Teacher Education Lesson Plan Template

Teacher: Grady Date:3/26 & 3/27

Title of Lesson: SLED Introduction Cooperating Teacher: Devlin

Core Components
Subject, Content Area, or Topic
English Dual Enrollment

Student Population
47 students

IEP

504

Learning Objectives
I can begin to think about the topic for my Student Led Discussion by watching Youtube
videos of individuals and groups who have decided to make a difference with issues they
are passionate about.

I can generate ideas to incorporate into my Student Led Discussion to engage my peers in
my presentation.

Virginia Essential Knowledge and Skills (SOL)

12.1 a) Choose the purpose of the presentation.
12.6 a) Generate, gather, and organize ideas for writing to address a specific audience and
purpose

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources:
Promethean Board, Laptop, Youtube, SLED rubric and assignment
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
X Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Strategy Return
Used
X Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
X Discussion 50%
Demonstration 30%
X Audio Visual 20%
Reading 10%
Lecture 05%

Safety ​(if applicable)

Time
Process Components
(min.)
5-10 *Anticipatory Set
Display current event issue and discuss
“​Should the Voting Age Be Lowered to 16?​”

1-2 *State the Objectives (grade-level terms)

I can begin to think about the topic for my Student Led Discussion by watching
Youtube videos of individuals and groups who have decided to make a difference
with issues they are passionate about.

I can generate ideas to incorporate into my Student Led Discussion to engage my

peers in my presentation.

10-15 *Instructional Input or Procedure

TTW introduce SLED presentation
TTW answer questions regarding SLED presentation

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
35-40 *Modeling
TTW show examples of potential topics how individuals and groups are choosing
to make a difference with the issue they are passionate about
Show youtube videos on potential topics

These wedding flowers are getting a second chance to bring joy to others
https://www.youtube.com/watch?v=g_DJQmCuuoQ&list=PL_W1Mq2lh4460rq1722xN9Sv
Nybst52Cb&index=78

A harness brings hope to parents of children with Down syndrome

https://www.youtube.com/watch?v=4PBn3DzdLSg&index=77&list=PL_W1Mq2lh4460rq17
22xN9SvNybst52Cb

https://www.youtube.com/watch?v=KZP1hFCDKW4&pbjreload=10
Pay-It-Forward Pizza | Rosa’s Fresh Pizza 

Ryan's Recycling | Kid Entrepreneur

https://www.youtube.com/watch?v=TGx5CJcF044

7 year old recycler saving the world ellen

https://www.youtube.com/watch?v=h1vEksdoEH4

Happiness Is Always An Option. 6:42

https://www.wimp.com/happiness-is-always-an-option/

How to change the world - kid president

​https://www.youtube.com/watch?v=4z7gDsSKUmU

​How We Can Keep Plastics Out of Our Ocean 

https://www.youtube.com/watch?v=HQTUWK7CM-Y

How The Ocean Cleanup is solving one of the biggest eco disasters of our
time 2:52

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 https://www.youtube.com/watch?v=uguRuClIdTw

https://www.youtube.com/watch?v=DjU4zxuqeZQ
DOLLAR TREE HAUL | MAKING DT HOMELESS BAG 

Hero teacher Sonya- Ellen

https://www.youtube.com/watch?v=R9STI37rRQo

Veganism why
https://www.youtube.com/watch?v=ytFwytWK1Bw

Ellen showcases 3rd graders efforts to save the gorillas

https://www.youtube.com/watch?v=00P1umaxVro

1-2 *Check for Understanding

Have students briefly summarize what the purpose of the SLED assignment

*Guided Practice
N/A

10-15 *Independent Practice

TTW allow students to break up into groups and discuss potential topics they
would like to explore for their SLED’s

Assessment
N/A

*Closure
Ask students to continue thinking about what topic they would like to begin to
research for their SLED presentation. Next class they will be working on laptops
and will be expected to submit their topic and group member names into Google
Classroom

Differentiation Strategies (enrichment, accommodations, remediation, or by learning

style).
Students are allowed to choose their group members, and topic
Classroom Management Issues (optional)

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*​Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

SLED Presentation Dates A3

Topic: _____________________________ Date: ​April 13

Topic: _____________________________ Date: ​April 13

Topic: _____________________________ Date: ​April 17

Topic: _____________________________ Date: ​April 17

Topic: _____________________________ Date: ​April 19

Topic: _____________________________ Date: ​April 19

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
SLED Presentation Dates B3

Topic: _____________________________ Date: ​April 16

Topic: _____________________________ Date: ​April 16

Topic: _____________________________ Date: ​April 20

Topic: _____________________________ Date: ​April 20

Topic: _____________________________ Date: ​April 24

Topic: _____________________________ Date: ​April 24

SLED Activity

Group members: _______________________________________________

Topic: ___________________ Time: _____ - ______Grade: ________

Consider a topic about which you’re passionate and generates conversation. This may even be the
topic on which you wrote your research paper. Consider your prior knowledge, personal thoughts
and researched material then prepare a 20-minute (min.) presentation on your topic.

While considering your audience and purpose, appropriately implement elements of ethos, pathos
and logos. Also, consider which argument style(s) best suite your presentation (Rogerian /
Toulmin).

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Your presentation will consist of three parts

1. Presentation of material- your claim needs to be supported by examples and reliable sources
2. Discussion of topic- your claim needs to spark discussion with the class
3. Synthesis activity- can be done at any point in your presentation (pre, during or post) and
needs to engage the class in your topic - you will pick from a selection of activities to
incorporate into your presentation

Rubric

_____/30 Knowledge and presentation of material - make a claim then back it with
current, reliable, accurate researched (and cited) information in an organized /
meaningful fashion. Remember: your aim is not necessarily move your peers
to side with you. Success can happen if they at least come to understand your
claim.

_____/30 Preparedness: it must be clear you practiced your presentation. Terms and
names are correctly used and pronounced. Presentation lasts at least 20
minutes. Speak confidently with appropriate volume, gestures, props and
visuals.

_____/30 Interest level – discussion keeps class engaged / involved. If a visual (like
PP) is utilized, DON’T read off it. Interest level can be maintained if
presenter(s) appropriately use the appeals. This should be an interactive
discussion vs. presentation.

_____/10 Completed reflection on the back of this page (one p/group) due at the
​beginning​ of the class period you present.

*Students will lose points if they are not engaged in their peers’ presentations. This means, you may
not do your math work, study psychology or be on your phone etc. while your peers are presenting!

*You must present on the day you’ve chosen to present – no exceptions! Share contact information
with your group mates then STAY IN TOUCH!

In a one-paragraph min. reflection, state your claim, then share how you/your group
implemented ethos, pathos, logos and elements of the Rogerian and/or Toulmin Argument
Model in your discussion. What did you do/ say/ show to engage and influence your audience?

This response will be assessed for content as well as writing style.

________________________________________________________________________

________________________________________________________________________

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015