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LESSON PLAN
Student: Braelee Stewart Date: September 24, 2017
Content Area: Health and English Language Arts Grade: 2nd Estimated Duration: 45-50 min.
LESSON FOCUS
Essential Question(s): (What is the content focus?)
What are germs and how do you defeat them?
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail
or clarification.
Students will be able to discuss what germs are and how they spread.
Students will be able to know that it is important to use soap when washing hands.
Students will be able to explain how to wash their hands.
Students will be able to explain when to wash their hands.
I can make wise choices about when and how to wash my hands.
Today, we are going to learn about what germs are, how they spread and how to stop them.
Tomorrow, we will review our handwashing steps papers and learn a new handwashing song!
Academic Language Objective(s): (Specialized vocabulary, content specific genre, and instructional language)
Germ
Spread
Soap
Hypothesis
Defeat
Different
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ASSESSMENT
Informal and Formal Assessments: (List type of assessment(s), what is being assessed, including evaluation criteria.)
Informal formative assessment: Class discussion on how to stop germs from spreading, fill-in-the-
blanks review discussion, and partner/class discussion on when to wash hands.
Formal formative assessment: Group written responses on experiment worksheet and how to wash
hands sequence of events worksheet.
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1 min. Explain that we are Listen quietly
going to do an
experiment on the
usefulness of soap
2 min. Ask students what they Share findings with the class
saw and why they think
they saw it
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DIFFERENTIATION
Differentiated Instructional Support for Diverse Learners: (Differentiated in content, process, and/or product
One sheet includes the explanation of how the experiment works and connects it to why we should
use soap to wash our hands. This would be for my smaller sized group who need extra support
completing and understanding experiments.
The other sheet does not have explanation, but instead allows students to find the answers. This
would be for my larger sized groups of students who do not need the extra support.
I will use 18 pt. font and bold print for my student with a visual impairment.
EXTENSION/ CONNECTIONS
Assignment: (Aligned with content standards and/or learning objectives) What should students doe in preparation for
the next lesson?
Students will take their sequence of events worksheet home to complete and bring back the following
day to review.
RESEARCH IMPLICATIONS
Research /Theory: (Theory that supports the content or methods of instruction)
Students learn best through different means. Using visual, aural/auditory, read/write and kinesthetic in
lesson allows you to reach all learning styles.
FINAL RETROSPECTIVE
Self-Reflection: (What worked, what didnt work, for whom? Why? What will you do next?)
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Comments of Cooperating Teacher/College Supervisor:
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