11 Nov Preparing for Lesson Plan
Review, Revise and Update your assignment "TE Lesson Plan 1".
Please ensure you update the following listed below:
The first section should be the state standard you plan to cover for this lesson. Please see "Sample Lesson Plan" as an example of expectations
The section for Bloom's questions has been omitted.
Edit and resubmit.
Prepaing for Lesson Plan
Before you begin to revise and update your assignment, please read “Generic Lesson Planning Assessing Instructions” from the instructor. The document provides specific information as to the criteria the instructor is looking for in the assignment, and is designed to support your efforts to pass this project on the first submission. Also, you may use a list of Bloom's Action Verbs. to assist with assignment.
The assignment is designed to evaluate your skills in a comprehensive way; thus you are asked to provide much more detail than traditional plan so that you are able to evaluate your skills in these areas.
Review Resources listed to assist:
· Sample Lesson Plan – “ See attachment”may be useful and helpful
· See “Rubrics Criteria- See attachment” to understand the expectations
· Assignment Instructions – “See attachment”
· The first section should be the state standard you plan to cover for this lesson.
· The section for Bloom's questions has been omitted.
· Provide much more detail than traditional plans
· Edit and resubmit.
· No Plagiarism
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT
NAME: Tavonnia Evans SUBJECT: English
Accommodating Instructions: Your ability to accommodate instruction to meet diverse student needs. The ability to be flexible and adapt to the needs of students is an essential skill for educators. It is important that I adapt to the lesson plan due to changes in the student's learning style or personal preferences. This can range from adjusting the amount of time allotted for each activity, or adjusting the pace, just to mention a few. I should be able to offer different activities that suit each student, regardless of their interests or abilities, so that they can develop their own personal interests and abilities (Aydin et al., 2017). In addition, I should also be able to adjust activities based on what the students already know or understand so that they can move forward in their learning process. Along with being able to adjust activities, I should also be able to offer different types of activities. This would allow students who prefer one type over another the ability to choose which one they would prefer at any given time. This can range from hands-on activities for those who learn best by doing or more theoretical discussions for those who learn better by listening.
Second Language Acquisition Strategies: The current needs of learners, the nature of the language they are learning, and the social context in which they will use it. School teachers need to be able to use a variety of strategies in order to meet the needs of their students. These strategies include Language awareness, which means being aware of what language learners have been exposed to before starting school and how this might affect their motivation to learn a second language. Language development involves providing opportunities for learners to develop their ability through listening comprehension, speaking practice, reading, and writing. The use of second language acquisition strategies, such as immersion and bilingual education, can provide learners with the opportunities they need to improve their language skills. Second language acquisition strategies should be tailored to the needs of the students and the nature of the language they are learning.
Assessment Refinement: Before you can assess your students, you must first assess yourself as an educator. This is a continuous refinement process that should be revisited often as your methods and approach to teaching evolve over time. Through this constant self-assessment, educators can strive to provide their students with the best possible learning experience. There are many ways to assess your effectiveness as an educator. Here are some suggestions: First, take a look at your student's grades and see how they have improved (or not) since you started teaching them. Another way to assess your effectiveness is to look at the feedback you receive from students through surveys or in person. Finally, you can also ask your colleagues for their opinion of your teaching. All of these methods can give you valuable insights into your strengths and weaknesses as an educator.
Inclusion of Questions: In order to help students grow in their critical thinking skills, it is important that I ask questions that challenge them at a higher level. By doing this, students will be better prepared for future intellectual endeavors. Furthermore, by asking questions above their current level of understanding, students will learn more effectively (Stehle & Peters-Burton, 2019). This can be done by including questions in your plan designed to develop higher-level critical thinking skills. This can also be done by providing materials that challenge the students at a higher level. By doing this, the students will be better prepared for future intellectual endeavors. Furthermore, by asking questions that are above their current level of understanding, the students will be able to learn more effectively.
LEARNING OBJECTIVE(S): The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. In addition, the student will be able to communicate effectively with others in a variety of settings, including personal conversations, group settings, and formal lectures. This activity will help students learn how to communicate effectively, whether listening to or talking with others. This will also help them to build relationships and critical skills for modern life.
ASSESSMENT/PERFORMANCE MEASURE: Following their discussions with their partners, students will review their notes and compose a brief written response in which they reflect on their experiences in discussing the books they chose for themselves with a peer.
MATERIALS and SETTING
What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floors, library, or science lab?
The setting is the classroom.
Materials needed include a Paper handout containing questions, a pencil, and paper.
The first portion of the lesson will consist of the instructor providing direct teaching, followed by students reading their independently chosen texts, working in pairs, and then working alone to write their reflections.
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the concept being taught?
Vocabulary –notetaking, audience
Academic language: Guided conversation starters:
· What book did you choose?
· Which text made you decide to use it?
· What does the bulk of the book cover?
· Just who is the kind of reader who would like the book?
What activity will students engage in that will pique their interest in the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity
After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters may have spoken more politely. One of you will be chosen to respectfully summarize the cartoon character's message (García, 2019).
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.
Teachers and administrators should treat their students with the courtesy they deserve. Learn the signs of polite conversation to make sure that happens. What you have to say is important, and it should be taken seriously. You can only accomplish it successfully by participating in and shaping respectful dialogue with any audience. This is a lifelong ability, not just one you'll need for the remainder of the school year.
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)
Students, our goal for today is to practice using our language abilities in constructive and courteous ways. To do this, we will use the discussion questions to have a meaningful conversation about a section of our chosen literature with a partner. You'll spend some time chatting with your companion, then switch seats and write about what you learned. This written answer will demonstrate that you understand and can engage in civil conversation regardless of your audience.
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.
Your ability to retain the material we cover in class for the state tests depends on your developing habit of constantly engaging in meaningful dialogue. Outside the classroom, you'll often use these linguistic abilities. With their proper use, you will find more social acceptance, achieve more professional success, and build a more admirable reputation.
What students need to do in order to improve their listening and communication skills is to pay attention to what is being said. They must also be able to process and understand the information that they are being given. All of these steps can be achieved by using different listening techniques. For example, students can ask questions to clarify what they do not understand. It is important for students to learn how to listen and communicate effectively. Listening is the first step, and it is important that students understand what the other person is saying (Djabborova, 2020). Communication is also important, and students need to be able to understand what others are trying to say. A student's ability to listen and communicate effectively will help them succeed in life.
Directions to give
There are many instructional steps that I can take in order to teach students listening and communication skills. First, it is important to create an environment that is conducive to listening and communication. This can be done by ensuring minimal noise and distractions and providing clear and concise instructions.
Secondly, it is important to model the desired behavior. This will be done by providing examples of listening and communicating effectively. For example, you could provide your students with a set of questions to ask, or you could provide them with a conversation you had with a friend.
Thirdly I will introduce the various skill that is needed and their purpose. For example, when teaching active listening, the teacher might say, Active listening is when we pay close attention to the speaker and try to understand and remember what they are saying. It is important to do this so that we can be good communicators.
The student will be arranged in groups of a few individuals where they will be presented with different tasks that they are required to discuss and complete the tasks (Ginaya et al., 2018). This will allow the students to apply what they have learned about listening and communicating with each other. To assess if the students listening and communication skills have improved, I will assess how the students are conducting the group discussion. This will help determine if the students have acquired the needed skills and the areas where they need help to improve their listening and communication skills.
LITERACY STRATEGIES USED
Be sure you include activities that support literacy; vocabulary, reading, listening, speaking, and writing.
Activities like reading aloud, discussing questions, reviewing vocabulary, collaborating with a partner, reading alone, and writing are all encouraged.
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.
If they still haven't decided on a text, students will use technology to access the warmup journal rubric or do research.
Create at least one modification/accommodation for a student with special needs, and one modification/accommodation for English language learners
Two examples of accommodations are extra time on exams or the option to use a computer. It's preferable if the modifications used for homework and tests are consistent.
Include different activities for struggling students and for students who already understand the material
We will have our kids having trouble coming up with ideas to fill out a brainstorming page in their notebooks. If students have trouble recalling dramatic norms we have covered in class, they will be directed to look at the textbook for examples we have used. If students have trouble recalling a story's literary elements—essential when crafting a play—they can use a mountain illustration depicting the story's beginning, rising action, climax, and falling action on the whiteboard (Montiel, 2021).
If students have finished their group brainstorming and idea gathering, they can proceed directly to the next stage of the writing process. They must prepare for the role if the play is written.
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?
The lesson will wrap up with a round of questions and answers, at which point I can listen in and assess everyone's progress. Students can ask me critical thinking questions, and I will provide comments and guidance if needed. The deadline for finishing this task should be pushed back. Please remember that today is not the assignment's due date, and any forward motion at this level of planning and visualizing is to be commended. I'll repeat that as our lesson's main focus. We'll go through what's expected of them tomorrow so that when they get to school, they can get to work without much explanation since they'll be back at the same station with the same task.
Connect to future learning: As we continue to review for the State tests in the following weeks, students can use the ideas presented in this lesson.
Aydin, H., Ozfidan, B., & Carothers, D. (2017). Meeting the challenges of curriculum and instruction in school settings in the United States. Journal of Social Studies Education Research, 8(3), 76-92.
Djabborova, F. O. (2020). Ways of developing listening skills of English learners in ESL and EFL classrooms. European Journal of Research and Reflection in Educational Sciences, 8(10), 212-216.
García, C. (2019). Lesson Plan, Texas History, 7th Grade.
Ginaya, G., Rejeki, I. N. M., & Astuti, N. N. S. (2018). The effects of blended learning on students' speaking ability: A study of utilizing technology to strengthen the conventional instruction. International journal of linguistics, literature, and culture, 4(3), 1-14.
Montiel, E. (2021). Lesson Plan, Texas History, 7th Grade.
Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21 st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM education, 6(1), 1-15.
REVISED Bloom’s Taxonomy Action Verbs
Definitions I. Remembering II. Understanding III. Applying IV. Analyzing V. Evaluating VI. Creating
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
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