Writing Lesson Plans VL

7/29/2019 Writing Lesson Plans VL

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Author: Brenda StephensonThe University of Tennessee Date submitted to deafed.net

March 6, 2006

To contact the author for permission to

use this PowerPoint, please e-mail:

[email protected]

To use this PowerPoint presentation in itsentirety, please give credit to the author.
mailto:[email protected]:[email protected]


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Writing LessonPlansContributed by

Brenda StephensonThe University of Tennessee


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Lesson Plan template LESSON PLAN FORMAT

Teacher: ____________________________

Date: ____________________________

Class: ____________________________

Subject Area: Unit Goal(s): (Tennessee Frameworks)

Behavioral Objective(s): ( Include Blooms taxonomy level)

Set:

Procedures:

Closure:

Remedial/Enrichment Activities:

Evaluation:

Materials and Media:

Webliography:

Deaf Role Models:


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Class: In this section you need to identify the

grade level of students

Example: Third Grade

You also need to write a short description

of your population

Example: Class of 5 deaf students


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Subject Area: In this section you will write the subject

area

Examples: Math

Language Arts

Theme and subject area

Science

Social Studies


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Unit Goal(s): In this section you will write the broader, more global

overall goals.

You will use the curriculum goals OR state frameworksgoals (http://www.state.tn.us/education/ci/standards/index.php)

If you use the state framework goalslist the numbersalso

Example:Content Standard: 1.0 The student will develop the reading and listening

skills necessary for word recognition,comprehension, interpretation, analysis, evaluation,and appreciation of print and non-print text.
http://www.state.tn.us/education/ci/standards/index.phphttp://www.state.tn.us/education/ci/standards/index.php


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Behavioral Objective(s): Write the behavioral objectives for this

lesson

Be sure to include a condition,performance and criteria

List the level of Blooms Taxonomy for

each objective Be sure to have at least 2 objectives


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Set: Write a description of the set you plan to

use to introduce the lesson

This should be something that will grabtheir attention as well as something that

will show the relevance of the lesson to

those students Discuss examples


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Procedures: In this section you will write all the steps

of what you plan to do

Include the steps for the teacher activities

Include the steps for the students

activities

The more detail you havethe smootherand more effective the lesson will be.


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Closure: In this section of the lesson you will

include an activity that will summarize the

information presented to the students This may be a concluding activity to the

lesson such as students presenting what

they created or completed in class. This may be questioning by the teacher

about the objectives of the lesson


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Evaluation: This is an explanation of how you will evaluate

your students performance on the objectives

You may use a rubric to evaluate theobjectives

You may choose to evaluate the results of the

closure activity.

The evaluation MUST be related to your

behavioral objectives.


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Remedial/EnrichmentActivities: Remedial:

These are ways that you will adapt the

lesson for students in your class who needadditional support and modifications

Examples might be some visual that others

do not need or fewer problems, etc.

Discuss examples


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Enrichment Activities:

These are modifications that you would add

for students who complete the work early orwho need more challenging work

Discuss examples


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Materials and Media: In this section you need to list all the

materials and/or media you will need to

implement this lesson Examples:

projector

PowerPoint Presentation

Lesson Plan sheets


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Webliography: This is a list of any websites that you

used to:

Find activities Find additional information to include in the

lesson

Student sites for additional practice Frameworks URL


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Deaf Role Models: Think of some way to include Deaf role

models for your students

You may have a Deaf adult comeparticipate in the lesson in some way

You may find some information about a

Deaf person who has made acontribution in the area you are studying


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Examples of lesson plans Class: Kindergarten Subject Area: Math

NCTM Frameworks: Algebra: Sort, classify, and order objects by size,number and other properties.

Behavioral Objectives:

After a demonstration by the teacher, the students will identify, sortand classify objects by size, shape and color.

Intro/ Procedure: We will start out by reviewing sorting by color. I willplace a variety of red and yellow triangles, circles, and squares of twosizes (small and big) on the floor. The students will first sort by color,then size and if time allows they will sort by shape..

Closure: We will play a game of I spy.

I spy something redand they would take turns going around the roomtrying to find objects that are that color. I spy something red with fourcorners.

Enrichment Activities: After sorting by size, color and shape the studentswill sort by number of sides.


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Evaluation: I will hand out a worksheet. Sort by size this is howI will assess their ability to sort. Also, I will have a checklist ofvocabulary. Tthey receive a check for each word they say that islisted here, in a sentence context:

Vocabulary:

Big, Small, Middle, Large, Tiny

Sort-separate Group-categorize

Materials and Media:

Shapes of various size and colors made out of constructionpaper.

Webliography: http://webtech.cherokee.k12.ga.us/littleriveres/ewilliams/tieredassi

gnmentskindergar.htm

Deaf Role Models: N/A


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1st Grade groupSeptember 12, 2005Language

TSS: 1.01 Develop oral language.

1.02 Develop listening skills.

Objectives: Given high frequency words from the reading text book, thestudents will be able to make a sentence using those words given a cueof one word.

Set: Weve been practicing making sentences. Today were going tomake it harder. Who thinks they will win??

Procedures:

1. I will give each of the students their lined strip and their baggie of highfrequency words. (They will want to organize the words)

2. I will tell them to make a sentence using one of the words. (i.e. Make a

sentence using the word look.) 3. The students will use their words to make their sentences. When they

are done, they will raise their hands. Then each student will read theirsentence and see if the group agrees that it is a sentence. If not, thegroup will decide what can be fixed.


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4. A score will be kept on a dry erase board and at theconclusion they will get as many marshmallows assentences they got correct.

Closure: What makes a sentence? Tell me, is this aquestion sentence or a telling sentence: What did youhave for lunch? They will each tell what they had forlunch and then I will send them back to theirclassrooms.

Materials: 4 Lined strips, 4 bags of laminated high-

frequency words, dry erase board, marker,marshmallows

Remedial: I will help Student A one on one think of asentence. Enrichment: They can help other studentsthink of sentences.


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Money Lesson Plan-AClass/Grade Level: 9-12Duration: 90 Minutes

Unit Goals with Tennessee Frameworks:

Reading:

Extend reading vocabulary.

Identify and begin to use a variety of resources to revise and edit

writing. Mathematics

8.2.spi.7. apply given formulas to solve real-world problems;

8.2.spi.8. interpret graphs which represent rates of change.

Writing

The student will develop the structural and creative skillsnecessary to produce written language that can be read andinterpreted by various audiences.

The student will be given the opportunity to develop this creativeoutlet through additional writing experiences.


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Objectives:

1. Given various sentence types the students will review andpractice grammar skills. They must answer 3/5 to complete theassignment.

2. Given prompts in the lecture the students will discuss days ofthe week. The students must state the day of the week.

Given a list of words (new vocabulary) the students will write a oran in front of the word. The students must complete 3/6 to passthe assignment.

Given money the student will learn to count money and make

change. They must complete 3/5 times to successfully completethe task.

James will begin to create his own grocery store.

Given a book the student is required to make a list of allvocabulary words not known. The student must write 5 new words.(James only)


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Materials and Media

Money worksheets (homework), fake money, list of grammarsentences to correct (written on board), Vocabulary Builder BookB- pg 24, Counting My Money workbook, dictionary and moneyquiz

New Vocabulary:

Dollar, dime, nickel, quarter, penny, (Introduce half dollar, dontadd to quiz)

Set: Remember yesterday we learned how to count coins. Today

we will do the same with cash and coins. This is important. (Why?)Because we want to know if we have enough money to buy whatwe want and make sure we receive the correct amount of moneyback. If we are going to spend money and shop we must learnhow to count it.


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Classroom: Students are seated at their desk. I will use the board to present thelesson. I will also monitor the students progress by walking to their desk andasking them to write answers on the board.

Procedures:

Greet the students. What is today? Can you spell it? What is tomorrow? Reviewyesterdays information. Ask the students to take out a sheet a paper and correctthe following sentences. They include the new vocabulary to test the students.They are:

the bank didnthave dollars.

four quarterequal one dollar .

i must pay three dollar for lunch.

the ice cream is an treat. it is five dollarand ten cent at the store.

you can buy food at kroger, bi-Lo, and food city.

Instruct James to start p. 24 while other students are working. Check the studentswork and correct it. Ask them to correct the sentences on the board.

Check James work and ask him to write each misunderstood word in a sentence.

Ask James to start on the mock grocery store list. He will create prices for each.


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The other students will focus on their divisionworksheets.

After the students have completed all their projects,ask them if they need a break.

Return to the class. Sort the money among thestudents and James. James is the cashier and ownerof the store. Post his grocery store sign.

Using a basket ask the students to select a 7 itemsfrom the basket. Using the money require thestudents to purchase items from James and checktheir change. Ask James to distribute the wrongamount of change. (30 Minutes)

Quiz the students knowledge by giving them thehomework sheet if you have more time.


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Closure:Discuss tomorrows lesson will focus on thehurricane.

Remedial Activities: Before you present the lessonmake sure all the students have completed theworksheet. If a student needs assistance (This willapply to one student.) Quickly review and workout theanswers quietly while the other students are working.

Enrichment Activities: Refer students to write aparagraph (3 sentences or more) about their weekend;

if money portion is mastered. If money portion isntmastered provide an additional worksheet that includesthe half dollar on pages 38-41. You may use thehomework assignment worksheet if you need anadditional assignment.

Evaluation: Use the homework assignment

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