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Adapted from University of Florida Pathwise Instruction Plan: Pre-internship
USF Elementary Lesson Plan Template
1. Lesson Goals: All objectives must be written as what you expect your students to DO. Do not use the words KNOW or UNDERSTAND. All objectives declared must be those you are committed to systematically assessing, as stated in your Evaluation Plan (Part 7). What is the Essential Question (Big Idea) all students are investigating? What can you observe about objects? What are your objectives for student learning in this lesson? Students will be able to sort objects by color, shape, and other observable properties. Why have you chosen these objectives? These objectives have been chosen because they align with the standard, as well as the skills the students already have, What Standards (National or State) relate to this lesson? SC.K.P.8.1: Sort objects by observable properties, such as shape, color, temperature (hot or cold), weight (heavy or light), and texture. 2. Content Knowledge Provide an overview/explain what teachers should know about this topic. What prior knowledge is necessary to master the objective(s)? Is there a learning trajectory in the lesson (in other words, is there a logical sequence of steps that students must take to master the content)? What connections can be made to other disciplines? What real world connections can be made? The teacher should know the different ways objects can be sorted. The learning trajectory includes 1. Sorting by color 2. Sorting by shape 3. Sorting by other properties What is the underlying content knowledge that you want students to understand?
What misconceptions do students typically have about this concept?
Rationale and Relevance (Connection to Students It is important for students to sort objects because it is a skill they will need for the rest of their lives. They will be sorting objects throughout the rest of their schooling experience, as well as in the outside world.
Adapted from University of Florida Pathwise Instruction Plan: Pre-internship Knowledge, Skills, Experience) Why is it important for students to learn this concept? 3. Levels of Differentiation Name, and then explain how your organized this lesson to address the interests, readiness levels, culture and/or learning profiles/styles of your students. Explain why you made these choices. Your rationale must contain clear evidence of your understanding of differentiating instruction, culturally responsive pedagogy your classroom curriculum, and your knowledge and understanding of your unique learners. How does your lesson connect to the interests and cultural backgrounds of your students? I will first be reading a book called, Grandmas Button Box, which will connect with the students will be interested in. How does your lesson connect to/ reflect the local communities?
How will you differentiate instruction for students who need additional content support during this lesson? Differentiated instruction will be done throughout the lesson. I will be walking around and monitoring student work. The students who need help with receive extra attention from the teachers circulating the room.
How will you differentiate instruction for students who need additional language support during this lesson?
How will you differentiate instruction for students who need additional challenge during this lesson? What are the various ways that you will group students during this lesson and why have you chosen each grouping method?
What students need specific accommodations in this lesson? List individual students of significance who continue to need special support to be successful during instruction. Then list the specific accommodations you are planning to use for each of these unique learners. Remember, accommodations are not the same as differentiating instruction, although the two can overlap. Students initials Accommodation KL May need support using the manipulitives. She may need teacher guidance throughout lesson. GC May need support focusing. I will be monitoring his engagement and attention throughout lesson, keeping him on track.
Adapted from University of Florida Pathwise Instruction Plan: Pre-internship
4. Methods What teaching method(s) will you use for this lesson? 1. Read aloud 2. Modeling 3. Independent practice Why have you chosen this method or these methods?
What specific co-teaching method are you incorporating?
5. Activities: What are the specific teaching behaviors that will occur during each portion of the lesson? Remember, if you have different groups doing different activities, each groups activity sequence must be clearly explained in separate sections. This is often the longest section of your lesson plan and will need to be written exhaustively. Please also include the timing each activity will take, your plan for transitions between activities, and strategies to support time management and classroom management. What activities have you planned for each phase of your teaching method? What is the role of the teacher? What is the role of the student? What student data will be collected during each phase? 1. Students will sit at circle rug, I will go over anchor chart of how we sort from yesterday. I will then read the book Grandmpas Button Box 2. We will discuss the different ways objects can be sorted. I will do a turn and talk for them to discuss the different ways objects can be sorted, and the ways the objects were sorted in the book. 3. I will then explain to the students that they will be sorting by SHAPE today. 4. I will call each student back to their desks by table color. 5. Each student will have a cup of manipulatives, of all different colors and all different shapes. 6. The students will sort the manipulatives by shape 7. I will walk around and monitor progress and understanding. 8. Once all shapes are sorted, I will model on ELMO how to sketch their sorting manipulatives in their science jounrals. 9. Students will sketch what they have sorted. 10. I will walk around and monitor understanding.
Adapted from University of Florida Pathwise Instruction Plan: Pre-internship
6. Materials: List the primary materials and resources will you use to support each students success in meeting the learning goals (this can include people, as well!) What instructional materials will you use, if any? Grandmas Button Box by Linda Williams Aber Manipulative cups Science Journals
Why have you chosen these materials?
7. Evaluation Plan: A comprehensive data collection plan is needed that demonstrates how you intend to provide multiple kinds of evidence to document student learning in an ongoing manner. How do you plan to evaluate student learning on the content of this lesson? List the combination of evaluation/assessment data you plan to collect before, during, and after the lesson (Examples: responses to test/quiz questions and/or scores, student work products or performances, teachers journal, observations and field notes, photographs/video, surveys). Formative: Based on discussion and partipation during activity I will assess the students knowledge. I will also be walking around and monitoring the students understanding. Summative: At the end of the unit, their will be an assessment on sorting. I will collect science journals to check for comprehension.
