Unit 6: Managing Challenging Student Behavior
Activity 1: Write a Lesson Plan
Lesson Plan
Teacher Candidate: James Sharp
Lesson Title: Protecting the RainforestGrade Level and Course: Grade 5 - English
Time Segment of Lesson: 40 minutes
Standard(s) Addressed in Lesson:
5Rd2 Understand, with little or no support, specific information and detail in short, simple texts on a range of general and curricular topics
5S6 Communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges
Overarching Unit Goal(s): Students will be able to identify why it is vital to protect the rainforest and be able to provide actionable ways to do so.
Objective(s) of the Lesson: Students will be able to ...
(Remember SMART - Specific, Measurable, Achievable, Realistic, and Time-bound)
Student Diversity and Differentiation of InstructionIdentify students who will need differentiated instruction for this lesson.
Student Diversity
Differentiation of Instruction
ELLs
Higher level students
Formative and Summative Assessments- include open ended questions that will lead students to think deeply about the content and will also build on prior knowledge.
Summative Assessment
Entry ticket
Students will complete an entry ticket to ensure they can recall what was learned last class before they start learning something new in this class. This will help form connections between preexisting knowledge and what they will learn in this class.
There is no summative assessment in this lesson. Summative assessment will take place at the end of the unit.
CCQs
When giving instructions and clarifying things, I will use CCQs in order to ensure that all students are understanding. This will be most used towards the start of the lesson when I am explaining the jigsaw task.
Randomizers
I will use randomizers to help me choose students to ansQuizwer questions. I will use this during discussion parts of the lesson.
Peer-Assessment
Students will be working collaboratively during this lesson and will have time for lots of peer-assessment while they work in groups.
Quiz
At the end of the lesson students will take part in a quiz about what they learned. This will give them great feedback about how well they worked in the lesson and also give me feedback about how successful the lesson was, which students understand well and which need more help, and which topics need to be explored more.
● If there is no summative assessment in this lesson, what/when will the summative
assessment be/take place
Questions for formative assessment during and/or after the lesson
Big Ideas to be Addressed in the Lesson:
What realistic things can grade 5 students do to protect the rainforest?
Discussion QuestionsWrite out questions that you would like students to discuss in class, before class or after class because they are interesting, support higher order thinking, and make for a lively and engaging discussion. If discussions must happen outside class, what tool will you use to facilitate the discussion (e.g. Twitter)?
We will have a class discussion at the beginning of the lesson.
21st Century Knowledge and Skills
21st Century Knowledge and Skills
Teaching Strategies
Collaboration
Students will work as part of two different groups in the jigsaw activity. This means that each student needs to know their role well in order to succeed.
Communication
Due to the collaborative nature of the lesson, students need to communicate a lot, with many different people. Students will get a lot of communicative practice in this lesson.
Critical Thinking
Students will need to think how they can apply different solutions to protecting the rainforest and make a suggestion of which one they think is the best and explain why.
Teaching Strategies and Related Student Activities (Include Web 2.0 activities and innovative strategies,as appropriate):
Teaching Strategies and Activities: What are the teaching strategies and activities that you plan to use to help students meet the lesson’s objectives? What are the steps that you will take to deliver this lesson (e.g., introduce the author, read the poem, ask students to…)? Make this section as detailed as possible. It should allow you to hand it off to a substitute teacher.
Objective: Students will be able to read a text about a rainforest and identify the location, size, animals and plants that live there, an issue it is facing, and a proposed solution and explain these key points to a partner.
Prerequisite Skills: Students will be able to read and decipher paragraphs of text.
Description:
Differentiation: Students are placed into different groups based on their needs. Lower level students will be reading easier content, while higher level ones will be reading harder content. There will be 4 levels overall. This lets students achieve the same task, but in a different way. The teacher will also be able to spend more time with students with special needs this way. ELLs will be allowed to use translation software if needed.
Teacher/Student Input: Write a note on what you expect the teacher and students to do as a part of this activity. Include a note on whether this is an “I do it”, “We do it” or “You do it” type of activity.
Review: Write down ideas on how you will review the topic, including notes on types of formative assessments that you will use during the lesson.
The discussion and quiz at the end of the lesson will help both teacher and students self-assess their performance. Both of these kinds of formative assessment will take place in the review stage of the lesson.
Materials and Resources for Lesson
Materials, Technology, and Websites
Required Preparation
Entry tickets
Print and prepare the entry tickets for students.
Worksheets about different rainforests.
Print and prepare the worksheets for students.
School supplies
Students should prepare their own notebooks and pens etc. however I will have some extra in case some students forget to bring their own.
References
N/A
Overall:
When I was evaluating your lesson plan, I tried to consider these aspects:clear learning objectives,building on prior knowledge,effective Instructional Strategies/Learning Activities, quality assessments,sticking to the closure, 21st century skills.
I would give your lesson plan an outstanding.
Strengths:
Areas of improvement:
Teacher Candidate: James Sharp
Lesson Title: Protecting the RainforestGrade Level and Course: Grade 5 - English
Time Segment of Lesson: 40 minutes
Standard(s) Addressed in Lesson:
5Rd2 Understand, with little or no support, specific information and detail in short, simple texts on a range of general and curricular topics
5S6 Communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges
Overarching Unit Goal(s): Students will be able to identify why it is vital to protect the rainforest and be able to provide actionable ways to do so.
Objective(s) of the Lesson: Students will be able to ...
(Remember SMART - Specific, Measurable, Achievable, Realistic, and Time-bound)
- Students will be able to read a text about a rainforest and identify the location, size, animals and plants that live there, an issue it is facing, and a proposed solution and explain these key points to a partner.
Student Diversity and Differentiation of InstructionIdentify students who will need differentiated instruction for this lesson.
Student Diversity
Differentiation of Instruction
ELLs
- Students will have access to digital dictionaries to use throughout the lesson.
- Students will work with other ELLs in order to give them more support during group work.
- Students will be given easier and shorter texts to read as part of the jigsaw activity.
Higher level students
- During the jigsaw activity, students will work with other high level students and read a more complex text in order to give them more of a challenge.
- Students will have extension tasks available if they finish their tasks ahead of time.
Formative and Summative Assessments- include open ended questions that will lead students to think deeply about the content and will also build on prior knowledge.
Summative Assessment
Entry ticket
Students will complete an entry ticket to ensure they can recall what was learned last class before they start learning something new in this class. This will help form connections between preexisting knowledge and what they will learn in this class.
There is no summative assessment in this lesson. Summative assessment will take place at the end of the unit.
CCQs
When giving instructions and clarifying things, I will use CCQs in order to ensure that all students are understanding. This will be most used towards the start of the lesson when I am explaining the jigsaw task.
Randomizers
I will use randomizers to help me choose students to ansQuizwer questions. I will use this during discussion parts of the lesson.
Peer-Assessment
Students will be working collaboratively during this lesson and will have time for lots of peer-assessment while they work in groups.
Quiz
At the end of the lesson students will take part in a quiz about what they learned. This will give them great feedback about how well they worked in the lesson and also give me feedback about how successful the lesson was, which students understand well and which need more help, and which topics need to be explored more.
● If there is no summative assessment in this lesson, what/when will the summative
assessment be/take place
Questions for formative assessment during and/or after the lesson
- What rainforests did you read about today?
- What is special about them?
- What makes each one unique?
- What problems is each one facing?
- What solutions have people suggested?
Big Ideas to be Addressed in the Lesson:
What realistic things can grade 5 students do to protect the rainforest?
Discussion QuestionsWrite out questions that you would like students to discuss in class, before class or after class because they are interesting, support higher order thinking, and make for a lively and engaging discussion. If discussions must happen outside class, what tool will you use to facilitate the discussion (e.g. Twitter)?
We will have a class discussion at the beginning of the lesson.
- Why should we protect the rainforest?
- What realistic things can grade 5 students do to protect the rainforest?
- What will happen to the world if we fail to protect the rainforest?
21st Century Knowledge and Skills
21st Century Knowledge and Skills
Teaching Strategies
Collaboration
Students will work as part of two different groups in the jigsaw activity. This means that each student needs to know their role well in order to succeed.
- Jigsaw activity
- Homogeneous and heterogeneous groupings
Communication
Due to the collaborative nature of the lesson, students need to communicate a lot, with many different people. Students will get a lot of communicative practice in this lesson.
- Jigsaw activity
- Group work
- Teacher will monitor and provide support where needed
Critical Thinking
Students will need to think how they can apply different solutions to protecting the rainforest and make a suggestion of which one they think is the best and explain why.
- The reading passages and worksheets prompt for critical thinking
- thinking routines aide students in their critical thinking
Teaching Strategies and Related Student Activities (Include Web 2.0 activities and innovative strategies,as appropriate):
Teaching Strategies and Activities: What are the teaching strategies and activities that you plan to use to help students meet the lesson’s objectives? What are the steps that you will take to deliver this lesson (e.g., introduce the author, read the poem, ask students to…)? Make this section as detailed as possible. It should allow you to hand it off to a substitute teacher.
Objective: Students will be able to read a text about a rainforest and identify the location, size, animals and plants that live there, an issue it is facing, and a proposed solution and explain these key points to a partner.
Prerequisite Skills: Students will be able to read and decipher paragraphs of text.
Description:
- Introduction: (5 minutes)
- Entry ticket at the start of the lesson.
- Class discussion about ways to protect the rainforest. Use CCQs and randomizers when asking questions.
- Entry ticket at the start of the lesson.
- Activity 1: (10minutes)
- Read about the Amazon rainforest as a class. Identify the location, size, animals and plants that live there, issues it is facing, and proposed solutions as a class.
- Think-Pair-Share activity for students to choose which solutions are most valid and realistic and why.
- Read about the Amazon rainforest as a class. Identify the location, size, animals and plants that live there, issues it is facing, and proposed solutions as a class.
- Activity 2 - Jigsaw: (20 minutes)
- To start the activity, each student is given a worksheet about rainforest to research. Students get 2 minutes to read individually about the rainforest in their heterogeneous groups.
- Students then join homogenous groups to read and identify key information about a rainforest. All students in these homogeneous groups have the same text to read.
- Students then join their original heterogeneous groups and share their findings with their peers, discuss and take notes.
- To start the activity, each student is given a worksheet about rainforest to research. Students get 2 minutes to read individually about the rainforest in their heterogeneous groups.
- Review: (5 minutes)
- Quiz of different facts about the rainforests to check for understanding.
- Quiz of different facts about the rainforests to check for understanding.
- Extension:
- Fast finishing students will have extension text and questions about their rainforest reading.
- Fast finishing students will have extension text and questions about their rainforest reading.
Differentiation: Students are placed into different groups based on their needs. Lower level students will be reading easier content, while higher level ones will be reading harder content. There will be 4 levels overall. This lets students achieve the same task, but in a different way. The teacher will also be able to spend more time with students with special needs this way. ELLs will be allowed to use translation software if needed.
Teacher/Student Input: Write a note on what you expect the teacher and students to do as a part of this activity. Include a note on whether this is an “I do it”, “We do it” or “You do it” type of activity.
- Introduction: You do it & We do it
- The students do the entry ticket individually
- The students share answers as a class
- We have a class discussion together, with the teacher leading the discussion and asking probing questions of students.
- The students do the entry ticket individually
- Activity 1: We do it
- The teacher leads the students to do the activity and checks for understanding before letting the students do a similar activity in groups.
- The teacher elicits answers from the students.
- Students take part in a discussion and raise their hands to share answers.
- The teacher leads the students to do the activity and checks for understanding before letting the students do a similar activity in groups.
- Activity 2 - Jigsaw: You do it
- The students work individually and in different groups to complete an activity similar to the previous one.
- Students switch between heterogeneous and homogeneous groups in the jigsaw activity.
- The students work individually and in different groups to complete an activity similar to the previous one.
- Review: We do it & You do it
- The teacher leads a class discussion and poses questions and listens for answers to check for understanding.
- Students do a short quiz to show understanding.
- The teacher leads a class discussion and poses questions and listens for answers to check for understanding.
Review: Write down ideas on how you will review the topic, including notes on types of formative assessments that you will use during the lesson.
The discussion and quiz at the end of the lesson will help both teacher and students self-assess their performance. Both of these kinds of formative assessment will take place in the review stage of the lesson.
Materials and Resources for Lesson
Materials, Technology, and Websites
Required Preparation
Entry tickets
Print and prepare the entry tickets for students.
Worksheets about different rainforests.
Print and prepare the worksheets for students.
School supplies
Students should prepare their own notebooks and pens etc. however I will have some extra in case some students forget to bring their own.
References
N/A
Overall:
When I was evaluating your lesson plan, I tried to consider these aspects:clear learning objectives,building on prior knowledge,effective Instructional Strategies/Learning Activities, quality assessments,sticking to the closure, 21st century skills.
I would give your lesson plan an outstanding.
Strengths:
- Stated clear learning objectives, standards and unit goals. Especially the objectives that followed the SMART rule.
- Listed the prerequisite skills of students, this is building on learners prior knowledge.
- Used technology in the class
- Accommodated Learning Differences by doing homogeneous and heterogeneous grouping
- Two different activities well demonstrated the sequence of learning
- Quality formative assessments and age fitted
- Sticking to the closure by using a quiz.
- 21st century skills are used in the lesson plan
Areas of improvement:
- In differentiation of instruction, for ELLs students, maybe they can also work with higher level students, thus they can get more support and improve quickly.
- For peer assessment, how will they assess each other? Is it asking questions or comment writing with each other?Maybe this can elaborate a little bit more.
- For summative assessment, I know it will happen at the end of the unit, but maybe you can add what are the methods or ways you will use to assess students for this lesson content.
- Choose a leader when doing group work, it can partially build students' leadership skills.
Activity 2: Evaluating a TEACH-NOW Clinical Practice Lesson
In this task we needed to watch and annotate several videos of teachers teaching.