6 Point Lesson Plans
- A Differentiated Reading Lesson Plan
| Class: Elementary Level |
| Unit: Number 1962, Reading Conception: The Great King of Ayuatthaya: King Naresuan |
| Teacher: |
| Focus and Review: |
| Objectives: Terminal Goal The students will develop their reading skill through comprehension of the events taking place in the story and defining / or coming up with meaning in regard to various terminologies met while reading the text. Enabling Goal By the end of this lesson, students will be able to:Silently read the tale The Great King of Ayutthaya: King Naresuan.Determine the connotations or meaning of terminologies found in the story.Understand the occurrences of the story via answering the asked questions.Take part in class discussions and share concepts or ideas. |
| Standards: NC- North Carolina Professional Teaching Standards (updated 2010). Standard 2, Descriptor b and c, Indicator 1(Teachers Establish a Respectful Environment for a Diverse Population of Students; Students categorized as ELL, Disabled, Gifted Students, Average Learners, and Slow Learners).Standard 3, Descriptor a, Indicator 1, and Descriptor d, Indicator 1(Teachers Know the Content They Teach; A Brief Introduction into the Reading given to attract student attention).Standard 4, Descriptor c and h, Indicator 1 and 2 (Teachers Facilitate Learning for their Students, Learning Materials Provided). |
| Materials: Pictures that include naresuan.Snapshot_2315, IMG_02.JPG, vlcsnap_20h27m05s17.English to Thai Translated Dictionary.Student Information Sheet Number 1: The Great King of Ayuatthaya: King Naresuan. Authored by Supising Jirapon,(M.ed). Phitsanulok, Thailand: Naresuan University.Vocabularies; See Student Information Sheet Number 2.Worksheet Number 1 for Students: Give a Definition of the Following Words.Worksheet Number 2 for Students. Understand the Occurrences in the Story. |
| Duration: 4 sessions of 50 minutes each |
| Anticipatory Set: Briefly introduce the text that is to be read and explain what would happen in each of the four sessions that would be used to enhance reading skills. That is, the Reading session, Comprehension session, Definition of Terms, and Assessment Session. A framework for the information that is to be used in the whole exercise is now defined. |
| Teaching: Input Division of class into groups of five members each. A secretary is selected in each group for purposes of taking relevant notes to the discussions and provides a list illustrating the level of participation of each individual.Distribution of the student’s information sheet number 1. Modelling Each group reads the text silently.Each group looks up for the meaning of all complex words in their individual English to Thai translated dictionaries.Have the students talk about the occurrences in the story and share their perceptions independently.Students outline what they are familiar with in regard to the subject matter. This helps students with memory lapses and understanding capabilities link the current reading to past literary works that were initially analyzed. Checking for Understanding Teacher walks around the class room and observes the participation of students.Teacher hands out the student information sheet number 2 to each student and give a further, detailed explanation.Have students to go over to test their understanding. Questioning Strategies Stimulate class discussions by showing some pictures in the text, previewing each, and asking oral questions, which are relevant to the subject and the occurrences in the narrative. For instance, what exactly is the picture concerning? Which individuals are in the picture shown? Who, from the class, recognizes King Naresuan? When was his reign in the Ayuatthaya era?Have volunteers from amongst the students respond to the questions. This keeps fast learners busy, thus maintaining their interest in the process of reading.Teacher gives a summary of all the responses given. The interest of slow learners is taken care of in this case. |
| Guided Practice:Class is assigned to complete the student Worksheet number 1 and 2, in addition to comprehending the occurrences of the story.Each student defines the terminologies in Worksheet number 2 individually. This eases the understanding of English Language Learners (ELLs), thus keeping them at par with students who are familiar with such technical English vocabularies.Every one of the worksheets is completed by every student and brought back to the teacher for checking and verification.The teacher corrects the possible mistakes observed. |
| Closure:A statement of the objectives, and how they have been met in the study.A review on what should be done in each stage in order to completely read and understand the document. This similarly helps slow learners capture what they might have missed out. Summary and clarification of mistakes noticed in individual work to the whole class.Responding to any questions asked after the clarifications are made. At risk learners get a chance to gain a better understanding of the concepts taught during the lesson. An assessment will be done based on: The verbal responses that the students give in regard to their capacity to correctly answer the questions raised from the narrative.The understanding of the occurrences or events in the story, which would aid in answering the questions outlined in Student Information Worksheet Number 1.The evaluation of the correct identification and definition of terminologies, mainly via choosing their correct meanings.Evaluations of participation levels while in class, and more so in regard to sharing one’s perceptions independently. |
| Independent Practice: Students read further into this story, and come up with possible questions that are left unanswered from the story. Reference “The Story of the story of King Naresuan”. Nation Multimedia. Retrieved March 1st, 2014 from http://www.nationmultimedia.com/2007/02/05/opinion/opinion_30025974.php |
- A Differentiated Mathematics Lesson Plan
| Class: Grade 3 |
| Unit: Volumes and Area |
| Teacher: |
| Focus and Review: Visiting the various shapes of solids identified in the previous class. Particular interest given to their drawing and dimensions. Various types of measuring units mentioned in the previous class mentioned to give students a clear picture. These are particularly advantageous to at risk students and those with poor memory or suffer memory lapses. It helps them link what had been learnt before in relation to the current unit of study. |
| Objectives: Students will be able to: Give a description of the difference that exists between volume and area.Appreciate the relationships between various measuring units used in mathematics. |
| Standards: Standard 2, Descriptor b and c, Indicator 1(Teachers Establish a Respectful Environment for a Diverse Population of Students; Students categorized as ELL, Disabled, Gifted Students, Average Learners, and Slow Learners).Standard 3, Descriptor a, Indicator 1, and Descriptor d, Indicator 1(Teachers Know the Content They Teach; A Brief Introduction into the Reading given to attract student attention).Standard 4, Descriptor c and h, Indicator 1 and 2 (Teachers Facilitate Learning for their Students, Learning Materials Provided). |
| Materials: Newspaper.Scissors.Masking Tape.Rulers.Meter Sticks.Cardboard (together with a cutting tool).Markers for discovering and separating complete models. |
| Duration: 50 minute lesson. |
| Anticipatory Set: Focusing the attention of students to the subject matter of contemplation. A |
| Teaching: Input Students given materials, but there are no initial directives given in regard to how the models should be built. Area and Volume are defined, with diagrammatic representation given to students. Modelling The teacher draws squares and cubes, both in meters and centimeters. Uses the formulas: Area = Length * Width, and Volume = Length * Width * Height, to calculate the area and volume respectively. Checking for Understanding Students draw rectangles and cuboids, in both meters and centimeters. They then calculate their area and volume, using the formulas given by the teacher. Questioning Strategies Students are allowed to discuss the differences and similarities noted in the illustrated diagrams. The teacher asks for the difference between an area and volume (Gifted students give answers). Free and open sharing of ideas takes place.Students list the differences and derive general expressions used to relate meters and centimeters (At risk students get the clear difference at this point and average students develop their understanding further). |
| Guided Practice:Students placed in groups with gifted mathematics students as group leaders.They build rectangles and cuboids with measurements in centimeters, inches, feet, and meters.They build squares and cubes in centimeters, inches, feet, and meters.Cross sectional areas and volumes calculated alongside the models.General conversion formulas developed in class under the supervision of the teacher.The teacher marks correctly calculated area and volumes of models. |
| Closure:Review and summary of key points learnt in the lesson. Teacher summarizes the relationship the units of measurement used in the lesson.Display of correctly built models. Assessment General questions asking students to calculate the area and volume of rectangular football fields and square objects in various units of measurements would be used. |
| Independent Practice:Groups to research and make notes on any other shapes whose volume and area could be calculated and built. A presentation to be given in the next class Reference Welch, T. (1996). Area, Perimeter, and Volume. Retrieved 1st March, 2014 from http://cmse.olemiss.edu/files/2011/11/AreaPeriVol.pdf |
- A Differentiated Writing Lesson Plan
| Class: Intermediate and Upper Intermediate Levels |
| Unit: Writing Skills: How to Write Adverts (Advertising) |
| Teacher: |
| Focus and Review: A general overview of what an advert is will be given. Students will mention various types of adverts that they have met or seen before, without necessarily using professional skills to categorize them. |
| Objectives:To raise consciousness of the kind of language to use while writing an advert or advertising, such as glowing idioms, superlative phrases, extreme adjectives, and travel vocabulary.To make use of the objective language as a foundation for writing an effective advert for the towns that the students come from. |
| Standards: Standard 2, Descriptor b and c, Indicator 1(Teachers Establish a Respectful Environment for a Diverse Population of Students; Students categorized as ELL, Disabled, Gifted Students, Average Learners, and Slow Learners).Standard 3, Descriptor a, Indicator 1, and Descriptor d, Indicator 1(Teachers Know the Content They Teach; A Brief Introduction into the Reading given to attract student attention).Standard 4, Descriptor c and h, Indicator 1 and 2 (Teachers Facilitate Learning for their Students, Learning Materials Provided). |
| Materials: Four editions of the text to be advertised, marked a, b, c, and d.Language Analysis and Practice (Adjectives used for advertisements).The idioms used in advertisements.Travel vocabulary.Writing Practice.Answer Key. |
| Duration: 1 hour |
| Anticipatory Set: The teacher will give a general description of the materials required for this lesson. |
| Teaching: Input Versions a, b, c, and d will be given to the students. Each of the texts is spaced differently. Modelling The students will later form groups of 4, and each group will have one document for each version (a total of 4).Students make use of their gaps to list relevant questions, with 8 spaces in each edition, to bring out the response for each space.Students will form 4 groups of a, b, c, and d. In the groups, they will enquire and respond to each others’ query (The above steps should take at most 15 minutes). Checking for Understanding The teacher will hand the students 3 sheets for the handout of language analysis and practice.The students will work through the 3 sheets as individuals and then later come together in groups to share their responses.The students would be left in the same groups for the session of language analysis and practice.The groups would be changed after the above session. This will allow for diverse dynamics of contact or interaction and support weak students who may not be benefiting from their previous groups. Questioning Strategies |
| Guided Practice: The teacher will give out a writing practice and give the individual students time to write their own adverts (The time allowed for this is 15 minutes). This will take place under direct supervision of the teacher. |
| Closure: The above exercise will leave between 10 and 15 minutes that the students will use to sell or advertise their towns. |
| Independent Practice: The students will be given homework to sell their school to the public, and include any information that would give the institution a positive image and make it a unique brand. References Harmer, J. (2006). How to teach writing. New Jersey: Pearson Education India. Schmidt, R. (1993). Awareness and second language acquisition. Annual review of applied linguistics, 13(1), 206-226. Willis, J. (1981). Teaching English through English (Vol. 8). ^ eUK UK: Longman. |
- A Differentiated Science Lesson Pan
| Class: 5th Grade Science |
| Unit: Structural Adaptations of Animals: Beaks |
| Teacher: |
| Focus and Review: Students will have studied the meaning of “structural adaptations” (These are distinctive body forms that assist an animal stay alive). Students are already aware that the shapes of the body of birds, for instance feet, aid in their survival. In light of this argument, a foot that is webbed helps any type of bird to swim which thus catching its prey in water. The idea of structural adaptations would be applied to the beak of birds. |
| Objectives:Provided with five pictures of various beak forms found in birds, the student will be at a position to identify and differentiate them according to their varied uses. The uses include boring insects, crushing of seeds, sucking of nectar, amongst others, with a maximum of one mistake. |
| Standards: Standard 2, Descriptor b and c, Indicator 1(Teachers Establish a Respectful Environment for a Diverse Population of Students; Students categorized as ELL, Disabled, Gifted Students, Average Learners, and Slow Learners).Standard 3, Descriptor a, Indicator 1, and Descriptor d, Indicator 1(Teachers Know the Content They Teach; A Brief Introduction into the Reading given to attract student attention).Standard 4, Descriptor c and h, Indicator 1 and 2 (Teachers Facilitate Learning for their Students, Learning Materials Provided). |
| Materials: Pictures of birds that illustrate various types of beaks as described in the section of Guided Practice.Individual student worksheets as described in the section of independent practice. |
| Duration: A 24 hour lesson |
| Anticipatory Set: The teacher will perform a review of the meaning of phrase ‘structural adaptation’ together with the students and discuss the different adaptations of the feet of birds that they had initially studied. |
| Teaching: Input The teacher discusses the varied shapes of the beak of any bird and the type of meals or food that they eat. Modelling . While discussing various types of birds’ beak, students would be studying pictures of birds including sandpipers, woodpeckers, cardinals, hummingbirds, and nuthatches. The shapes of the beaks discussed are sample structural adaptations of birds. The unique shapes enable the birds to eat. Checking for Understanding The Beaks that are stout in shape help the birds crush seeds. Finches and cardinals have beaks that are stout. Beaks that are long and narrow are used in boring to catch insect preys. Creepers and nuthatches have beaks that are long and narrow, which can be used for wedging on the bark of the tree to uncover insect preys. The long and thin, delicate forms of beaks observed in a hummingbird are used for sucking nectar from flowers. Wide and strong, sharp pointed beaks such as the one observed in a woodpecker can be used for hammering into any tree, while the long and pointed types of beaks found on the sandpiper are meant for penetrating deeply into a sandy soil. Questioning Strategies |
| Guided Practice:The teacher provides students with books that contain several pictures of birds, with a central focus on the beak.The teacher will request the students to name the kind of food that the bird feeds on by observing the nature (shape) of its beak and making references to the illustrations initially provided by him or her.The teacher will respond in regard to the degree of accuracy attained by the student’s feedback. |
| Closure: The teacher summarizes the lesson and provides and highlights the significance of the lesson. |
| Independent Practice: Each student will receive a worksheet that has pictures of the 5 assortments of beaks that are initially described. Each of them will list the characteristics that are observable on the beaks and determine how the features identified help the birds in question eat particular food types. Differentiated Instructions The students will be exposed to similar content 3 times, that is, when the teacher gives examples and basic information, during the individual practice and response session, and finally when they work on individual worksheets.The teacher will provide support to the students during the lesson, particularly the practice and feedback session.The teacher will identify individuals that do not understand the contents of the lesson when they work individually on the worksheet provided. For such students, an assisting partner student would be assigned by the teacher to help them grasp the basic information of the lesson, while at the same time help them work on the worksheet. Assessment Instruction: Observe and identify how each of these birds make use of its beak. Hawk Pelican Owl Green Heron Eagle Flamingo I. Hawk _____________________________________________________________ Pelican __________________________________________________________________ Owl _____________________________________________________________________ Green Heron______________________________________________________________ Eagle ____________________________________________________________________ Flamingo _________________________________________________________________ Reference Conwell, C., & Cobb, K. (1990). Science equals success. Education Development Center, Inc. Newton, MA. |