UMU Lesson Plan Template: Caution It's For A Particular Type of Lesson Called An Advisory

UMU Lesson Plan Template
(redesigned to fit EDU 150 Lesson Plan including some Planning Commentary PROMPTS)
For additional insight into writing a lesson plan, watch the YouTube video.
https://www.youtube.com/watch?v=BZCLhjInoSwhttps://www.youtube.com/watch?
v=BZCLhjInoSw Caution its for a particular type of lesson called an Advisory
Lesson, but it should help you understand elements to consider when designing
a lesson.
Name: Mitchell Ray & Steven Scott
Date: Monday April 13, 2015
Grade Level: Freshman
Class Period: EDU SECTION 2
Subject: English
Lesson # & Title: Lesson 4 Writing
Big Idea/Lesson Focus: Writing/Creative Writing
Essential Question: How important is WRITING?
Context for Learning: This lesson is designed for 23 to 28 college-age students enrolled in a
Foundations of Education (introductory) class. Their interests vary widely, but have teaching
interests re: PK-3, 4-9, 7-12 and Multi-age classrooms. The college students are designing and then
teaching their first lesson for EDU 150. It should be interesting. Collectively the class is comprised
of typical 18-22 yr. olds. There are some student athletes as well as academic leaders and young
men and women with other leadership duties on campus. This lesson derives from topics covered
in Teach Like Your Hairs on Fire by Rafe Esquith. Topics range from Literacy to Problem-solving.
.
Function of the Lesson (check all that apply):
Introduce New Skill
Review
Advisory Lesson
Remediation/Reteach
or Content
Practice
ing
Content Standards:ThisisunnecessaryforthisEDU150LessonPlan.However,inlessonsthatyoull
designforK12schools,CONTENTSTANDARDSwillcomefromtheODEWebsite
http://education.ohio.gov/Topics/OhiosNewLearningStandardsorCommonCoreStandards
http://www.corestandards.org/.TheContentStandardsarethebroaderacademicstandardsintowhichthe lesson
fits. You may cut and paste them directly from the ODE or Common Core Websites
Learning Objectives: Following our lesson, we intend for students to understand

the purpose of writing and creative writing in a classroom.
Academic Language (or A.L. Demands, A.L. Objectives): Intrapersonal and

Llinguistic Two examples of Howard Gardners Multiple Intelligences (definitions on PPT
slide)
Instructional Materials and Support: Given reading, Example of Mitchs creative writing.
Prior Knowledge: We would understand what we are talking about due to what
we have learned in prior education and from the reading.
Assessments:
(For this lesson you will only need to do a short Pre-Assessment find out about their Prior
Knowledge and then a Post-assessment to determine if the students met your objective.
Pre-Assessment for the unit: Brain teasers. We noticed that the fellow students
had done writing before, but creative writing might have been a new idea to them.
Assessment(s) during the lesson: Only assess what was taught

Assessment(s) at the end of the lesson: Clear up misconceptions
Post-Assessment for the unit: Round Robin
Strategies & Learning Tasks
Introduction: Brain Teasers and what you will learn
Presentation/Explicit Instruction: (I do! [the teacher]) Introduction and activities
Structured Practice/Exploration: (We do! [with the teacher doing more than the students.])
Describing book reports/essays and creative writing works that Steven and Mitchell have
done before.
Guided Practice/Specific Feedback : (We do! [with the students doing more than the
teacher]) Questions has anyone ever created a creative writing piece? What could creative
writing do to a childs mind?
Independent Practice/Application: (You do! [Its all students doing at this point.])
HOMEWORK ASSIGNMENT Creative Writing assignment for EDU 150 bonus points. ROUND
ROBIN STORY Give students chance to open up their creative side a little bit.
Closure: Homework assignment is meant to let students see how writing can be used for
them individually.
Differentiation, Individualized Instruction, and Assessment: (This is unneeded with

EDU 150, but with PK-12 you will need to anticipate how you would differentiate instruction
based on individual needs and exceptionalities. )
Research and Theory: Howard Gardners Multiple Intelligences
For additional insight into writing a lesson plan, watch this YouTube video.
https://www.youtube.com/watch?v=BZCLhjInoSwhttps://www.youtube.com/watch?
v=BZCLhjInoSw
Here are the edTPA prompts that you will answer for edTPAs
Planning Commentary that will accompany the lesson plans that you
complete during your Methods classes, Pre-clinical, and Clinical
Practice. For this lesson, you only need to answer the bolded
prompts -1 (Content Focus) and 2a (Knowledge of Students to
inform Teaching - Academic Language Development). Please read
the other prompts and be aware that when you design lessons for
courses in other courses.
1. Content Focus for the Advisory Lesson. The summary can be holistic
covering the lesson, but be sure to show how the lesson would connect to
any lessons that come before and after this lesson!
Content Focus Summarize the central focus for the content you will
teach in this learning segment.
Explain how this focus allows your students to ask and answer significant
and challenging questions about their world and to make relevant,
interdisciplinary connections.
2. Knowledge of Students to Inform Teaching
a.
Academic language development (e.g., students abilities to
understand and produce the oral or written language associated with the
central focus and standards/objectives within the learning segment)
b.
Young adolescent development, including cognitive, physical, and social and
emotional dimensions
3. Supporting Young Adolescent Learning in the Discipline

Be sure to cite research and theory, including concepts addressing young adolescent
learning, to support your explanations.
a.
How are the plans for instruction sequenced in the learning segment to build
connections between students prior learning and experiences and new knowledge?
b.
Explain how, throughout the learning segment, you will help students make
connections between and among facts, concepts, interpretations, and claims/arguments
regarding your content area.
c.
Describe any instructional strategies planned to support young adolescents with
specific learning needs. This will vary based on what you know about your students but may
include students with individualized education programs (IEPs), English language learners, or
gifted students needing greater support or challenge.
4. Supporting Student Understanding and Use of Academic Language
Respond to the prompts below to explain how your plans support your students academic
language development.
a.
Identify the key academic language demand and explain why it is integral to the
central focus for the segment and appropriate to students academic language
development. Consider language functions and language forms, essential vocabulary,
symbols, and/or phrases for the concepts and skills being taught, and instructional language
necessary for students to understand or produce oral and/or written language within
learning tasks and activities.
5. Monitoring Student Learning
a.
Explain how the informal and formal assessments were selected and/or designed to
provide evidence you will use to monitor student progress toward the standards/objectives.
Consider how the assessments will provide evidence of students understanding of facts,
concepts, interpretations, and analyses to make and explain claims/arguments about a
significant historical event or social studies phenomenon.
b.
Describe any modifications or accommodations to the planned assessment tools or
procedures that allow young adolescents with specific needs to demonstrate their learning.

UMU Lesson Plan Template: Caution It's For A Particular Type of Lesson Called An Advisory

Uploaded by

Copyright:

Available Formats

UMU Lesson Plan Template: Caution It's For A Particular Type of Lesson Called An Advisory

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

UMU Lesson Plan Template: Caution It's For A Particular Type of Lesson Called An Advisory

Uploaded by

Copyright:

Available Formats

UMU Lesson Plan Template

Learning Objectives: Following our lesson, we intend for students to understand

Academic Language (or A.L. Demands, A.L. Objectives): Intrapersonal and

Assessment(s) during the lesson: Only assess what was taught

Post-Assessment for the unit: Round Robin

Strategies & Learning Tasks

Introduction: Brain Teasers and what you will learn

Presentation/Explicit Instruction: (I do! [the teacher]) Introduction and activities

Differentiation, Individualized Instruction, and Assessment: (This is unneeded with

Research and Theory: Howard Gardners Multiple Intelligences

3. Supporting Young Adolescent Learning in the Discipline

You might also like