Lesson Plan - Weebly
Name: Cortissa Beach Lesson Plan __________________________________
Cooperating teacher’s signature / date
Date: 3/5/13 (Before lesson is presented to class/students)
|Subject:___Reading________ |Topic/Title:_Beautiful Blooms__ |
|B. Grade level/age:___2nd Grade______ |Time Frame:__9:00-10:00__ |
| |Materials: |
|A. Common Core State Standard: |Quirky, Jerky, Extra Perky; More about Adjectives by: |
|ELA, Literature K-5, Grade 2, #6- Use words and phrases acquired through conversations, reading and being |Brian P. Cleary |
|read to, and responding to texts, including using adjectives and adverbs to describe. [2.1 cognitive, |Prepared construction paper cutouts |
|social, emotional, and physical development] [2.2 standard goals for this grade level] |Flower petals printed on white cardstock |
| |Scissors |
|B. Grade Level Expectation(s)/ Course Level Expectation(s): |Glue |
|Communication Arts, Writing, 2E, Grade 2: In written text (d) correctly use |Crayons, markers, colored pencils |
|describing words (adjectives) and substitute pronouns for nouns. [2.1 cognitive, social, emotional, and |Evaluation of student knowledge |
|physical development] [2.2 standard goals for this grade level] |Student self-evaluation |
| | |
|C. Student Learning Objective(s): | |
|Students will apply prior knowledge of adjectives along with information acquired from the text, Quirky, |Sources: (include web sites) |
|Jerky, Extra Perky to correctly use adjectives to describe their personalities. Each student will produce |Quirky, Jerky, Extra Perky; More about Adjectives by: |
|a creative piece of art depicting personal adjectives in a neat manner, following all directions. [2.2 |Brian P. Cleary |
|student goals for this grade level] [2.5 prior experiences] |The Mailbox: April/May issue, 2011 |
| | |
| | |
|D. Rationale for Best Practices Theories of Learning: |Depth of Knowledge (DOK): check |
|My lesson is being taught in a method that will scaffold student productivity by progressing from teacher |1. recall ___X___ |
|modeling activities to independent practice. Lev Vygotsky’s zone of proximal development theory will guide| |
|my lesson plan to allow for appropriate grade level instruction. Constructivism will be the focal |2. skill/concept ___X___ |
|philosophy involved in the interactive instruction, supported by Jacob S. Kounin’s theory. Organization |3. strategic thinking ______ |
|and effective planning will be crucial to the lesson’s success. Lesson movement, effective transitions, |4. extended thinking ____X____ |
|and overlapping will keep student attention and encourage active involvement. [2.3 theories of learning] | |
|THE LESSON: |
|Opening: (assess prior knowledge, entice, hook, state purpose) |
|1. “Today I am wearing a fuzzy sweater, colorful socks, striped pants, and I feel silly! Can anyone describe what we are going to learn more about today?” |
|(Allow students to respond) [2.1 cognitive, social, emotional, and physical development] |
|2. “Adjectives are words that describe a person, place, or thing.” [2.6 content language] |
|3. Write the word “Adjective” on the board |
|Procedures/Activities/Processes: (Please number components sequentially.) |
|I do- Model demonstrate content/skills: |
|1. “Please make sure that your area is clean and orderly before we begin. I am going to read, Quirky, Jerky, Extra Perky, More about Adjectives, written |
|by Brian P. Cleary and illustrated by Brian Gable.” [2.4 Aids emergent and beginning readers] |
|2. “Listen for exciting and interesting adjectives as I read.” (Read text aloud) [2.6 content language] |
|3. As the book is read, stop to allow students to activate schemas, make and share connections, and discuss adjectives and unfamiliar terms. [2.5 prior |
|experiences, strengths, and needs] |
|We do- Shared interactive practice: |
|1. “Who can tell us what season is just around the corner?” “Spring!” “Spring is a beautiful time of year when fragrant and pretty flowers bloom. Today we are |
|going to create beautiful blooms to describe our fantastic personalities!” [2.6 language, culture, and knowledge of the community] |
|2. We are going to begin by creating a classroom bloom together. If you can think of a descriptive word to tell more about our class, please raise your hand.” |
|[2.3 theories of learning] |
|3. Call on students. Record responses on the Promethean Board in the template. Mrs. Frazier’s 2nd Grade Classroom will be the center of the flower, student |
|response adjectives will be recorded on the petals surrounding the center. |
|You do- Independent practice/ application: |
|1. “Each of you have been provided with a flower of your own.” |
|2. “Using descriptive words to tell more about your own personality, you will each create your personal student bloom.” [2.1 cognitive, social, emotional, and |
|physical development] |
|3. “The center of your flower will contain your name.” |
|4. “There are five petals. You will write one adjective to describe you on each petal.” [2.1 cognitive, social, emotional, and physical development] |
|5. “After you have written your name and adjectives, you may decorate your flower and petals.” |
|6. “If you flower is completed, you may raise your hand. I will be traveling around the room. Once I have reviewed your petals, you may cut each one out, and |
|glue them to your center, creating your student bloom.” [2.4 scaffolding and individual instruction] |
| |
|Evaluation: (Include one of each.) |
|1. Evaluation of student learner by teacher: Each student will be graded on correct usage of adjectives, following directions, and neatness. |
|2. Self-evaluation by student: Each student will complete a prepared self-evaluation upon completion of the activity. |
|D. Closing: (review, transition) |
|1. “Today we reviewed adjectives, which are?” Students: “Words that describe a person, place, or thing.” |
|2. “If you are wearing a blue shirt and would like to share your student bloom with the class, please raise your hand.” |
|3. Allow students to share, announcing adjectives as sharing prompts each time. |
|4. “You may quickly and quietly clear your desks, and open your library books for quiet reading time.” |
|E. Differentiated Instruction: (Use PARTICULAR acronym.) |
|INSTRUCTION: Use individual and explicit instruction for students who may require additional scaffolding. |
|CURRICULUM: Provide easier reading materials, grade level books, such as The Way I Feel by: Janan Cain. |
|ASSISTANCE: Use peer tutoring to scaffold student learning (pair early finisher with a student who may be struggling). |
| |
|F. Lesson Reflection: (Complete on a separate page. See scoring guide for details) |
| |
| |
| |
| |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- lesson plan themes by month
- water lesson plan for preschoolers
- watershed lesson plan activity
- lesson plan themes for toddlers by month
- preschool lesson plan templates blank pdf printable
- toddler lesson plan template printable
- school age lesson plan ideas
- free preschool lesson plan template printables
- daycare weekly lesson plan template
- school age lesson plan format
- lesson plan themes preschool
- school age lesson plan sample