Belmont Lesson Plan Template

DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document
1.
General Information
Teacher: Shannon Cain
Students: 30
Mentor: Mr. Cargile
Number: 1
Date: 4/30/15
Sequence: 1

Subject: Science

Number of

Grade: 8th grade

Lesson

Time Allowed: 50 min

Lesson in
Unit Title:

TCAP Review
2.
Topic- TCAP Review
3.

Subjects Integrated- 8th grade science, Life Science, Chemistry

4.
Readiness and Background Knowledge
At the beginning of class, we are going to grade the Life Science Unit Test that
the students took yesterday. After grading, we will begin to go over their TCAP
Review Packet. All of the content in the review packet is review from this year.
5.
Goals
The goal of this lesson is to begin reviewing for TCAP. Below are some of the
standards that will be covered during our review.
CCSS.ELA-Literacy.RST.6-8.4 I can identify atoms as the fundamental particles
that make up matter.
CCSS.ELA-Literacy.RST.6-8.4 I can identify, explain, and measure the physical
properties of matter, such as: mass, weight, volume, density, temperature,
state, ductility, malleability, solubility, conductivity, that are determined by
structure and arrangements of particles.
CCSS.ELA-Literacy.RST.6-8.7 I can analyze data to determine if a physical or
chemical change has occurred.

CCSS.ELA-Literacy.RST.6-8.4 I can compare and contrast the properties of

acids, bases, and neutral solutions (taste, indicator of color change, pH and
feel).
CCSS.ELA-Literacy.WHST.6-8.2d I can explain the relationship between a
balanced chemical equation and the Law of Conservation of Mass.

6.
Objectives
Student learning objectives:
By the end of this lesson, the learners will be more familiar with the content
that will be on TCAP.
Teacher learning objectives
I will work on lesson pacing and wait time.
Assessment
-I will assess the students informally through questioning throughout the
lesson.
-I will adjust instruction and re-explain concepts when needed.
7.

Resources and Materials

-Textbook
-SmartBoard/projector
-TCAP Review Packet
8.

Instructional Model, Procedures, and Strategies

-Grade Test- 20 minutes

-TCAP Review- 20 minutes
-Homework time- 10 minutes
a.)

Attention Signal
The students are great about starting class on time. I usually raise my
hand or give a direction to get their attention to begin class.
b.)
Test.

Opening and Advanced Organizer

The students will be excited to see how they did on their Life Science Unit

c.)

Behavioral Expectations
We expect the students to treat the teachers and each other with
respect. Only once person will speak at a time during the discussion, unless the
class is notified to call out an answer collectively. If the students have a
question, they will raise their hands. The students will be active listeners and
participate in our discussion.
d.)
Instructional Steps
-I will go over the agenda for todays class.
-A couple of students will pass out the test from yesterday.
-The students will trade papers for grading.
-We will zigzag around the room, and the students will read the questions and
the answers.
-We will talk about any questions that the students were confused about.
-After going through all the questions, the students will total the number of
questions missed and write the students grade on the top of the test.
-The students will have time to look at their test and ask me questions
individually.
-I will collect the test while the students are getting out their TCAP Review
Packet.
-We will begin going over the portion of the packet that was due today (pages
1-5).
-We will focus on the concepts that the students had difficulty with in the
packet.
-After we go through the packet, I will give the students time to work on the
second half of the packet.
-I will walk around the room and provide feedback and answer questions as the
students are working.
e.)
Lesson Closure
We will close the lesson by giving the students time to work on their homework
packet.
f.)
Feedback and Evaluation
I will give the students feedback as they answer the questions in the packet.
We will go over most of the questions during class, so I will be able to evaluate
how well they know the material and what concepts they are struggling with.
9.

Modifications

I have an ELL student in my 3rd period class. Fortunately, I have another ELL
student would speaks English well. For partner activities, these two students
work together and can talk in Japanese while they are working. I also provide
the PowerPoints with space for notes in case they do not get everything written
down during class.