Teacher Endorsement Lesson Plan Template - …



Teacher Endorsement Lesson Plan TemplateCapstone Assignment Instructions (can also be found electronically on Moodle)The SEI Teacher Course Lesson Plan has three parts:Lesson Background Information – outlines teacher, student, and class characteristics, as well as lesson objectives.Instructional Procedure – presents major activities that help students master the stated objectives of the lesson. Reflection – provide guiding questions for reflecting on the lesson planning process, content and implementation (when applicable). If you have questions about any of the lesson template fields, please refer to the Field Descriptions/Instructions chart.Lesson Background InformationName: Lauren MezzettiDate: May 11, 2012District: LynnLesson Length: 2-50 minute classes or 1 long block/90 minutesContent Area: BiologyLesson Topic: Evolution: Darwin’s TheoriesFocus Language Domain(s) (R, W, L, S): WritingContent Objective: All students will be able to…Explain Darwin’s theories of evolution.Describe types of evidence for plete a RAFT writing assignment explaining Darwin’s theories of evolution and evidence for it.MA Standard 5.3: Explain how evolution through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity within a population.5.1 Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selectionLanguage Objective for students at WIDA ELD levels 1-3 (choose one level): ELD Level __3__ students at will be able to…in English: Complete a RAFT from a graphic organizer templateOutline Darwin’s theories in the graphic organizerFollowing a rubric, complete the task and self-assess performance.Language Objective for students at WIDA ELD levels 4 or 5 (choose one level): ELD Level __5__ students at will be able to…in English:Explain in a detailed 1 page letter, why Darwin’s theory of evolution should now be considered fact.Using a rubric, peer edit and make recommendations to another student in the class Key Content Vocabulary: evolution, common ancestor; descent with modification; natural selection; genetic variation; Materials/Equipment: RAFT graphic organizerRAFT rubricPen/pencilNotes/binder/vocabulary Prerequisite Knowledge: That species have evolved over time; evolution and genetic variation have contributed to biodiversity; Darwin’s voyage helped him to collect evidence for his theories of evolution. Today scientists use DNA and molecular evidence for determining evolutionary relationships.Instructional ProcedureThe activities below should reflect the targeted language and content objectives for this lesson. Duration Description 10 minConnection to prior learning or background building activity: Students have previously completed content vocabulary and key terms for evolution. Students have Cornell Notes on principles of evolution and evidence for evolution and binder notes from powerpoint on evolution. This information will provide content background for their RAFT.Activities, resources, and materials to present new content area knowledge or skill:Video: Evolution-Darwin’s Dangerous IdeaTextbook: Chapter 15 EvolutionTeacher generated Evolution PPTAnoles Lizard LabActivities, resources, and materials to present new language knowledge or skill:Keywords and terms defined in binderFour-square models for: Descent with modification; natural selection; genetic variationDescriptions of types of evidence from power point notesActivities, resources, and materials to assess or review learning of new language, content, and/or skill:Homework/Extension Activities;Read Chapter 15; keep reading log Define keywords and termsAnswer chapter review questions sentence framesReflectionWhat do you consider to be the most effective elements of this lesson to be for English learners? I think the RAFT itself is effective because it gives the student a chance to form an opinion and to personalize their knowledge. Students watching videos and animations get a visual and auditory aspect of Darwin’s theories and evidence for evolution to help better understand what they have read. It helps them to process and clarify what they have read from their textbookWhat feedback did you get from others (or determine for yourself) regarding the PLANNING of this lesson?Field Descriptions/InstructionsLesson Length: Time required for lesson (e.g., one period, one week, 4 hours, etc. Include the date(s) of the lesson here).Content Area: Identify the content area for which this lesson is planned.Lesson Topic: What is the theme or topic of the lesson? This should be derived from the Curriculum Frameworks.Focus Language Domain: Which language domain – Reading, Writing, Speaking, and/or Listening – will be the focus of this lesson? Although you should integrate several language domains into the lesson, you should prioritize developing skills for ONE of the domains.Content Standard: Which content standard(s) and standard area are you focusing on? Be specific. (e.g.: MA Math Framework, 8.EE.5 - Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in two ways.) ELD Standard: Which WIDA standard are you using? (e.g. ELP Standard 3: MATH)Content objective: What is the measurable objective for this lesson based on the MA Curriculum Framework standards? What should the students know and be able to do by the end of the lesson? This statement should be based on the content standard addressed in the lesson, and be clear, specific, and measurable. To write a good content objective, identify the content of the standard and decide how the students will demonstrate their learning by the end of the lesson. Poorly written lesson objective: Students will increase their understanding of the judicial process of the federal government.Well-written lesson objective: Students will explain the most important powers of the judicial branch of the federal government and explain how these powers maintain a system of checks and balances. Key Content Vocabulary: What key words or phrases related to the content standard will students need to learn? List key vocabulary that all students must learn or know in order to achieve the content objective. ELLs may need to learn additional vocabulary depending on their proficiency level. Identify vocabulary for ELLs separately either in this block or in the language objective block.Language Objective/s: What is the measurable language objective to target, present, practice and asses during the lesson? This includes the language students are expected to produce and process during the lesson BEYOND the content area vocabulary terms that all students will learn. You may also include vocabulary not identified in the Key Content Vocabulary field, such as specific language structures, or grammar skills, depending on the lesson. Language objectives should be clear, specific and measurable.Materials/Equipment: List / describe the materials or equipment you need to support the lesson. Keep the list of materials in line with (directly linked to) the actual learning activities.Prerequisite Knowledge: Indicate what your students will already need to know or be able to do in order to achieve the objectives of the lesson. If there are gaps between what your students know / can do and the lesson prerequisites, describe activities to pre-teach this knowledge/skills in order to bridge those gaps.Extension Activities: Are there additional activities or assignments that students will complete to extend or practice their learning? ................
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