Lesson Plan

Instructional Plan

Neonisha Terrell

ESE 697

Sherry Leialoha- Waipa

August 9, 2015

GENERAL INFORMATION

Lesson Title & Subject(s):

Formatting - Teaching instructional plan

Topic or Unit of Study:

Teaching reading and summary writing

Grade/Level:

High school

Instructional Setting:

20 students

2 students with intellectual disability

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

The learners should demonstrate fluency in reading and writing, in-depth understanding of class activities, and sophistication of writing skills. Standards to be achieved are:

· McREL: Learner will read the given samples and write a summary of the content.

· McREL: Learners will use the required vocabulary in speech.

· TESOL: “Learners will use appropriate strategies to construct and apply academic knowledge” (Yasuda, 2014, p. 132).

Lesson Goals:

The purpose of the lesson is to enable learners read and write summary report.

Lesson Objective(s):

By the end of the lesson, the learner should be able to:

· Show understanding of the content read.

· Write a clear and understandable summary of what has been read.

· The summary should give indications that the learner is able to communicate well through his/her writing (White, Houchins, Viel-Ruma & Dever, 2014).

 

MATERIALS AND RESOURCES

Instructional Materials:

English textbook

Sample material containing pictures on expository paragraph

Chalkboard demonstration

Magazine with various topics and pictures to attract the attention of learners

PLAN

Sequence of Instructional Procedures/Activities/Events

1. Identification of Student Prerequisite Skills Needed for Lesson:

The previous lesson was about introduction to reading comprehension. Todays lesson will involve reading and summarizing the information obtained from the comprehension. Learners should be attentive and participate in areas required (White et al, 2014).

1. Presentation of New Information or Modeling:

The new term is summary writing, and it means writing down the main points of a comprehension. The teacher will demonstrate to the learners by reading a sample story and summarize the main points of the story. The speed of teaching will be a bit slow so as to allow learners get what is being taught.

1. Guided Practice:

The learners should be given sample materials to guide them in summary writing. The magazine will contain the story to be summarized and pictures relating to the comprehension. The teacher should go round checking the progress and guiding the groups.

1. Independent Student Practice:

After the group discussion, each student should sit alone and write down the main points of the story he or she read. In case of any mistake noted, the learner should be guided in making the correction.

1. Culminating or Closing Procedure/Activity/Event:

Before the end of the lesson, each learner will come in front of the class and read out loud the points written down (Yasuda, 2014). This will help see the progress made in the lesson and any checking any area that requires clarification.

Pedagogical Strategy (or Strategies):

Both cooperative learning and direct instructional strategies will be used. Direct instructions will be given to the respective groups, and then the group members will cooperate to ensure they get the work done.

Differentiated Instruction:

The English language to be used should be simple to enable every learner understand. The speed of teaching will be fair in order to accommodate all the learners, and Braille will be used for visually impaired learners.

Student Assessment/Rubrics:

The teacher will ask questions relating to what has been taught and learnt. The questions will relate to the main points learnt in the comprehension. This will be formative assessment. It will bring out what has been understood and parts learners have difficulties. Summative assessment will also be done at the end of learning outcome. This will involve high-stakes assessment (Yasuda, 2014).

Synopsis

· Additional information about instructional setting:

- Reading and summary writing

- The learning environment is the classroom

- Groups of two students and later on individual work

· The standards will ensure the following:

· There is critical thinking and higher-order of creativity.

· Improve writing and speaking skills of the learners.

· Make the lesson to be student centered instesd of teachers centered.

· There is cooperation among the learners in accomplishing the task.

· The pace of teaching will cater for all learners even those with disabilities.

· The group discussion is designed to ensure learners assist each other and every learner is given a chance for participation. It also plans to ensure no learner is left behind during the process of learning.

· The teachers instruction directed to help at the start of the lesson and guiding the learners during the group discussions. It gives the learners direction regarding what is to be carried out. This will help in the process of transition where learners are to study alone.

Accommodations:

· Teaching at a slow pace is designed to accommodate the slow learners and learners who are not fluent in English language. Students who are visually impared will use the Braille, while the deaf students will be reading the lips of the teacher.

References

White, M. W., Houchins, D. E., Viel-Ruma, K. A., & Dever, B. V. (2014). Effects of

Direct Instruction Plus Procedural Facilitation on the Expository Writing of Adolescents with Emotional and Behavioral Disabilities in Residential Schools. Education and Treatment of Children, 37(4), 567-587.

Yasuda, S. (2014). Exploring changes in FL writers’ meaning-making choices in

summary writing: A systemic functional approach. Journal of Second Language Writing.