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Date: 4/28/16
Extending Thinking
Lesson
Assessment Lesson
**The delivery of your lesson is always contingent upon the content you intended to
deliver. Sometimes you may address all of the elements in the template and sometimes
you may not. This template is a guide to ensure you are addressing the essential
elements of a lesson plan to ensure students will be able to demonstrate enduring
understanding.**
This is an application/extended thinking lesson. After having the introductory lesson
on the 27th where the topic was introduced, the students will review what they learned
the day before, practice it then apply it to creating their own idioms project to display.
Focus
Students
Attention
Content
Outcome
Performance
Outcome
Content
Standards
Include number
and text of each
standard being
addressed
Common Core
Focus
Language
Objective
(Classes with
ESL Coteacher)
Students will engage in and lead their discussion with each other based
upon what they watched in the video and from their own understanding of
the topic from previous lessons. They will listen to others sharing their
opinions, they will speak with one another while in the discussion sharing
idiom meanings and why they thought of them or coming up with ways of
how they can remember them. They will be reading the different
references for comprehension and practice knowing the meanings of
idioms by writing them down and figuring them out on different group
activities and applying what they know to the project.
Model of
Co-teaching
Statement of Adult Roles: How will the other adults in the classroom
support students? (Component 4D)
Teachers in the classroom will each guide their own group, and be there as
a reference for support when needed. They will give the directions but the
students will be the ones to lead the discussion.
Anticipatory
Set /Activating
Do Now / Warm-up: How will you engage students in learning? How will
you connect the lesson to their prior knowledge? (Component 1E)
Strategy
Students will watch a Flocabulary video in the google classroom. They will
take turns discussing different idioms from the video, even acting them out
to help the others in their group understand the true meaning of them.
Introductory /
Short Lecture/
and/or
Developmental
Activities
Teacher Guided
Practice
Independent
Practice or
Activities
Assessment/
Closure
What does
success on
this lessons
Formative
Assessment: How
will you & your
students know if they
have successfully met
Closure Activities:
How will you assist
students in reflecting
upon what they
learned today and
Summative
Assessment: How will
you ensure that all
students have mastered
the identified learning
outcomes look
like?
What is the
evidence of
learning?
(Component
1F)
Resources/
Materials:
What texts, digital resources, & materials will be used in this lesson?
(Component 1D)
Chromebooks, group worksheet, idiom reference sheet, flocabulary video,
IXL, teacher created graphic organizer,
Access for
All:
How will you ensure that all students have access to and are able to
engage appropriately in this lesson? Consider all aspects of student
diversity ELL, IEP, & Gifted, etc. (Components 1B, 1C, 1E)
All students will have access to and are able to engage appropriately in
this lesson by answering teacher created challenging questions through
group discussion as well as challenging questions during independent
work on activities on their Chromebooks. The large population of boys in
the class will be engaged with the technology driven activities during
independent practice, as well as all students using the Chromebooks
during independent practice to remain engaged throughout the lesson.
Differentiatio
n:
-Model with other children, that you are checking other students, so far
-Lets see what we have finished so far, this is my job, this is what teachers do lets do this
together
-Really pleased that you have done so much, I will come back after I help others to check those
two
-Front loaded walking him in, holding his hand
-What should be the consequence for not doing your work. No Im being serious, here, you
arent doing the work you need to, you need to help me
Student Checklists
-Can identify what an idiom is
Y
Bl
B
L
D
-Can distinguish literal meaning of idiom
Y
Bl
B
L
D
-Can distinguish nonliteral meaning
Y
Bl
B
L
D
-Can write at least one complete sentence that explains the meaning of each idiom.
Y
Bl
B
L
D