LESSON PLAN TEMPLATE
\nStudents name
\nInstitution affiliation
\nDate<\/p>\n
Lesson Plan Template and Rubric<\/p>\n
Grade Level:\tPre-K\t\tSubject:\t\t\t\t\t\tGroup size:24\t\tDate:
\nInstructional Location:<\/p>\n
Lesson Goals
\nLesson Title: Opposites<\/p>\n
Central Focus of Lesson:
\nIn this lesson, students will learn about opposite concepts and how to identify them. Students will also learn how to use opposite words to describe situations and things..<\/p>\n
The important understanding or concept that students should develop from this lesson is an understanding of opposite concepts and how to identify them. Additionally, students should learn how to use opposite words to describe situations and things.<\/p>\n
State Standard(s) Addressed:
\nThis lesson will address the following State Learning Standard: –
\nStandard 1: Opposite concepts \u2013
\nStandard 2: Identifying opposite concepts \u2013
\nStandard 3: Using opposite words to describe situations and things<\/p>\n
Lesson Objectives and Language Demands
\nContent\/Skill Objectives:
\nBy the end of this lesson, students will know the following:
\n– What opposite concepts are
\n– How to identify opposite concepts
\n– How to use opposite words to describe situations and things
\nLanguage Demands:
\nIn this lesson, students will be expected to utilize the following language terms and concepts:
\n– Opposite concepts
\n– Identifying opposite concepts
\n– Using opposite words to describe situations and things
\nKey Vocabulary:
\nResources and Materials
\nResources:
\n– Books: The Opposite Zoo, by Ilana Weitzman
\n– Handouts: worksheets on opposite concepts
\n– Digital resources: online games and videos on opposite concepts
\n– Guest experts: none
\n– Library: none
\n– Field trip locations: none
\nMaterials:
\n– Worksheets
\n– Games
\n\u2013 Projector
\n– Smartboard
\n– Paper
\n– Pencils
\n– Art supplies
\n– Cards
\n– Post-its
\nSources:
\n– This lesson is based on the book The Opposite Zoo, by Ilana Weitzman.
\nSenese, J. C. (2004). 4 Opposites attract. Improving Teacher Education Practice Through Self-study. https:\/\/books.google.com\/books?hl=en&lr=&id=W0z_mwgJuTwC&oi=fnd&pg=PT80&dq=opposites+in+english&ots=0ly0TCcPUM&sig=An15yNmln6-LdFFdSW6zD8MdmBw
\nSingh, P. (2018). Elementary English Teaching: a source book for teacher educators. Language and Language Teaching, 7(1), 66-68. http:\/\/publications.azimpremjifoundation.org\/1906\/<\/p>\n
NOTE: Attach any handouts, activities, displays or templates that you plan to use at the end of this lesson plan.<\/p>\n
Prior Academic Learning and Prerequisite Skills
\nPrior Academic Learning and Prerequisite Skills:
\nBefore beginning this lesson, students should have the following prior knowledge:
\n– Basic understanding of concepts such as big\/small, up\/down, etc.
\n– Basic understanding of how to read and follow instructions.
\nTo begin this lesson, explain to students that they will be learning about opposite concepts. Explain that they will be learning how to identify opposite concepts and how to use opposite words to describe situations and things.
\nMisconceptions:
\nDuring this lesson, students might misunderstand the following information or concepts:
\n– What opposite concepts are
\n– How to identify opposite concepts
\n– How to use opposite words to describe situations and things.<\/p>\n
Lesson Plan Details
\n– Introduction:
\nExplain to students that they will be learning about opposite concepts. Explain that they will be learning how to identify opposite concepts and how to use opposite words to describe situations and things.
\n– Instructional strategies:<\/p>\n
– Use the book The Opposite Zoo, by Ilana Weitzman, to introduce opposite concepts.
\n– Have students work in pairs to identify opposite concepts in the book.
\n– Have students complete a worksheet on opposite concepts.<\/p>\n
– Learning tasks:
\n– Students will learn about opposite concepts.
\n– Students will learn how to identify opposite concepts.
\n– Students will learn how to use opposite words to describe situations and things.<\/p>\n
– Key questions:
\n– What are opposite concepts?
\n– How can we identify opposite concepts?
\n– How can we use opposite words to describe situations and things?<\/p>\n
– Key transitions:
\n– To introduce the next concept, say, “Now that we’ve learned about opposite concepts, let’s learn how to identify them.”<\/p>\n
– Student supports:
\n– Provide a worksheet on opposite concepts for students to complete.<\/p>\n
– Assessment strategies:
\n– Ask students to identify opposite concepts in the book.
\n– Ask students to complete the worksheet on opposite concepts.<\/p>\n
– Conclusion:
\nReview with students what they have learned about opposite concepts. Ask students to share any examples of opposite concepts that they know.
\nBeginning the Lesson\/Introduction
\nMinutes
\n25 minutes
\nWhat Teacher Will Do:
\nTo pique interest in today’s topic (sample nursing essay examples by the best nursing assignment writing service), I could ask students if they know what an opposite is. I could also ask students to name some opposite concepts, such as big\/small, up\/down, etc.<\/p>\n
To activate and build on prior knowledge related to the topic (sample nursing essay examples by the best nursing assignment writing service), I could ask students to name some opposite concepts, such as big\/small, up\/down, etc. I could also ask students if they know what an opposite is.<\/p>\n
To set the stage for learning and help students recall prior information, you could ask students if they know what an opposite is. You could also ask students to name some opposite concepts, such as big\/small, up\/down, etc.\tWhat Students Will Do:r<\/p>\n
As active participants in this lesson, students should be engaged in the following activities:
\n– Listening to the book being read aloud
\n– Working in pairs to identify opposite concepts in the book
\n– Completing a worksheet on opposite concepts
\nIntroducing New Content\/Skills
\nMinutes
\n20 minutes<\/p>\n
What Teacher Will Do:
\nTo introduce and explain the new information, you could use the book The Opposite Zoo, by Ilana Weitzman. I could also have students work in pairs to identify opposite concepts in the book. Additionally, you could have students complete a worksheet on opposite concepts.
\nTo provide opportunities for students to practice, I could have students work in pairs to identify opposite concepts in the book.
\nAdditionally, I could have students complete a worksheet on opposite concepts. To help students reflect on and consolidate their learning, you could ask students to share any examples of opposite concepts that they know.
\nAdditionally, I could review with students what they have learned about opposite concepts.\tWhat Students Will Do:<\/p>\n
In this stage, students will be engaged in the following activities:
\n– Listening to the book being read aloud
\n– Working in pairs to identify opposite concepts in the book
\n– Completing a worksheet on opposite concepts
\nIndependent Practice
\nMinutes [ ]
\nHow will students practice the new skill or interact with the new content independently?<\/p>\n
Formative Assessment: classroom exercises \tWhat Teacher Will Do:
\nTo provide opportunities for students to practice, you could have students work in pairs to identify opposite concepts in the book. Additionally, I could have students complete a worksheet on opposite concepts.<\/p>\n
To help students reflect on and consolidate their learning, you could ask students to share any examples of opposite concepts that they know. Additionally, you could review with students what they have learned about opposite concepts.\tWhat Students Will Do:
\nThe students will pair in groups which will help them discuss the concepts further.
\nClosing the Lesson
\nMinutes [ ]
\n20 minutes<\/p>\n
Summative Assessment:
\nStandardized test.\tWhat Teacher Will Do:<\/p>\n
To help students reflect on and consolidate their learning, I could ask students to share any examples of opposite concepts that they know. Additionally, I could review with students what they have learned about opposite concepts.<\/p>\n
As a teacher through the process of asking students questions and paring them in groups will help the students share and demonstrate the extent to which they have met the lesson learning objectives.\tWhat Students Will Do:<\/p>\n
The students in this case will ask and answer questions that have been asked by both the teacher and the students, students will also ensure that they confirm any problem that might be seen.<\/p>\n
The students in this case will be paired in groups after which they will present what they have in the class and ask questions on the things and concepts that they do not understand.
\nExtension<\/p>\n
What Teacher Will Do:
\nIf time permits, you could have students create their own book on opposite concepts. The important understanding or concept that students should develop from this lesson is an understanding of opposite concepts and how to identify them. Additionally, students should learn how to use opposite words to describe situations and things.
\nFor students who did not meet the learning objectives, you could provide additional support in the form of one-on-one instruction or small group instruction.\tWhat Students Will Do:<\/p>\n
If time permits the students will individually or in groups create their own book on opposite concepts and this will be done either individually or in groups.<\/p>\n
Accommodations\/Differentiation
\nStudents with Special Needs or IEPs:
\nFor students with special needs or IEP requirements, I could provide additional support in the form of one-on-one instruction or small group instruction.
\nEnglish Learners:<\/p>\n
For students whose first language is not English, you could provide additional support in the form of one-on-one instruction or small group instruction which will help in giving them more focus and dealing with problems that they might have individually.
\nLesson Rationale\/Justification
\nPrinciples of Research\/Theory on Learning and Teaching:<\/p>\n
This lesson plan is based on the book The Opposite Zoo, by Ilana Weitzman.<\/p>\n
Assessment Guide: Formative\/Summative Assessment (Evidence) of Student Learning<\/p>\n
Assessment Strategy #1:
\nFormative assessment: submit one or two sentences and words describing opposites in the words that will be provided by both the teacher and the students.<\/p>\n
Alignment with Lesson Goals:
\nThis assessment is aligned to the following lesson goals:
\n– Goal 1: Understand what opposite concepts are
\n– Goal 2: Be able to identify opposite concepts
\n– Goal 3: Be able to use opposite words to describe situations and things
\nThe data from this formative assessment will be used to inform instruction during the remainder of the lesson and in future lessons.<\/p>\n
Evidence of Student Understanding\/Skill:
\nThis assessment strategy provides evidence of student understanding of the concepts by asking them to identify opposite concepts in the book and by asking them to complete a worksheet on opposite concepts.<\/p>\n
Feedback to Students:
\nThe feedback that will be given in form of responses that will be given by the students, there will also be discussions which will be held and the teacher will be the facilitator in ensuring that the discussion goes on as it is needed. Exercises will be given which will help in educating the students further.
\nAssessment Strategy #2:
\nSummative assessment: Standardized tests. In this case the students will answer the same questions from a common blank of questions with regards to opposites and this will be scored in a standard or consistent manner and this will help in the process of ensuring that the relative performance of the students is gotten.
\nAlignment with Lesson Goals:
\nThe standardized test is aligned to the lesson goal of students being able to understand and use opposite words. It is assessing the learning objective of students being able to identify and produce opposite words.
\nEvidence of Student Understanding\/Skill:
\nThis assessment strategy provides evidence of student understanding of the concepts by demonstrating their ability to identify and produce opposite words.
\nFeedback to Students:
\nI will provide feedback to students by pointing out which words they got correct and which words they got incorrect. I will also provide feedback on their use of opposite words, and how they can improve their use of opposite words in the future.
\nReferences
\nIlana Weitzman (2017). The Opposite Zoo. https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/00437956.1997.11432459<\/p>\n
Senese, J. C. (2004). 4 Opposites attract. Improving Teacher Education Practice Through Self-study. https:\/\/books.google.com\/books?hl=en&lr=&id=W0z_mwgJuTwC&oi=fnd&pg=PT80&dq=opposites+in+english&ots=0ly0TCcPUM&sig=An15yNmln6-LdFFdSW6zD8MdmBw
\nSingh, P. (2018). Elementary English Teaching: a source book for teacher educators. Language and Language Teaching, 7(1), 66-68. http:\/\/publications.azimpremjifoundation.org\/1906\/<\/p>\n
Glossary[excerpted from edTPA handbooks]
\nAssessment (formal and informal): All activities undertaken by teachers and by their students that provide information to be used as feedback to modify teaching and learning activities. Assessments provide evidence of students\u2019 prior knowledge, thinking, or learning in order to evaluate what students understand and how they are thinking. Informal assessments may include, for example, student questions and responses during instruction and teacher observations of students as they work or perform. Formal assessments may include, for example, quizzes, homework assignments, journals, project ( help with nursing paper writing from experts with MSN & DNP degrees)s, and performance tasks.<\/p>\n
Central Focus: A description of the important understandings and core concepts that you want students to develop within the learning segment. The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the lesson.<\/p>\n
Discourse: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures) that provide useful ways for the content to be communicated. In the language arts and literacy, there are structures for composing, interpreting, and comprehending expository, narrative, poetic, journalistic, and graphic print materials as well as video and live presentations.<\/p>\n
Language Demands:Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and\/or speaking to demonstrate their disciplinary understanding.<\/p>\n
Misconceptions: For literacy, includes confusion about a strategy or skill (e.g., misunderstanding about text purpose and structure, application of a skill, or multiple meaning words). For mathematics, a misconception stems from an erroneous framework about mathematical relationships or concepts, sometimes based on informal generalizations from experience. For example, a student may believe that multiplying two numbers always results in a larger number than either of the numbers being multiplied. This misconception is likely to cause difficulty when learning to multiply fractions.<\/p>\n
Planned supports: Instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus.<\/p>\n
Prior Academic Learning and Prerequisite Skills: Includes students\u2019 content knowledge and skills as well as academic experiences developed prior to the learning segment.<\/p>\n
Syntax:The set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).<\/p>\n
Lesson Plan Rubric
\nLesson Plan Criteria:\t3
\nProficient\t2
\nDeveloping\t1
\nEmergent\tPoints Earned and Comments:
\nCentral Focus\tPlan includes all of these:
\n\u2022\tDescribes important understandings and core concepts.
\n\u2022\tGoes beyond list of facts and skills.
\n\u2022\tAligns with content standards and learning objectives.
\n\u2022\tAddresses the subject-specific components in the lesson.\tPlan includes three of these:
\n\u2022\tDescribes important understandings and core concepts.
\n\u2022\tGoes beyond list of facts and skills.
\n\u2022\tAligns with content standards and learning objectives.
\n\u2022\tAddresses the subject-specific components in the lesson.\tPlan includes two of these:
\n\u2022\tDescribes important understandings and core concepts.
\n\u2022\tGoes beyond list of facts and skills.
\n\u2022\tAligns with content standards and learning objectives.
\n\u2022\tAddresses the subject-specific components in the lesson.
\nState Learning Standards\tPlan includes all of these:
\n\u2022\tStandard(s) number(s)
\n\u2022\tStandard(s) text
\n\u2022\tLink to Standard(s)\tPlan includes two of these:
\n\u2022\tStandard(s) number(s)
\n\u2022\tStandard(s) text
\n\u2022\tLink to Standard(s)\tPlan includes one of these:
\n\u2022\tStandard(s) number(s)
\n\u2022\tStandard(s) text
\n\u2022\tLink to Standard(s)
\nLesson Objectives\tPlan includesall of these:
\n\u2022\tWhat students should know
\n\u2022\tWhat students should do
\n\u2022\tObservable language, measurable verbs
\nPlan includestwo of these:
\n\u2022\tWhat students should know
\n\u2022\tWhat students should do
\n\u2022\tObservable language, measurable verbs
\nPlan includesonel of these:
\n\u2022\tWhat students should know
\n\u2022\tWhat students should do
\n\u2022\tObservable language, measurable verbs<\/p>\n
Language Demands\tPlan includes all of these:
\n\u2022\tSyntax skills identified and related to the lesson objectives
\n\u2022\tDiscourse skills identified and related to the lesson objectives
\n\u2022\tKey vocabulary \tPlan includes two of these:
\n\u2022\tSyntax skills identified and related to the lesson objectives
\n\u2022\tDiscourse skills identified and related to the lesson objectives
\n\u2022\tKey vocabulary\tPlan includes one of these:
\n\u2022\tSyntax skills identified and related to the lesson objectives
\n\u2022\tDiscourse skills identified and related to the lesson objectives
\nKey vocabulary
\nResources and Materials\tPlan includes all of the following:
\n\u2022\tResources
\n\u2022\tMaterials
\n\u2022\tSources
\n\u2022\tAll relevant handouts, templates, slides are attached\tPlan includes three of the following:
\n\u2022\tResources
\n\u2022\tMaterials
\n\u2022\tSources
\n\u2022\tAll relevant handouts, templates, slides are attached\tPlan includes two of the following:
\n\u2022\tResources
\n\u2022\tMaterials
\n\u2022\tSources
\n\u2022\tAll relevant handouts, templates, slides are attached
\nPrior Academic Learning and Prerequisite Skills\tPlan includes both of these:
\n\u2022\tDescription of prior academic learning and prerequisite skills
\n\u2022\tDescription of common misconceptions regarding concepts addressed in the lesson\tPlan includes one of these:
\n\u2022\tDescription of prior academic learning and prerequisite skills
\n\u2022\tDescription of common misconceptions regarding concepts addressed in the lesson\tPlan names prior learning, prerequisite skills, and common misconceptions, but does not describe them
\nBeginning the Lesson\tPlan explains all of these:
\n\u2022\tHow prior knowledge, interest, and purpose will be activated
\n\u2022\tWhat teacher will do
\n\u2022\tWhat students will do
\n\u2022\tTiming (Minutes)\tPlan explains three of these:
\n\u2022\tHow prior knowledge, interest, and purpose will be activated
\n\u2022\tWhat teacher will do
\n\u2022\tWhat students will do
\n\u2022\tTiming (Minutes)\tPlan explains two of these:
\n\u2022\tHow prior knowledge, interest, and purpose will be activated
\n\u2022\tWhat teacher will do
\n\u2022\tWhat students will do
\n\u2022\tTiming (Minutes)\u2022
\nIntroducing New Content\/
\nSkills\tPlan explains all of these::
\n\u2022\tHow students will encounter new information or skills
\n\u2022\tWhat teacher will do
\n\u2022\tWhat students will do
\n\u2022\tTiming (Minutes)\tPlan explains three of these:
\n\u2022\tHow students will encounter new information or skills
\n\u2022\tWhat teacher will do
\n\u2022\tWhat students will do
\n\u2022\tTiming (Minutes)\tPlan explains two of these:
\n\u2022\tHow students will encounter new information or skills
\n\u2022\tWhat teacher will do
\n\u2022\tWhat students will do
\n\u2022\tTiming (Minutes)
\nGuided Practice\tPlan explains all of these:
\n\u2022\tHow students will be supported as they practice skills or interact with new content
\n\u2022\tWhat teacher will do
\n\u2022\tWhat students will do
\n\u2022\tTiming (Minutes)\tPlan explains three of these:
\n\u2022\tHow students will be supported as they practice skills or interact with new content
\n\u2022\tWhat teacher will do
\n\u2022\tWhat students will do
\n\u2022\tTiming (Minutes)\tPlan explains two of these:
\n\u2022\tHow students will be supported as they practice skills or interact with new content
\n\u2022\tWhat teacher will do
\n\u2022\tWhat students will do
\n\u2022\tTiming (Minutes)
\nIndependent Practice\tPlan explains all of these:
\n\u2022\tHow students will practice skills or interact with new content independently
\n\u2022\tWhat teacher will do
\n\u2022\tWhat students will do
\n\u2022\tTiming (Minutes)\tPlan explains three of these:
\n\u2022\tHow students will be supported as they practice skills or interact with new content
\n\u2022\tWhat teacher will do
\n\u2022\tWhat students will do
\n\u2022\tTiming (Minutes)\tPlan explains two of these:
\n\u2022\tHow students will be supported as they practice skills or interact with new content
\n\u2022\tWhat teacher will do
\n\u2022\tWhat students will do
\n\u2022\tTiming (Minutes)
\nFormative Assessment\tPlan explains how teacher will monitor learning\/check for understanding during three of these:
\n\u2022\tBeginning the Lesson
\n\u2022\tIntroducing New Content
\n\u2022\tGuided Practice
\n\u2022\tIndependent Practice\tPlan explains how teacher will monitor learning\/check for understanding during two of these:
\n\u2022\tBeginning the Lesson
\n\u2022\tIntroducing New Content
\n\u2022\tGuided Practice
\n\u2022\tIndependent Practice\tPlan explains how teacher will monitor learning\/check for understanding during oneof these:
\n\u2022\tBeginning the Lesson
\n\u2022\tIntroducing New Content
\n\u2022\tGuided Practice
\n\u2022\tIndependent Practice
\nSummative Assessment\tPlan explains all of these:
\n\u2022\tHow students will demonstrate the extent to which they met learning objectives
\n\u2022\tWhat teacher will do
\n\u2022\tWhat students will do
\n\u2022\tTiming (Minutes)\tPlan explains three of these:
\n\u2022\tHow students will demonstrate the extent to which they met learning objectives
\n\u2022\tWhat teacher will do
\n\u2022\tWhat students will do
\n\u2022\tTiming (Minutes)\tPlan explains two of these:
\n\u2022\tHow students will demonstrate the extent to which they met learning objectives
\n\u2022\tWhat teacher will do
\n\u2022\tWhat students will do
\n\u2022\tTiming (Minutes)
\nClosing \/ Extending the Lesson \tPlan explains both of these:
\n\u2022\tSpecific extension activity
\n\u2022\tFurther support for students who did not meet learning objectives\tPlan explains one of these:
\n\u2022\tSpecific extension activity
\n\u2022\tFurther support for students who did not meet learning objectives\tExtension activities and further support are mentioned, but not explained.<\/p>\n
Special Needs \/ English Learners\tPlan explains both of these:
\n\u2022\tHow special learning needs will be addressed
\n\u2022\tHow English Learners will be supported\tPlan explains one of these:
\n\u2022\tHow special learning needs will be addressed
\n\u2022\tHow English Learners will be supported\tSupport for special needs and English Learners are mentioned, but not explained.<\/p>\n
Lesson Rationale\tPlan includes three relevant research-based principles of learning and teaching, and their sources\tPlan includes two relevant research-based principles of learning and teaching, and their sources\tPlan includes one relevant research-based principle of learning and teaching, and its source
\nTOTAL:____\/45<\/p>\n","protected":false},"excerpt":{"rendered":"
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