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Hayley White Quarter 3 Lesson Plan Template Iowa Teaching Standards- Demonstrates competence in classroom management.

Although my prepared lesson involves the majority of these standards and benchmarks, I wanted to tough base on this one. I do have trouble with students staying on task, or basically trying to get me off task with silly comments, so my goal with them is to really just make it through the lesson the way I have planned. A). creates a learning community that encourages positive social interaction, active engagement, and self regulation for every student- our classes are always very involved. The day starts with our DOL which is completely run by the class. They make the corrections on the board to the sentences we provide. They self regulate themselves in a way. Miss Klinge and I love to ask them questions about the things they say, that way its easier for the students to stay involved. B). establishes, communicates, models and maintains standards of responsible student behavior- Miss Klinge and I are always the first examples to how the students should act. We dont interrupt a student when they are intelligently participating in class, we dont fiddle around with things when they are talking. If a student is acting inappropriately, Miss Klinge and I wont think twice about correcting them. C). develops and implements classroom procedures and routines that support high expectations for learning- they know that everyday when they come into the classroom, they are supposed to get out their journals and start with their DOLs. I will be doing that as part of my lesson as well, to keep up with the routine. They know to sit quietly until everyone is done, and then raise their hands to correct the sentence. They are very good at the routines of the classroom, but I do know that this project that I am doing with them is a little out of norm, so well see how they adjust. D). uses instructional time effectively to maximize student achievement- I have many activities planned, and this should fill up the 35-40 minutes of teaching time that I am giving them. I have a book to read, questions to ask, projects to explain, a DOL to do, and if there is leftover time, I may have them complete a worksheet for me. E). creates a safe and purposeful learning environment- I like to look at safe as not only clear from physical danger, but also having a class full of open-mindedness, we have one student who is always made fun of for everything he says. I want to make sure that doesnt happen anymore, especially when I am teaching. I want everyone to feel comfortable in the room, and for everyone to have the awareness that we are all equals in there. District Standards- Students will engage in the writing process The lesson that I am teaching is a fundamental of the writing process. Although it may not hit the ideas that we need to draft, and revise, and research, it does help the students get one step closer to figuring out the language they write with everyday. 6.1 B). Students will demonstrate an understanding of the principles of language. They will use a variety if stylistic techniques and transitions in writing- an adjective is one of the basic principles to our language: along with a verb, a noun, etc. Hopefully this lesson will help them develop an understanding.

Methods- My method would be more direct I believe. I am directly asking them everything they know about adjectives. To take care of any misunderstandings with adjectives, I am reading a book that directly pinpoints to the students exactly what an adjective is. I am reading the book to the entire class, and explain their project to the entire class. There are no small groups, its a chance for everyone to get to be creative, and have a fun project. I do have the book as an example, and I also did the project that I am asking them to do. That way they arent confused as to my instructions. Assessment- I am assessing them in a few ways. First off would be just asking them what an adjective is. This way I know who is aware, and who is not. Another assessment of mine is that they are going to present their projects the next day too the class. Everyone gets too see many different adjectives all at once, the students will start to become more familiar with the idea of them. Concerns and issues-The materials and sources needed, I am providing them with most of them. From me they are receiving the paper plate to do the project on, and they will be asked to find the objects to make the rest of the project. I also have the book that I am reading, so all they have to do is listen and follow along. If necessary, I have a worksheet that they can do; it will be provided by me as well. -There is actually no technology needed for this project or lesson whatsoever. -I have thought about the special needs of students. There is nobody in the classes that will be incapable of doing the project as a result of mental disabilities, etc. I do understand, however, that not everyone may have objects that represent shiny, or pointy. So if someone says that they may not be able to find everything at home, then I am allowing them to merely draw on the paper plate. If they dont have pieces of soap to spell out clean, then they may draw pieces of soap so spell out clean. I will encourage them to not draw things, and really try to be creative, but Im putting it out as an option for them. -There will be multiple intelligences addressed with this project. Many of my students will learn adjectives from the book that I read. And that is fine. Others are linguistic and spatial learners, and the creativity of this project will help engage them into the lesson.

Lesson Plan and Order- 35-40 minutes per class, three class periods a day. -DOL on the board. Get them started with it right away, and get the corrections up on the board so we can move on. (5-10 minutes usually) -Ask the overall question-Does anyone know what an adjective is? Let them answer and give a lot of examples, and write them on the board. - Tell them exactly what an adjective is so there is no confusion -I am going to read a book to you called Hairy, Scary, Ordinary. So I need you to get out a piece of paper and something to write with. While Im reading the book, I want you to write down 5 or 6 of the words that you liked best. Ill let you know what were doing with those once Im done with the book. -Read them Hairy, Scary, Ordinary. (5 minutes) -Give them a moment to write down all of their adjectives -With the words they just wrote down, they are going to be doing a fun little art project. They all have 5 or 6 words written down from the book, if they didnt like any from the book, write some down from the board, or maybe come up with some of their own. -I will give each of them a paper plate, and then I will draw sticks to pick the order of who gets to choose their word first. -On their paper plate, they are going to create the word of their choice, using examples of that word. Show them my example, I chose the word fluffy, so I used cotton balls to spell out the word fluffy. I had to go out and buy cotton balls, so explain to them that if they dont have any materials to make the word, and they dont have a chance to buy anything, then they may write out the word creatively. If I didnt go out and buy cotton balls, then I could draw out little cotton balls to spell out the word fluffy. -Encourage them to be as creative as possible with these projects -The Paper Plate Project will be due tomorrow, and youll have a chance to present them to everyone, and maybe they could get hung up on the wall, so make it something to be proud of. -Make sure everyone understands the project, and leave time open for questions. Let them ask questions to figure out just maybe what they could make their words out of. -If there is still time leftover, I have a fun little game prepared using the idea of charades and Pictionary. They can choose to act out the adjective or draw the adjective on the board, and their classmates have to guess what it is.