APPENDIX E3 Cooperative Learning Lesson Plan Format

Lesson_Literacy__ Grade_1 _ Teacher _Ms. Jessy___ Cooperative Lesson Lesson Title or Topic : The Winds Of Change Big summery (Post-assessment) Materials & Resources:
st

Students will engage in: _X_ independent activities _X_cooperative learning ___peer tutoring _X_whole group instruction ___interdisciplinary learning ___self-assessment ___activation of prior knowledge _X_questioning strategies ___varied learning styles ___Other:

(check all that apply) ___pairing ___hands-on ___centers ___simulations _X_technology _X_lecture _X_visuals __a project

Paper Pencils

Objectives and DOK/Blooms: Students will be able to identify the main topic and retell key details of a text. Groupings (size and criteria), Materials, Resources, Physical Arrangement: Students will be seated at their desks.

Common Core/GLEs/CLEs: CCSS.ELA-Literacy.RI.1.2

Presentation of Materials, Activities and Role Assignments: Teacher will go over what a summery is. Teacher will answer any questions about the book before asking the students to write a summary over the whole book. Procedures: What will student do? Students will write a summery over the whole book. Students will pick out the main idea and a two or three key details to write about. Group Interdependence and Individual Accountability: Students will write their summery. Lesson Review/Re-teach, Closure and/or Assessment Methods: After the test the students will do a star, star, wish. Assignment/Homework: No homework or assignment

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Accommodations: Lesson ___ Accommodating for ________________________________ How are accommodations implemented?

Differentiated by: (Circle one)

Content (what is taught) Readiness (how ready are the students)

Process (how it is taught) Interest (in what are they interested)

According to: (Circle one)

Product (how students demonstrate learning) Learning Profile (how they learn best)

Check all that apply Bloom-Taxonomy for categorizing levels of objectives/questions/test items Bruner- Learning is active process; Discovery learning- best to discover themselves; Dewey Experiential Learning Clay- Early intervention for struggling readers; Reading Recovery Program Comer- Improve education of poor ethnic minority youth by improving school climate through collaboration Gardner-Multiple Intelligences (MI)Learn through a variety of methods Glasser - Teachers allow students to have say in what they learn and how they learn it. Gagne- 5 categories of learning ( verbal information, intellectual skills, cognitive strategies, motor skills and attitudes); each require different instruction Goodlad- Promoted nongraded education (mixed-age grouping, heterogeneous grouping and open education) Hunter- Teachers job is decision making; direct instruction model for teaching Kagan- Created structures that allow teachers to guide interaction of students during learning. Kohlberg- Children form ways of thinking through their experiences; includes understandings of moral concepts Marzano- Identified teaching strategies (similarities & differences, note taking, organizers, etc.) Maslov-Motivation required for students to learn & retain info Montessori- Independent activity & responsibility; teacher as the keeper of environment for optimum learning Payne- Ruby Paynes work focuses on the culture of poverty and its relation to education (A Framework for Understanding Poverty) Piaget- Individuals construct and reconstruct their knowledge of the world as a result of interactions with the environment Vygotsky-Social interaction plays role in cognitive development; consciousness and cognition are the end product of socialization; Zone of Proximal Development Other (District Initiatives): Other:

Analysis of Student Learning (Have students met the learning

targets? Based on data, do I need to differentiate or re-teach anything for the next lesson? If students self-assessed, how did it impact teaching?)

Analysis of My Teaching (Considering the following: learning targets,

assessment, materials, differentiation, accommodations, timing, sequencing, content, skills, and strategies, what would I do differently if I taught this lesson again?)

Implication for Future Instruction (Based on this lesson, what have I

learned about my students and teaching that impacts the planning of the next lesson(s)? This leads to the next lessons planning.)

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