key+elements+of+a+lesson

COMPONENTS OF AN EFFECTIVE LESSON

INTRODUCTION

• Set the stage for the lesson. Examples of introductory activities may include note-taking, group activities, predicting, etc.

DAILY REVIEWS

• Provide review for short-term memory of recently taught material.

o Provide immediate and meaningful feedback when correcting homework.

o Keep reviews and homework checks brief.

DAILY

OBJECTIVE

• State and post the objective(s) before introducing the lesson.

• Have students record the objective(s).

CONCEPT AND sKILL DEVELOPMENT AND APPLICATION

• Teach the big concepts.

• Provide the “why” for rules.

• Link concepts to previously learned material and/or real-world experiences.

• Use a variety of techniques to address student needs, including oral recitation, note-taking, and activities.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">• Hold students accountable for taking notes and keeping records.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">• Use ongoing, formative assessment to make instructional decisions.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">GUIDED/ <span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">INDEPENDENT /GROUP PRACTICE

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">• Conduct practice at different times throughout the lesson to help students process information.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">• Use a variety of activities and groupings to address student learning needs.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">• Structure classroom time for student reflection, inquiry, discovery, discussion, problem-solving, and analysis.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">HOMEWORK

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">• Assign homework that aligns with curriculum objectives and reinforces skills and concepts taught.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">• Include a variety of activities and assessment items.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">CLOSURE

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">• Review the skills and/or concepts taught.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">• Provide a variety of ways for students to explain what they have learned and how to apply the concepts.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">LONG **<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">- **<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">TERM VIEW

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">• Integrate ongoing, periodic review into lessons to maintain student skills, address deficiencies, build conceptual understanding, and prepare for high stakes tests.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">©2009 Clark County School District, Las Vegas, Nevada

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">DOC# CPD.LIT/MST–P002

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">[|KEY ELEMENTS OF A LESSON PLAN]

<span style="color: black; font-family: 'Book Antiqua','serif'; font-size: 64px;">Writing a Lesson Plan <span style="font-family: 'Book Antiqua','serif'; font-size: 48px;">Brittney Quirk

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<span style="font-family: 'Century Gothic','sans-serif'; font-size: 24px;">EDRL 442: Teaching Literacy 1 <span style="font-family: 'Century Gothic','sans-serif'; font-size: 24px;">Nevada State College - fall 2011 <span style="font-family: 'Century Gothic','sans-serif'; font-size: 24px;">Instructor: Karen Powell

<span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Summary: <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Within this lesson plan our aim will be to assist our students in determining or clarifying the meaning of unknown and multiple-meaning words and phrases using sentence-level context clues.

<span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Lesson Plan: <span style="font-family: 'book antiqua','serif'; font-size: 21px;">Objectives: This lesson plan focuses on Language Standard 1.4 a <span style="font-family: 'book antiqua','serif'; font-size: 21px;">Procedure: Using the story My Robot by Eve Bunting, we will be focusing on Day 2 of the Trophies book page 145c. We will be focusing on the Grammar portion using describing words: colors, size, and shape. <span style="font-family: 'book antiqua','serif'; font-size: 21px;">The first thing suggested for your classroom is to review with your students some describing words, reminding them that describing words give us more information about something. Remind them that we can use describing words to tell us the color, size, and shape of people, places, animals, and things. <span style="font-family: 'book antiqua','serif'; font-size: 21px;">The teacher might want to first try to get the children to use themselves as an example with the usage of describing words such as are you tall or short? What color is your hair, are just a few examples. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Using the picture on page 128 of “My Robot”, modeling how to use color, size and shape words to tell about Cecil. For example: there are many words I can use to describe Cecil such as he is silver and blue. I can tell you about what shape his head and body are. <span style="font-family: 'book antiqua','serif'; font-size: 21px;">Generate describing words: Have children draw their own picture of a robot, using geometric shapes, and then have the children describe their robot to a fellow student, making sure they use color, size and shape. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Assessment: You may ask a few students to share their descriptive sentences with the class, and record the sentences on the board and ask the rest of the class to point out the describing words in the sentences. Insert these words into the chart that was created on day one. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Reflection: <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Which part of the lesson do you think will be the easiest to teach? <span style="font-family: 'book antiqua','serif'; font-size: 21px;">I believe the easiest part of the lesson would be the usage of describing colors present on an image, person or place. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Which part of the lesson do you think will be the most challenging to teach? <span style="font-family: 'book antiqua','serif'; font-size: 21px;">I believe the most challenging would be the describing of shapes; this is because you are relying on the fact that the previous teacher has previously instilled in them the knowledge of shapes, or the ability to point out these describing words in sentences. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">How will you follow up or extend this lesson? <span style="font-family: 'book antiqua','serif'; font-size: 21px;">The follow up or extension of this lesson would take place both at home and within the classroom. At home you can encourage your students to take their favorite book or television show and write down all of the describing words present within that book or television show. Within the classroom, we can continue this lesson within the classroom by using this same lesson with other stories or even different subjects such as science using describing words to describe bugs or states of matter. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">What will you do for students who don’t grasp the concepts? <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">To help those students who do not grasp the concepts you might try taking their descriptions of themselves and ask them to point out the describing words within their own description of themselves. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Which part of the lesson, if any, do you think might need to change? <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">I honestly think that this lesson plan would work great just as it is written. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">When you were writing this lesson plan, what was the most difficult part? <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">The most difficult part of creating this lesson plan for me was trying to figure out a way to help whose students who didn’t grasp the concept right away to be able to learn the lesson.

<span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">

<span style="font-family: 'Book Antiqua','serif'; font-size: 53px;">Modeling A Lesson Plan

<span style="font-family: 'Book Antiqua','serif'; font-size: 53px;"> [|untitled.bmp]

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Submitted by: Brittney Quirk

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">EDRL 442/Nevada State College –Fall 2011

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Karen Powell

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Summary: Using the Trophy’s book A Bed Full of Cats by Holly Keller, the students will be focusing on Phoneme deletion and segmentation focusing on /e/phoneme in our oral practices and various activities.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Lesson Plan:

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Objective:

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">During this lesson plan we will be meeting the following standards:


 * <span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
 * <span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">A. Distinguish long from short vowel sounds in spoken single-syllable words.
 * <span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">B. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
 * <span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">C. Isolate and pronounce initial, medial vowels and final sounds (phonemes) in spoken single-syllable words.
 * <span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">D. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Procedure:

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Before beginning this lesson plan, the class needs to read the book “A Bed Full of Cats by Holly Keller”. The completion of the book is up to the teacher, whether you assigned the book as individual reading or you read it together as a class. If you chose to assign the book for individual reading, I suggest rereading it together as a class to ensure comprehension of the story. This lesson plan focuses on days 2 for the story “A Bed Full of Cats” on page 8p in the trophies teacher edition.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Class will begin with the Daily Language Practice, in which they will be given three sentences containing various errors regarding the /e/ sound. The students will need to copy the sentences on a piece of paper, and then continue the activity in which they will be asked to identify and correct any errors that are present.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Some examples of these sentences could include:

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">1. Wee eet a lot at lunch.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">2. They will keap the cat

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">3. Will we See Grandpa

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">When the student’s have had the chance to complete the DLP, designate one student per question to write his/her corrected sentence on the board. The teacher should then go over the three corrected sentences together with the class, making sure to focus on the /e/ sounds present in the correction. Have the students repeat all the words with the /e/ sound, paying attention for correct pronunciation.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Introducing the day: Tell your students that we will be talking about cats, encourage the students to tell you all about what they know about cats, or if they have cats of their own. Let them get their initial excitement out, thus allowing them to better focus on the lesson to follow. It would be a good idea to write down a few of the sentences the students share that contain the /e/ sound on the board, hence giving them real life examples of how they use this sound in their own speech.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Using the phonemic awareness on page 8p in the Trophies teacher edition, we will be developing the skills to comprehend phoneme deletion using the poem, “Cat Kisses” by Bobby Katz. Read the poem together as a class, pick one word from the poem and have students repeat that word after you. Break down the different sounds within that one word, for example choosing the word “chin”, delete the /ch/ sound thus producing the /in/ sound.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Continue this activity with the following words from the poem: cheek, that, chore, think, chat and cheat. Using the students spelling words feel free to throw in more words with the /e/ sound, although making sure to have some other words without that particular sound, to give some contrast to the words.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Focusing more on the /e/ phoneme pick a word that contains this phoneme such as “meat, teach, reach” encourage the students to tell you how many sounds they hear within the word. Ask them to identify those sounds (/m/ /e/ /t/, /t/ /e/ /ch/, /r/ /e/ /ch/) repeat this a few times with various words containing the /e/ phoneme. This activity helps with understanding of phoneme segmentation.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Assessment: To assess the comprehension level of the students in understanding the usage of the /e/ phoneme and their blending skills, a worksheet would be used with a list of words with the /e/ phoneme present. The student will need to correctly identify the /e/ phoneme in each word. The worksheet would also contain a word bank of sorts with individual consonants such as (m, n, r, t, s, and k) and a bank of /e/ phonemes such as (ee, ea, e, ) and the students must correctly blend the consonants and the /e/ phonemes to make words.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Reflection:

<span style="font-family: 'Book Antiqua','serif';">How was your delivery?

<span style="font-family: 'book antiqua','serif';">My delivery was okay Stephanie made the comment that my flow was a little choppy and that I seemed nervous, but that I did well, and I was confident in my activities that I presented.

<span style="font-family: 'Book Antiqua','serif';">What did you do well?

<span style="font-family: 'book antiqua','serif';">I believe I had a good diversity of activities to assist the potential students in grasping the /e/ phoneme as well as the blending technique.

<span style="font-family: 'Book Antiqua','serif';">What needs more work?

<span style="font-family: 'book antiqua','serif';">I need to work on confidence in presenting my lesson plan and better flow or transitions between my activities.

<span style="font-family: 'Book Antiqua','serif';">What suggestions did your classmates give you?

<span style="font-family: 'book antiqua','serif';">The suggestions that were given to me consisted of, to slow down! I tend to talk to fast when I am nervous and tend to start tripping over my words. They also suggested that I make sure I give adequate time to each activity.

<span style="font-family: 'Book Antiqua','serif';">What did you see your classmates do that you can use to improve your teaching skills?

<span style="font-family: 'book antiqua','serif';">My classmates were very helpful in asking questions during the activities that really made me think about how I needed to present the instructions to be sure my students would understand.

<span style="font-family: 'Book Antiqua','serif';">What are you going to do differently next time?

<span style="font-family: 'book antiqua','serif';">Some of the things I would do differently are of course to slow down when speaking and try to relax, also have transitions planned to ease the movement from activities. I would probably also know what time allotments I would use for each activity.

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