11 Oct Using the South Carolina standard https://www.ed.sc.gov/instruction/standards-learning/ to write learning objectives ? Use ‘Lesson Plan? template? ? Aligning the rigor of the state stand
This assignment evaluates your knowledge and skills in the following areas: See Assignment Instructions attachment for additional details
· Using the South Carolina standard – https://www.ed.sc.gov/instruction/standards-learning/ to write learning objectives
· Use "Lesson Plan” template
· Aligning the rigor of the state standard to the rigor of the learning objective
· Developing a performance measure that is aligned to the state standard and is included in the learning objective
· Recognizing the basic elements of lesson planning
· No Plagiarism
PREPARING FOR THE LESSON PLANNING
This assignment is designed to evaluate your knowledge and skills in lesson planning.
· Using the South Carolina state standard to write learning objectives – https://www.ed.sc.gov/instruction/standards-learning/
· Aligning the rigor of the state standard to the rigor of the learning objective
· Developing a performance measure that is aligned to the state standard and is included in the learning objective
· Recognizing the basic elements of lesson planning
· Use the “ Lesson Plan Template ” See attachment
Resources:
· Rubic Scoring for scoring – See attachment
· Example of Completed Lesson Plan – See Attachment
· Bloom’s Action Verbs list – See Attachment
Assignment
Now it’s time to create your own lesson plans. You will write (1) lesson plan using standards in your content area.
Your lesson plan should, use the criteria in the rubric. You will be evaluated on the following:
1) Evidence of rigor within the lesson plan.
2) Alignment of the learning objective to the state standard, at the appropriate level of rigor.
3) Alignment of the assessment to the learning objective and state standard, at the appropriate level of rigor.
4) Completion of all parts of the lesson plan.
5) No Plagiarism
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TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT
NAME: SUBJECT:
STATE STANDARD:
LEARNING OBJECTIVE(S): The student will
ASSESSMENT/PERFORMANCE MEASURE:
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MATERIALS and SETTING What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, science lab? |
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KEY VOCABULARY and ACADEMIC LANGUAGE What vocabulary terms must students know to understand the concept being taught? |
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FOCUS ACTIVITY What activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity |
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CONNECTION TO PRIOR LEARNING This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson. |
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OBJECTIVE STATEMENT (be sure to include the performance measure) This is what you say to students about what students will learn today, and how they will show they have learned the content (that is the performance measure) |
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PURPOSE OF LEARNING Why do students need to learn this today? This should be written in what you will say to students and should include both why it is important to the content and why it is relevant in their lives. |
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INSTRUCTIONAL STEPS Include: Step by Step Instructions Key Points Directions to give |
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LITERACY STRATEGIES USED Be sure you include activities that support literacy; vocabulary, reading, listening, speaking and writing |
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STUDENT USE OF TECHNOLOGY Even if you do not have enough technology devices for your students, you must include student use of technology as if you did have all the technology you need. |
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6 QUESTIONS FOR UNDERSTANDING 1 question per each level of Bloom’s Taxonomy Identify the level of Bloom’s Questions should increase in complexity as lesson progresses |
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MODIFICATIONS/ACCOMMODATIONS Create at least one modification/accommodation for a student with special needs, and one modification/accommodation for English language learners |
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RETEACH/EXTENSION Include different activities for struggling students and for students who already understand the material |
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CLOSURE: Review: How will you cement the learning that has taken place in this lesson? Connect to future learning: How will what students learned today help them in upcoming lessons? |
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REVISED Bloom’s Taxonomy Action Verbs
Definitions I. Remembering II. Understanding III. Applying IV. Analyzing V. Evaluating VI. Creating
Bloom’s Definition
Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers.
Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.
Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.
Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.
Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.
Verbs • Choose • Define • Find • How • Label • List • Match • Name • Omit • Recall • Relate • Select • Show • Spell • Tell • What • When • Where • Which • Who • Why
• Classify • Compare • Contrast • Demonstrate • Explain • Extend • Illustrate • Infer • Interpret • Outline • Relate • Rephrase • Show • Summarize • Translate
• Apply • Build • Choose • Construct • Develop • Experiment with • Identify • Interview • Make use of • Model • Organize • Plan • Select • Solve • Utilize
• Analyze • Assume • Categorize • Classify • Compare • Conclusion • Contrast • Discover • Dissect • Distinguish • Divide • Examine • Function • Inference • Inspect • List • Motive • Relationships • Simplify • Survey • Take part in • Test for • Theme
• Agree • Appraise • Assess • Award • Choose • Compare • Conclude • Criteria • Criticize • Decide • Deduct • Defend • Determine • Disprove • Estimate • Evaluate • Explain • Importance • Influence • Interpret • Judge • Justify • Mark • Measure • Opinion • Perceive • Prioritize • Prove • Rate • Recommend • Rule on • Select • Support • Value
• Adapt • Build • Change • Choose • Combine • Compile • Compose • Construct • Create • Delete • Design • Develop • Discuss • Elaborate • Estimate • Formulate • Happen • Imagine • Improve • Invent • Make up • Maximize • Minimize • Modify • Original • Originate • Plan • Predict • Propose • Solution • Solve • Suppose • Test • Theory • Maximize • Minimize
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
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TEACHERS OF TOMORROW LESSON PLAN FORMAT
NAME: New Teacher SUBJECT: Grade 7 Language Arts
State Standard: (6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw
conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
Students are expected to:
(B) analyze the development of the plot through the internal and external responses of the characters, including their
motivations and conflicts; and
(C) analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited.
LEARNING OBJECTIVE(S): The student will analyze the development of the plot through the internal and external responses of
the characters, including their motivations and conflicts, and analyze different forms of point of view, including first-person,
third-person omniscient, and third-person limited by selecting from a group of tasks that include creating a character analysis
cut-out or poster, acting out a character in a presentation, or pretending to be the author of a book during an interview.
ASSESSMENT: With the assistance of a peer, students will create a mock interview and presentation in which each student
will discuss how they created a character in the book. Students must identify the four aspects of characterization and how
they pertain to the character. Students will submit the interview and present to the class for evaluation.
MATERIALS and SETTING Small groups (3 – 4) determined by the teacher Notebook paper, pencil, colored pencils for ‘tweet sheet’, paper sack, objects for the bag Thirsty, Burger Wuss, The Chocolate Wars, Feed, and Refugee books
KEY VOCABULARY and ACADEMIC LANGUAGE
Review definitions for analyze, plot, internal/external responses, character, characterization, point of view
FOCUS ACTIVITY Students will create a character chart from two poems (“The Peanut Butter King” and “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out.” to review ‘static’ and ‘dynamic’ characterizations.
CONNECTION TO PRIOR LEARNING
Students will review the four different characterization concepts we have learned in the last two weeks.
OBJECTIVE STATEMENT Students, today we will continue our study of characterization, plot development and point of view. You will complete a project of your choice for the final assessment of your understanding of characterization and the role of plot and point of view in characterization.
PURPOSE OF LEARNING This is important for us to know so we can understand how writers utilize characters to impact story lines, and in real life, helps us recognize how other people impact our lives.
INSTRUCTIONAL STEPS Include: Step by step instructions Key points Directions to give
1. Review: I will review the different characterization concepts with the students prior to starting them on the activity. These concepts include antagonist and protagonist, dynamic vs. static, round vs. flat, and the difference in implied and explicit character traits.
2. Focus Activity: Students will complete the poetry activity to help them distinguish between static and dynamic characters.
3. Activity: Students will be completing three different learning stations that solidify some of the concepts of point of view and characterization. I will explain the station requirements for each station before releasing them to work.
**While students are working on this, I will be pulling some students for a tier one re-teach of the concepts before they complete an activity.
Station 1: Students will “become” a character from their group independent reading assignment (each group has been reading one of the following books: Thirsty, Burger Wuss, The Chocolate Wars, Feed, and Refugee). On a piece of notebook paper, students will write down 10 adjectives that describe themselves as the character from the book. Students will then list ten more adjectives for two other characters in the book from the point of view of the character they have become. Station 2: Students will be completing the “Tweet Sheet” activity. Students have to write tweets for different characters to point of view on the different conflicts in the short story. Students may choose any of the following short stories: “Luck,” “Old Man on the Bridge,” and “The Other Wife.” Students will annotate these stories on the iPads using Scrible. They can read independently to practice their comprehension, and then share their findings and notes as a group. After groups finish discussing, they will work on their “Tweet Sheets.” Station 3: Students will write paragraphs from their personal point of view about a particular object. They will then write a second paragraph from the point of view of that particular object. These objects will be in a paper sack so that they cannot see what they are grabbing. Tomorrow, students will take turns reading the paragraph from the point of view of their object.
4. Station Completion: Following completion of the stations activity, I will ask the Post-
Questions to clarify any misconceptions and prepare students for their project choices. This assignment will be due in two days.
5. Assessment: Handout project choices for students. Students will be completing a project of their choice for the final assessment of their understanding of characterization and the role of plot and point of view in characterization. Each project listed is differentiated to fit different learning styles. Here is a link to this assignment: https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHXT- Ash5eJw4/view?usp=sharing
6. Closure: To review, we will list three types of point of view and some of the characteristics of each type. Students will also be sharing what they remember about the different characterization concepts before we leave class. They will not have to write it down for an exit ticket today. I will take notes on who seems sure of their responses and who else might need Tier1/Tier 2 instruction.
7. Connect to Future Learning: Students will be using the concepts covered in this lesson as we begin our novel study of A Wrinkle in Time.
QUESTIONS FOR UNDERSTANDING Identify levels of Blooms
Pre-Questions: • What are some of the key differences between direct and indirect characterization?
Analyze • What are some ways to determine whether a trait is an implied or explicit
characteristic? Evaluate, Create • What are some of the different details that make up the characteristics of a
character? Remember Post Questions:
• What are you the things that you are most comfortable with discussing about characterization and its relationship to other literary elements moving forward? Evaluate
• What are some things that you think that we should practice more before we begin our study? Create
MODIFICATIONS/ ACCOMMODATIONS
Modifications: IEP and ELL students will have their sentence stem lists for the writing portions of the stations. IEP students will also work on their paragraphs with the teacher during study hall tutorials. Accommodations: IEP/504 Students will be able to type the written portion of these assignments.
RETEACH/EXTENSION Reteach: Students who are struggling with the Point of view and characterization concepts will be pulled during this lesson for tier one instruction. We will begin by having students list different adjectives to describe each of the members of the group. After listing the different adjectives, we will discuss whether these are implied traits or explicit traits. Since most will be explicit, I will be giving them some examples of implied traits by helping them find ways to assume certain traits (ex: they can assume that I am also a coach because I generally come to class in wind pants or they can assume that a class mate is on the basketball team because they wear tennis shoes every day). The final aspect of this lesson will be for students to read the short story “Old Man on the Bridge.” We will read together and take our notes on Scrible using the iPad. We will discuss the different characters in the story and label them as flat/round and tell whether they are static or dynamic characters. After we finish this, students will complete a “Tweet Sheet” for one of the characters in the book. Extension: Students who are ready to move on will be completing the creative writing characterization activity. This assignment is NOT for a grade, but it can be used to replace a student’s two lowest grades. Here is a link to that assignment: https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpenwl8ru/view?usp=shari ng
CLOSURE Review Connect to future learning
Review: We will list out the three types of Point of View and some of the characteristics of each type. Students will also be sharing what they remember about the different characterization concepts before we leave class. They will not have to write it down for an exit ticket today. I will take notes on who seems sure of their responses and who else might need tier 1/tier 2 instruction. Connection to Future Learning: Students will be using the concepts covered in this lesson as we begin our novel study of A Wrinkle in Time.
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