Sample+Lesson+Plan

=Sample Lesson Plans:=

Backwards Design:
|||||| **Name of Lesson:** //Making Connections: __The Little Scarecrow Boy__//
 * **Materials:** //Book, Scarecrow outline sheets, markers, big sheet of paper (for teacher)//
 * Technology:** //None// ||
 * **Standard(s): COMPREHENSION** **// ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. //**

// c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud or independently read text. // // f. Makes connections between texts and/or personal experiences. // || //What does it mean to connect?// //How do we make connections as we read?// || //What does text-to-world mean?// //What does text-to-text mean?// //Have you ever been reading a book and found that it reminded you of something else, either in your life, another book, or other people?// ||
 * Element(s):** // b. Makes predictions using prior knowledge. //
 * **Identify Desired Results** ||
 * **Enduring Understanding(s):** ||||||  **Essential Question(s):**  ||
 * //Students will understand that reading a wide range of texts can build an understanding of texts, of themselves, and of different cultures.// ||||||
 * **What will students understand as a result of this plan?** |||||| **What questions will focus this plan?**  ||
 * //Students will understand how to make connections to the text as they read in order to better comprehend.// |||||| //What does text-to-self mean?//
 * **Determine Acceptable Evidence (Assessment)** ||
 * **What evidence will show that students understand . . .** ||
 * **Performance Task(s):**

//Students will complete a sheet in which they will make at least one connection (t//// à t, t//// à s, or t//// à w) in the torso of the scarecrow and color when completed.// ||
 * **Other Evidence: (quizzes, observation, work samples, etc.)**

//Work Sample/Observation: The students will complete a scarecrow sheet on which they write their connection and color with markers.// ||
 * **Plan Learning Experience and Instruction** ||
 * **Given the targeted understandings, other lesson/unit goals, and the assessment evidence identified, what knowledge and skills are needed?** ||
 * **Students will need to know . . .** |||||| **Students will need to be able to . . .** ||
 * //How to make each of the three types of connections while reading a book//

//How to write their connections in complete sentences// |||||| //Make at least one connection, of the three that are listed, related to the book// || //Show the front cover of the book and ask “what is this figure?” (scarecrow)// //“What do scarecrows do?”// //“Where are they used?”// //“What do you think this book is about?”//
 * **What teachings and learning experiences will equip students to demonstrate the targeted understandings?** ||
 * **Hook:**

//“Who can tell me how to make a text to self connection? To world? To text?”// |||| **Prior Knowledge:**

//Since they have learned this before, the students should know how to make at least one type of connection// ||
 * **Rationale for type instruction(D), (CL), (PB)**

//Students will listen as I read aloud the book and ask them to make connections throughout the book, in the beginning, middle, and end (text//// à text, text//// à self, text//// à world) as I write them on a big sheet of paper. So that they will get a refresher on how to make the connections before doing their activity.//
 * //Direct instruction and a little Cooperative to refresh students’ minds on connections//
 * //Independent practice to gain a better understanding and be able to make connections to their book in their own reading time// ||||
 * Direct Instruction:**

//Students will be helping me make connections on the board to the book//
 * Cooperative Learning:**

//Students will then return to their seats and receive their scarecrow in which they will write at least one connection (text//// à text, text//// à self, text//// à world) in the torso of the scarecrow. I will be walking around in order to assist as well as observe the progress and efficiency.// ||
 * Independent Practice:**
 * **Differentiation: (needs, interests, abilities of learners)**

//Differentiation based on learning abilities and ways:// //(ideas will be on the board for those that need a little help to get going)// |||| **Conclude: Provide Opportunity to Rethink/Revise**
 * //Hook//**//: Pass around a picture of a scarecrow in a field, which would allow students to hold the tangible picture and examine it more closely//
 * //DI/CL://** //Students are able to listen and talk about their connections, as well as see them on the board to get a better grasp of what they mean. Students are able to write their connections and put together a scarecrow and color it.//

//If time: have a few students go up to the author’s chair and read their connections. I may ask them to try and think of another type of connection they could have made other than the one they used.// || Long and Short Vowels || ELA1R2 :**The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words.** d. Distinguishes between long and short vowel sounds in spoken, one-syllable words (can and cane). || The students will circle short “a” words from a list of 10 words with 90% accuracy.
 * ECED/SPED:**
 * Name: Stephanie Harmelin Grade Level: First**
 * Estimated number of days lesson will cover: 1 day, 65 minutes**
 * Lesson Subject/Title:
 * Performance Standards:
 * Lesson Objectives (What students will know and/or do) :

Enduring Understanding: Students will understand that letters can make different sounds. || Why do the same vowels make different sounds? || Vowel: a, e, I, o, u and sometimes y; a speech sound produced without difficulty Consonant: any other letter; a speech sound produced with difficulty ||
 * Essential Questions:
 * Key Vocabulary:

minutes || Introduction/hook/activation of prior knowledge
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 10

Around the world game: name a word with an “a” in it || N/A || Pencil and worksheet || Students will complete a worksheet with a list of 10 words in identifying short “a” words ||
 * 10 minutes

10 minutes

30 minutes || Instructional activities Demonstrate/Model (if appropriate) Mini Lesson: Demonstrate the different symbols for long –a, and short –a (give hand signals), and have the kids hear the difference between the two. Also state the usual rules that if there are two vowels beside each other, or a vowel in the word and an e at the end, the first vowel usually takes its name. (“If two vowels go walking, the first does the talking”) otherwise, it is a short vowel. Guided Practice (if appropriate) Have them help me name some words that are short “a” vowel words and then some with long “a” vowels Independent Practice (if appropriate) “Go Fish”: Students pick a partner and are given cards with long or short vowel words on it. For example, if one student has “cap” he or she would say, “I have cap, do you have cape?” || Giving hand signals and hearing the different sounds

The students are put into groups to allow for cooperative learning || Marker and dry-erase board

Themselves

Pre-made cards with long and short “a” vowel words on them || Give me the sign for a short vowel if you understand!

Observe

Observe and see who “wins” ||
 * 5 minutes || Review and Closure

Ticket out the door- answer a question (i.e. name a word that has a short “a” sound || N/A || Selves || Naming the word ||