FIVE-STEP LESSON PLAN



|PRE-P|STANDARD(S) 44 |OBJECTIVE (Students will be able to…..) 1 |

|LANNI| | |

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| |ASSESSMENT “Begin with the End in Mind” 2 |ESSENTIAL QUESTION(S) 6 |

| |How will you know whether your students have made progress toward the objective? How and when will you |A higher order question that is directly derived from the standard, introduced at the beginning of the |

| |assess mastery? |lesson, discussed throughout the lesson, and answered by students at the end of the lesson to show |

| | |understanding of the concepts taught. |

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| |HIGHER ORDER QUESTIONS (3-5) 21 |INTERACTIVE WORD WALL 12 |

| |What questions will be answered to provoke higher order thinking and include Moderate to High FSA/EOC/EOY |Display the common Latin/Greek roots and affixes used to construct ‘high-mileage’ words that cross academic |

| |Complexity Levels? What would the ideal student response be for each question? |domains (circ/circum; sent/sens; med/medi; polis/polit; crit/cris; plex/plic/ply; etc). See attached. |

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|LESSO|INTRODUCTION: 10 – 15 min approx. (whole group) 42; 43; 45; 46 |

|N |Bell Ringer or Hook: Use examples from FSA/EOC/EOY Item Specs as bell ringers and explicitly model the thought process using think-alouds; OR provide a hook that promotes deep inquiry & sets a purpose. 8 |

|CYCLE|Introduce or revisit the Essential Question: Promote academic discourse to activate prior knowledge and gauge student readiness. 10 |

| |Introduce important Roots/Affixes: Reference the interactive word wall as a tool for word construction (daily). 7 |

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

| |MODELING “I DO”: 10 – 15 minutes approx. (WHOLE GROUP) 42; 43; 45; 46 |

| |Explicitly model what students are expected to do during whole group and/or small group (providing an example is NOT considered modeling). 9 |

| |Demonstrate the activity in real time; then reference examples and non-examples. 11 |

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

| |GUIDED PRACTICE “WE DO”/ “THEY DO” : 10 minutes approx. (WHOLE GROUP) 42; 43; 45; 46 |

| |Encourage peer interaction. 15 |

| |Circulate for the purposes of: coaching comprehension; gauging readiness; propelling the lesson (NOT just monitoring and crowd control). 23 |

| |Perform checks for understanding. 18 |

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| |b.) |

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| |c.) |

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

| |HOMEWORK: As needed 16 |

| |Homework must extend and reinforce the learning experiences encountered while in school. |

| |Home should help students learn by providing practice in the mastery of skills, experience in data gathering, and integration of knowledge, and an opportunity to remediate learning problems. |

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

|REFLE| EVALUATING PERSONAL PERFORMANCE: 50; 51; 52 | |

|CTION|Identify areas of pedagogical strength and weakness. | |

| |Evaluate the effectiveness of individual lessons and units. | |

| |Evaluate the effectiveness of specific pedagogical strategies and behaviors. | |

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