EDU 695 Week 2
Nicolelove
edu620week5assignment.docxRunning Head: LESSON PLAN 1
LESSON PLAN 2
Universal Design for Learning Lesson Plan (2)
Jennifer N. Sumner
EDU 620: Meeting Individual Student Needs With Technology
Instructor Adriane Wheat
March 17, 2015
Institution………………………………………………………Level:……………………………………………
WEEK: 2 LESSON NUMBER: 2
Subject: MATHEMATICS Topic: SUBSTRACTION WITH BORROWING
OBJECTIVES (S): by the end of the lesson, the leaner should be able to;
i). solve problems involving subtraction with borrowing
ii).use a smart board and high-contrast colors in solving sums involving subtraction with borrowing.
|
TIME |
CONTENT |
LEARNING ACTIVITIES |
RESOURCES |
PLACE OF LEARNING |
|
8:00-8:05AM |
Introduction -a brief review of what was covered in the previous lesson-addition and subtraction |
-Asking and questions for clarification. -Listening to the instructor -demonstrations by learners on what was taught.
|
-Use of a smart board (AT) for writing short note on what was taught in the previous lesson |
-Mathematics resource room |
|
8:05-8:35AM |
Lesson development -definition of terms borrowing and subtraction with borrowing. -presentation of various examples regarding subtraction with borrowing
|
-small group discussions by learners while tackling sums on subtraction with borrowing. -learners demonstrating subtraction with borrowing using high-contrast colors. -asking questions - answering questions |
-use of high- contrast to demonstrate the concept of subtraction with borrowing -Instructor’s notes -students books for taking notes and examples |
-Mathematics resource room |
|
8:35-8:40AM |
Conclusion -a learner based summary on subtraction with borrowing -a take away assignment on the subtraction with borrowing |
-learners responding orally to tutor’s questions as way of summarizing the lesson -writing down the takeaway assignment. |
-learners exercise books for writing down the assignment. -the smart board for writing a brief summary of the lesson |
-Mathematics resource room |
What problems do you anticipate with the lesson?
I anticipate learners to have problems with borrowing at the introduction of the concept of subtraction with borrowing. This is because most of the learners are likely to forget that the borrowing concept. I also anticipate learners to have problems with using the smart board.
What did you learn about AT and UDL from creating this unit?
I have learned that high contrast colors and smart boards are very helpful in teaching the concept of subtraction with borrowing because learners are able to see what the instructor is illustrating on the board as well as using the high contrast colors to demonstrate the concept.
Name: Mrs. Summer
Institution………………………………………………………Level:……………………………………………
WEEK: 2 LESSON NUMBER: 3
Subject: ENGLISH Topic: FIGURATIVE LANGUAGE
OBJECTIVES (S): by the end of the lesson, the leaner should be able to;
i) Write and analyze figurative language
ii) Use computer programs like Microsoft word to build on figurative language
|
TIME |
CONTENT |
LEARNERS ACTIVIVTIES |
RESOURCES |
PLACE OF LEARNING |
|
11:00-11:05AM |
Introduction
A brief review of the previous lesson was done-the review was on figurative language in fiction |
-learners answering questions on what they learned during the previous lesson -taking short notes |
-a chart on figurative language to assist the learners remember what they learned during the previous lesson |
Literature resource room |
|
11:05-11:35AM |
Lesson development -Introduction to the concept of analyzing figurative language - devices used with figurative language -writing fiction using figurative language |
-learners taking notes -writing samples of fiction works using figurative language -listening to the tutor as he reads to the class a sample of a fiction written using figurative language |
-use of a white board to write short notes on figurative language analysis. -use of computer programs (Microsoft word-AT) Learners build on their figurative language vocabulary |
Literature resource room |
|
11:35-11-40AM |
Conclusion -A learner based summary on the writing and analysis of figurative language was done. -a takeaway assignment on writing of figurative language |
-taking down the takeaway assignment -responding orally to tutor’s questions as a way of summarizing the lesson. |
Leaner’s exercise books. -white board for writing short notes |
Literature resource room |
What problems do you anticipate with the lesson?
I anticipate challenges with the learners writing figurative language as well as analyzing it because it may still be an abstract concept for some of the learners. I also anticipate challenges with the learners building on figurative language with other rhetorical devices.
What did you learn about AT and UDL from creating this unit?
I have learned that AT and UDL are very useful in assisting learners in learning abstract concepts such as figurative language. For instance, computer programs help learners to find relates vocabularies to those of figurative languages they are leaning.
References
French, P. A., & Wettstein, H. K. (2001). Figurative language. Boston, MA: Blackwell Publishers.
Kulish, M., & NFL Films Video (Firm), Schlessinger Media. (2006). Addition & subtraction. Wynnewood, PA: Schlessinger Media.
