Вы находитесь на странице: 1из 3

Concordia University Chicago College of Education

Teacher Candidate: Gabriel Ramos


Subject:English
Central Focus: (Content of the lesson) Reading review/check
Grade Level(s):

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS,


Common Core, or Professional Learning Standards) Each
standard should correspond to one or more objective.

Lesson Plan Design 2014 adapted for EDUC1070

Date: 10/29/2014
Course for which the Lesson is developed:
Classroom Teacher:
Time allotted: 40min

Learning Objective(s):
What are the students expected to know and/or do in the lesson?
Students are expected to have their reading done and to understand fully it.
Write out each specific objective to be met by students in the lesson.
Find 3 quotes and to be able to communicate with their peers about each other quotes.

Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is
required in a lesson plan.)
Diagnostic (Pre-): (Formal or Informal)
Formative: (Formal or Informal)
Reflective: (Formal or Informal)
Summative: (Formal or Informal)

List the Academic Language used in the Lesson.


Include vocabulary, process terms, and syntax
language.

Academic Language
Explain how the Academic Language is
scaffolded in the Lesson using Sensory, Graphic
and/or Interactive supports.

Describe the Evidence that Students know and use


Academic Language appropriately:

Implemented August 2013


Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

Procedures: List in sequence the actions taken by teacher and students throughout the lesson.
A. Engage Students: (Diagnostic/Pre-Assessment must be included here.) Students will come into class and asked to scan the QR code on their iPad.

B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand): To review the given reading
the previous day and to monitor their annotation skills that were asked to be used in these chapters.
C. Instructional Sequence: (include technology this is a technology class)
1. Scan QR codes
2. Students will read opening prompt
3. Given a few minutes to find quotes
4. Begin posting quotes and commenting on other post
5. Last 10 minutes of class the whole class will go into open discussion
6. Open discussion to talk about most talked about post.
D. Explain: Students will make comments and post about their quotes they found in the reading. After that the class will open up to a class
discussion. The class discussion will be about the quote or comment that was talked about the most.
E. Extend/Expand/Elaborate: Using the website it will be easy to monitor the post and to make sure all students are participating. Making sure all
students are involved in class discussion
F. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) Teacher will monitor that all post are
appropriate and that each student has made all the necessary post.
G. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming
groups?) There will be no groups but the post in general would be how the students are interacting.
H. Closure: Explain how the purpose of the Lesson is clearly restated by students & Evaluate (Objectives and Assessment include your
summative assessment here) Students will clearly know what is to be done during the class period and will be fully expected to have their reading done
in order to participate in the online and in class essay. If each student is able to complete the assignments and be engaged in discussion then that is how
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

as the teacher I will be able to identify if the lesson plan was successful.

Lesson Plan Details


Instructional Materials:
Projector
Use of Technology: iPads, projector

Safety in the Physical Environment:

Implemented August 2013


Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.