lesson plan 3
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School
Des Moines Area Community College *
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Course
101
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
5
Uploaded by KidFreedomOyster34
Please address all the items in each category thoroughly; elaborate and add details and examples. For additional support, descriptions, and examples see the Lesson Plan Support Document
.
UIU Student Name: Paige Gwyin Subject Area: Social studies UIU Supervisor (if applicable):
Cooperating Teacher (if
applicable):
Grade Level:
Lesson Title:
Date:
Content Standards: Cite specific content standards from the Iowa Core Standards/Iowa Academic Standards K-12 and/ or National Standards addressed in this lesson.
SS.3.28. Explain the cultural contributions that different groups have made on Iowa. (music incorporation)
MU: Pr 4.1.3 Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose
, and context
. I CAN statement(s): Write the standard in student-friendly terms. Essential Question(s): Pose open-ended, thought-provoking questions (with no right answer) to engage students and deepen Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
Lesson Plan
understanding
.
How does one’s
culture influence where one chooses to live?
What did immigrants experience when they arrived
in America?
Learning Outcome(s):
Determine what broad understanding students will develop. Objective(s): Identify important concepts, ideas, or skills students will understand and apply by the end of your lesson.
Blooms/DOK: Determine the Blooms and DOK level for this lesson and describe how it fits into the lesson progression for your unit. Assessment(s): Determine how you will gather pre-assessment data. Also, determine what will be learned in this lesson that will be part of the summative assessment. Resources Used for Planning:
Identify the resources used and/or created for planning this lesson. https://iowaculture.gov/sites/default/files/history-education-ghk-immigration-educator.pdf
Contextual Factors: Briefly describe how this lesson will meet the needs of all students. Consider student needs regarding prior knowledge, culture, family background,
environment, gender, religion, SES, etc.
Three students are identified as gifted-two in math and all three in reading. In addition to those students, you have three other students who are performing above grade level in the particular content area you are teaching. You have six students with an IEP. One has a speech-only IEP, one has a behavior IEP that allows the student to have a visual schedule and regular, scheduled breaks, as well as the support of a paraprofessional. The four other students all have reading and math goals and are performing at least two years below grade level in both areas. You have two deaf students who have a 504 that allows them to be seated towards the front of the room and have an interpreter in the classroom. The 504 also requires that you wear a microphone for voice amplification as they have cochlear implants. You have four ELL students. One has limited English and speaks Vietnamese. Although he has limited English he has a strong command of math concepts and was reading on grade level in Vietnam. The other three speak Spanish as their first language and their language levels range from newcomer to almost proficient. This lesson will meet the needs of all of my students by using previous knowledge on prior ideas abouot the world and cultures learned in previous grades. It will allow my students to gain a more in depth understanding of migrating and moving to places. This will then support them as we move into immigr5ation and migration and then that will be used in addition to content when they move grade levels. I will scaffold where it is needed and utilize support of paras as well as assessing multiple times to check for understanding. By implementing UDL Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
and differentiation of the content will allow students a way to understand the content how they learn best. This also allows the students to have a choice of how they show content mastery before the summative assessment or by the end of the whole standard. Utilizing movement and music to display the learning as well as teaching the lesson in front of the students and moving in to having them practice the skills learned. Keeping in mind language barriers, accommodations and modifications the teaching and or re-teaching may vary. Looking at the specific needs of students with IEP’s and students with a 504 Plan I will re-teach, scaffold, add in supports and differentiate the content in ways their plans outline are best for them.I will look at how I can differentiate the lesson to best fit their needs based on the accommodations or modifications specified within their plans. Showing the content in different ways will reach all students differently based on what they need and how they learn. Videos and pictures for visual learners, video for auditory learners, hands-on learners have access to manipulatives and place value mat and cards, etc. Plan for Multi-Tiered System of Support (MTSS): A
spects of the lesson to be adapted for student needs. Instructional Sequence
Academic Language/New Terms: List and define all new academic language students will encounter in this lesson. Add or subtract rows as needed.
Introduction/Motivation:
Specifically describe how you will begin your lesson to motivate and engage the students in the topic. Hello friends! Today on our journey through America, we are focusing on IOWA! Let's consider what we have learned about immigration and migrating to another country. TW shows primary source pictures to allow students to inquire what they wonder about the Pictures. Teachers will give think time and pass out pictures and chart paper to table groups for apk. (LEADS into APK)
Procedure: Step
APK, ANI,
APP,
Time
Minutes
needed to
complete
Activity
What instructional
strategy will be
used?
Teacher Actions
What are you as the
teacher doing?
What questions will you
Student Actions
What are students
doing?
What technology will
Formative Assessment
How will you check for
understanding?
Classroom
Management
How will you manage
the learning
Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
Individual Needs
List the adaptations and include the student initials (accommodation, modification, scaffolding,
individualized strategy, IEP goal to be addressed, etc.)
IEPs
504
English Language Learners
Scaffolds needed to reach
grade level standard
Scaffolds needed to reach
beyond
grade level standard
Provide regular lesson on carpet, 3-5 challenging questions at group, ask the 5 students above grade level in math to create a challenging math problem for a peer in their group to solve, work
in partners to solve challenging problems, provide students time to dive deeper into the topic
Social-Emotional
Break space and fidgets. Self-regulation skills
Other needs of students
placed At-Risk
Provide a positive learning environment – check in with students in the morning, throughout day, buddy room if needed.
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GEN/
SUM
activity
ask?
What technology will
you use?*
students use?*
environment?
APK
TTW ask questions and call on students to answer. TTWS - When do you think Iowa was founded? TTWS Yes, it was founded in the 1830s by Louis Jolliet and Jacques Marquette.
TTWS we are going to read
TSW be at table groups
TSWS A long time ago.
ANI
APP
GEN/
SUM
*If applicable
Closure: Summarize or wrap up at the end of the lesson. Help students make connections to the Learning Outcomes/Objectives.
Description of Materials Needed: Create a bulleted list of what is needed to teach this lesson. Include materials/equipment in the classroom, technology, resources, textbooks, support documents. Note the time needed to set up and organize materials.
Re
flection
: If you taught the lesson, refer to the questions here
. If you did not teach the lesson, refer to the questions here.
Please respond to a minimum of 2 questions and/or refer to guidance provided by faculty. Attach presentations, handouts, assessments, etc. created or adapted/modified for this lesson.
Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
https://iowaculture.gov/history/education/educator-resources/primary-source-sets/immigration
video above – Adapted by Upper Iowa University from the RAPIL program
Updated July 2021