Lesson Plan Protocol Pre-Lesson Planning, Plan for Lesson Implementation and Post Lesson Implementation Reflection May, 2009 Lesson Planning Information Teacher Candidate Name: Tara Kunesh
Date: 9/20/2010
Mentor Teacher Name: Tammy Jackson JIU Professor Name: Dr. Renee Myers
JIU Course Name and Session: EDU 605 A (Sep, 2010)
Grade: 11/12 Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Expository Writing Group Size: 26
Pre-Lesson Planning ACEI Standard n/a
State the objective for this lesson. Given a booklet of “color surveys” and questionnaires to complete, students should be able to write a personal narrative essay on “their color and personality” by following the five step writing process as graded by a rubric.
4.0a,b
State how this lesson aligns with grade-level standards and/or prior assessment results. This lesson aligns with Wyoming Content Standards LA11.2A: Students apply writing skills to plan, draft, revise, and publish writing for intended audiences and LA11.2B.1: Students use appropriate strategies to write a variety of expressive and expository pieces.
3.2c
State how you will differentiate instruction that is appropriate to the needs of students who are culturally diverse or have exceptional needs. A Paraeducator is provided in the classroom to offer specific instruction to students with special needs. There are no culturally diverse students in the classroom.
3.1b 3.5b
List instructional and technological resources (e.g., Library of Congress primary resources, audio-visual aids, computer-based technologies, etc.) that will be used in this lesson. Include those that you will have to create. Information and surveys that reveal personal color style, brain preference survey and information on Gardner’s seven intelligences. Graphic organizers, peer editing rubric and laptops. (All students have personal laptops)
3.4b
List strategies that foster student engagement in learning and self-motivation. The whole lesson is designed so that the students (and the teachers) learn about their intelligences, motivation and personality at the same time as learning how to write a personal narrative essay. They are engaged because it is interesting for them to find out more about themselves and each other.
3.4b,c
“Effective planning requires that teachers identify the varied learning styles and multiple intelligences of their students and adapt instruction to meet their needs” (Goethals, Howard & Sanders, 2004, p. 23). List strategies that foster student engagement in positive social interaction that leads to a supportive and effective learning environment. When students have found out which color group they fit into, they form teams and brainstorm ideas for the prewriting stage. Students also draw pictures that represent their color group and intelligences which they discuss and share with the class.
3.5c
State how you will help students learn active inquiry and communication strategies (i.e., self-monitoring, restating ideas and/or drawing connections). Students self monitor, restate ideas and communicate using peer review during the five step writing process.
n/a
State possible challenges that might arise when implementing this lesson and state how you might handle them. 1.
Students will not agree with the results of the personality survey. In this scenario, students will be asked to make a note of why they do not agree and will be told that this is perfectly okay. JIU School of Education Mission To develop innovative leaders who can solve urgent education challenges.
2. Reading Lessons Only 2.1b
Students will wish to skip a step of the writing process. We will ensure that each step is begun in class time so that students only have to complete the step for homework.
State how you will help students learn evidence-based multiple strategies (i.e., phoneme awareness, phonics, fluency, syntax, semantics, and meaning-based strategies) for recognizing words in print. N/A
Reading Lessons Only 2.1c
State how you will help students learn strategies for monitoring their comprehension and learning new vocabulary words.
N/A Reading Lessons Only 2.1d
State how you will help students learn how to compose written text that incorporates mechanical conventions and meaning-based conventions designed for a range of purposes and audiences. The five step writing process includes a rough draft stage during which students receive grammatical and context relevant feedback from the teacher, as well as a peer editing stage where they receive similar feedback from a peer.
Science Lessons Only 2.2d
State how you will design and implement age-appropriate inquiry lessons to (1) teach science within a context of understanding realworld applications, and (2) engage students through study and action. N/A
Science Lessons Only 2.2e
State how you will integrate into the science lesson the relationship between the nature and/or history of scientific concepts and the lives, needs and interests of students. N/A
Math Lessons Only 2.3e
State how you will lead students to create data sets, and collect, organize and display data.
N/A Math Lessons Only 2.3f
State how you will engage students in problem solving, reasoning, and connecting mathematical ideas.
N/A Math Lessons Only 2.3h
State how this lesson will incorporate oral and written use of mathematical language in real life connections.
N/A S. Studies Lessons Only 2.4b
State how this lesson will help students learn about and/or integrate the major concepts from the social studies (i.e., history, geography, psychology, government, economics, cultural diversity, religious studies, technology, etc.). N/A
S. Studies Lessons Only 2.4b
State how this lesson will incorporate learning experiences in which students are challenged to research, analyze and evaluate real world situations. N/A
Arts Lessons Only 2.5e
State how this lesson will incorporate the arts (visual arts, dance, music, theatre) as primary media for communication, inquiry, and insight among students. N/A
JIU School of Education Mission To develop innovative leaders who can solve urgent education challenges.
Arts Lessons Only 2.5e
State how this lesson will encourage students to study, appreciate and/or use art from a variety of cultural and historical periods.
N/A Health Lessons Only 2.6
State how this lesson will incorporate major concepts in the subject matter of health education to create opportunities for students’ development and practice of skills that contribute to good health. N/A
Phys. Ed. Lessons Only 2.7
State how this lesson will incorporate, as appropriate to your own understanding and skills, human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for students. N/A
Instruc. Tech. Lessons Only
State how this lesson will incorporate technology-enhanced instructional strategies to support the diverse needs of learners.
N/A Other Content Lessons Only
State how this lesson will help students learn about and/or integrate the major concepts from the study of ___________ (enter other content area). N/A
Plan for Lesson Implementation ACEI Standard 3.5d
3.1d
n/a
Describe how you will communicate the lesson objective through oral and/or written discourse. The lesson objective is given to the students at the beginning of the unit as a unit map web diagram. The diagram states the objective in the middle and the branches show the students exactly what they will learn, in what order. To the left of the web, the assignments are clearly stated. For each assignment, a new web showing specific objectives and assignment detail is also provided. Describe how you will relate the lesson to prior student learning/experience. This lesson builds directly on the English grade 9 and 10 classes that all students have taken. The essay categories are exactly the same as the essays given in previous years. Thus, the idea of a personal narrative is not new to the students but should be a recap of what they already know. State how you will present this lesson content and briefly describe each stage of the lesson delivery including how much time you estimate each stage will take. 1.
3.5d
Hand out brain preference survey and give instructions. Offer the students approximately 10 minutes to complete. (20 minutes) 2. Hand out color spectrum personality test and give instructions. Offer the students approximately 15 minutes to complete. (20 minutes) 3. Ask students to go to different corners of the room dependent on one of the four personality colors. (5 minutes) 4. Discuss the characteristics of each color and ask students to work in groups to look at the values, skills and careers that traditionally fit each color type. Ask them to begin reflecting on the items from the list that fit their personality as well as those which do not. (15 – 20 minutes) 5. Ask students to draw a pictorial representation of their intelligence and color to display in the room. (Teachers do this exercise also!) (10 – 15 minutes) 6. Explain to the students that they will be writing an essay discussing the results of these personality quizzes/personal reflection and ask them to begin brainstorming some ideas. Give support by suggesting possible avenues to explore. (20 – 30 minutes) State how you will support classroom collaboration through oral and written discourse. Students will begin the prewriting brainstorming process in groups. They will also have a chance to discuss their personality and color with members of their group. JIU School of Education Mission To develop innovative leaders who can solve urgent education challenges.
3.1d 3.3b
3.3a
List activities you will have the students perform to allow them to practice new skills and relate skills to prior learning and/or real-world issues. Brainstorming, prewriting using lists or graphic organizers. The activity is directly related to real world issues in that it helps the students to understand more about their personality and their preferred learning style. It also helps the teacher to know more about the students’ learning styles: “The important point is that you become aware of your students’ varying needs and respond accordingly in the classroom” (Goethals, Howard & Sanders, 2004, p. 23). List questioning strategies you will use to (1) check for student understanding, (2) evaluate students’ ability to problem-solve and critically think about the lesson content (e.g., Bloom’s taxonomy), and (3) determine if all students can summarize what they learned. Student understanding is checked and validated at each stage of the writing process. The peer editing and rough draft stage is particularly useful when checking for understanding.
Post Lesson Implementation Reflection ACEI Standard 4.0a,b
State how you assessed student learning and whether or not student learning occurred.
4.0b
State how assessment data results either (1) indicate a need for re-teaching or needed lesson adaptations to improve student learning, or (2) indicate a need to provide challenge opportunities to extend student learning.
5.1e
Describe an area of professional growth for you to target to improve student learning and/or student engagement.
5.2c
Describe how you could use results from this experience to collaborate with colleagues to support student learning and well being.
Notes Reference: Goethals, M. S., Howard R. A., & Sanders, M. M. (2004). Student teaching: A process approach to reflective practice. Columbus, Ohio: Pearson Merrill Prentice Hall.
JIU School of Education Mission To develop innovative leaders who can solve urgent education challenges.