BARRY UNIVERSITY

Adrian Dominican School of Education

Lesson Plan
Name: Ryan Williams Date: 2/27/17

Content Area(s): Language Arts/Social Studies Grade Level: 7 Allocated Time: 45 Minutes
Topic: Geography/Informational Texts
Math Science Technology SS/ELLs
Context 1: (In one or two sentences, describe characteristics of the students (K-12) and the setting)

The class consists of twenty two students with tables put together in clusters of four to six. There are two English language learners
within the class whose native languages are Russian and Spanish but generally have a good command of the English language. In the
classroom, there are two black boards, one in the front and one on one of the sides of the room. In addition, there is a smart board in
the front of the classroom.

Overarching Standards: (Next Generation Sunshine State Standards, including Access Points for ESE students (K-12); national
content standards; and TESOL/ESL. Reminder: If more than one content area is embedded into this lesson plan, interdisciplinary
standards need to be noted.)
LAFS.7.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.

SS.7.G.2.4
Describe current major cultural regions of North America
Instructional Objectives/Learner Outcomes: (After teaching the lesson, this is what you expect learners to know or demonstrate.
This should be stated clearly and aligned to the overarching standards noted above.)
Students will be able to:
Conduct research on an assigned topic
Create informative and descriptive texts
Describe their assigned location and its major points of interest

Assessment: (Identify traditional, nontraditional (alternate), formal, and/or informal methods used to monitor and measure student (K-
12) learning, aligned to outcomes/objectives, contextual setting, including adaptations. Attach copies of assessments.)
Informal:
The teacher will test students comprehension through a list of discussion questions during the initial demonstration of the assignment
and while circulating the classroom.

Formal:
The teacher will collect the students written work to assess their ability to convey relevant information

Materials/Equipment/Resources: (List all materials, equipment, and resources needed for both the teacher and the students (K-12).)
Materials needed for teacher: Materials needed for students (K-12)
Smartboard Chromebooks
Chalkboard Outline Sheet

Vocabulary: (List key terms and content vocabulary to facilitate understanding.)

Geography
Culture

Instructional Procedures:
Introduction
1. Teacher: Good morning class, today were going to do some research into the country that we live in; starting with right
here in Florida.
Step-By-Step Procedures (Embed the following to your step-by-step outline. Attach copies of all handouts noted.)
2. Teacher shows students short fact video about Florida
3. Teacher asks students about the video as well as what else they know about Florida
4. Teacher writes information that students say about Florida on the chalk board

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The yellow highlighted items are areas for candidates growth in planning.

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 BARRY UNIVERSITY
Adrian Dominican School of Education
Lesson Plan
5. Teacher then puts up example outline of a paper on Florida.
6. Teacher passes out the outline of the paper format.
7. Teacher: Now each of you are going to write a short informational report about a different state through researching.
8. Teacher assigns each student a state by having them choose out of a bag with state names in it.
9. Students will then be allowed to get a chromebook from the cart to research.
10. Students will individually research their state and fill out their outline sheet as they are researching as a prewriting phase.
11. After students complete their prewriting, they may move on to writing the actual essay.
Closure
12. Teacher tells the students that their essays should be submitted to google classroom
13. Teacher asks students to share what interesting information they have already found about their assigned state.
Reference Information: (Provide reference citation for all resources used. Give credit where credit is due!)
Cpalms.org
Florida Video: https://www.youtube.com/watch?v=zROr-TSm74E
Two-Part Reflection:
PART I: Using collected student (K-12) assessment data, reflect on (1) students (K-12) learning based on learner
outcomes/instructional objectives, noting signs of difficulty; and (2) changes to enhance student (K-12) learning. The reflection must
address ELLs and ESE factors separately.

PART II: Identify the competencies and skills ( http://www.firn.edu/doe/sas/ftce/ftcecomp.htm) that you used as you implemented
this lesson. What gaps existed? How can I improve my practice and these competencies and skills, through professional development?

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