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Instructional Lesson Plan

Interns Name "rade # $%L&


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Michelle Nappi Noah Gray (Modified by: Michelle Nappi & Blair Exter edits in Blue!
&ub1ect Language Arts &chool 2ran3lin Elementary

'lass &i(e *ate + ,ime ) No-ember #. ./:0/

Mentor Initials N454

I4 Purpose of the Lesson

What will the students learn? How does this learning fit within broader unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? &tandard (6se M* &tate 'ore 'urriculum! %nchor &tandard RI3 CCR Anchor Standard Analyze how and why individuals, events, and ideas develop and interact over the course o te!t" CCSS"#LA$Literacy"RI"%"3 &escri'e the connection 'etween two individuals, events, ideas, or pieces o in or(ation in a te!t"

Lesson 7b1ecti-e )oday, you will 'e a'le to co(pare and contrast your tur*ey with a class(ate+s tur*ey using a ,enn &iagra( and the ter(s -sa(e. and -di erent".

2ormati-e %ssessment /planned or use in this lesson0

Students will create a ,enn &iagra( co(paring and contrasting their tur*ey with another student+s" 1sing the ,enn &iagra(, the students will create co(paring and contrasting sentences /222 3 2222+s tur*eys are the sa(e4di erent 'ecause222220" At the end o the lesson, the teacher will review the written wor* o the students and decide whether the (a5ority o the class understands the topic o co(paring and contrasting, or i urther instruction will 'e necessary" She will chec* to see which areas appear to 'e di icult or the students"

II4 Instructional *ecision$Ma3in8

What knowledge of students influences my instructional decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or build on students strengths?

5no9led8e of Learners *ecisions based on 3no9led8e

: ::

Instructional this

5no9led8e of %8e$Le-el 'haracteristics 6hysical $7 year olds typically have 'etter eye$hand coordination and use o s(all (uscles" $)hey are restless and idgety and learn 'est when they can 'e active while learning" )hey li*e to use their hands while wor*ing" #(otional4Social $7 year olds are typically dependent on approval o adults" Child is concerned with pleasing the teacher" Intellectual $)hey have little understanding o a'stract concepts and learn 'est in concrete ter(s"

Students will use the directions provided to the( to create a tur*ey 'ased upon the characteristics that apply to the(" )he students will (ove ro( the carpet to s(all ta'le groups" )hey will engage in hands on learning while constructing their individual tur*eys and co(paring the( to their class(ate8s" A(ple and speci ic praise will 'e given to students" Gentle corrections will 'e (ade" )he lesson will 'e 'ased on identi ying si(ilarities and di erences" All co(parisons will 'e done with concrete o'5ects4persons or visual i(ages" )he ,enn$ &iagra( will 'e a visual representation o the si(ilarities and di erences and the students will use the ,enn$diagra( to write co(paring and contrasting sentences" )he teachers will 'uild upon this *nowledge through ,enn &iagra(s and co(paring4contrasting sentences" Nico will 'e allowed to have his idget toys throughout the lesson" &irections will 'e repeated

5no9led8e of %cademic ;eadiness (based on pre$ assessment! Students have 'een introduced to the concept o co(pare and contrast 'e ore" 5no9led8e of &ub8roup or Indi-idual Needs (IEP accommodations< ELLs< "+,< other stren8ths+needs! Nico &iagnosed with Autis(9needs - idget toys. and re:uires

repeated directions and :uestions" ;e also needs to repeat 'ac* in or(ation" Nico needs concrete rewards to (otivate learning" Nico re:uires 'rea*s, opportunities or (ove(ent, and (ay re:uire a scri'e4e!tended ti(e" *amian &iagnosed with a develop(ental delay9needs sensory sti(ulation4deep pressure to help hi( ocus" ;e (oves a'out when not given a speci ic spot to sit on" &a(ian needs visual4graphic organizers" &a(ian (ay re:uire a scri'e" ;ichard &iagnosed with autis(9Richard needs directions to 'e stated clearly and o ten needs to repeat directions 'ac*" ;e does not li*e to (a*e direct eye$contact" ;e needs positive and concrete rein orcers" ;e re:uires visual4graphic organizers" Richard (ay re:uire a scri'e" Marcos &iagnosed with a speci ic learning disa'ility9Marcos is also an #nglish Language Learner" Marcos needs ter(s de ined or hi( e!plicitly" ;e needs positive and concrete rein orcers" ;e re:uires visual4graphic organizers" Marcos (ay re:uire a scri'e"

throughout the lesson to ensure co(prehension" ;e will 'e as*ed to repeat 'ac* directions or state(ents o co(prehension" Nico will 'e given pu 'alls or good 'ehavior throughout the lesson to put in his 'uc*et" Nico will 'e a'le to (ove when he sorts sentence strips during the Motivation piece as well as when he co(es up to 6ro(ethean 'oard" Nico will 'e provided plenty o ti(e to co(plete his assess(ents and will 'e per(itted to dictate his sentences orally to the teacher who (ay either repeat the( 'ac* as he writes or write the( or hi(" &a(ian will 'e provided his 'lue dot to sit on throughout the lesson as well as his red cushion or sitting on which provides sensory sti(ulation" &a(ian will 'e co(pleting a ,enn &iagra( 'e ore his written assess(ent, which will wor* as a visual organizer" &a(ian will 'e allowed to ver'ally dictate his sentences to a teacher, who (ay either repeat the( 'ac* as he writes or write the( or hi(" &irections will 'e stated clearly and repeated throughout the lesson" ;e will 'e as*ed to repeat directions 'ac* i he appears to 'e con used" Richard will not 'e re:uired to (a*e eye contact throughout the

lesson" Richard will 'e given pu 'alls or good 'ehavior throughout the lesson" Richard will 'e creating a ,enn &iagra( 'e ore his written assess(ent, which will wor* as a visual organizer" Richard will 'e allowed to ver'ally dictate his sentences to a teacher, who (ay either repeat the( 'ac* as he writes or write the( or hi(" )er(s will 'e clearly de ined and used in conte!t throughout the lesson" )he ter(s will 'e used ver'ally and will 'e written which Marcos can re erence /particularly in the s(all group portion o the lesson0" )he teacher will also discuss acade(ic language with the class and will o er urther e!planations as needed" Marcos will 'e allowed to put pu 'alls into his 'uc*et to rein orce positive 'ehavior and will 'e re(inded that he can play on the co(puter at the end o the lesson" <e will create a ,enn &iagra( which he can re erence as a visual organizer" )he teacher (ay allow Marcos to dictate his sentences ver'ally during the written assess(ent and she will write or hi( or repeat 'ac* his sentences as he writes" Additionally, (uch o the lesson revolves around concrete o'5ects which will aid Marcos+ co(prehension and

connection" =urther(ore, the teacher will repeat directions and o er plenti ul (odeling to ensure his co(prehension o directions4e!pectations" 5no9led8e of Interests and other Moti-ational 2actors Students at this age en5oy hands on learning and are (otivated (ore 'y concrete o'5ects than a'stract concepts" Students are eager to please their teacher" )han*sgiving is an upco(ing holiday that has 'een discussed previously in class" )ur*ey is identi ied as a sy('ol or )han*sgiving and is the traditional (eal served at )han*sgiving" Students will engage in a hands$on activity and discussion to understand si(ilarities and di erences" )he students will identi y characteristics o Ms" Nappi and Mr" Gray" )hey will then identi y characteristics o the(selves and create their tur*eys" Students will co(pare and contrast their tur*ey with their class(ate8s" )eacher will discuss )han*sgiving with the students again and will show the students what a real tur*ey loo*s li*e /pictures on the 6ro(ethean0" )he teacher will as* the students i they cele'rate )han*sgiving and i they li*e tur*ey"

Multicultural 'onsiderations + E=uity Measures : : Implications for this Lesson

$So(e children (ay not have e!perience with the concrete o'5ects used during the (otivation piece" $So(e children (ay 'e unaware o what a tur*ey is or what they loo* li*e" $)he entire lesson will revolve around identi ying the di erences4si(ilarities 'etween people /co(paring two teachers, co(paring two tur*eys that represent di erent characteristics o each student0"

$)he teachers will e!plain what the o'5ects are and will as* :uestions to the group a'out where they are ound4what they are used or" )he children will 'e a'le to hold and touch the o'5ects $,isuals o real tur*eys will 'e provided" )he teachers will 'rie ly e!plain di erent parts o a tur*ey / eathers, waddle, 'ea*, etc"0 'e ore

the students create their own tur*ey" $)eacher will call attention to how every person is di erent, 'ut that is a good thing and no person is -'etter. than another"

%cademic Lan8ua8e *emands support lan8ua8e

>>>

&caffolds to

de-elopment in this lesson

$So(e children (ay not *now the ter(s? -co(pare,. -,enn &iagra(,. -sa(e,. and -di erent". $&uring the tur*ey (a*ing portion, so(e children (ay not *now the ter(s? -waddle,. - eathers,. -'ea*".

$)hese ter(s will 'e e!plained in the 'eginning o the lesson and used re:uently in conte!t throughout the lesson" $)hese ter(s will 'e e!plained using a visual o a tur*ey as well as on the tur*eys the children (a*e"

III4 Instructional Procedures What instructional strategies and sequence will use to ensure that
every child is a successful learner?

Instructional Materials and ,echnolo8ies

$@ co(paring o'5ects /s:uirrel and 'ear0 $@ hula hoops $6ro(ethean Aoard $Sentence Strips with co(parison sentences $Construction 6aper shapes /that the students will use to create their tur*eys0 $Glue stic*s, pencils $B ,enn &iagra( wor*sheets $B Co(paring Sentences <or*sheets
Mana8ement 'onsiderations /6rocedures, )ransitions, Materials, Aehavior0 Students will 'e instructed to wal* :uietly ro( their seats to the carpet Children who ollow directions and 'ehave nicely will 'e allowed to put a -pu 'all. into their

'uc*et" )he teacher will call great attention to this student and identi y the 'ehaviors she is rewarding to inspire other children to 'ehave properly" Students will raise their hand to 'e called on to answer :uestions and identi y the si(ilarities 'etween Ms" Nappi and Mr" Gray" I students do not want to participate in the lesson, they will 'e re(inded that they will not 'e allowed to use the co(puter a ter co(pletion o the lesson" &a(ian will 'e provided his -'lue dot. on the carpet and his seat cushion while he is wor*ing in s(all groups to prevent wandering4(ove(ent during lesson" Nico will 'e given a - idget toy. and will 'e allowed to play with this4*eep his eyes on the toy during the lesson" I a teacher perceives a student who is not paying attention4losing interest, he4she will call on the student 'y na(e and engage the( (ore in the lesson 'y as*ing the( a :uestions a'out -sa(e. or -di erent." %pproximate ,ime

Instructional &e=uence 6lanned Aeginning


C C C <ar($up Motivation Aridge

Procedure

B (inutes

%" Students will 'e invited to co(e and sit on the carpet" @" )he teachers will say? -)oday we are going to learn a'out how to co(pare two things" <hen we want to co(pare two things, we have to loo* at the( and decide what is the sa(e and what is di erent a'out the(". 3" )he teachers will place two o'5ects in ront o the students" )hey will say? -So here, we have a s:uirrel and a 'ear". )he teachers will invite the students to hold the o'5ects and loo* at the(" )hey will tell students to loo* at the size, the shape, the color, etc" o the o'5ects" B" )he teachers will as* the students :uestions a'out characteristics o the o'5ects and will as* i they are the sa(e or di erent" /)he s:uirrel is 'rown and the 'ear is 'rown" Are they the sa(e or di erentD )he s:uirrel has a tail and the 'ear does not have a tail" Are they the sa(e or di erentD0 E" I do %" )eachers will stand at the ront o the roo( and will say, -Now that we have co(pared a 'ear and a s:uirrel together, we will learn how to put this *ind o data into a diagra(" @" )he teachers will e!plain how ,enn &iagra(s wor* and will call attention to the di erent sections o the diagra(" 3" )he teacher will use hula hoops to e!plain how a ,enn &iagra( wor*s" She will place the 'ear on the right and the s:uirrel on the le t o the hula hoop diagra( and e!plain how to sort the data" B" )he teacher will hold up sentence strips or di erent characteristics o the 'ear and s:uirrel and will (odel how to sort sentence strips into the hula hoop ,enn &iagra(" Students will 'e allowed to hold (anipulatives or closer view and 'rainstor(ing ideas" <e do E" )he teachers will allow the students to sort the rest o the sentence strips into hula hoops that rese('le a ,enn &iagra(" )hey will (odel this practice irst, then have the students read the

&evelop(ent o the New Learning


!"learly e#plain instructional activities in sequence$% /)hin* I &o, <e &o, Fou &o or Modeling, Guided 6ractice, Independent 6ractice0

3 (inutes %G (inutes %@ (inutes

strips, deter(ine whether the characteristics are the -sa(e. or -di erent., and allow the( to sort the strips into the proper sections o the hula hoops" G" )he teacher will say? -Now, we will co(pare Ms" Nappi and Mr" Gray using a ,enn &iagra( on the 6ro(ethean Aoard". 7" )he teacher will point to the 6ro(ethean Aoard and e!plain to students what each part o the diagra( is" She will e!plain that i there is so(ething that (a*es Ms" Nappi and Mr" Gray di erent, it will go on the sides o the diagra(" I there is so(ething that is the sa(e a'out Ms" Nappi and Mr" Gray, it will go in the (iddle" H" )he teacher will show an e!a(ple" She will say? -I a( a girl" Mr" Gray is a 'oy" &oes that (ean we are the sa(e or di erentD. She will show the students how to sort sentences in a ,enn &iagra( when two characteristics are di erent" I" )he teachers will guide the students as they sort di erent characteristics o Ms" Nappi and Mr" Gray into the ,enn &iagra(" )he 6ro(ethean Aoard will contain pre$(ade sentences" )he teachers will call attention to the sentences and as* a student i they are the sa(e or di erent" )he students will co(e up to the 'oard and sort the sentences into the proper part o the ,enn &iagra(" %J" )eachers will then have the students (ove ro( the carpet to their des*s" Creating )ur*eys %%" )he teacher will as* the students what they *now a'out tur*eys and show the( a picture o a tur*ey" ;e will 'rie ly e!plain the di erent parts o the tur*ey" %@" )eacher will e!plain? -Now we are going to create tur*eys". )he teacher will display his4her inished tur*ey" -#ach o our tur*eys will loo* di erent" <hen you inish your tur*ey, you will co(pare your tur*ey to another student+s". %3" )eachers will give the students the )ur*ey wor*sheet that will e!plain to the students the directions or creating their own tur*eys" %B" )eachers will review the wor*sheet with the students step 'y step" )he teacher will e!plain a step /#!? -I you are a 'oy, you get a dar* 'rown 'ody" I you are a girl, you will get a light 'rown 'ody" Ms" Nappi is a girl, so her tur*ey has a light 'rown 'ody" I a( a 'oy, so (ine will have a dar* 'rown 'ody". %E" )he teacher will read the :uestions orally and the students will provide their own answer aloud" )he student will then 'e instructed to circle the color o the shapes they personally need on the wor*sheet" %G" )eachers will hold out the possi'le tur*ey parts that the students will need /'ody, eet, 'ea*, eathers and wattle0" )he students will select the particular 'ody parts he needs /they will re er to the wor*sheet on which they have circled their answer0" %7" )he teacher will give the students the pre$cut shapes that will 'e used to create the tur*ey" %H" Students will glue the 'ody parts to their tur*ey and write their na(e on the 'ac*" )he teacher will (odel how to glue each 'ody part step 'y step as the students 'uild their tur*ey" Fou do %I" )he teacher will e!plain? -Now that each o you have (ade your tur*eys, we are going to use a ,enn &iagra( to igure out what is the sa(e and what is di erent 'etween your tur*eys". /partner

wor*0 @J" )he teacher will give each child a paper with a ,enn &iagra( and will instruct the children to write their na(e on one side and the other student+s na(e on the other" @%" She will re(ind the students that the sides o the diagra( show what is di erent, while the (iddle shows what is the sa(e" She will (odel how this in or(ation would 'e put in a ,enn &iagra(" @@" )he teacher will as* students? -&o you see anything that is di erent a'out your tur*eysD. I students are having di iculty, she will pose pro(pting :uestions such as? -;ow (any eathers does your tur*ey haveD ;ow (any eathers does his haveD &oes that (a*e the( the sa(e or di erentD. @3" <hen students co(e to a consensus a'out whether a certain characteristic is the sa(e or di erent, she will as* the students where they will sort this data on their diagra(D <hen the students have decided, they will write their sentences" )hey will ver'alize their sentences to the teacher irst and the teacher will assist the( as they write" @B" <hen the diagra( is inished, the students will 'e given a wor*sheet" )he students will 'e as*ed to write two sentences out, using their ,enn &iagra(, to show one thing that is the sa(e and one thing that is di erent 'etween their two tur*eys" #nrich(ent or Re(ediation
(As appropriate to lesson)

&$

)he wor*sheets will all have sentence starters on the( to help the students" Additionally, the teacher will allow the students to dictate their sentences to her aloud and she will guide the( in their writing" '$ Students who inish early will share their sentences aloud"

Planned Ending
(Closure)
C

%" @"

)he students will share their sentences aloud"

)he teacher will congratulate the students on success ully learning (ore a'out co(paring and contrasting"

Su((ary ;o(ewor*

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