Sample Education Essays on Lesson Plan: Kindergarten: Subject is ELA/ reading

The central focus (big idea) should be broad enough to cover 3-5 days of the learning segment.

All state standards that apply for this lesson.

http://www.dpi.state.nc.us/curriculum/

Be specific when explaining how the learning segment integrates other content area skills.

Tip: What will the students know and be able to do by the end of the lesson? (Identify an observable and measurable verb (refer to Bloom’s Revised Taxonomy) that clearly explains the intended learning outcome.)  How will the student demonstrate new learning?

Resource Guide

List the materials and/or technology needed to conduct the lesson.

Academic language represents the language of the discipline that students must learn and use to participate and engage in meaningful ways.

Student Video

Language demands is the way that academic language is used by students to participate in the learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function: Choose one action verb from Bloom’s Revised Taxonomy that relates to your Learning Target (Daily Lesson Objective).
Tip: Check your handbook for the specific Language Functions active verbs. Language functions are the content and language focus of the learning task, represented by the active verbs within the learning outcomes. (Bloom’s Revised Taxonomy)

Content/Academic Vocab: What specialized vocabulary will be used during the instruction of this lesson? Key words and phrases that are used within the discipline: Tier 1: Basic vocabulary words that do not have multiple meanings (ex. Book, girl, sad, tree etc.); Tier 2: Words used across a variety of domains (ex. Characteristics, analyze, compare); and Tier 3: Words specific to the discipline (ex. Constitution, metaphor, proton, simile, rotation, transformations)

Discourse: How students of the discipline talk and/or write in knowledge construction.  How the students communicate their understanding.  Each discipline has its own way of communicating what they know and how they should know it. How will your students share and express knowledge? Will they do this by talking or writing? What will your students have to DO in order to achieve the lesson objective (learning target)?

How you support students and their language use. The set of conventions for organizing words, phrases, and symbols together into structures.  Guide in support language use, Think Grammar.  Ex.: Sequence of Events (first, then, next, last); Story Maps; Subject Verb agreement; Structure of a sentence such as: length, word order, grammar, active/passive voice, etc.; Graphic organizers; Formulas; Conventions (spelling, grammar, & punctuations); Charts; Rules of language; and Outline, Venn Diagrams.

What students have previously learned, created, etc. that relates to this learning target/daily objective?

Tip: How does this lesson specifically connect and/or apply to global awareness and/or real-world experiences?

(list materials for each section)

Time

(varies by grade)

Questions to consider:

How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?

How will you pique interest and/or curiosity regarding today’s topic?

How will you activate and build on prior knowledge and experiences related to the topic?

2.     Learning Target (Daily Lesson Objective):

Tip: The student will be able to …

Rephrase the daily objective in “student friendly language” if needed. This may be repeated from above.

“I Can” Statement Video

Teacher Demonstration

(For example, “I can” and/or “Essential Question” statement.)

This is what the teacher says and does.

(present task, information and guidance, not just a video)

·       How will you model this strategy/skill for your students (exemplars and/or demonstrations)?

·       How will you explain this strategy/skill so that students will understand the how and why?

This is what the teacher and students do together.

(scaffolding new learning)

concept?

This is what the student does independently.

(retention and transfer of new learning)

·        How will students practice/demonstrate knowledge of learning target?

·       How will students independently practice using the strategty and the skill its targets?

·       What planned supports will you use for the whole class, individuals, and/or stduetns with specific learning needs?

Tip: Identify methods as formal and/or informal.

Formal vs Informal Video

Tip: Try to have at least one or more formal assessment per learning segment to collect data on student understanding

Tip: Always connect your assessments to either the Daily Lesson Objective, Central Focus; and/or Language Function(s). Remember you must assess the Language Function(s) somewhere in the Learning Segment.

Tip: This should bring lesson full circle and address the Daily Lesson Objective and the Language Function(s)

What questions would you ask yourself after implementing this lesson?

·       What were the areas of concern for the lesson?

·       What would you do differently if you were teaching the lesson again?

(Students with plans, IEP, 504)

(General population)

Keep artifacts of assessments used and feedback given.