Lesson Plan

EDUC 225 L ESSON P LAN T EMPLATE D AILY L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Victoria Sellick Grade Level: 1st Grade Candidate’s Endorsement: Elementary Education Central Focus: Parts of speech Subject/Topic: English Learning Segment Theme: Verbs/Action Words Where in the learning segment does this lesson occur? ☐ Beginning ☒ Middle ☐ End Lesson Structure or Grouping: ☒ Whole Class ☐ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. Student Assets (Knowledge of Students) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) N/A Cultural (Traditions, dialects, worldview, literature, arts, etc.) N/A Community (Landmarks, community events, etc.) N/A Developmental (Cognitive, physical, social, and emotional) N/A C ONTENT S TANDARDS State Standards Virginia Learning Standards: Oral Language 1.2 Students will improve their comprehension and usage of word meanings. a) Expand listening and speaking vocabulary. National Standards CCSS.ELA.-Literacy.L.1.1.E Use verbs to express the past, present, and future. (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home.) InTASC Standards Standard #6: Assessment. The teacher knows and employs a variety of assessment tools to involve students in their development, monitor student progress, and lead both the teacher and the students' decision-making. L EARNING O BJECTIVE ( S ) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. After explaining what a verb is, the students will be given a list of 6 full phrases and asked to correctly identify the verbs in 4/6 sentences. B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? Start the class with a game. Everyone in the class will stand behind their chairs, and I will approach each individual and assign them a different activity (e.g., sprinting, clapping, Page 1 of 5

EDUC 225 leaping). I'll then ask the class what each kid is doing, and the students will yell out their responses as a group. I will then put on the board the activities that the pupils are doing as verbs/action words. M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/Modeling -The teacher will explain to the pupils that they will be playing a game to have a better knowledge of verb/action terms. -After the game, the instructor will provide practice worksheets including ten phrases to each student. Students will partner up with a tablemate and attempt to identify/circle the verbs in each phrase. -When everyone has done their ten sentences, the instructor will go over the worksheet with the whole class and identify the verbs so that students may compare their responses to see whether they were accurate. Guided Practice -Students will be divided into groups of 3-4. Each group will be handed three note cards with a word on each (a noun, verb, or adjective). -Each group will get a whiteboard and a dry erase pen. The board will be pre-labeled with the statement (Example: Nancy _______ how to paint yesterday). The groups will decide which word is right and write it on the whiteboard. -Each group will check in with the instructor. The instructor will steer the learning process by providing feedback on what each group determined as the necessary verb to finish the sentence. As appropriate, leading questions and prompting skills will be utilized to ensure that each group identifies the proper verb. Independent Practice -Students will be handed a worksheet identical to the practice worksheet, which they will do individually for the rest of the class. -Students will submit their completed work to the instructor for evaluation. This will act as a formative evaluation and allow the instructor to judge how much this skill should be covered in class. The instructor will give each student customized comments on their homework. E ND : C LOSURE How will you end the lesson in a way that promotes student learning and retention? The whole class will reunite. The instructor will go over the essential keywords from the class, Page 2 of 5

EDUC 225 assist student with learning: -Key words from the class are shown throughout the lecture and for usage thereafter. -Movement-based introduction exercise to aid with learning retention. -Students were given note sheets to fill out while studying and to go back to later. -Check-in with the instructor during both guided and individual practice. S UPPORTS : D IFFERENTIATION /E XTENSION How will you provide successful access to the key concepts by all the students at their ability levels? Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.) -All Individual Education Plans (IEPs) and Section 504. Plan accommodations and alerts, such as proximity seating, regular check-ins for comprehension, and pre- completed notes, will be implemented. -Students with visual impairments will be able to see bigger type on the notes page, practice sheet, and concluding worksheet. -Students with hearing impairments will have access to adaptive technologies to assist with teaching and group discussions. ELL -English Language Learners (ELL) will be divided into different groups so that they do not overlap. -Translations of the content will be supplied when required. Learning Styles/Student Engagement Several parts of the lesson contribute to creating a classroom climate that promotes student learning: -Different learning methods were combined, including: *Visual: events printed on pieces of paper to observe during Opening/Set; usage of whiteboard/marker. *Auditory: game played at opening/setting and direct instruction/modeling; discussion during group work. *Kinesthetic: utilization of different materials, such as movement-based introduction, whiteboard/marker. -Encourage pupils to make their own graphics on the notes page (to help them feel more in control of their study). -Group work to help with engagement -Check in with the instructor during guided practice. -Personalized feedback for each learner during individual practice. Extension Students who have shown mastery of the standard will be assigned an extension assignment in which they will team up and create their own full sentences, while their partner will identify the verb. The pupils will take turns Page 4 of 5

EDUC 225 as time allows. R EFERENCES : R ESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other references. Lesson Plan Example Provided in the course material and assignment. R EFERENCES : R ESEARCH TO S UPPORT I NSTRUCTIONAL D ESIGN Cite all research used to support instructional design, including URLs or other references. -Price K. and Nelson K. (2018). Planning Effective Instruction: Diversity Responsive Methods and Management, 6th Edition. Wadsworth Cengage Learning, Belmont, CA. -Planning beforehand for necessary resources in the lesson (3-4c). -Group work is utilized to enhance motivation, develop social skills, and help kids with impairments and ELLs. (8-2a) Page 5 of 5