Help Number one Building on the lesson plan you have been creating in this course, create or locate three visual aid resources that can be used with the text you selected and activities you developed. They should promote critical thinking and problem solving, as well as increase student engagement and achievement. Be sure to cite your sources if you do not create the resources yourself.Update and submit the “Instructional Materials, Equipment, and Technology” section in your COE Lesson Plan Template.In addition, submit a 500-750-word explanation defending how the visual aid resources increase student engagement and achievement for your students, based on the “Class Profile.” Include one or more learning theories to support your case. (Citations are only necessary if quotes are used.)Prepare this assignment according to the APA guidelinesHelp number 2 In this assignment you will continue working on the lesson plan you started in Topic 1. Identify academic language, including key vocabulary, functions, and form from your informational text selection and complete the “Academic Language” sections on the COE Lesson Plan Template.Next, identify three different instructional strategies to teach the informational text that you think will meet the needs of the students described in the Class Profile. Consider how these strategies will work together to create relevancy, rigor, and cultural sensitivity for all students.Script a separate “Learning and Teaching Activities” section of the COE Lesson Plan Template (100-250-words) for each instructional strategy that includes 10 DOK (depth of knowledge) questions based on your selected informational text. Each “I Do” entry should have a corresponding “Students Do” entry and corresponding “Differentiation” entry. Include one instructional strategy in the “Learning and Teaching Activities” section of the COE Lesson Plan template. Include the other two instructional strategies on a separate sheet of paper.I have attached the chart that needs to be completed
lesson_plan.docx
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GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Sheila M. Watson
5
September 5, 2016 Updated September 14,2016
Literacy
Real Life Stories
Lesson summary and focus:
I. PLANNING
This lesson includes activities that require each student to use
the skills of speaking and listening to complete a story telling
hour. Students will take turns telling real life stories,
something that actually happened in their life. It can be any
story they wish to share. The focus of the lesson will be on
listening and speaking while practicing patience as they take
turns.
Classroom and student factors:
The most important classroom factors include the
demographics and environment that are directly related to
student factors such as IEPs, 504s, ELLs, non-labeled
challenged students. The impact of these factors on planning,
teaching and assessing students will be great since all students
are on various levels of learning that include mostly “normal”
students with a few exceptions of students that have special
needs and a few that are well advanced for their age. Planning
will involve creating a separate lesson for students that are
advanced and students that are behind their grade level. This
means the lessons require extra planning to make sure every
student is reaching his or her goals for the school year;
whether they are goals set by the state or goals set in place by
the IEP.
National / State Learning
Standards:
CCSS.ELA – Literacy
L.5.3; Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning,
reader/listener interest, and style.
b. Compare and contrast the varieties of English used in
stories, dramas, or poems.
S5CS5. Science- Students will communicate scientific ideas
and activities clearly.
a. Write instructions that others can follow in carrying
out a scientific procedure.
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b. Make sketches to aid in explaining scientific
procedures or ideas.
c. Use numerical data in describing and comparing
objects and events.
d. Locate scientific information in reference books, back
issues of newspapers and magazines
Specific learning target(s) / objectives:
Teaching notes:
Students will be able to correctly use the key
Key Vocabulary: setting, time, place, mood, and
vocabulary terms to describe a real life story
theme.
with at least 80% accuracy for mastery and will
be able to verbally use key terms in a real life
story with at least 80% accuracy for mastery.
Agenda:
Formative assessment:
Identify the (1) The teacher will explain
Students will be tested on using each key
what story telling is and will explain the
vocabulary word correctly (2 points each) for a
different types of stories that could be told,
total of 10 points; students that score 8 or more
but goes into real-life stories in detail so the
points have passed the objective. The second of the
students understand what is expected from
grading is done the next day after students review
the lesson. The teacher will also go over the
their grades and remarks from this lesson and they
Key Vocabulary she plans for them to use in retell their story aloud as the teacher grades for
their story; setting, time, place, mood, theme, proper usage of key terms; again 10 points total,
narrator, and author. The students should
but 8 passes.
have great knowledge of these terms so they
will be much easier for the students to
utilize. This will help cover all of the various
levels of language within the classroom
without potentially harming any student’s
grad; and (2) The motivated will begin with
the teacher building the background and
saying her story first so the class will have a
perfect example to follow or learn from. The
students will be instructed that they are not
allowed to use “once upon a time” to start
out a story since they are to be real-life
instead of ferry tail themed. Since the teacher
tells her story the students will become eager
and motivated to tell their own story. This
becomes an ice breaker to the lesson and
makes it easier to teach and also gains
control and attention of all students.
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Academic
Language:
Key vocabulary:
Setting, time, place, mood,
and theme. These terms will
be repeated numerous times
throughout the lesson so the
students grasp the concept of
each one and its differences
Function:
The purpose of the
lesson is to help build
fluency while
strengthening speaking
skills, writing, skills,
and listening skills.
Story telling is all about
the details and as much
verb usage as possible to
help describe everything
just as it was.
Form:
Describe the structures
or ways of organizing
language to serve a
particular function
within each subject
area. What kinds of
structures will you
implement so that your
students might
demonstrate their depth
of understanding?
Instructional Paper, pencil and of course you mind
Materials,
Equipment
and
Technology:
Grouping:
The students that function below grade level will be grouped together if needed in
order to give them extra attention. Students that are on grade level will be grouped
together and students that are higher than grade level could be grouped together.
All of the groups could complete a different activity.
II. INSTRUCTION
A. Opening
Students are familiar with key vocabulary, writing, speaking, and listening; this is
mainly just a refresh lesson that should be fun for them to share experiences.
Prior
knowledge
connection:
Anticipatory The lesson is meaningful because it gets the student to tell about a real story that
set:
happened in their lives and gain the opportunity to bond with others over shared
lifestyle connections.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
Students Do
Differentiation
The students will take turns
Students learn from listening to
A few children in class
passing around the talking stick, each other’s stories and how the
have lower functioning
one at a time, and telling a short students construct their stories.
levels than grade level and
real-life story. The story has to
Listening to other students use the will need more one-on-one
be something that really
same vocabulary words in
assistance to complete the
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happened to them or someone
else. As the students finish their
stories the teacher will respond
to them with questions in order
to help deepen the meaning of
their stories and to help them
better understand vocabulary
usage. If a student seems to be
struggling the teacher will
personally help them build a
great story as everyone else
writes.
different contexts helps the lower
level ELL students build better
vocabulary skills and deepens
knowledge since it has become
applied knowledge. The students
will also learn by making their
own mistakes and being required
to fix them before proceeding with
the next story. The students will
take turns passing around the
talking stick, one at a time, and
telling a short real-life story. The
story has to be something that
really happened to them or
someone else.
lesson. He will even need a
smaller assignment or brief
part in the play that the
students will conduct. The
student may also need
verbal cues from other
students when it is his turn
to speak or act. A few
students are advanced well
above grade level in the
class and will need extra
work or an activity for after
they complete their work.
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