GCU College of Education

GCUCollege of Education

LESSONPLAN TEMPLATE

03/2014

Teacher Candidate:

Grade Level:

Unit/

Instructional Plan Title

5

I. Planning

Lesson summary and focus:

As an English language arts teacher, it is my duty to ascertain that every student understands every material and lessons. My lesson plan focuses on some nine students who read 2-3 grade levels below other students.

Classroom and student factors:

The classroom factors such as demographics and environment determine the efficiency of the learning mechanism. The more homogenous the classroom is, the easier the learning process and the opposite is true. Some student factors such as IEPs, 504s, ELLs, non-labeled challenged students bring more diversity challenges to the planning, teaching and assessing individual learners to ensure a smooth learning process.

National / State Learning Standards:

This is a fifth grade learning activity where the students are expected to be efficient in reading and writing. The learners should efficiently read a text and be able to portray understanding of the content through answering some basic questions.

Specific learning target(s) / objectives:

After the standards-based lesson, the nine students will be able to read learning material that is at the same level as their colleagues.

Teaching notes:

This lesson will be considered an additional unit only for the relevant students and will be conducted in the evening and in some instances of their break hours.

Agenda:

The lessons will commence with a common reading where I read out loud the specific material for our lessons. During the class, each student will take chance to read the same content to evaluate their level of understanding of the reading, which will be followed by a small quiz at the end to test the individual performance.

Formative assessment:

The learning objectives among the students will be assessed through the individual performance of the students. Their reading skills will be assessed during the lesson and their writing skills at the end through the small quizzes.

Academic Language:

Key vocabulary:

Some of the content-specific terms to teach include topology, scheme, compare and contrast, visual chart, telescopes, refraction, and reflection.

These vocabularies can be taught by referring to the specific context of use or the specific aspects of the environment or classroom.

Function:

The language is should assist the students to understand the specific reading materials in the classroom and enhance easier learning among the students. The students demonstrate their understanding of the usage of these skills by applying them in their daily language uses.

Form:

For the learning purpose of the students, I would apply a middle level learning strategy to assist the students to grow their skills in the language. I would use a simple form of language as the students are not familiar with the advanced levels of language use. Simple tests would be conducted to evaluate the mastery of the students and how well they apply the new lessons in different contexts.

Instructional Materials, Equipment and Technology:

The materials useful during the lesson include reading text books, writing books stationery, visual aids such as videos, and audio aids such as speakers. The assistive technology equipment includes a challenge, the initial thoughts, the different perspectives and resources informing them, wrap up texts and then an assessment.

Grouping:

In the initial stages, I would take the students as a similar entity but later on subdivide them according to their levels of understanding the content.

II. Instruction

A. Opening

Prior knowledge connection:

This lessons would assist the specific student to adequately understand and learn the material their peers are taught without lagging behind. It is a good source of basic knowledge among the students.

Anticipatory set:

This learning activity is crucial to the students as it equips them with the relevant skills to understand the content and context taught.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

The teaching procedures include:

  1. General reading of content.

  2. Individual reading of the context.

  3. A comprehensive assessment of the reading and writing skills through a quiz.

The main types of modeling applied during the lesson include a beginner model, a participatory model and a practical model.

The main modes of assessment that I will apply for the lesson include random assessments, and weekly evaluations.

Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.”

Please use a corresponding numbered list.

  1. During the first step of the lesson, the students will get to listen the reading of various texts. It will help them improve their listening skills.

  2. In the subsequent steps, the students will demonstrate their level of understanding by rereading the texts individually.

  3. An overall evaluation of the performance of the students will require that they do some quizzes randomly and on a weekly basis.

The learning activity will apply a differentiation technique.

  1. No student will be derailed by the performance of the others.

  2. The fast learners will graduate before the rest.

  3. The slow learners will require more tolerance and more effort to ascertain that they get the content taught.

  4. Those students with impairments will require additional activities to assist in their learning that are far from the normal learning procedures.

III. ASSESSMENT

Summative Assessment:

The summative assessment will analyze whether the student have acquired the necessary skills. The following questions are analyzed.

Has the student demonstrated improvements in reading and writing skills?

Have all the vocabularies been understood.

Can the student apply them in a sentence while communicating?

Does the student demonstrate an understanding of the context through their performance in the assignments?

Differentiation:

An accommodation strategy will be used to identify the students with learning challenges.

Differentiation strategies will be used to categorize the students according to their levels of understanding, performance, behavior and motivation. It would assist in determine the categories of challenged students and developing the relevant assistance mechanisms.

Closure:

The assistive technology methods will be applied in the closure stage where the students are presented with some learning challenges. I will evaluate how efficiently the students apply the initial lesson knowledge to understand the issue. I would assess how the students identify relevant perspectives and resources from the content. A regular revision of the learned material at the end of the lesson will be conducted to ensure that the students have fully understood the context. It would involve answering some basic questions randomly among the students and the clarification of matters. The ultimate step will involve the individual quizzes that will evaluate the levels of individual understanding of the taught concepts.

Homework:

The homework learning assignment is based on skill acquisition activities, where each student needs to seek help from a relative to help them complete some particular tasks and receive further assistance from them.

References

http://iris.peabody.vanderbilt.edu/at/chalcycle.htm

http://www.corestandards.org/assets/Appendix_B.pdf

English Language Arts Standards

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