North Carolina 6 Point Lesson Plan - University of North ...



North Carolina 6-Point Lesson Plan

|Subject: |Topic: |

|Teacher: |Date: |

|NC Occupational Course of Study Goal & Objective: |

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|Activity Teaching vocabulary by synonyms |Description of Activities and Setting |Materials and Time |

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|Format | | |

|Frame | | |

|Here’s a new word [point] practice. | | |

|What’s our new word? | | |

|Spell practice. | | |

|What word? | | |

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|Models | | |

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|Practice means to do something over and over to get better. | | |

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|What does practice mean?... | | |

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|He sings a song over and over to get better at singing. I’ll say that with our new word. He | | |

|practices singing. | | |

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|She paints pictures over and over to get better at painting. I’ll say that with our new word. | | |

|She practices painting. | | |

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|Lead. | | |

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|Listen. She paints pictures over and over to get better at painting. Say that with me with our | | |

|new word. She practices painting. | | |

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|Listen. She sings a song over and over to get better at singing. Say that with me with our new | | |

|word. She practices singing. | | |

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|Listen, I read my story over and over to get better at reading. Say that with our new word with | | |

|me. I practice reading. | | |

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|Test | | |

|She jumps rope over and over to get better at jumping rope. Tell me….she practices or not | | |

|practices?... | | |

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|Listen, She jumps rope over and over to get better at jumping rope. Say that with our new word.”| | |

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|They do NOT read stories over and over to get better at reading. | | |

|Tell me…they practice or not practice?... | | |

| | | |

|Listen, They do NOT read stories over and over to get better at reading. Say that with our new | | |

|word. | | |

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|Generalization or Application to New Examples | | |

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|I’ll say a sentence with old words and then I’ll say that sentence with our new word. | | |

|She is writing her letters---a b c’s---over and over to get better and better at writing letters.| | |

|I’ll say that with our new word. She is PRACTICING writing her letters. | | |

|Your turn. | | |

|I’ll say a sentence with old words and then YOU’LL say that sentence with our new word. | | |

|He is riding his bike over and over to get better at riding his bike. | | |

|Say that with our new word? | | |

|He is practicing riding his bike. | | |

|Etc. | | |

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|I. Focus and Review (Establish prior knowledge) |You may ask questions about previously taught | |

| |materials. Try to link the previously taught | |

|Preparation. Make a case for why you need to teach this. |material to the new information being | |

| |presented in today’s lesson. | |

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|Review and firm up earlier-taught knowledge elements. | | |

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|II. Statement (Inform student of objectives) |Let the student know the purpose of today’s | |

| |lesson. Tell the student the expected student| |

|a. Frame instruction. State what you’ll work on. |outcomes. | |

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|Frame | | |

|Here’s a new word [point] practice. | | |

|What’s our new word? | | |

|Spell practice. | | |

|What word? | | |

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|b. State what students will do---the final performance. Add standards, if relevant. | | |

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|III. Teacher Input (Present tasks, information, and guidance) |This is the teacher directed part of the | |

| |lesson. This is where you MODEL for the | |

|Model from acquisition set; model generalization or fluency. |student the objective of today’s lesson. | |

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|Models | | |

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|Practice means to do something over and over to get better. | | |

| | | |

|What does practice mean?... | | |

| | | |

|He sings a song over and over to get better at singing. I’ll say that with our new word. He | | |

|practices singing. | | |

| | | |

| | | |

|She paints pictures over and over to get better at painting. I’ll say that with our new word. | | |

|She practices painting. | | |

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|IV. Guided Practice (Elicit performance, provide feedback) |You will help guide the student through the | |

| |new skill. You will provide immediate | |

| |feedback to the student and correct as needed.| |

| |The independent practice should not be given | |

|Lead. |until the student has demonstrated mastery of | |

| |the skill. | |

|Listen. She paints pictures over and over to get better at painting. Say that with me with our | | |

|new word. She practices painting. | | |

| | | |

|Listen. She sings a song over and over to get better at singing. Say that with me with our new | | |

|word. She practices singing. | | |

| | | |

|Listen, I read my story over and over to get better at reading. Say that with our new word with | | |

|me. I practice reading. | | |

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|Test | | |

|She jumps rope over and over to get better at jumping rope. Tell me….she practices or not | | |

|practices?... | | |

| | | |

|Listen, She jumps rope over and over to get better at jumping rope. Say that with our new word.”| | |

| | | |

|They do NOT read stories over and over to get better at reading. | | |

|Tell me…they practice or not practice?... | | |

| | | |

|Listen, They do NOT read stories over and over to get better at reading. Say that with our new | | |

|word. | | |

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|Verification, error correction, part-firming, reteaching. | | |

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|V. Independent Practice -- Seatwork and Homework (Retention and transfer) |Student completes the assessment of the lesson| |

| |objective INDEPENDENTLY. | |

|Given a set of sentences with synonyms for new words taught, students will replace synonyms with | | |

|the new words. | | |

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|Generalization or Application to New Examples | | |

| | | |

|I’ll say a sentence with old words and then I’ll say that sentence with our new word. | | |

|She is writing her letters---a b c’s---over and over to get better and better at writing letters.| | |

|I’ll say that with our new word. She is PRACTICING writing her letters. | | |

|Your turn. | | |

|I’ll say a sentence with old words and then YOU’LL say that sentence with our new word. | | |

|He is riding his bike over and over to get better at riding his bike. | | |

|Say that with our new word? | | |

|He is practicing riding his bike. | | |

|Etc. | | |

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|VI. Closure (Plan for maintenance) |At the end of the lesson, summarize what was | |

| |taught. Also, tell the student how he/she | |

|The teacher will frequently have students use new words taught instead of common synonyms. For |will use the skills taught in other subjects, | |

|example, “Let’s do or math problems over and over so that we get real good at it. Say that with |classes, environments, etc. Tell how the skill| |

|one of our new words.” |learned today links to upcoming skills that | |

| |will be taught. | |

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