01 Nov This assignment evaluates your knowledge and skills edit and update TE Lesson Plan 2? in the following way: ? Your ability to accommodate instruction to meet diverse student needs. ?
This assignment evaluates your knowledge and skills edit and update “TE Lesson Plan 2” in the following way:
· Your ability to accommodate instruction to meet diverse student needs.
· The use of second language acquisition strategies.
· Refinement of your assessment
· The inclusion of questions in your plan designed to develop higher level critical thinking skills.
· Please submit the changes to your “TE Lesson Plan 2” in a different color or highlighted.
· No Plagiarism
Comprehensive Instructional Strategies
The assignment is designed to evaluate your skills in a comprehensive way; thus you are asked to provide much more detail than traditional plan so that you are able to evaluate your skills in these areas.
Resources:
· Generic Lesson Planning Assessing Instructions – See attachment
· Bloom's Action Verbs – See attachment
· Complete Sample Teachers of Tomorrow Lesson Plan – “ See attachment”
· 700.5 Rubrics Criteria – “See attachment”
· Assignment Instructions – “See attachment”
Assignment
Edit and update “TE Lesson Plan 2”.
Focus your attention on criteria in the lesson plan that address the following:
· Your ability to accommodate instruction to meet diverse student needs.
· The use of second language acquisition strategies.
· Refinement of your assessment
· The inclusion of questions in your plan designed to develop higher level critical thinking skills.
· Please submit the changes to your “TE Lesson Plan 2” in a different color or highlighted.
· No Plagiarism
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TEACHERS OF TOMORROW LESSON PLAN FORMAT
NAME: New Teacher SUBJECT: Grade 7 Language Arts
State Standard: (6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw
conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
Students are expected to:
(B) analyze the development of the plot through the internal and external responses of the characters, including their
motivations and conflicts; and
(C) analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited.
LEARNING OBJECTIVE(S): The student will analyze the development of the plot through the internal and external responses of
the characters, including their motivations and conflicts, and analyze different forms of point of view, including first-person,
third-person omniscient, and third-person limited by selecting from a group of tasks that include creating a character analysis
cut-out or poster, acting out a character in a presentation, or pretending to be the author of a book during an interview.
ASSESSMENT: With the assistance of a peer, students will create a mock interview and presentation in which each student
will discuss how they created a character in the book. Students must identify the four aspects of characterization and how
they pertain to the character. Students will submit the interview and present to the class for evaluation.
MATERIALS and SETTING Small groups (3 – 4) determined by the teacher Notebook paper, pencil, colored pencils for ‘tweet sheet’, paper sack, objects for the bag Thirsty, Burger Wuss, The Chocolate Wars, Feed, and Refugee books
KEY VOCABULARY and ACADEMIC LANGUAGE
Review definitions for analyze, plot, internal/external responses, character, characterization, point of view
FOCUS ACTIVITY Students will create a character chart from two poems (“The Peanut Butter King” and “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out.” to review ‘static’ and ‘dynamic’ characterizations.
CONNECTION TO PRIOR LEARNING
Students will review the four different characterization concepts we have learned in the last two weeks.
OBJECTIVE STATEMENT Students, today we will continue our study of characterization, plot development and point of view. You will complete a project of your choice for the final assessment of your understanding of characterization and the role of plot and point of view in characterization.
PURPOSE OF LEARNING This is important for us to know so we can understand how writers utilize characters to impact story lines, and in real life, helps us recognize how other people impact our lives.
INSTRUCTIONAL STEPS Include: Step by step instructions Key points Directions to give
1. Review: I will review the different characterization concepts with the students prior to starting them on the activity. These concepts include antagonist and protagonist, dynamic vs. static, round vs. flat, and the difference in implied and explicit character traits.
2. Focus Activity: Students will complete the poetry activity to help them distinguish between static and dynamic characters.
3. Activity: Students will be completing three different learning stations that solidify some of the concepts of point of view and characterization. I will explain the station requirements for each station before releasing them to work.
**While students are working on this, I will be pulling some students for a tier one re-teach of the concepts before they complete an activity.
Station 1: Students will “become” a character from their group independent reading assignment (each group has been reading one of the following books: Thirsty, Burger Wuss, The Chocolate Wars, Feed, and Refugee). On a piece of notebook paper, students will write down 10 adjectives that describe themselves as the character from the book. Students will then list ten more adjectives for two other characters in the book from the point of view of the character they have become. Station 2: Students will be completing the “Tweet Sheet” activity. Students have to write tweets for different characters to point of view on the different conflicts in the short story. Students may choose any of the following short stories: “Luck,” “Old Man on the Bridge,” and “The Other Wife.” Students will annotate these stories on the iPads using Scrible. They can read independently to practice their comprehension, and then share their findings and notes as a group. After groups finish discussing, they will work on their “Tweet Sheets.” Station 3: Students will write paragraphs from their personal point of view about a particular object. They will then write a second paragraph from the point of view of that particular object. These objects will be in a paper sack so that they cannot see what they are grabbing. Tomorrow, students will take turns reading the paragraph from the point of view of their object.
4. Station Completion: Following completion of the stations activity, I will ask the Post-
Questions to clarify any misconceptions and prepare students for their project choices. This assignment will be due in two days.
5. Assessment: Handout project choices for students. Students will be completing a project of their choice for the final assessment of their understanding of characterization and the role of plot and point of view in characterization. Each project listed is differentiated to fit different learning styles. Here is a link to this assignment: https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHXT- Ash5eJw4/view?usp=sharing
6. Closure: To review, we will list three types of point of view and some of the characteristics of each type. Students will also be sharing what they remember about the different characterization concepts before we leave class. They will not have to write it down for an exit ticket today. I will take notes on who seems sure of their responses and who else might need Tier1/Tier 2 instruction.
7. Connect to Future Learning: Students will be using the concepts covered in this lesson as we begin our novel study of A Wrinkle in Time.
QUESTIONS FOR UNDERSTANDING Identify levels of Blooms
Pre-Questions: • What are some of the key differences between direct and indirect characterization?
Analyze • What are some ways to determine whether a trait is an implied or explicit
characteristic? Evaluate, Create • What are some of the different details that make up the characteristics of a
character? Remember Post Questions:
• What are you the things that you are most comfortable with discussing about characterization and its relationship to other literary elements moving forward? Evaluate
• What are some things that you think that we should practice more before we begin our study? Create
MODIFICATIONS/ ACCOMMODATIONS
Modifications: IEP and ELL students will have their sentence stem lists for the writing portions of the stations. IEP students will also work on their paragraphs with the teacher during study hall tutorials. Accommodations: IEP/504 Students will be able to type the written portion of these assignments.
RETEACH/EXTENSION Reteach: Students who are struggling with the Point of view and characterization concepts will be pulled during this lesson for tier one instruction. We will begin by having students list different adjectives to describe each of the members of the group. After listing the different adjectives, we will discuss whether these are implied traits or explicit traits. Since most will be explicit, I will be giving them some examples of implied traits by helping them find ways to assume certain traits (ex: they can assume that I am also a coach because I generally come to class in wind pants or they can assume that a class mate is on the basketball team because they wear tennis shoes every day). The final aspect of this lesson will be for students to read the short story “Old Man on the Bridge.” We will read together and take our notes on Scrible using the iPad. We will discuss the different characters in the story and label them as flat/round and tell whether they are static or dynamic characters. After we finish this, students will complete a “Tweet Sheet” for one of the characters in the book. Extension: Students who are ready to move on will be completing the creative writing characterization activity. This assignment is NOT for a grade, but it can be used to replace a student’s two lowest grades. Here is a link to that assignment: https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpenwl8ru/view?usp=shari ng
CLOSURE Review Connect to future learning
Review: We will list out the three types of Point of View and some of the characteristics of each type. Students will also be sharing what they remember about the different characterization concepts before we leave class. They will not have to write it down for an exit ticket today. I will take notes on who seems sure of their responses and who else might need tier 1/tier 2 instruction. Connection to Future Learning: Students will be using the concepts covered in this lesson as we begin our novel study of A Wrinkle in Time.
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Greetings!
Please read the bullet points below, as it might help you when writing the lesson plan. I love lesson planning and the challenge of figuring out how to help all students be successful. As you write your lesson plan, please reach out to me if you have questions on activities, etc.
1. Questioning: Make sure that the questions that you ask during the lesson reflect different levels of Bloom's Taxonomy. I am attaching a copy of Bloom's verbs that I use when lesson planning that you were provided in the first submission. It is easy to get "stuck" in the "remembering" and "understanding" levels. To achieve ten out of ten points, please make sure all levels are present in your lesson plan.
2. Questioning: Avoid "yes" and "no" questions. This doesn't really give you, the teacher, an accurate assessment as to if students have mastered the content, since they can easily guess. Also avoid blanket questions such as "Does anyone have any questions over the topic?" In my experience, it is the struggling students who do not ask because they either don't feel comfortable asking in front of a class, or they honestly don't even know how to ask the specific question. As the teacher, when you ask specific questions, it will help you determine who knows the material and who might need more help.
3. Assessment: To obtain the highest grade possible on this section, please make sure that you explicitly state if the assessment is formative, informal, summative, etc. Remember, oftentimes, you will use a variety of assessments throughout the lesson. Embedding multiple types of assessments will help increase your score on this part of the lesson plan.
4. Accommodations for ELLs – When determining the best accommodations for ELLs, think about how you can combine the standards with the English Language Development/Proficiency Standards.
What strategies (other than wait time) are appropriate for your lesson? If the assessment involves discussion or writing, sentence stems that relate back to the questioning will be most appropriate. If it is a new concept, maybe explicitly teaching vocabulary and providing a word wall/visuals would be most appropriate. While having someone as a "language buddy" or "partner" can be beneficial, remember that it is not another student's job to translate for other students.
5. Accommodations/Modifications SpEd- Please think through the types of students that you might have in the classroom. How would the lesson look differently for someone who is visually impaired as opposed to a student with autism? In public education, you have a variety of students with a variety of needs. Be specific in the type of accommodations and modifications that would be appropriate for the objective. Also consider the reteaching part specifically–if a student didn't master the objective, think about another unique way to present it. Don't forget, there are awesome websites that can help supplement instruction such as Khan Academy or other Aps. This isn't to replace your job, but can be embedded to help. 🙂 If you used a PowerPoint the first time, and a student didn't master the objective, for the reteach part, you will want to present the information in a different way.
6. Accommodations/Extension/GT students- When I look at this part of the lesson, I am really looking to see if you can challenge the student in a unique way regarding the objective. This might include project based learning if they have already mastered objectives. I have worked with a variety of students, and in my experience with GT students, making them a "group leader" because they understand the content doesn't meet their needs. This population is often the most overlooked. Additionally, research shows that often GT students don't benefit from reexplaining the content to other students–it’s the struggling students that benefit from doing this because it helps the struggling students retain the content. Behavior problems will sometimes emerge if the student is bored. Additionally, assigning more problems won't help. Rather, consider assigning more challenging problems (word problems, hypothetical situations, etc.)
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REVISED Bloom’s Taxonomy Action Verbs
Definitions I. Remembering II. Understanding III. Applying IV. Analyzing V. Evaluating VI. Creating
Bloom’s Definition
Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers.
Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.
Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.
Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.
Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.
Verbs • Choose • Define • Find • How • Label • List • Match • Name • Omit • Recall • Relate • Select • Show • Spell • Tell • What • When • Where • Which • Who • Why
• Classify • Compare • Contrast • Demonstrate • Explain • Extend • Illustrate • Infer • Interpret • Outline • Relate • Rephrase • Show • Summarize • Translate
• Apply • Build • Choose • Construct • Develop • Experiment with • Identify • Interview • Make use of • Model • Organize • Plan • Select • Solve • Utilize
• Analyze • Assume • Categorize • Classify • Compare • Conclusion • Contrast • Discover • Dissect • Distinguish • Divide • Examine • Function • Inference • Inspect • List • Motive • Relationships • Simplify • Survey • Take part in • Test for • Theme
• Agree • Appraise • Assess • Award • Choose • Compare • Conclude • Criteria • Criticize • Decide • Deduct • Defend • Determine • Disprove • Estimate • Evaluate • Explain • Importance • Influence • Interpret • Judge • Justify • Mark • Measure • Opinion • Perceive • Prioritize • Prove • Rate • Recommend • Rule on • Select • Support • Value
• Adapt • Build • Change • Choose • Combine • Compile • Compose • Construct • Create • Delete • Design • Develop • Discuss • Elaborate • Estimate • Formulate • Happen • Imagine • Improve • Invent • Make up • Maximize • Minimize • Modify • Original • Originate • Plan • Predict • Propose • Solution • Solve • Suppose • Test • Theory • Maximize • Minimize
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
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Criteria Ratings
QUESTIONING 10.0 pts 8.0 pts 6.0 pts 4.0 pts EXPERT: *Detailed evidence of planning for effective questioning *Specific goals for questioning identified (determination of prior knowledge, feedback, assessment, prompts for problem solving, etc.) *Explicitly requires students to go beyond “recall of facts” to engage in higher order thinking (Bloom’s Taxonomy), and creativity.
PROFICIENT: *Appropriate evidence of planning for effective questioning. * Goals for questioning identified and apparent (determination of prior knowledge, feedback, assessment, prompts for problem solving, etc.) *Encourages students to go beyond “recall of facts” to engage
DEVELOPING: *Some evidence of planning for effective questioning. * Goals for questioning are appropriate but may not be apparent (determination of prior knowledge, feedback, assessment, prompts for problem solving, etc.) *Some opportunity for students to go beyond “recall of facts” to engage in lesson content.
NOVICE: *Little or no evidence of planning for effective questioning. *Goals for questioning are uncertain (determination of prior knowledge, feedback, assessment, prompts for problem solving, etc.) *Limited opportunity for students to go beyond “recall of facts” to engage in lesson content
Criteria Ratings
ASSESSMENTS and THE OVERALL PLAN
10.0 pts 8.0 pts 6.0 pts 4.0 pts EXPERT: *Assessment provides detailed information about student learning. *Explicitly matches objective(s), learning activity and outcomes. *Detailed information about the type of assessment, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.). *Assessment is adapted for diverse student needs and offers valid information about student learning. The overall plan flows smoothly from beginning to end; all aspects of the plan are aligned in rigor; explicitly detailed information is developed to address all learner needs.
PROFICIENT: *Assessment provides meaningful information about student learning. *Matches objective(s), learning activity and outcomes *Adequate information about the type of assessment, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.). *Assessment includes some adaptations for diverse student needs
The overall plan is well- developed, flows smoothly from beginning to end; most aspects of the plan are aligned in rigor, detailed information is developed to address most learner needs.
DEVELOPING: *Assessment provides adequate information about student learning. *Is consistent with objective(s), learning activity and outcomes. *Adequate information about the type of assessment, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.). The overall plan is adequately developed, flows somewhat smoothly from beginning to end; most aspects of the plan are adequately aligned in rigor, information is developed to address some learner needs.
NOVICE: *Assessment provides minimal information about student learning. *Is loosely connected to the objective(s) and learning activity and outcomes *Minimal information about the type of assessment, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.). The overall plan is poorly developed, is dis-jointed with little flow from beginning to end; few aspects of the plan are adequately aligned in rigor, little to no information is developed to address learner needs.
ACCOMMODATIONS MODIFICATIONS
10.0 pts 8.0 pts 6.0 pts 4.0 pts EXPERT: *All accommodation needs have been specifically identified. *Accommodations (learning aids, graphic organizers, oral administration, etc.) and/or modifications (alternate material, activity or grade level content) are detailed and explicitly designed for the needs of the student population (ELL, Sped, GT, etc.) *Area for accommodation or modification (content, process, product, learning environment) has been specifically identified. *Accommodations and Modifications explicitly match skill deficits. Technol
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