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PRIOR KNOWLEDGE/SKILLS:
Identify the reoccurring idea in a paragraph.
Identify unimportant ideas in a text.
Write a paragraph on topic.
INSTRUCTIONAL PROCEDURES:
Lesson Opener
Attention-getter (sign that lesson is starting)
Feet on the floor, eyes on me, clap twice in unison.
Hook: The teacher will show a hamburger bun to the students. The teacher will ask if anyone
had this for dinner last night. The teacher will ask what they might eat with this bun. The
teacher will then expand on their ideas while leading them into listing the layers of a
juicy, cheesy, hamburger. The teacher will explain the analogy of how the good stuff
inside the bun is like the good stuff we list in a paragraph.
Bridge (relate to past learning) Ask the students if they had every read a book and then told
someone about that book? Did they give them EVERY detail or just the ones that were
interesting or exciting?
Development of concepts and/or skills
Step-by-step Explanation (include planned questions, differentiation, technology integration
I do The teacher will read the passage Saving the Hawaiian Monk Seals aloud to the
students.
The teacher will ask the students to skim the passage first paying attention to the title,
picture, caption, and bold words.
The Teacher will say, The title tells us that the passage is about what topic?
The teacher will ask what does the picture show us?
The teacher will talk about how the bold words introduce words we should know. What
happens when we read a word we dont know the meaning of?
The teacher will say, Now that we have skimmed the text, what do you think the text is
about?
The teacher will explain that sometimes the title is also the main idea of the passage.
Now, as we read, lets underline all the supporting details that directly support the main
idea, saving the Hawaiian monk seals. Underline each sentence that describes how or
why we are going to save the Hawaiian Monk Seals.
The teacher will remind the students to circle the main idea and underline the supporting
details.
Disability
(low/high cognition, behavioral differences, learning disabilities, Accommodation specific to this lesson
hearing/visually impaired, physically impaired)
CROSS-CURRICULAR/MI ADDRESSED:
3. What instructional component needs the most refinement and what do you plan to do to improve that area?
4. How did you know which students accomplished the goals and objectives of the lesson and which did not?
7. How did your choices and actions of classroom management support student learning?