Вы находитесь на странице: 1из 3

OTTAWA UNIVERSITY

TEACHER EDUCATION DEPARTMENT


LESSON PLAN OUTLINE
Level 1

Name: Jenice Armstead-Robinzine Grade Level: 9-12


Date: 3/6/2018 Approximate length of time: 15-30 minutes
School: Buckeye Union High School Subject: Calendar
Title: Para Professional
Unit Goal: Keeping Track of Time

STANDARD, BENCHMARK, INDICATOR(S):


The students will be fill in the dates on a blank calendar
WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON?
The student(s) will be able to record important dates on their calendar.
Students will use the classroom calendar as a guide.
Be able to read a calendar.
Know the months and days of the week.
Hang a wall calendar up for student(s) to view.
HOW WILL YOU ASSESS STUDENT LEARNING?
Formative and/or Summative Assessment
Have the student write important dates on the blank calendar.
Formal Assessment Examples:
Give a pre-test, and post-test to check student knowledge.
Have each student create their own blank calendar.
Informal Assessment Examples:
Play games have student write answers on small white boards.

WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH THIS


LESSON?
Attach printed materials directly to lesson: worksheets, directions for activities or games, copies
of transparencies, etc.
List everything you need in the classroom to teach this lesson.
Prepare questions to check for understanding:
Read questions from the worksheet give an example (2/14/).
What might happen if: the student may be shy and not want to answer.
What approach/strategy could you use to: Give encouragement.
What might you infer from: Let the student know it’s okay if he/she gets it wrong.

Where did you get the ideas, information and materials for this lesson? (textbook,
Remedia Publication, Life Skills worksheets).
WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED?
Do modification as needed per student(s) IEP, until student(s) has reached where the larger
percentage of the class is working.

WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED?


Technology is used daily, along with peer to peer, and group learning. Independent reading along
with reading the instruction and questions prior to the assignment.
.
WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON?
What pre-requisite skills and/or knowledge are required for this lesson?

Rev 11-2-07 1
No pre-requisites skills required.
Identify skills and knowledge previously learned that students need in order to
successfully learn the skills and knowledge taught in this lesson.
 The ability to use and understand a calendar.
How will you check for understanding throughout this lesson?
Occurs immediately following presentation of new information, during guided
practice, before and during independent practice, and during wrap up.
Examples:
 verbal explanation
 Work in small groups
 Recognize holidays and special days.

From here on, write as if you are talking to the children/students.

FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR KNOWLEDGE)


 Students today we are going to fill in February holidays, starting with Presidents, and
second Valentines’ Day, along with any classmate that celebrating their birthday this
month.

PURPOSE (THE “WHY” OF THE LESSON)


 The importance of scheduling appointment, meeting, or other upcoming events.

DELIVERY OF INFORMATION
Today we will be go to google.com and put in today’s date (March 5,2020 and see what day of
the week it would be.

MODELING/DEMONSTRATION/SKILL CUES
 Show example on the white board, walk the classroom to see who need more assistance.
 Allow the student to use any notes from previous lessons.

GUIDED PRACTICE
 Peer to peer and small groups.
 Ask random students from the groups to answer the question.

INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS


 Group of (2-4) to work on each question.
 Also use peers from assigned tables.

CLOSURE/WRAP-UP (ENDING THE LESSON)


 Answer a few more problems on the white board asking the students to give your (the
teacher) the answer as you (the teacher) write it, have the students challenge each other’s
in a positive way.

REVIEW, EVALUATE, AND REFLECT


Based on the information obtained from planning, teaching and assessing this lesson, respond
to the following questions:
What data do you have to support the instruction?

Rev 11-2-07 2
 Arizona standards for teaching Life Skills students (adaptation and modification) of the
lesson.

What indications do you have, in addition to the data, that your instruction was successful?
 The student’s grades have improved and the answers written on the white board are
correct

What do you perceive as the strengths of your instruction?


 Re-teach when the grades have not improved and getting feedback from the students
when they do not understand the assignment find different ways to explain it
What would you change when teaching this lesson again?
 Make sure the student shows their work so I know they are understanding how to
setup the math word problem
What have you learned about content, teaching and learning from teaching this lesson?
 Each day is learning process for the teachers as well as the students

Rev 11-2-07 3

Вам также может понравиться