Final 2 lesson plans

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (OR PRE-K GUIDELINES):

Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B.

PERFORMANCE MEASURE/ASSESSMENT After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance?

LEARNING OBJECTIVE(S):

Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure.

STUDENT FRIENDLY OBJECTIVE STATEMENT (must include performance measure)

This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)

PURPOSE OF LEARNING

Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives.

EXPLICIT CONNECTION TO PRIOR LEARNING

This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.

MATERIALS and SETTING

What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, science lab?

KEY VOCABULARY and ACADEMIC LANGUAGE

What vocabulary terms must students know to understand the concept being taught?

**Include specific method for working with vocabulary

ex: Marzano, Frayer model, Greek/Latin roots

FOCUS ACTIVITY/ANTICIPATORY SET

What activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity

INSTRUCTIONAL STEPS

Include:

· Step by step instructions

· Key points

· Directions to give

· Small group instructional plans

· Differentiated station activities.

· Add your 6 formative questions to the focus activity, instructional steps, and/or lesson closure, and highlight them in green.

LITERACY STRATEGIES USED

**Specifically identify ways you are implementing literacy instruction!

STUDENT USE OF TECHNOLOGY

While every lesson may not use technology, you must create lessons here that do use technology in order to meet the technology standards. Use of technology is defined as STUDENT use of technology. Watching a video is not student use of technology.

CLOSURE

Review: How will you cement the learning that has taken place in this lesson?

Connect to future learning: How will what students learned today help them in upcoming lessons?

DIFFERENTIATION

Include differentiation in content, process, or environment for the following groups of students:

· English Learners

· Regular Education students who are struggling and possibly some Special Education students

· Gifted and Talented students

DIFFERENTIATED ASSESSMENT

If your assessment is already differentiated, please explain how. If it is not, please explain how you will differentiate it for the learning needs in your class.

ACCOMMODATIONS/MODIFICATIONS

Create at least 2 accommodations AND 2 modifications that address the diverse needs of the students Angelo, Nancy, and Corinne.

Accommodations- List below and indicate if it is for Angelo, Nancy, or Corrine:

Modifications- List below for Angelo