Texas Wesleyan University Lesson Plan: Domain-Dimensions
Texas Wesleyan University Lesson Plan: Domain-Dimensions
Texas Wesleyan University Lesson Plan: Domain-Dimensions
DomainDimensions
Planning 1.1Standards and
Alignment
Planning 1.2-Data and
Assessment
Planning 1.3-Knowledge of
Students
Planning 1.4-Activities
Instruction 2.2-Content
Knowledge and Expertise
Instruction 2.5-Monitor and
Adjust
Learning Environment 3.3Classroom Culture
Formative assessment(s): (for knowing IF students learned each objective & how deeply
learned) Will assess their knowledge along the way by asking questions and having them tell the
class their story that they came up with in their groups.
Students will learn sequence words and how to use them in their writing.
Revised 12/2015
Domain-Dimensions
Planning 1.3-Knowledge of
Students
Instruction 2.2-Content
Knowledge and Expertise
Instruction 2.1-Achieving
Expectations
Instruction 2.2-Content
Knowledge and Expertise
Instruction 2.3Communication
Instruction 2.4Differentiation
Learning Environment 3.1Classroom Environment,
routines and Procedures
Learning Environment 3.3Classroom Culture
Instructional Procedures
Anticipatory set: (the setup to capture students interest AND activate their prior
knowledge) / We will display the cover photo in a powerpoint from There was an Old Lady
who swallowed a Bat. We will ask students the following questions to discuss with the class:
1. what do you think is happening in the picture? 2. What would you do if you saw an old
woman about to eat a bat? 3, What do you think this book is about?
Sequenced instructional strategies/procedures/activities: (include actions of
T & sts; explanations, scaffolding, modeling, questions, grouping structures, management,
etc.)
1. Teacher will introduce the book to the class
2. Teacher will distribute the character popsicle sticks to each student. Explain that while the
teacher is reading, students will hold up the character stick every time that particular character
is mentioned in the story.
3. Teacher will read the story to the class and monitor that students are holding up the right
character. The Co-Teacher will model with the first couple of character sticks (the bat and
owl) so students understand the process.
Mini Lesson:
1. After finishing the story ask students the following:
a. What did you think about the story?
b. Did any of your predictions come true?
2. I now want us to retell the story, but so many things happened that I want to make sure I
tell it in the right order. Let me show you this chart that might help us with retelling the story.
Direct students to the time-order/sequencing anchor chart. Have students think about things
they do in a certain order (example: morning routine, when you get home from school, the
school day). Discuss these examples with the class. Review the words on the chart (first,
second, third, last), then ask what other words we could add that also show time-order (i.e.
next, then, after that, finally).
3. Now lets retell the story we just read together using our time-order/sequencing words.
Who thinks they could retell the beginning of the story? Middle? End?
a. Tell students to use their character sticks to help them think through the order and guide
their sequencing of the story.
b. Prompt students if needed: What happened first?
Activity/ Work Period:
1. Now you are going to get a chance to write your own story about an old lady who eats
different items. In our story, all of the items the old lady ate had something to do with
Halloween. On these cards (hold up event cards) are different events. You and your
partner/group will think of items that have to do with this particular event. Let me show you
an example.
2. Teacher will hold up her event card that says Mothers Day. My card says Mothers Day.
So first I am going to think of items that I might give my mom on Mothers Day. Model an
example
of the writing activity using Mothers Day. The teacher and co-teacher will think aloud
different items someone might eat on this particular day (flowers, card, breakfast, jewelry,
etc).
(Time)
3 mins
Materials
Powerpoint
7 mins
There was an
old lady that
swallowed a
bat book.
Popsicle sticks
with characters
10
mins
Powerpoint
Word Wall
posters
5 mins
Event cards
5 mins
Event cards
Differentiation/Accommodations
Powerpoint will enhance the presentation and
help them see the sequence words visually.
Closure: (sts sum-up; questions; sts reflect on learning enabling their consolidation, etc.of
content
)1. You may not be done with your story yet, but we will have time to finish later. So as a
way to wrap up, I want each group to share what your story is going to be about.
2. Display the Coming Soon Powerpoint slide with a sentence stem for each group already
written out.
3. Ask a student from each group to fill in the sentence stem. Take turns having each group
stand and share what their story will be about using time-order words in their retelling.
10
mins
Homework:
Lesson notes: (what modifications need to made to improve lesson effectiveness)
Students will complete their own short story based on a particular event using sequence
words. Students will each get a mini lesson vocabulary sheet that is based on the book.
Professional Practices and
Responsibilities 4.2-Goal
setting
My Teaching goal for this lesson and My Reflection: Will do after the
lesson is taught.
Revised 12/2015