24 Nov Review, Revise and Update your document ?’TE Lesson Plan 1′.? Please see ‘Sample Lesson Plan’ as an example of expectations Please ensure you update the following listed below: The section
Review, Revise and Update your document "TE Lesson Plan 1".
Please see "Sample Lesson Plan" as an example of expectations
Please ensure you update the following listed below:
The section for "Bloom's questions" has been omitted add to document TE Lesson Plan 1.
Refer to Sample TOT Lesson Plan for guidance
Edit and resubmit.
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT
NAME: Tavonnia Evans SUBJECT: Oral and written communication
Grade 7 Speaking and Listening Standards [SL]:
Standards for Comprehension and collaboration
· Student gain adequate mastery of a range of skills and application through engaging effectively in a range of collaborative discussions with different classmates.
All students are expected to:
1. Attend discussion having studied or researched the topics being discussed; specifically draw on their understanding by citing examples from the topic, text, or situation in order to delve into and consider the concepts being discussed.
2. Maintain cordial discussion guidelines, monitor progress toward predetermined deadlines, and establish individual roles as necessary.
3. Ask elaboration-prompting questions and providing pertinent observations and thoughts in response to others' queries and remarks can help you keep the conversation on track.
4. acknowledge new facts shared by others and, when necessary, alter their own opinions.
· Student explain how the key points and supporting information offered in various mediums and formats help to clarify the topic, text, or situation being studied.
· Student outlines the speaker's position and particular statements while assessing the logic's plausibility as well as the relevance and adequacy of the supporting data.
Standards for presentation of knowledge and ideas
· Student uses relevant facts, descriptions, details and examples to support their assertions and findings. Also, make sure to use the right terminology, eye contact, volume, and pronunciation.
· Student adapts and change speech to a range of situations and demands, displaying proficiency in formal English when necessary or suitable.
· Presenters should use multimedia elements and visual displays to accentuate key points and clarify assertions and conclusions.
LEARNING OBJECTIVE(S): The student will have an in-depth, respectful conversation with one partner about a recent video selection through carefully listening, reacting correctly, and tailoring communication to the audience. In addition, the student will be able to communicate effectively with others in a variety of settings, including personal conversations, group settings, and formal lectures. This activity will help students learn how to communicate effectively both orally and in writing. This will also help them to build relationships and critical skills for modern life.
ASSESSMENT/PERFORMANCE MEASURE: Following their discussions with their partners, students will review their notes and compose a brief written response in which they reflect on their experiences in discussing the about the video.
MATERIALS and SETTING
The setting is the classroom.
Materials needed include a Paper handout containing questions, a pencil, and paper and HD-audio-visual projector.
The student will watch a short video together as a class and then form groups of two to discussion about the plot, setting and characters in that video using guided questions.
KEY VOCABULARY and ACADEMIC LANGUAGE
Review and understand the definition of text, analyze, fiction, character, literary texts and plot
Student will watch a short drama animation with two characters interacting with each other and playing together or having fun together.
CONNECTION TO PRIOR LEARNING
After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters communicated with each other. Each student will then write a short initial response to what they think of the characters in the video base don their own understanding and perspective.
OBJECTIVE STATEMENT (be sure to include the performance measure)
Students, our goal for today is to practice constructive and courteous communication using our communication skills and abilities. I will give each student the discussion questions that they will use as a guide to have a meaningful conversation about the video chosen with their member members. Each student will spend some time chatting with your companion, then switch seats and write about what you learned. This written answer will demonstrate that you written communication skills while the discussion will test oral communication skills.
PURPOSE OF LEARNING
This lesson will help each student to develop and improve in both oral and written communication skills need to accurately articulate thoughts and express ideas effectively to multiple audience and actively listen to other for understanding and meaning.
Review: I will review essential topics and discussion question through group discussion. These will include looking at nonverbal cues, group dynamics and evaluating students’ opinions and interest
Focus: Student will watch a short video to learn verbal and nonverbal cues.
Activity: Students will watch a short video together as a classroom, participate in group discussions and write a response to the discussion question to practice and improve on their written and oral communication skills.
LITERACY STRATEGIES USED
In this lesson student will use different literacy strategies such as activating, summarizing. Monitoring, organizing, searching, questioning and inferring to enhance their vocabulary, reading, listening, speaking and writing skills.
STUDENT USE OF TECHNOLOGY
Student will use their tablet to watch the video on their own and watching it one with another student in the classroom through a HD audio-video project. This resource will help the student to easily access the video during the lesson and during discussions.
Use teaching strategies and learning resource to make the learning content comprehensible to all student including English as a second language (ESL)students and English literacy development (ELD) students. For example, seat the student near the teacher, print clearly, print instruction clearly, print key words on board, incorporate visuals gestures and charts and speak clearly using normal tone and slightly slow rate to ensure that all students understand what is require and expected from them.
We will have our kids having trouble coming up with ideas to fill out a brainstorming page in their notebooks. If students have trouble recalling dramatic norms we have covered in class, they will be directed to look at the textbook for examples we have used. If students have trouble recalling a story's literary elements—essential when crafting a play—they can use a mountain illustration depicting the story's beginning, rising action, climax, and falling action on the whiteboard (Montiel, 2021).
If students have finished their group brainstorming and idea gathering, they can proceed directly to the next stage of the writing process. They must prepare for the role if the play is written.
The lesson will wrap up with a round of questions and answers, at which point I can listen in and assess everyone's progress. Students can ask me critical thinking questions, and I will provide comments and guidance if needed. The deadline for finishing this task should be pushed back. Please remember that today is not the assignment's due date, and any forward motion at this level of planning and visualizing is to be commended. I'll repeat that as our lesson's main focus. We'll go through what's expected of them tomorrow so that when they get to school, they can get to work without much explanation since they'll be back at the same station with the same task.
Connect to future learning: Student will use the concept and skill their have acquired in the previous lesson to tackle part of the problem in the future oral and written communication lesson.
Djabborova, F. O. (2020). Ways of developing listening skills of English learners in ESL and EFL classrooms. European Journal of Research and Reflection in Educational Sciences, 8(10), 212-216.
García, C. (2019). Lesson Plan, Texas History, 7th Grade.
Ginaya, G., Rejeki, I. N. M., & Astuti, N. N. S. (2018). The effects of blended learning on students' speaking ability: A study of utilizing technology to strengthen the conventional instruction. International journal of linguistics, literature, and culture, 4(3), 1-14.
Montiel, E. (2021). Lesson Plan, Texas History, 7th Grade.
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: 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.
REVISED Bloom’s Taxonomy Action Verbs
Definitions I. Remembering II. Understanding III. Applying IV. Analyzing V. Evaluating VI. Creating
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 • C
Our website has a team of professional writers who can help you write any of your homework. They will write your papers from scratch. We also have a team of editors just to make sure all papers are of HIGH QUALITY & PLAGIARISM FREE. To make an Order you only need to click Ask A Question and we will direct you to our Order Page at WriteDemy. Then fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline.