Reference no: EM133681025
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(D) edit drafts using standard English conventions, including:
(i) complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
(ii) past tense of irregular verbs;
(iii) singular, plural, common, and proper nouns;
(iv) adjectives, including their comparative and superlative forms; (v) adverbs that convey frequency and adverbs that convey degree; (vi) prepositions and prepositional phrases;
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?
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the concept being taught?
**Include specific method for working with vocabulary
ex: Marzano, Frayer model, Greek/Latin roots
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
CONNECTION TO PRIOR LEARNING OR REAL WORLD
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.
OBJECTIVE STATEMENT
(including a performance behavior)
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)
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.
INSTRUCTIONAL STEPS
Include:
Step by step instructions
Key points
Directions to give
Small group instructional plans
Differentiated Station Activities
LITERACY STRATEGIES USED
**Specifically identify ways you are implementing literacy instruction!
STUDENT USE OF TECHNOLOGY
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?
How do the instructional strategies chosen help make the subject matter more accessible to students. For example, how did the strategies you chose facilitate learning for your EL students or your students who are below grade level?
What are the criteria used to group students (size of group, specific characteristics and needs of group members, etc).
How does the lesson plan support what we know about how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills?
How will you encourage a growth mindset and, thus, persistence, throughout this lesson?