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    Lesson Plan Evaluation sp16

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    The document outlines a lesson plan evaluation assignment that requires candidates to modify an existing lesson plan to tailor it to a specific classroom profile. It provides details on the classroom demographics, learning modalities, cultural characteristics, language skills, and content knowledge of students. It then presents a sample lesson plan for teaching adjectives to 2nd graders that was modified based on universal design and SDAIE principles to support the diverse needs of the profiled classroom. Modifications included the use of visuals, collaboration, modeling, and incorporating multiple modalities. Students' understanding would be assessed through an adjective worksheet.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Lesson Plan Evaluation sp16

    Uploaded by

    api-28847298
    69 views5 pages
    The document outlines a lesson plan evaluation assignment that requires candidates to modify an existing lesson plan to tailor it to a specific classroom profile. It provides details on the classroom demographics, learning modalities, cultural characteristics, language skills, and content knowledge of students. It then presents a sample lesson plan for teaching adjectives to 2nd graders that was modified based on universal design and SDAIE principles to support the diverse needs of the profiled classroom. Modifications included the use of visuals, collaboration, modeling, and incorporating multiple modalities. Students' understanding would be assessed through an adjective worksheet.

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    lesson plan evaluation sp16

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    The document outlines a lesson plan evaluation assignment that requires candidates to modify an existing lesson plan to tailor it to a specific classroom profile. It provides details on the classroom demographics, learning modalities, cultural characteristics, language skills, and content knowledge of students. It then presents a sample lesson plan for teaching adjectives to 2nd graders that was modified based on universal design and SDAIE principles to support the diverse needs of the profiled classroom. Modifications included the use of visuals, collaboration, modeling, and incorporating multiple modalities. Students' understanding would be assessed through an adjective worksheet.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    69 views5 pages

    Lesson Plan Evaluation sp16

    Uploaded by

    api-28847298
    The document outlines a lesson plan evaluation assignment that requires candidates to modify an existing lesson plan to tailor it to a specific classroom profile. It provides details on the classroom demographics, learning modalities, cultural characteristics, language skills, and content knowledge of students. It then presents a sample lesson plan for teaching adjectives to 2nd graders that was modified based on universal design and SDAIE principles to support the diverse needs of the profiled classroom. Modifications included the use of visuals, collaboration, modeling, and incorporating multiple modalities. Students' understanding would be assessed through an adjective worksheet.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    Daniela Cupples

    Lesson Plan Evaluation


    Objective:
    Given the desire to fully engage students in learning, candidates will produce a lesson plan that is tailored to a specific classroom profile so that
    they will be able to illustrate the modification steps required to implement a master teachers lesson plan during the student teaching experience.

    Overview:

    The assignment provides evidence related to the candidates understanding of:


    o

    Course Objective 1.2 and 1.3

    MS/SS SLO 1.0 Professional view of teaching and learning

    MS/SS SLO 3.1 Deliver meaningful learning experiences

    MS/SS SLO 3.2 Verify student progress by designingmultiple means of assessment

    MS/SS SLO 3.3 Ability to selecttechnologies into instructional practices

    MS/SS SLO 4.0 Design instructional practices that servegroupspromotes optimized learning opportunities

    MS/SS SLO 5.0 Leadership as is marked by thoughts and actions that value the inherent dignity of others

    TPE 1: Engaging and Supporting All Students in Learning

    TPE #2: Creating and Maintaining Effective Environments for Student Learning

    TPE #3: Understanding and Organizing Subject Matter for Student Learning

    TPE #4: Planning Instruction and Designing Learning Experiences for All Students

    TPE #5: Assessing Student Learning

    This assignment will require that you assume that you are teaching a class with the following characteristics:

    Demographics

    20 boys, 14 girls; 21 Hispanic Non-White, 6 African Americans, 3 Asian, 4 Caucasians

    Learning Modalities

    The class is about evenly separated into thirds: 33.3% of the class prefers the verbal modality, but like the visual modality;
    33.3% of the class prefer the visual modality, but like the verbal modality; and 33.3% of the class is intrapersonal.

    Cultural
    Characteristics

    8 students living in shelters; 10 students live in government housing; 26 students like soccer; 16 students consistently play
    video games; 12 students are in a danc e club.

    Conversational
    Language

    18 students speak fluent Spanish, 1 student speaks fluent Mandarin, 15 students speak primarily English during break
    times; 8 students speak non-standard English during break times

    Academic Language

    3 students have an overall emerging score; 6 students have an overall expanding score; 3 students have an overall bridging
    score; 22 students are classified as English proficient; 25 students speak primarily English during group work

    Content Knowledge

    5 students have been classified as far below basic, 10 students have been classified as below basic, 8 students have been
    classified as basic, 7 students have been classified as proficient, 4 students have been classified as advanced

    The assignment will be submitted to the professor through the courses blackboard site.

    Requirements:

    Secure a lesson plan from a teacher website (such as http://www.scholastic.com/teachers/lesson-plans/freelesson-plans ) or from the master teacher at your fieldwork placement. Include an unedited copy of the lesson
    plan.

    Modify the lesson using the template on page 2 of this assignment

    Daniela Cupples

    Lesson Plan Template


    Preparation to Teach
    Grade Level: 2

    Subject Area: Language Arts

    Content Area: Parts of


    Speech
    Adjectives

    CCSS
    Standard

    Critical
    Concept
    Academic
    Language

    Content
    Language

    ELA L.2.1
    Demonstrate command of the conventions of standard English grammar and usage when writing or
    speaking.
    e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

    Students will be able to define and identify adjectives.

    Academic Language:
    1. Students will write a definition and examples of adjectives on a poster.
    2. Students will read and show their posters to the class.
    3. Students will listen to other students' presentations.
    4. Students will write their answers on a worksheet.
    Students need to be familiar with the following terms: find, identify, describe, recognize,
    modify and use and apply the following adjectives in the lesson:
    Nice, cool, good, happy, tall, red, blue, round, soft, loud, sweet, green, tasty, big, fast, easy

    Technology
    Implemented

    LCD projector connected to computer to share YouTube video https://youtu.be/jaRC2Il8l5c


    Document camera is used to project worksheet.

    Lesson Step
    Anticipatory
    Set

    Activity Summary
    Introductory video which includes the adjective song.

    Adjectives Song, Adjective Song (Adjectives


    by Melissa)

    Rationale
    Video with corresponding song is
    used to:
    -

    Link the new concept of


    adjectives with the parts of
    speech that were previously
    introduced.
    Introduce academic language
    Build background knowledge by
    providing concrete audio visual
    examples, which supports both
    visual and verbal modalities 66%

    of the students prefer.


    1. Display a picture of an elephant in the inner circle
    of a bubble thinking map and write the word noun
    below it in green.

    Instructional
    Input

    2. Introduce adjectives to the students by asking


    them think of words that describe an elephant.
    3. As the class brainstorms the words write them in
    the outer bubbles of the map, use red for
    adjectives.
    4. Introduce the definition of an adjective and add it
    to the top of the thinking map. Write the word
    adjective in red, and write the word noun in green.
    5. Ask the students to think of a sentence using the
    adjectives they brainstormed.
    6. Use this class created poster as an anchor chart and
    display it in the classroom, so that students can
    refer to it as they work with adjectives.

    1. The use of a graphic


    organizer that incorporates a
    picture provides a visual way
    to engage all students,
    including English learners
    and special education
    students.
    2. Collaboratively creating the
    anchor chart and displaying
    the chart helps the students
    by exposing them to the
    concept over a longer period
    of time.
    3. Color is used to reinforce the
    academic vocabulary in a
    visual way.

    Example:

    Student
    Practice/Clos
    ure

    Teacher provides list of adjectives:


    Nice, cool, good, happy, tall, red, blue, round, soft,
    loud, sweet, green, tasty, big, fast, easy
    In small heterogeneous, supportive, groups students
    practice using and identifying adjectives by creating an
    adjective poster which includes:
    -

    Adjective
    Definition of the adjective
    A picture the describes the meaning the adjective

    1. This activity incorporates the


    intrapersonal modality as
    students collaborate in a
    group.
    2. Students use multiple
    modalities to represent their
    adjectives:
    Auditory
    Visual
    Kinesthetic
    Students practice oral

    Each group also comes up with a gesture or


    movement that represents the adjective.

    Closure: Students present their posters and gestures


    or movements to the class. Posters are displayed in the
    classroom.
    Modification for advanced students: students add
    synonym and antonym to the poster.
    Extension: Students find and circle adjectives in a
    leveled text.

    language skills when they


    present their projects to the
    class.
    Connects to students
    interests as they can choose
    their sentences and connect
    the adjectives with their own
    experiences.
    Students hear, see and apply
    the concept in multiple
    ways.

    Evaluation Strategy
    Key Formal
    Assessment

    Students complete Adjectives worksheet. (attached).


    Teacher projects the worksheet with the document camera, models
    the example and explains to the students how to circle the answers.
    Teacher reads each sentence to the class.

    Worksheet is used to
    assess the students
    mastery of the
    concept.
    Assessment
    procedure is modeled,
    teacher reads
    sentences to the class
    to ensure that
    students can focus on
    answering the
    questions about
    adjectives and dont
    get lost because they
    cant read some of the
    words.

    Reflection
    How did the
    principles of
    universal
    design
    influence
    your lesson
    plan
    modifications
    ?

    Universal design largely influenced my lesson plan modification. Since this classroom is
    extremely culturally diverse, more than half of the students are below standard in content
    knowledge, and students prefer a wide range of modalities, universal design ideas are a great
    way to support this diverse group of learners. I modified the lesson to include multiple
    modalities, added a technology component, visual, auditory, interactive and collaborative
    component to best accommodate all learners.

    How did the


    principles of

    SDAIE principles largely influenced the modifications:

    SDAIE
    influence
    your lesson
    plan
    modifications
    ?

    I incorporated the following SDAIE strategies:


    1. Concept mapping: the Thinking map serves as a visual and interactive way to
    demonstrate the concept.
    2. Co-op Co-op: students work in small, teacher created, heterogeneous, collaborative,
    supportive groups, which foster a non-threatening environment for EL students to
    practice their oral language skills.
    3. Poster: students create collaborative visual representations that are shared with the
    class.

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