p-12 revision

Essential Unit Concept(s) or Question(s) –What “big ideas” should students grasp? What thought-provoking questions will foster inquiry, meaning- making, and transfer?

How do people respond to change differently?

Georgia Standards of Excellence or Other State’s Content Standards: Identify one or two Georgia Standards of Excellence and element(s) or indicator(s) closely aligned to each learning target/outcome(s). If you are not planning to teach the entire element/indicator, underline the portion that will be taught in this particular lesson.

List also ELA literacy standards that relate to this particular lesson.

ELAGSE10RL1

Learning Target(s)/Outcome(s)-What specific knowledge, skills, strategies, and attitudes do you expect students to gain in this particular lesson, including ELA literacy skills that relate to this particular lesson?

Target also specific literacy skills in your lesson. These can be reading, writing, speaking, listening, or language skills.

Students will be able to recognize reactions (fear, resistance, acceptance, transformation) and support answers using textual evidence.

Stage 2: Assessment Evidence

Assessment(s) - Identify as formative or summative assessment (e.g., Quizzes, Writing Prompts, Reading Response Journal Entries, Exit Tickets…).

Formative assessment: Exit ticket with one of the reactions and evidence.

Readiness - Explain how students’ readiness levels impact instructional planning. This may include prior academic learning, prerequisite skills, specific learning needs, assessment data, or addressing misconceptions, etc.

The students should be systematically taught how to detect evidence.

Interests - Explain how students’ interests are addressed in this lesson. This may include allowing choice in assignments, changing the text selection, etc.

Student Perspectives- Explain how you will engage students’ multiple perspectives by using senses and various representations in the lesson.

Refer for suggestions to Differentiation Handbook: Strategies and Examples: Grades 3–5 https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_3-5.pdf OR

Differentiation Handbook: Strategies and Examples: Grades 6–12 https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf

Describe adjustments made to support all students in this lesson. (e.g., Special Education, EIP, IEP, Gifted, RTI, 504, ESOL, Speech, Less-proficient Learners, etc.)

List just the IEP goal(s) related to this lesson for each student. Refer to students as Student A, Student B, etc. in the lesson plan, but do not refer to students by their names in the lesson plan. State the IEP goal(s) so that it describes a measurable and observable behavior. For instance, after reading the passage, the Salt March, students will answer four out of five multiple choice questions correctly.

Find one correct answer with support to reaction.

Describe the accommodations and/or modifications provided in the IEP for each student that are relevant for this lesson.

How will you plan for students with other education plans (Student Support Team, 504 Plans, RTI, ESOL, Speech, Less-proficient Learners, or other plans)?

Describe the accommodations that are relevant for this lesson. questions and sentence starters.

Describe the modifications that are relevant for this lesson. matching activities vocabulary.

Prior Learning: the emotional reactions of Day 1.

Students’ Life Experiences: coping with change.

Other Content Areas:

List and d escribe here AND in the appropriate steps in the lesson plan literacy skills that relate and will be incorporated in this lesson.

Management Strategies- List and discuss management strategies/routines that apply to this lesson.

Group work and monitoring.

Evidence-Based Instructional Strategies (Include this information here AND in the appropriate step in the lesson plan.)

List and discuss evidence-based instructional strategies related to this lesson)- (e.g., graphic organizers, word study strategies, vocabulary strategies, self-monitoring strategies). https://www.wcupa.edu/education-socialWork/assessmentAccreditation/documents/Instructional_Strategies.pdf

Including Cross-Content Literacy Strategies https://www.youtube.com/watch?v=noCy4x1AT4k

I ndicate clearly which and where in the lesson there is evidence of incorporation of at least three of the following skills:

Graphic organizers, modeling.

(1) Integration of technology (e.g., Smartboard, iPad, computerized learning, augmentative communication device, etc.) to enhance the learning of P-12 students

(2) Critical thinking skills

(3) Problem solving

(4) Communication skills

(5) Collaborative learning

(6) Positive social engagement.

Collaboration with Student Support Service Providers https://iris.peabody.vanderbilt.edu/module/rs/cresource/q1/p01/

List the support services and/or the support service providers available in your school or district that you are familiar with and will be relevant to support students in this lesson.

Discuss how you will collaborate with the student support service providers to ensure that students receive appropriate services as they relate to this lesson.

LEARNING SEQUENCE

Instruction and Work Session –

**Hook and Hold

Engage the students with an activating strategy that will spark interest and get students excited about the lesson. Tell the students what they will be learning (learning outcomes) and doing (orally, in writing, or both). State the importance of the lesson to the students’ lives today and future learning of similar content.

Establish a connection to the students’ prior knowledge in the same and/or other subject areas and students’ everyday lives. If you plan to ask the students questions, list the questions where you plan to ask them.

Students identify feelings by phrases.

Teacher models to find reactions with lines of the poem.

NOTE: In this section, describe how you will get students ready for the lesson, but not how you will teach the lesson.

Teaching (demonstration, modeling, lecture, questions)

Identify and provide information related to concepts, skills, and learning objectives.

Clarify and explain content using both verbal and visual input while inviting students’ participation.

NOTE: In this section, include what you will do and how you will do it, step by step. Tell how you will teach the lesson so someone else could come in and teach the lesson just like you would have. Make sure you are teaching the content of the GSE/LO/EQ for this lesson.

Checking for Understanding

Monitor student understanding and continuous assessment of learner progress. Make observations, offer explanations. Allow students time to think, ask questions, and vary student responses (call on students, have choral response, use signals -“thumbs up” “thumbs down”). Provide immediate and corrective feedback. Identify and re-direct misunderstandings. Give further examples to clarify. Make adjustments and re-teach concepts and/or skills as needed.

What is the reaction demonstrated here and why?

NOTE: In this section, make sure students understand what you just taught. Decide what you can ask or have the students do, so you can determine whether they understand the content of the lesson. If they have confusions or do not have a clear understanding of the content, then you will need to give immediate feedback and/or reteach before moving on to practice. Consider also Checking for Understanding Strategies https://www.edutopia.org/article/quick-ways-to-check-for-understanding/

https://modelteaching.com/wp-content/uploads/2020/06/Check-For-Understanding-Strategy-Guide.pdf

Practice (guided and/or independent)

You may choose to have guided practice only, independent practice only, or both guided and independent practice. Label each type of practice as guided practice and/or independent practice.

Provide a detailed explanation of the opportunities for students to practice learned information though guided and/or independent activity/activities.

The students fill out a graphic organizational reaction and evidence identification.

If you plan to ask the students questions, list the questions where you plan to ask them.

Alternatives for Early Finishers

Provide more examples.

Alternatives for Late Finishers

Working with teacher supervision.

Closing/Lesson Wrap-Up – Describe how you will bring closure to the lesson. This may include assessments, review of learning target, connections, etc.

Elicit or state explicit connections to students’ everyday lives and other content areas.

If you plan to ask the students questions, list the questions where you plan to ask them.

Students provide one response and one quotation.

Student Use of Technology – List how students in the classroom will utilize technology for engagement and learning OR justify why students will not be using technology in this lesson.

Smartboard modeling.

Instructor Use of Technology- List and discuss what kind of technology and how you will use it as an instructor to support delivery of the taught content.

Sentence indicators, graphic organizers.

Key Instructional Materials - List and attach materials as needed. Include items such as technology, apps, handouts, books, assignment, slides, etc. Cite sources you use.

List all resources/materials related to this lesson.

Write all references using the correct APA 7th edition format https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html

Reflection – Analyze your students’ performance on this lesson and respond to the prompts below:

What worked and for whom? Why? How do you know? Provide specific examples of individual student performance.

What didn’t work and for whom? Why? How do you know? Provide specific examples of individual student performance.

Thoroughly describe the next 1-2 steps based on the data from this plan.

Thoroughly describe what you have learned about collaborating with students support service providers to ensure that students receive appropriate services as they relate to this lesson.

Students gained better abilities in recognizing reactions but still need assistance in their ability to explain their rationale.