P5 Lesson Plan 1

Greetings!

Please read the bullet points below, as it might help you when writing the lesson plan. I love lesson planning and the challenge of figuring out how to help all students be successful. As you write your lesson plan, please reach out to me if you have questions on activities, etc.

1. Questioning: Make sure that the questions that you ask during the lesson reflect different levels of Bloom's Taxonomy. I am attaching a copy of Bloom's verbs that I use when lesson planning that you were provided in the first submission. It is easy to get "stuck" in the "remembering" and "understanding" levels. To achieve ten out of ten points, please make sure all levels are present in your lesson plan.

2. Questioning: Avoid "yes" and "no" questions. This doesn't really give you, the teacher, an accurate assessment as to if students have mastered the content, since they can easily guess. Also avoid blanket questions such as "Does anyone have any questions over the topic?" In my experience, it is the struggling students who do not ask because they either don't feel comfortable asking in front of a class, or they honestly don't even know how to ask the specific question. As the teacher, when you ask specific questions, it will help you determine who knows the material and who might need more help.

3. Assessment: To obtain the highest grade possible on this section, please make sure that you explicitly state if the assessment is formative, informal, summative, etc. Remember, oftentimes, you will use a variety of assessments throughout the lesson. Embedding multiple types of assessments will help increase your score on this part of the lesson plan.

4. Accommodations for ELLs - When determining the best accommodations for ELLs, think about how you can combine the standards with the English Language Development/Proficiency Standards.

What strategies (other than wait time) are appropriate for your lesson? If the assessment involves discussion or writing, sentence stems that relate back to the questioning will be most appropriate. If it is a new concept, maybe explicitly teaching vocabulary and providing a word wall/visuals would be most appropriate. While having someone as a "language buddy" or "partner" can be beneficial, remember that it is not another student's job to translate for other students.

5. Accommodations/Modifications SpEd- Please think through the types of students that you might have in the classroom. How would the lesson look differently for someone who is visually impaired as opposed to a student with autism? In public education, you have a variety of students with a variety of needs. Be specific in the type of accommodations and modifications that would be appropriate for the objective. Also consider the reteaching part specifically--if a student didn't master the objective, think about another unique way to present it. Don't forget, there are awesome websites that can help supplement instruction such as Khan Academy or other Aps. This isn't to replace your job, but can be embedded to help. :-) If you used a PowerPoint the first time, and a student didn't master the objective, for the reteach part, you will want to present the information in a different way.

6. Accommodations/Extension/GT students- When I look at this part of the lesson, I am really looking to see if you can challenge the student in a unique way regarding the objective. This might include project based learning if they have already mastered objectives. I have worked with a variety of students, and in my experience with GT students, making them a "group leader" because they understand the content doesn't meet their needs. This population is often the most overlooked. Additionally, research shows that often GT students don't benefit from reexplaining the content to other students--it’s the struggling students that benefit from doing this because it helps the struggling students retain the content. Behavior problems will sometimes emerge if the student is bored. Additionally, assigning more problems won't help. Rather, consider assigning more challenging problems (word problems, hypothetical situations, etc.)