Edu 250 Lesson Plan 2-23-15-2
Edu 250 Lesson Plan 2-23-15-2
Edu 250 Lesson Plan 2-23-15-2
Melisa Zorer
Lesson Title:
Date: 2/25/15
http://www.corestandards.org/the-standards
http://buhlercc.wikispaces.com/Bloom
%27s+Taxonomy
Skills (3)
What are the specific learning goal(s) for student in this
lesson?
One Evidence-Based Strategies use APA citation
format and link
https://owl.english.purdue.edu/owl/resource/560/05/
CCSS.ELA-LITERACY.RI.1.6
Distinguish between information provided by pictures or other
illustrations and information provided by the words in a text.
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name
what they are writing about and supply some information
about the topic.
1. Given the vocabulary words [rid, lid, fed, jog, vet] Joel
will identify the meanings of these words with 80%
accuracy.
2. Given the book The But in the Jug wants a Hug written
by Brian P.Cleary, Joel will be able to identify sight words
with 80% accuracy.
3. Joel will be able to write a couple of words or a sentence
answering the question Who was your favorite
character? Why? with 65% accuracy.
Evidence based strategies: Research finds that teachers who
frequently check to see if students were learning the new
material. This strategy can help Joel by consistently checking if
he understands the meaning of the vocabulary words.
Page | 2
Rosenshine, B., (2012, Spring). Principles of Instruction.
American
Education, 12-39.
Linking Theory to Practice
Why are the Literacy learning tasks for this lesson
appropriate for your students?
Theorist Link
https://docs.google.com/drawings/d/16ko-22dn5g99HBR7j9CVGVCIUniae_pdvssHqQofao/edit?
usp=sharing
Prior Academic Knowledge, Conceptions and
Requisite Skills
What knowledge, skills, and concepts must the student
already know to be successful with this lesson? (Link to
Common Core Reading & Writing Standards)
What prior gaps in knowledge does this student have that
are necessary to support the learning of the skills and
concepts for this lesson?
Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and
the evaluation criteria/rubric in the resources section at the end of the lesson plan. Add as many as needed.
Type of
progressive
monitoring
assessments
(Formative/
Summative)
Summative (CBA)
Description of
assessment
(ie correct words per
minute, rubric, graphic
organizer, review
game, vocabulary
quiz)
Vocabulary rubric
Page | 3
out of the 5 words during a review
game.
Formative
Formative
Differentiation/
Planned Support
How will you provide
student access to learning
based on individual
needs?
Page | 4
Academic Language Demand(s) Discipline (Domain) Specific Language (ie Literacy, Math, Science ELA):
What are your students
abilities with regard to
the oral and written
language associated
with this lesson?
Tier 1, 2, 3?
Materials
What materials does the
teacher need for this
lesson?
Anticipatory Set
_____2____ Minutes
Teacher
1. Lay out the cards
containing the
vocabulary words and
the picture of their
definition. While doing
this the game will be
explained to Joel that
he has to find the
correct picture to the
word.
2. Explain to Joel that he
will think about this
Student
1. Will listen to the
directions given about
the game. Then the
game will be played
with assistance from
Teacher and Teaching
assistant.
2. Joel will begin to think
about that he has to
pick a favorite
Teaching Assistant
1. Assist Joel with
vocabulary game.
Page | 5
question while reading,
Who was your favorite
character? Why?
3. Assist Joel in beginning
to read The Bug in the
Jug wants a Hug.
5. Listen to Joels
response and comment
if his response written
is weak to try and write
one or two more words.
6. Lay the cards back out
for the game. Then will
record data on the
vocabulary rubric
(CBA).
Page | 6
Re-Engage
How will you revisit or
review?
After the vocabulary game is played, I will review the 5 vocabulary words to Joel to review.
Joel will then give the definition.
Recall what the book was about and if Joel liked it. Ask Joel what our 5 vocabulary words
were for today.
What worked?
What didnt?
How did you
re-engage?
Evidence of
Student
Learning
Page | 7
(including
data from the
assessments)
Adjustments
What
instructional
changes do
need to make
for the for the
next lesson
for you or
your partner?
What feedback
did your
partner provide
on the lesson?
Page | 8
Proposed
Changes.
If you could
teach this
lesson again
to this
student what
changes
would you
make to your
assessment
and
instruction?
What next
steps will you
provide for
targeted
support to
improve the
student
learning
relative to (a)
the essential
literacy
strategy (b)
requisite
skills?
Resources:
Attach each assessment and associated evaluation criteria/rubric.