Daniela Cupples

Lesson Plan Evaluation

Objective:
Given the desire to fully engage students in learning, candidates will produce a lesson plan that is tailored to a specific classroom profile so that
they will be able to illustrate the modification steps required to implement a master teachers lesson plan during the student teaching experience.

Overview:

The assignment provides evidence related to the candidates understanding of:

o

Course Objective 1.2 and 1.3

MS/SS SLO 1.0 Professional view of teaching and learning

MS/SS SLO 3.1 Deliver meaningful learning experiences

MS/SS SLO 3.2 Verify student progress by designingmultiple means of assessment

MS/SS SLO 3.3 Ability to selecttechnologies into instructional practices

MS/SS SLO 4.0 Design instructional practices that servegroupspromotes optimized learning opportunities

MS/SS SLO 5.0 Leadership as is marked by thoughts and actions that value the inherent dignity of others

TPE 1: Engaging and Supporting All Students in Learning

TPE #2: Creating and Maintaining Effective Environments for Student Learning

TPE #3: Understanding and Organizing Subject Matter for Student Learning

TPE #4: Planning Instruction and Designing Learning Experiences for All Students

TPE #5: Assessing Student Learning

This assignment will require that you assume that you are teaching a class with the following characteristics:

Demographics

20 boys, 14 girls; 21 Hispanic Non-White, 6 African Americans, 3 Asian, 4 Caucasians

Learning Modalities

The class is about evenly separated into thirds: 33.3% of the class prefers the verbal modality, but like the visual modality;
33.3% of the class prefer the visual modality, but like the verbal modality; and 33.3% of the class is intrapersonal.

Cultural
Characteristics

8 students living in shelters; 10 students live in government housing; 26 students like soccer; 16 students consistently play
video games; 12 students are in a danc e club.

Conversational
Language

18 students speak fluent Spanish, 1 student speaks fluent Mandarin, 15 students speak primarily English during break
times; 8 students speak non-standard English during break times

Academic Language

3 students have an overall emerging score; 6 students have an overall expanding score; 3 students have an overall bridging
score; 22 students are classified as English proficient; 25 students speak primarily English during group work

Content Knowledge

5 students have been classified as far below basic, 10 students have been classified as below basic, 8 students have been
classified as basic, 7 students have been classified as proficient, 4 students have been classified as advanced

The assignment will be submitted to the professor through the courses blackboard site.

Requirements:

Secure a lesson plan from a teacher website (such as http://www.scholastic.com/teachers/lesson-plans/freelesson-plans ) or from the master teacher at your fieldwork placement. Include an unedited copy of the lesson
plan.

Modify the lesson using the template on page 2 of this assignment

Daniela Cupples

Lesson Plan Template

Preparation to Teach
Grade Level: 2

Subject Area: Language Arts

Content Area: Parts of

Speech
Adjectives

CCSS
Standard

Critical
Concept
Academic
Language

Content
Language

ELA L.2.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

Students will be able to define and identify adjectives.

Academic Language:
1. Students will write a definition and examples of adjectives on a poster.
2. Students will read and show their posters to the class.
3. Students will listen to other students' presentations.
4. Students will write their answers on a worksheet.
Students need to be familiar with the following terms: find, identify, describe, recognize,
modify and use and apply the following adjectives in the lesson:
Nice, cool, good, happy, tall, red, blue, round, soft, loud, sweet, green, tasty, big, fast, easy

Technology
Implemented

LCD projector connected to computer to share YouTube video https://youtu.be/jaRC2Il8l5c

Document camera is used to project worksheet.

Lesson Step
Anticipatory
Set

Activity Summary
Introductory video which includes the adjective song.

Adjectives Song, Adjective Song (Adjectives

by Melissa)

Rationale
Video with corresponding song is
used to:
-

Link the new concept of

adjectives with the parts of
speech that were previously
introduced.
Introduce academic language
Build background knowledge by
providing concrete audio visual
examples, which supports both
visual and verbal modalities 66%

of the students prefer.

1. Display a picture of an elephant in the inner circle
of a bubble thinking map and write the word noun
below it in green.

Instructional
Input

2. Introduce adjectives to the students by asking

them think of words that describe an elephant.
3. As the class brainstorms the words write them in
the outer bubbles of the map, use red for
adjectives.
4. Introduce the definition of an adjective and add it
to the top of the thinking map. Write the word
adjective in red, and write the word noun in green.
5. Ask the students to think of a sentence using the
adjectives they brainstormed.
6. Use this class created poster as an anchor chart and
display it in the classroom, so that students can
refer to it as they work with adjectives.

1. The use of a graphic

organizer that incorporates a
picture provides a visual way
to engage all students,
including English learners
and special education
students.
2. Collaboratively creating the
anchor chart and displaying
the chart helps the students
by exposing them to the
concept over a longer period
of time.
3. Color is used to reinforce the
academic vocabulary in a
visual way.

Example:

Student
Practice/Clos
ure

Teacher provides list of adjectives:

Nice, cool, good, happy, tall, red, blue, round, soft,
loud, sweet, green, tasty, big, fast, easy
In small heterogeneous, supportive, groups students
practice using and identifying adjectives by creating an
adjective poster which includes:
-

Adjective
Definition of the adjective
A picture the describes the meaning the adjective

1. This activity incorporates the

intrapersonal modality as
students collaborate in a
group.
2. Students use multiple
modalities to represent their
adjectives:
Auditory
Visual
Kinesthetic
Students practice oral

Each group also comes up with a gesture or

movement that represents the adjective.

Closure: Students present their posters and gestures

or movements to the class. Posters are displayed in the
classroom.
Modification for advanced students: students add
synonym and antonym to the poster.
Extension: Students find and circle adjectives in a
leveled text.

language skills when they

present their projects to the
class.
Connects to students
interests as they can choose
their sentences and connect
the adjectives with their own
experiences.
Students hear, see and apply
the concept in multiple
ways.

Evaluation Strategy
Key Formal
Assessment

Students complete Adjectives worksheet. (attached).

Teacher projects the worksheet with the document camera, models
the example and explains to the students how to circle the answers.
Teacher reads each sentence to the class.

Worksheet is used to
assess the students
mastery of the
concept.
Assessment
procedure is modeled,
teacher reads
sentences to the class
to ensure that
students can focus on
answering the
questions about
adjectives and dont
get lost because they
cant read some of the
words.

Reflection
How did the
principles of
universal
design
influence
your lesson
plan
modifications
?

Universal design largely influenced my lesson plan modification. Since this classroom is
extremely culturally diverse, more than half of the students are below standard in content
knowledge, and students prefer a wide range of modalities, universal design ideas are a great
way to support this diverse group of learners. I modified the lesson to include multiple
modalities, added a technology component, visual, auditory, interactive and collaborative
component to best accommodate all learners.

How did the

principles of

SDAIE principles largely influenced the modifications:

SDAIE
influence
your lesson
plan
modifications
?

I incorporated the following SDAIE strategies:

1. Concept mapping: the Thinking map serves as a visual and interactive way to
demonstrate the concept.
2. Co-op Co-op: students work in small, teacher created, heterogeneous, collaborative,
supportive groups, which foster a non-threatening environment for EL students to
practice their oral language skills.
3. Poster: students create collaborative visual representations that are shared with the
class.