USF Elementary Lesson Plan Template

College of Education Childhood Education & Literacy Studies

All o !ecti"es must e #ritten as #hat you e$pect your students to %&' %o not use the #ords ()*&+, or (U*%E-STA*%', All o !ecti"es declared must e those you are committed to systematically assessing. as stated in your E"aluation Plan /Part 01' +hat is the Essential 2uestion 6o# can #e e$press "oca ulary through mo"ement5 /(3ig 4dea,1 all students are in"estigating5 +hat are your o !ecti"es for Students #ill e a le to e$press "oca ulary through mo"ement' student learning in this lesson5 +hy ha"e you chosen these Students need to e a le to e$press themsel"es creati"ely and sho# that #ords can e understood through o !ecti"es5 +hat Standards /*ational or State1 relate to this lesson5

1. Lesson Goals:

mo"ement' LACC'7'SL'8'9: Adapt speech to a "ariety of conte$ts and tas:s. using formal English #hen appropriate to tas: and situation' 1. Content )no#ledge Pro"ide an o"er"ie#;e$plain Teacher should :no# #ords and definitions. synonyms. antonyms. and ho# to relate it to the real #orld' For #hat teachers should :no# e$ample. these #ords may e found in "oca ulary lesson = in "oca ulary resource oo:s' a out this topic' +hat prior
:no#ledge is necessary to master the o !ecti"e/s15 4s there a learning tra!ectory in the lesson /in other #ords. is there a logical se<uence of steps that students must ta:e to master the content15 +hat connections can e made to other disciplines5 +hat (real #orld, connections can e made5 +hat is the underlying content :no#ledge that you #ant students to understand5 +hat misconceptions do students typically ha"e a out this concept5 -ationale and -ele"ance /Connection to Students> )no#ledge. S:ills. E$perience1 +hy is it important for students to learn this concept5

The meaning and usage of this set of "oca ulary #ords' Some may use #ords in the #rong conte$t they are unfamiliar #ith the #ord' Students #ill ecome etter readers #ith a more e$tensi"e "oca ulary ase'

1. Le"els of %ifferentiation
Adapted from Uni"ersity of Florida Path#ise 4nstruction Plan: Pre?internship

*ame. and then e$plain ho# your organi@ed this lesson to address the interests. readiness le"els. culture and;or learning profiles;styles of your students' E$plain #hy you made these choices' Aour rationale must contain clear e"idence of your understanding of differentiating instruction. culturally responsi"e pedagogy your classroom curriculum. and your :no#ledge and understanding of your uni<ue learners'

By students lo"e learning ne# #ords' They also en!oy mo"ing. dancing. and acting' 6o# does your lesson connect to; reflect the local communities5 Students #ho struggle and e$cel #ill e #or:ing in groups together to support each other through this content' They #ill e discussing different ans#ers and possi ilities to the mo"ement going #ith the matching "oca ulary #ord' The learning of "oca ulary #ill aid ELL>s in their :no#ledge of the English language' They #ill recei"e more practice pronouncing the #ords and connecting them to :inesthetic mo"ement' Students #ho need to e challenged can come up #ith not only an action. ut a sentence to go along #ith it Challenge them to ma:e a mo"ement for the entire phrase'

+hat are the "arious #ays that Students #ill e grouped at their ta le groups for efficiency' you #ill group students during this lesson and #hy ha"e you chosen each grouping method5 List indi"idual students of significance #ho continue to need special support to e successful during instruction' Then list the specific +hat students need specific accommodations in this lesson5 accommodations you are planning to use for each of these uni<ue learners' -emem er. accommodations are not the same as differentiating instruction. although the t#o can o"erlap' Student>s initials Accommodation

C C

+ill ha"e instructions gi"en indi"idually Bonitor for eha"ior

1. Bethods
Adapted from Uni"ersity of Florida Path#ise 4nstruction Plan: Pre?internship

+hat teaching method/s1 #ill Acti"e learning. Colla orati"e learning. :inesthetic mo"ement you use for this lesson5 +hy ha"e you chosen this Students remem er #ords more #hen they put a mo"ement to a #ord' method or these methods5 +hat specific co?teaching Lead and assist method are you incorporating5 1. Acti"ities: +hat are the specific teaching eha"iors that #ill occur during each portion of the lesson5 -emem er. if you ha"e different groups doing different acti"ities. each group>s acti"ity se<uence must e clearly e$plained in separate sections' This is often the longest section of your lesson plan and #ill need to e #ritten e$hausti"ely' Please also include the timing each acti"ity #ill ta:e. your plan for transitions et#een acti"ities. and strategies to support time management and classroom management' +hat acti"ities ha"e you planned for each phase of your teaching method5 +hat is the role of the teacher5 +hat is the role of the student5 +hat student data #ill e collected during each phase5

Begin by reviewing vocabulary words and definitions. Students will give me these. This will be an assessment on what the students remember from last week. Students will then work in groups to create movements for each of the words. Walk around to assess student participation. Each group will present for one of the words. Then go over the movements again whole group. This will assess student understanding of the activity.

1. Baterials: List the primary materials and resources #ill you use to support each student>s success in meeting the learning goals /this can include people. as #ellD1 +hat instructional materials #ill Eoca ulary resource guide you use. if any5 +hy ha"e you chosen these This is the necessary resource used for "oca ulary' materials5 1. E"aluation Plan: A comprehensive data collection plan is needed that demonstrates how you intend to provide multiple kinds of evidence to document student learning in an ongoing manner. 6o# do you plan to e"aluate E"aluation of content #ill e #hen students present their mo"ement to the class' Students #ill e assessed on student learning on the content pre"ious lesson prior to this one' %uring the lesson students #ill e assessed #hile #or:ing in groups' After of this lesson5 List the students #ill e assessed #hen presenting to the group' com ination of e"aluation;assessment data you plan to collect efore. during. and after the lesson /E$amples: responses to test;<ui@ <uestions and;or scores. student #or: products or performances. teacher>s !ournal. o ser"ations and field notes. photographs;"ideo. sur"eysF1' 1. -esources

Adapted from Uni"ersity of Florida Path#ise 4nstruction Plan: Pre?internship