Assignment 2
Dawaitress1
LessonPlan1.docxRunning head: LESSON PLAN 1
LESSON PLAN 8
Lesson Plan
Instructor: Antony Jacob
Cheanel Nolden
September 5, 2019
Lesson Plan
Unit Title: Introduction to Reading and Writing
Lesson (grade) Level: Grade 3
Subject Area: English
Lesson Title: Reading and Pronunciation
Demographics of the Classroom
The classroom environment for which this lesson plan is designed is culturally diverse. The class is comprised of whites, blacks, Hispanics, Asian Americans, and Native Americans. These groups of students total to 50. Out of this number, white students lead in population by 25, followed closely by Hispanics (15), Blacks (5), and Asian Americans (7). Native Americans are the least represented in the class, since they are only 3 students. The classroom is also comprised of 27 males and 23 females from different races and ethnicities. In this classroom environment, only whites and black students are native English speakers. The rest speak English as their second language. Therefore, they need more special attention in order to improve their English writing and reading proficiency. Although two people are persons with disability, their level of disability does not affect their language proficiency. This is particularly true because one student does not have the left ear lobe, while his colleague is crippled. Therefore, all their disability does not affect their five common senses and their ability to read and write.
Like other American classroom environments, the target class is a culturally diverse one. Therefore, the learners’ cultural backgrounds and family ties greatly influence the manner in which they learn. Americans continually live in the future, and this pattern expresses how students are motivated. On the other hand, many immigrants have a better connection with the past, a practice that can significantly motivate some to improve their intellectual competence. In Asian and Hispanic cultural contexts, the teacher is revered as an authority figure. To express respect, the students often look at the floor. For American learning environment, individualism and teacher-student relationships are promoted by the teachers ensuring that they are looked in the eye or for students to disagree with them. Culture plays a critical role in explaining why students act or speak in certain ways. With such knowledge in mind, teachers should understand that in case they are in diverse learning environments, they are taking part of various cultures. When the teacher is not familiar with different cultural and ethnic backgrounds and how they have been socialized, the instructor may begin to question their behaviors. Therefore, understanding each of the learners’ cultural backgrounds is a necessary step in ensuring that the lesson plan is designed in a manner that meets the learning needs of all students.
Lesson Standard
The lesson plan will be guided by the Common Core States Standards (CCSS) for English Language and Arts. The CCSS defines what all learners are expected to understand and able to do, and not merely how the educators should provide lessons. Moreover, the CCSS provides references to some specific forms of contents, such as mythology, foundational documents, and comprehension (Taylor, Watson & Nutta, 2014). Thus, the CCSS will guide the instructor in improving the reading and writing competency of learners by providing strategies of asking the students questions and answering them in order for them to demonstrate understanding of texts, referring explicitly to the texts as the foundation for providing answers. In addition, the CCSS requires the teacher to refer to details and examples in texts when providing explanations on what the text explicitly explains and when deriving conclusions from the text.
The proposed lesson plan utilizes technological resources to promote learning and comprehension. This strategy is in line with the most recent version of CCSS, which placed emphases on the utilization of technical materials, world literature, and mechanisms that can be used to assess text complexities in comparison with the original drafts (Taylor, Watson & Nutta, 2014). Although there are no defined list of books that should be utilized across different grades, , the CCSS incorporates four needed texts for basic education, which include the Declaration of independence, the Preamble to the Constitution, the Bill of Rights, and President Abraham Lincoln’s second inaugural address. The CCSS recommends reading, including literature and informational texts across all grades and foundational skills in grades Kindergarten to five, writing, speaking and listening, as well as language development.
Two Objectives that will be addressed
1. To improve students’ reading and speaking skills.
2. To improve students’ writing proficiency.
Attention Grabber
Attention grabbing will be attained through the utilization of student engagement strategies. Engagement can be defined as the degree to which a student is actively involved in a learning activity. Therefore, placing students in learning activities is critical because they arouse emotions that encourage students to focus on the lessons that the instructor is providing. For instance, motivations will be provided to improve student attention (Christenson, Reschly & Wylie, 2012). Motivation includes use of activities and resources that energize and direct the student to focus their attention on classroom lessons. Energy increases engagement through its strengths, intensity, and persistence. Thus student engagement will be attained thought he utilization of various strategies. These approaches include: behavioral engagement, emotional engagement, cognitive engagement, and agentic engagement. Behavioral engagement can be attained through on-task orientation and concentration programs, high efforts, and high task persistence. Emotional engagement can be realized through the provision of task-facilitating emotions, such as curiosity stories and charts, interests, and enthusiastic contents. Moreover, emotional engagement is encouraged by the reduction of task-withdrawing activities. Further, cognitive engagement will be attained by utilizing complex, deep, and personalized learning approaches such as elaboration and developing the student’s conceptual understanding as opposed to surface knowledge. Furthermore, the instructor will encourage learners to utilize self-regulatory mechanisms such as planning (Christenson, Reschly & Wylie, 2012). Agentic engagement will be facilitated through developing programs that facilitate proactive, intentional, and constructive contributions into the flow of the learning activity, such as encouraging students to provide their inputs and make suggestions. The learning activity will be enriched as opposed to merely providing passive information for the students to receive and memorize. Finally, a list of reading and writing activities will be provided to learners to improve their level of attention. For instance, partner pretest programs will be established to focus on prefacing the lessons with pretest. The learners will be allowed to understand that the tests will not be scored, reducing anxiety and improving their levels of performance. Further, secret answers will be of great focus to enable students to be confident in their answers.
Connecting Prior Learning
The learners will be provided with a brief overview of their previous topics and lessons that they had learned. Thereafter learners will be required to make connections between their background knowledge and the new information that they have acquired. The instructor will act as a facilitator and cultural negotiator as learners develop meaning and navigate the demands of the curriculum. The instructor will orchestrate opportunities for the learner to interact so as to develop within their own dimension. This process will ensure that the students stretch themselves beyond their cultural levels of development to utilize new language, comprehend concepts, express their views and feelings, and consider new perspectives and concepts as the lessons transition to new topics. Before exploring new topics, the students will be asked questions to remind them of the previous topics. This will encourage the learners to assess their initial connections from the previous topic or phase to determine relevance and usefulness to the current topic and to continue with the process of documenting connections to new learning materials.
Presenting the Content
There are various instructional strategies that will be used to impart knowledge to learners. These strategies will include: classroom teacher-to-student instructions and dictation, use of video and PowerPoint presentations, as well as encouraging students to work in groups to promote independent learning (Larson & Keiper, 2012). The instructor will encourage participative learning by performing tasks and requiring students to emulate what they have performed. For instance, the teacher will pronounce words that are written in a chart and pictured by pointing at them and reading aloud, after which the students will be asked to repeat the same thing (Larson & Keiper, 2012). Students will also be given homework assignments for them to complete in order to encourage engagement and comprehension.
Feedback
Reflecting: Assessing the Lesson
The lesson will be assessed in order to determine if it has generated the desired learning outcomes. As such, evaluation of the lesson will be done formatively and summative. Formative assessment will be conducted to assess if the learner has gained an understanding of each of the topics (Boyle & Scanlon, 2018). Examples of formative evaluation will include sue of continuous assessment tests, quizzes, and homework assignment. Summative evaluation will be done to assess if learners have gained knowledge across all topics that were taught (Boyle & Scanlon, 2018). Such assessment procedures will include use of end of year examination and end-term exams.
References
Boyle, J., & Scanlon, D. (2018). Methods and Strategies for Teaching Students with High
Incidence Disabilities. Boston: Cengage Learning.
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student
engagement. Springer Science & Business Media.
Larson, B. E., & Keiper, T. A. (2012). Instructional strategies for middle and high school.
London: Routledge.
Taylor, R. T., Watson, R., & Nutta, J. (2014). Leading, teaching, and learning the common core
standards: Rigorous expectations for all students. Rowman & Littlefield.
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