Workshop Model Lesson Plan - Weebly
Benjamin Banneker Day- Secondary Level
Workshop Model Lesson Plan
Was your lesson really ready? What strategies have you employed? Check the list!
|Authentic Assessment |Map SLE’s & Resources |Brain-Based |
| | | |
|Observation Checklist |___________________ |Music-Songs/Art |
|Portfolio |___________________ |Movement/Oxygen |
|Rubric |___________________ |Storytelling |
|Tests and Quizzes |___________________ |Role Play |
|Thinking Map |___________________ |Novelty |
|Graphic Organizer |___________________ |Brainstorming/Discussion |
|Notebook Entries/Logs |___________________ |Technology |
|Oral Presentation |___________________ |Project/Problem Based |
|Project |___________________ |Graphic Organizers/Visuals |
|Other____________ | |Writing/Journaling |
| | |Connections/Emotions |
|Other Resources | |Cooperative Learning |
| | |Collaborative Work |
| | |Reciprocal Teaching |
| | |Meta-Cognitive Strategies |
| | |Mnemonic Devices |
| | |Practice w/ Quick Feedback |
| | |Increased Transitions/Chunking |
| | |Non-Routine (Shake It Up) |
| | |Competition |
Name__________________________________________________ BBD Coloring Sheet[pic]
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Objectives- What will you be teaching? What will students learn? The Learner Will (TLW) persevere in their learning to produce an artifact using creativity in order to connect their learning of Benjamin Banneker and his contributions to our society to mathematics.
Content Standard: (Identify the standard of focus for embedding into this lesson)
Practice Standards
Instructional Plan 1: Introduction/Whole Group/Opening
• Revisit the concept within the current unit of mathematical focus for your grade level
• Share a Video from the BBD Event Weebly
o
Instructional Plan 2: Work Time/Small Group/Independent Practice
• Introduce the Banneker Clock Template and connect your content to examples of how students could create expressions, number sentences, symbols, etc. to create an innovative clock face using mathematics.
• Share Examples from the Student Spotlight tab of the BBD Event Weebly or share images of creative clocks from the internet
Instructional Plan 3: Closing/Wrap Up
• Conclude with sharing the PowerPoint Presentation from the BBD Weebly-About Tab to summarize and bring closure to the lesson:
• Offer students the opportunity to share a closing ticket:
o Example: 3, 2, 1 – Three Things you learned about Benjamin Banneker; 2 Things you reconnect to in mathematics; and 1 thing you are still thinking about or you are unsure about
Resources: BBD (Benjamin Banneker Day within the Week)
1) Video from the BBD Event Weebly-:
2) PowerPoint Presentation from the BBD Event Weebly
3) Benjamin Banneker Clock Template: available on the BBD Event Weebly
4) Past BBD Participants and their work on the BBD Event Weebly-Student Spotlight Tab
Differentiation/ Modifications
• Use questioning as a tool to extend students thinking with the mathematics
• Encourage students to think in a variety of ways to create the clock representations; request that they use mathematics from the current concepts of focus and allow them to reach back to earlier concepts to embed as well for reinforcement and allow for a variety of mathematical question types (and a variety of number representations).
Reflections – To what extent was the lesson effective? Ineffective? What changes would you make?
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