Conditions outside on a daily basis.

__________ 5. The typical or usual conditions for an area.

__________ 6. Yesterday it was sunny but today we have storms.

__________ 7. Every year, we have mild winters and it rarely snows.

__________ 8. It is normal for New York to have a lot of snow each year.

__________ 9. Florida is a popular vacation spot because of consistent sunny

days and warm temperatures.

__________ 10. Our state is on tornado watch today.

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