Lesson Plan Template
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Liberty University *
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Course
554
Subject
Linguistics
Date
Jan 9, 2024
Type
docx
Pages
6
Uploaded by CountExplorationOkapi27
EDLC 554
L
ESSON
P
LAN
T
EMPLATE
D
AILY
L
ESSON
P
LAN
T
EMPLATE
P
RELIMINARY
I
NFORMATION
Candidate
Name:
Joseph
Neil Ryan
Grade Level:
4th Grade
Candidate’s
Endorsement:
Elementary
Education K-6
Central Focus:
Reading Comprehension
Subject:
Language Arts
Learning Segment Theme:
Cause and effect & fact and opinion
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.
S
TUDENT
A
SSETS
(K
NOWLEDGE
OF
S
TUDENTS
)
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.)
The practicum setting that I am placed in only allows me to be with one set
of students for 2 hours and another classroom for 1 hour. I have not had the
ability to gain background knowledge of the students.
Cultural
(Traditions,
dialects,
worldview,
literature, arts,
etc.)
Click or tap here to enter text.
Community
(Landmarks,
community
events, etc.)
Click or tap here to enter text.
Developmenta
l
(Cognitive,
physical,
social, and
emotional)
Click or tap here to enter text.
C
ONTENT
S
TANDARDS
Page 1 of 6
EDLC 554
State
Standards
4.6 The student will read and demonstrate comprehension of nonfiction texts.
f) Distinguish between cause and effect.
g) Distinguish between fact and opinion.
National
Standards
NCTE / IRA Standards for the English Language Arts
1. Students read a wide range of print and non-print texts to build an
understanding of texts, of themselves, and of the cultures of the United
States and the world; to acquire new information; to respond to the needs
and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary
works.
6. Students apply knowledge of language structure, language conventions
(e.g., spelling and punctuation), media techniques, figurative language, and
genre to create, critique, and discuss print and non-print texts.
8. Students use a variety of technological and information resources (e.g.,
libraries, databases, computer networks, video) to gather and synthesize
information and to create and communicate knowledge.
InTASC
Standards
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures
of the discipline(s) he or she teaches and creates learning experiences that
make these aspects of the discipline accessible and meaningful for learners
to assure mastery of the content.
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage
learners in their own growth, to monitor learner progress, and to guide the
teacher’s and learner’s 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.
Students will gain the ability to understand the difference accurately and successfully between
a fact and an opinion in a text and the aspects of cause and effect. The students will be able to
identify what the cause and what the effect is of a situation. Also, the students will be able to
recognize what a fact and opinion is based on evidence given in a text.
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?
To begin the lesson, I will ask them what their previous knowledge of fact and opinion is.
What makes something a fact and what identifies something as an opinion? Afterwards, I will
ask the students what their knowledge is of cause and effect. An example I would say to the
students is “Because you all have prior knowledge of facts and opinions, the effect is that you
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EDLC 554
will succeed during this lesson”.
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/M
odeling
To continue with the lesson, I would show quick videos about cause and
effect & fact and opinion. After the cause and effect video, I will have self-
created questions on the PowerPoint displayed on the Active Board for
students to answer. The students will read the matching questions and come
up to the board to match which is which. This method will be repeated for
fact and opinion as well.
HTTPS
://
WWW
.
YOUTUBE
.
COM
/
WATCH
?
V
=T7
UQ
3
G
0TV
P
U
HTTPS
://
WWW
.
YOUTUBE
.
COM
/
WATCH
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V
=D
WD
DC
L
WP6
I
4
Guided
Practice
For guided practice, the teacher will distribute worksheets for both
cause/effect and fact/opinion. The teacher will go over 2 or 3, depending on
how the class feels, then students will complete the rest with a whole group
review. For each worksheet, the teacher will have a copy of the worksheet
on the Active Board for students to write their answers. Once the guided
practice is finished, I will then complete an overview of the two topics then
HTTPS
://
WWW
.
SUPERTEACHERWORKSHEETS
.
COM
/
CAUSEEFFECTFACTOPIN
ION
/
CAUSEEFFECT
2_WBMBD.
PDF
HTTPS
://
WWW
.
EREADINGWORKSHEETS
.
COM
/
WORKSHEETS
/
READING
/
FACT
-
AND
-
OPINION
/
FACT
-
AND
-
OPINION
-
WORKSHEET
-01/
Independent
Practice
Students will complete stations independently at their own pace. As students
finish each station, they will move on to the next station. This will help
students who complete their work at different paces work at their own
rhythm without feeling rushed and the opportunity to fully complete their
work.
Station 1: Fact/opinion and cause/effect worksheets
https://www.k5learning.com/worksheets/reading-comprehension/grade-4-
fact-opinion-a.pdf
https://www.k5learning.com/worksheets/reading-comprehension/grade-4-
cause-effect-a.pdf
https://www.k5learning.com/worksheets/reading-comprehension/grade-4-
cause-effect-b.pdf
https://www.ereadingworksheets.com/worksheets/reading/fact-and-
opinion/fact-and-opinion-worksheet-02/
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EDLC 554
Station 2: IXL codes relevant to fact/opinion and cause/effect. D.3, U.1, U.2,
and U.3. Students must complete these codes to 100%.
https://www.ixl.com/ela/grade-4
Station 3: Students will partner up with someone, who has finished station 1
and 2, to play games that are relevant to cause/effect and fact/opinion.
E
ND
: C
LOSURE
How will you end the lesson in a way that promotes student learning and retention?
To end the lesson, I would do a quick review with them about the aspects of fact/opinion and
cause/effect. I will ask each student what they have learned and what they improved on as
well.
E
VIDENCE
AND
A
SSESSMENT
OF
S
TUDENT
L
EARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pr
e-
assessment(s)
(could be prior
to the lesson)
In the beginning of the lesson, students will complete a pre assessment that
will go over the content of the lesson. The core of the content is building off
of previously learned knowledge from previous grade levels. Students who
moved in from other school districts may struggle more than others.
Formative
Assessments/
Feedback to
Learners
(part
of the activities
in the lesson)
Students will complete quizzes that are relevant to each aspect of the SOL
standards. The quizzes will be multiple choice and matching.
Summative
Assessment
(matches the
objective)
Students will complete a multiple choice, matching, and short answer
assessment that covers all aspects of the specific Virginia SOL standards.
The assessment will include short passages that students must read that will
be incorporate both fact/opinion and cause/effect.
A
CADEMIC
L
ANGUAGE
D
EMANDS
Language
Demand(s)
Students will need to know the definitions of fact, opinion, cause, and effect.
Language
Support(s)
Students who have difficulty reading at grade level will receive read aloud
assistance from a paraprofessional assigned to the room during Language
Arts instruction.
Essential
Vocabulary
Cause, effect, fact, opinion, evidence, and proof.
LU SOE-S
PECIFIC
L
ESSON
R
EQUIREMENTS
Character
Hard work and respect. From learning more details about cause/effect and
Page 4 of 6
EDLC 554
Education
fact/opinion, they will be able to use that knowledge to gain a better
understanding of other people’s situations and backgrounds.
Materials
Pencil, paper, eraser, highlighter, laptop, headphones, and Active Board.
Technology
Connection
Students using laptops and headphones to complete assignments on IXL.
C
ONSIDER
THE
F
OLLOWING
Q
UESTION
FOR
THE
NEXT
SECTION
OF
THIS
F
ORM
:
How will you support students to meet your goals? EXPLICITLY describe what you will do!
List planned supports (instructional strategies, learning tasks and materials, and other
resources deliberately designed to facilitate student learning of the central focus).
Planned
Supports
The classroom will have one paraprofessional that comes in during
Language Arts instruction to better assist with the students who have IEPs
and 504s. Also, the paraprofessional will complete the read aloud assistance
on assessments.
S
UPPORTS
: D
IFFERENTIATION
/E
XTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionaliti
es
(special
needs
[IEPs/504
plans], gifted
and talented,
accommodatio
ns, etc.)
Students who have IEPs for educational needs will have a lower needed
score to achieve on IXL. The lowered score will be 80 rather than 100. On
assessments, students will have less answer choices and less questions to
better accommodate their needs. To make it fair for all students, students will
have the opportunity to make corrections on their assessment if needed.
ELL
Students who are ELL, will be pulled from their classroom to gain their
English as a Second Language lesson. On assessment days, they will be
pulled and the ELL instructor will read their assessment to them in English
and Spanish.
Learning
Styles/Student
Engagement
Extension
Click or tap here to enter text.
R
EFERENCES
: R
ESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Click or tap here to enter text.
YouTube. (2020, October 26).
Cause and effect | english for kids | mind blooming
. YouTube.
https://www.youtube.com/watch?v=T7uq3g0TVpU
YouTube. (2019, September 26).
Fact or opinion for kids *updated*
. YouTube.
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EDLC 554
https://www.youtube.com/watch?v=DwdDClWP6i4
R
EFERENCES
: R
ESEARCH
TO
S
UPPORT
I
NSTRUCTIONAL
D
ESIGN
Cite all research used to support instructional design, including URLs or other references.
Click or tap here to enter text.
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