Anyone Can Help With Writing A Lesson Plan

Lesson Goals

Central Focus of Lesson:

This lesson allows students to explore a variety of musical instruments. This is a hands-on activity allowing students to discover the differences in sounds made by different instruments. Students will also gain practice in recording their observations in their science notebooks.

What is the big idea or focus question of the lesson? For example: The focus of this lesson is for students to learn details about the history of the Georgian flag, describe the characteristics of the Georgian flag, count how many crosses are on the flag and create the Georgian flag

Standard(s) Addressed:

Lesson Objectives:

Objectives must be measurable - these are how you will know the students have learned what they should have learned. Objectives usually start with a verb; that explicitly describes what students will do. Avoid vague words like understand and know (they are not measurable). Objectives are single sentence statements. Objectives should focus on what the student will do not what the Teacher does. SWBAT- Students Will Be Able To.

What will the students know and be able to do by the end of the lesson? (use observable language).

2 goals is all you need for this lesson

For Example, Students will be able to name 4 facts regarding the Great Wall of China

SWBAT: Identify the names of 4 fruits - SWBAT: Name 4 Primary colors.

Language Demands:

For Example: Students will be using color words to describe the buildings they see and make. They will be using these words verbally as well as in writing. Students’ verbal and written descriptions will need to match the observations they make.

Key Vocabulary:

What are the key vocabulary words that will be modeled and learned by the class in this lesson?

What other related words or synonyms will you use to build on their Vocabulary/Language development

Materials: What materials will be used in the Lesson or Learning Centers

For Example: Architecture photographs, color and building labels for each picture. 3 photographs of Uzbek architecture

· Bibi-Khanym Mosque –religious building

· Registan- a city square

· Palace of Khudayar Khan –building for leaders

Color words anchor chart

Color templates of architecture differentiated

· Lined paper-

· 3 blank sentence frame-

· 2 blank sentence frame- students who need additional support

Thick primary crayons

Individual color words mini anchor chart- students who need additional support

Lesson Introduction- Before/Motivation:

Setting the stage, activate and build background knowledge, introduce and explain

How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?

How will you pique interest and/or curiosity regarding today’s topic? What is your Hook ? For Example, a Mystery Box, The Teacher dressing up, etc…this must clearly connect to the Lesson Objectives in a clear way. Then you can ask inquiry based or Critical Thinking questions such as a) What do you already know that might be useful here

b) Where have you seen something like this before? Be Sure to ask questions that encourage a range of responses. Rather than asking for specific right answers, ask for ideas and suggestions: "How can we get started on this?", "What do you notice about this?" Everyone will then be able to offer a response.

How will you activate and build on prior knowledge and experiences related to the topic?

How will you introduce and explain this strategy/skill so that students will understand the how and why?

How will you integrate the diversity into the lesson?

Learning Activities: During:

Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the lesson)

1) How will you engage students in active meaning making of key concepts and ideas?

How will you model this strategy/skill for your students (exemplars and/or demonstrations)? Modeling occurs during the Instruction as the teacher provides specific examples, illustrations, and demonstrations. I do, we do, you do, Modeling also occurs in preparation for the Task/Guided Practice. The teacher models the task which the students will undertake to demonstrate that they have met the objective/s. Modeling strategies do not stand alone. They are written into the Learning Activities section. The teacher does the following:

a) provides visual, verbal, and concrete examples of key activities and ideas b) demonstrates, illustrates, points to, etc., the specifics of the Instruction and of the process of the lesson objective c)provides clear and supportive directions d) creates in advance the item which will be the students’ task during the guided practice and shows step by step scaffolded instruction with visuals. e) shows enthusiasm for the task

f) How will you provide opportunities for guided practice? g) How will students independently practice using the strategy and the skill it targets? h) What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?

2) IMPORTANT: If your Lesson plan is for Pre-K it must involve Learning Centers then organize this section around

Learning Centers. You must Include at least 3 different Centers.

For example, If you are doing an Art Center you would write Art Center: and then describe what will be going on there and all the modeling that will be happening there and Include all from 1) a) through h) Here is a portion of this section example: Art Center: In this activity, students will be asked to create a collage of a table like the tables they can see in the book. In the activity students will be asked to cutout pictures of foods and utensils from the menus and magazines available. Once the pictures have been cutout, students will use tape or glue to paste the pictures on the table. The pictures should be pasted to the ‘table’ together according to their function. For example, a turnip cake would be in a dish or a teapot should be near the teacup. This activity is ‘scaffolded’ into ‘I do, We do, You do’ in the following way. The ‘I do’ segment of the center is when the teacher demonstrates the activity to them, including cutting out, orienting and pasting the pictures on the table in an appropriate way by demonstrating the steps involved and having the following visuals on the Board…The ‘We do’ portion of the center is when the teacher assists the children with the task. In the cutting stage of the center, the ‘We do’ can be carried out in several ways……

Closure

Closure-

Bring the class back together for a review and summary of the lesson, reinforcement of key concepts, and sharing of student work. Celebrate what has been achieved. Enable students to express how they have met the objectives and fulfilled the purpose of the lesson. Encourage students to share their unique discoveries and creations. Relate this work to previous lessons. Anticipate the next lesson.

“ After”: Restate teaching point, clarify key points, extend ideas, check for understanding

How will students share or show what they have learned in this lesson so that you can assess if your goals were met for ALL of your students?

How will you restate the teaching point and clarify key concepts?

How will you engage students in reflection on how the strategies/skills learned today can be used as readers/writers/learners?

How will you provide opportunities to extend ideas and check for understanding?

For Example:After students complete their work bring students back to the rug with their work.

Boys and girls, we have worked hard today to learn about the buildings people have in Uzbekistan. Who can tell me what the NAMES of the buildings are? (mosque, town square, palace)

We also learned that the buildings have special colors, not like our buildings here

What colors do we see on the buildings in Uzbekistan (orange, yellow, blue, green)

That’s right! Now why do you think these buildings were made this way? (To attract visitors, to look beautiful)

Now, before we put our work away, can you share your work with the person next to you?

We are going to say “I made a _________________. I used the colors____________________.” Let’s practice saying that sentence frame together. Students then turn to each other and share.

Extension: How could you extend this lesson if time permits? What specific extension activity might the students do to continue practicing and building meaning? For Example: If time permits, students can create another structure.

Additional descriptive words (size, shape) can be taught and students can verbally describe their work.

Building on Utilizing Knowledge About Students to Plan and implement Effective Instruction

Building on: Personal/Cultural/Community Assets : Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning.

For example, Prior to this lesson, children learned about buildings in our school neighborhood and Brooklyn community. We discussed the buildings that we see and their purpose. Understanding the different parts of our community, and that each part serves its own purpose, helped children learn that different buildings have different “jobs.”

Planned Supports for Special Needs and ELL/ENL students:

Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson objectives. This must Include accommodations/Differentiated Instruction and Materials as well as tasks for Special Needs Learners such as Autistic Children and Differentiation Instruction (DI) strategies for ELL/ENL (English Language Learners/English as a New Language) Learners.

You must have at least 3 DI for ELL/ENL and three DI for Children such as Autistic children or another disability.

For Example : ELL/ENL supports:

· Visual supports in the form of the color chart with color words help children understand the color words that are associated with specific colors. Providing students with these charts individually could also help them utilize the tools in their own work.

Cultural Community, Assumptions, Problem Solving, Family Outreach and Communication: about the culture you chose:

This is an Important part of the lesson and a significant amount of detail is expected in certain parts see RUBRIC for more details.

1) What is the cultural you have decided to explore?

2) Why?

3) What is the cultural value you are trying to convey?

4) Why did you pick this element of a cultural to explore with these children ?

5) What Different types of Assumptions did you have about this culture?

6) What different steps can you take to move beyond those assumptions?

7) How will you communicate with the families in your class regarding this Lesson Plan?

Email? Paper communication word of mouth, etc. and why?

8) What problems could you encounter with communicating with Families? Come up with at least 4.

9)Detail what strategies you will Implement/do to overcome these problems.

NOTE: Attach any Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson and upload them with the rest of the lesson plan or attach them as a separate document