I WILL HAVE TO ADD THE FULL ASSIGNMENT IN AN ATTACHMENT IT’S NOT ALLOWING ME TOO HERE
Candidates add components taught in this module to the two lesson plans previously submitted in 700.4P Planning Instruction Part 2 for evaluation. This is the final evaluation of the lesson planning projects. Recall that you will use the same two lesson plans you have previously submitted in 700.4PBP. This performance-based assessment, 700.5PBP, continues with those same two plans, this time evaluating different parts of the lesson plan and the overall plan. Please allow 3 – 5 business days for scoring.
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TEXAS TEACHERS LESSON PLAN TEMPLATE for 700.5PBP
INSTRUCTIONS: Fill out all portions of the lesson plan. Within the Instructional Steps, note the following items as indicated below to facilitate identification of the required elements. Answer the reflection questions that follow the plan
Create at least 6 formative questions you will ask throughout the lesson and highlight them in green.
NAME: SUBJECT:
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (Copy these word for word. This must include the grade level, number, and letter of competency)
LEARNING OBJECTIVE(S): The student will
ASSESSMENT/PERFORMANCE MEASURE:
MATERIALS and SETTING
What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, science lab?
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the concept being taught?
FOCUS ACTIVITY/ANTICIPATORY SET
What activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity
CONNECTION TO PRIOR LEARNING OR REAL WORLD
This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.
OBJECTIVE STATEMENT (be sure to include the performance measure)
This is what you say to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)
PURPOSE OF LEARNING
Why do students need to learn this today? This should be written in what you will say to students and should include both why it is important to the content and why it is relevant in their lives.
INSTRUCTIONAL STEPS
Include:
Step by Step Instructions
Key Points
Directions to give
Questions that you will ask, highlighted in green.
LITERACY STRATEGIES USED
STUDENT USE OF TECHNOLOGY
While every lesson may not use technology, you must create lessons here that do use technology in order to meet the technology standards. Use of technology is defined as STUDENT use of technology. Watching a video is not student use of technology.
DIFFERENTIATION
Include differentiation in content or process for the following groups of students
· ELLS
· Regular Education students who are struggling and possibly some Special Education students
· Gifted and Talented students
DIFFERENTIATED ASSESSMENT
If your assessment is already differentiated, please explain how. If it is not, please explain how you will differentiate it for the learning needs in your class.
MODIFICATIONS/ACCOMMODATIONS
Create at least 2 modifications AND 2 accommodations that address the diverse needs of the students Angelo, Nancy, and Corinne.
CLOSURE:
Review: How will you cement the learning that has taken place in this lesson?
Connect to future learning: How will what students learned today help them in upcoming lessons?
Reflection
1. Explain the prerequisite skills students need to be successful in this lesson.
2. Explain how your answer to the above question influenced your decisions regarding the differentiation strategies used.
3. Explain how your instructional strategies, accommodations, modifications, and assessments(s) address the needs of English Learners, including Nancy.
,
TEXAS TEACHERS LESSON PLAN TEMPLATE for 700.5PBP
INSTRUCTIONS: Fill out all portions of the lesson plan. Within the Instructional Steps, note the
following items as indicated below to facilitate identification of the required elements. Answer the
reflection questions that follow the plan
Create at least 6 formative questions and highlight them in green.
NAME: New Teacher SUBJECT: 2nd Grade ELA
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (Copy this word for word. This must include the
grade level, number, and letter of competency)
(Grade 2) (11) Composition: listening, speaking, reading, writing, and thinking using multiple
texts–writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
(A) plan a first draft by generating ideas for writing such as drawing and brainstorming.
LEARNING OBJECTIVE(S): The student will plan a first draft by generating ideas for a personal
narrative using a brainstorming graphic organizer.
ASSESSMENT/PERFORMANCE MEASURE: Students will complete a brainstorming graphic
organizer to begin planning for a personal narrative. Students will be expected to fill out their
own organizers with details, illustrations and ideas for their narratives. Their brainstorming will
be turned in at the end of class and graded with a rubric based on these criteria.
MATERIALS and SETTING What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, science lab?
– Brainstorming webs – Mentor text: “Jabari Jumps” by Gaia Cornwall
KEY VOCABULARY and ACADEMIC LANGUAGE What vocabulary terms must students know to understand the concept being taught?
-Main idea -Details -Brainstorm -personal narrative -character, setting, problem, solution
FOCUS ACTIVITY/ANTICIPATORY SET What activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity
Teacher has a giant cloud at the front of the room with lightning bolts surrounding it. Each student has a blue piece of paper on their desk. The teacher writes a main topic inside the cloud, like “first day of school”, and the students write one detail about the topic on their papers. Students will ball up their papers and have a chance to toss them towards the front of the room. The teacher will write down all of the details for students to see how they’ve just brainstormed together about the first day of school.
CONNECTION TO PRIOR LEARNING OR REAL WORLD This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.
Brainstorming should be a piece of cake for us because we are already familiar with sharing our ideas! Just like you guys share your stories with me and our class or show your very detailed drawings, brainstorming is another way to express your stories. We will listen to a narrative and talk about it together, brainstorm for my narrative as a class, then you will start your own brainstorming on any personal story you decide.
OBJECTIVE STATEMENT (be sure to include the performance measure) This is what you say to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)
“Boys and girls, today we will be learning how to create our own graphic organizers to brainstorm and begin planning for our own personal narratives. We are going to read a narrative story today to give you guys some ideas about what your story could look like! Pay close attention to how the author keeps us excited and interested during the story. We’ll discuss what makes a good brainstorm as a class and start planning for Miss Roberts’ narrative together, and then you’ll have a chance to start planning for your own stories!”
PURPOSE OF LEARNING Why do students need to learn this today? This should be written in what you will say to students and should include both why it is important to the content and why it is relevant in their lives.
“It is very important for us to understand how to effectively plan for our writing! Brainstorming helps us to get all of our amazing thoughts out and on paper. We are able to organize those ideas and keep our stories focused on the most important parts. You will need this skill as you continue to grow as writers, all the way into adulthood!”
INSTRUCTIONAL STEPS Include: Step by Step Instructions Key Points Directions to give Questions that you will ask – at least 6, highlighted in green.
1. Anticipatory set: Teacher has a giant cloud at the
front of the room with lightning bolts surrounding it. Each student has a blue piece of paper on their desk. The teacher writes a main topic inside the cloud, like “first day of school”, and the students write one detail about the topic on their papers. Students will ball up their papers and have a chance to toss them towards the front of the room. The teacher will write down all of the details for students to see how they’ve just brainstormed together about the first day of school. “Students, how are all of these awesome details about the first day of school going to help make a story better?”
2. “Boys and girls, today we will be learning how to create our own graphic organizers to brainstorm and begin planning for our own personal narratives. We are going to read a narrative story today to give you guys some ideas about what your stories could look like! Pay close attention to how the author keeps us excited and interested during the story. We’ll discuss what makes a good brainstorm as a class and start planning for Miss Roberts’ narrative together, then you’ll have a chance to start planning for your own stories!”
3. Before beginning, students will work as a class to complete a Frayer model for the term “brainstorm”. Students will need a concrete understanding of a brainstorm and its purpose and this will help them achieve that. “Boys and girls, do you think there is a right or wrong way to brainstorm for your own writing?
4. The teacher will invite students to the carpet for a read-aloud of “Jabari Jumps” by Gaia Cornwall. The teacher will model a think aloud to point out the details an author can use in a story to keep their audience engaged.
5. Students will also be prompted to discuss with their neighbor about what details they’re noticing in the story. “Students, what details have we noticed in Jabari Jumps that helped keep us interested and excited?”
6. After the story, “Okay boys and girls, now can you help Miss Roberts brainstorm for her own narrative? Let’s think about what details we saw in “Jabari Jumps” that kept us excited! I think I am going to write my story about my summer vacation to Hawaii….”
7. The teacher will model filling out the brainstorming graphic organizer with help from the students. The teacher will choose his/her main topic, and students will help come up with important details needed to make a good story. “Someone tell me, what is one detail you really want to know about my vacation?”
8. After finishing the example brainstorm the teacher will review what details make a story great, (who, what when, where, why), and send students off on their own to start their own brainstorms.
9. Teacher will work with students around the room and gauge their progress for an informal/formative assessment. “Do you think your reader will have any questions about your story? Are there any details you can think of adding to answer those questions someone might have?”
10. After 15/20 minutes, the teacher will dismiss students to their writer’s workshop stations while pulling small groups. The stations are:
• Sentence fixing- students will work together to fix a series of sentences. Sentences are pre-written on laminated sentence strips and student’s use expo markers to make corrections together. At this station students work on grammar, capitalization, punctuation and spelling.
• Small group conferring- teacher will pull groups of students to talk about what they’ve come up with so far in their brainstorming process. Teacher will encourage student ideas and push them to refine their ideas. “Using the ideas and details you
currently have on your brainstorm; can you tell me a little about your narrative?”
• Typing club Jr.- students will practice their typing skills independently on their chrome books. This program is self-paced and will allow each student to refine their fine motor skills and practice their typing at the level that suits them.
• Free writing- At this station, students choose from a basket of writing prompts and can write a story from their imagination using the prompt as a guide to get them started. They can include pictures and be as creative as they want. They must have a clear setting, characters, problem and solution.
• Listening station- students will listen to a book on Epic! assigned to their reading group based on level. Students will be listening for key details in their assigned stories and writing them down on a piece of paper. They will tell me why the details they chose make the story great/interesting. They will turn this in for an informal/formative assessment.
LITERACY STRATEGIES USED
The literacy strategy being used in this lesson is comprehension based. Students are expected to actively listen to the read aloud of “Jabari Jumps” and identify the key details in the story. Frayer model for vocabulary
STUDENT USE OF TECHNOLOGY
Students will be using Typing Club Jr., the technology-based learning program aimed at helping students master typing on a keyboard. Students work in this program on their chrome books with headphones and are challenged at their own skill level. Typing can be beneficial for students as they continue to strengthen their fine motor skills, which can also help with handwriting.
DIFFERENTIATION Include differentiation in content or process for the following groups of students
• ELLS
• Regular Education students who are struggling and possibly some Special Education students
-Collaboration will be used when students are creating their Frayer models and discussing with partners about details in the story. Working together and talking through ideas will benefit my wide range of learning needs and skills. -Illustrations will be encouraged for some students, like ELLS, to help them confidently flesh out their ideas for their narratives. Drawing can be a good alternative for ELLS who may still be struggling with written English. -Tiering the assignment Sentence stems may be used to guide some students (ELL, special ed., or other learning
• Gifted and Talented students
disabilities). Other students (gifted and talented) may be ready to plan beyond initial ideas/details. For example, I may ask a GT student to add more detail to their details (the 5 senses). Supporting each type of student without taking away or adding to their workload is key.
DIFFERENTIATED ASSESSMENT If your assessment is already differentiated, please explain how. If it is not, please explain how you will differentiate it for the learning needs in your class.
I will take an end of lesson formative assessment through class discussions and the brainstorming rubric. Students will complete a brainstorming graphic organizer to begin planning for a personal narrative. To introduce the activity, I will read a short narrative to the class, then we’ll discuss what details made the story great. Next, I will model brainstorming for my own personal narrative. As a class, we will discuss details to include in our narratives and how to make our stories “come alive”. Students will be expected to fill out their own organizers with details, illustrations and ideas for their narratives. Their brainstorming will be turned in at the end of class and graded with a rubric based on these criteria.
The assessment will be differentiated with collaboration, tiering and the option to use illustrations. Students will have the ability to choose how they want to show their understanding of generating ideas for their writing through brainstorming.
MODIFICATIONS/ACCOMODATIONS Create at least 2 modifications AND 2 accommodations that address the diverse needs of the students Angelo, Nancy, and Corinne.
Accommodations -Class dictionaries for high frequency words -brain beak to break up independent work -notes given in advance, vocab with illustrations -brainstorming with illustrations -tier the assignment for GT Modifications -extended time to complete assignment -simplified written and verbal instructions -sentence stems
• For Angelo, I would modify this lesson by giving him an extended amount of time to complete his brainstorm. I would encourage him to draw out his ideas if he gets frustrated. Simplifying the directions may help him and including sentence stems could help jumpstart his thinking. Based on his IEP, he may also require a shortened assignment.
CLOSURE: Review: How will you cement the learning that has taken place in this lesson?
Students will return to the carpet after wrapping up stations. We will review the importance of adding details when brainstorming to guide our writing. Students will
Connect to future learning: How will what students learned today help them in upcoming lessons?
share their narrative ideas, and what details they plan on including. The teacher will go over his/her brainstorming graphic organizer one last time, clearly stating why each detail they chose to include will make the story better. The teacher will preview what’s next, telling students they will move on to adding even more details to make their writing even juicier. “Using our 5 senses is a great way to make our stories come alive for readers, and we will start working on that next!”
Reflection
1. Explain the prerequisite skills students need to be successful in this lesson.
Students will need to understand how to use their prior knowledge and experiences to tell a story.
Personal narratives are a great topic for students learning to generate ideas through brainstorming.
Narratives allow students to use a story they have personally experienced. Once the concept of
identifying and including details in a story is grasped, students will move on to adding even more details
curated by their imaginations.
Students will also need to be able to express their ideas through writing, making the transition from
their minds to the paper. If a student wants to write about their first time at Disneyland, they are going
to need to be able to express the events and emotions of their story through their writing. This lesson
will not require students to go very in-depth, but they should be able to write down key details that will
support their personal narratives.
Identifying what makes a detail important and necessary to tell a story is also important for students
to understand when learning to generate ideas. Students will need to choose what details to add to
their stories and what details may not be as important. This is something that can be fleshed out during
the planning process, so there is some room for students to be reminded of the skill.
2. Explain how your answer to the above question influenced your decisions regarding the
differentiation strategies used.
Some students may need a little more support in translating their prior knowledge and experiences
into thoughts and ideas for a narrative story. Collaboration will give students who are struggling the
opportunity to hear different ideas and examples to help them in their own brainstorming process. My
teacher modeling of completing a brainstorm can also show students how they should be thinking
during this process. They will have a concrete example of how to start their own brainstorm and plan
out their ideas. Sentence stems can also be used to help students jump start their minds and come up
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