Direct Instruction Lesson Plan Format Date: March 17, 2013 Theme/Topic: Life cycles of animals Grade Level:

2nd grade Target Students: Whole class

Rationale: Students will be able to tell the different stages of a life cycle of an animal. Common Core State and/or NC Essential Standards: North Carolina Science Standard 2.L.1.1: Understand animal life cycles ISTE: Communication and collaboration ISTE: Creativity and innovation Lesson Objectives (Behavioral and/or Performance Objective): Students will Students will be able to clearly identify the life cycles changes of able to: animals such as a frog by creating doing a paper slide activity. What, How, and to What Extent? Student Friendly Objective: Today we are going to learn the life cycle of a frog. Essential Question: What are the different stages that animals go through to become an adult? Materials: IPad Educreations App Smartboard Internet White Construction Paper Markers Crayons Time: Lesson Activities Introduction to the Lesson: (Hook/Review/Intro.) Students will gather on the carpet as a whole. Explain how as people grow they become different example from baby to a grown adult. Once they understand the concept you explained then give an example just how we grow frogs grow too. Show the youtube video Classic Sesame Street

animation- from life cycle. https://www.youtube.com/watch?v=ce5_Vk_yNcY Teacher Input/Modeling: After the video has shown explain the different parts of the life cycle of a frog; shown on smartboard the life cycles, reproduction to the egg to the tadpole to the frog to an aging frog and finally the death of a frog. Guided Practice: After explaining have the students act out each different part. Students will act out the reproduction (with putting hands together), egg (getting in a ball), the tad pole (hands together but squirming), the frog (making the frog sound as the frog gets older make it sound older), and finally the death (fall on ground). Independent Practice: Put students in groups of four or five. Each student will represent a part of the life cycle. Each student will use the markers and a piece of white construction paper and make a picture with the life cycle they choose. On the bottom of the paper students will write a sentence or two explaining their picture. As groups finish they will use the IPad to make paper slides with the video app. Closure of the Lesson: Have students gather on the carpet in a circle. Have students act out again the different parts, making each part go faster and faster. Explain that a lot of animals go through this type of life cycle.

Evaluation/Assessment of Student Learning (Evidence Included) Formative: I will be helping the groups work on the video making sure they have the concept down by asking questions about the life cycle of a frog. Summative: I will look for all students participation for a grade. Extension of Lesson: Give another example of a life cycle. Go through the life cycle of a butterfly.

Plans for Individual Differences

Early Finishers: Work individually on the iPads with the Educreations App. Make the life cycle with a voice over. Late Finishers: Will work with their group to finish the next morning during reading time before the first bell to start the day. Exceptionalities: Depends on IEP, work with partners and groups. Have iPads for them to work with on different apps that have to do with the life cycle. English Language Learners: Use visuals and a partner to get through the day. 21st Century Skills: Working together on the paper slides activity, technology skills, collaboration.

Discuss how you address at least two of these learning styles in your lesson: Visual (spatial),
Verbal (linguistic), Physical (kinesthetic/tactile), Aural (auditory-musical), Logical (mathematical), Social (interpersonal), Solitary (intrapersonal):

Visual: video of the frog life cycle Verbal: Directions that I give Physical: Movements for different parts of life cycle Social: Working together in their groups

Supervising Teacher Signature

Student Teacher Signature

PRE-TEACHING CONSIDERATIONS Please consider these questions and use it as a guide as you formulate your lesson plan. The answers to these questions should be evident in your lesson plan.

1. What is the purpose of this lesson? What is your rationale for teaching it? 2. Why did you design your instruction in this lesson in the way that you did? Why did you choose this way of teaching your lesson? 3. As you think through this lesson, what do you believe will be the most challenging part of this lesson for you when you teach it? Why? 4. What management issues will you need to consider before you begin the lesson? 5. How will you know if your lesson is successful in meeting the needs of all of your students and in meeting your goals for the lesson? 6. Use Blooms Revised Taxonomy Matrix to analyze your lesson. POST LESSON REFELECTION Reflect on your teaching and students learning related to this lesson. Include student work samples or, if utilized, assessment results. Self/Lesson: 1. How did you lead the class? 2. What did you do to establish the appropriate learning environment? Did you need to manipulate or change the environment of the class during the lesson to achieve different goals? (Think about environment physically and emotionally for students needs.) 3. How was your knowledge of the content? If it was weak, what could you have done to increase your content knowledge? 4. How did you facilitate learning in this class? What did you do to prepare students and guide them through your lesson? 5. Reflect on what you did in this lesson. Would you choose the same methods again if you had to teach this lesson over? If you would make changes, what would they be? Also, reflect on the feedback your cooperating teacher provided for you. Students: 6. How did you as the teacher contribute to academic standards? Did all students achieve what you wanted them to achieve? Thinking back over your instruction; and analyzing your observations of students, their work products, and other assessment information, describe what your students learned from this experience. Why did or didnt some students master the objectives? Who needs what in the next lesson? Next Steps: Write down what you think a logical next lesson would be based on students performances. What should you re-teach and what should students learn next? You do not have to implement these next steps but they will be a guide for future planning *Please note that all of the above numbered items are what a principal will be evaluating you on in your teaching evaluation annually. These are the 6 components instituted by the state for teacher evaluation.

Direct Instruction Lesson Plan Format

EXPLAINED

Date: Grade Level: Target Students: When you will teach Whole class/small group/individuals Theme/Topic: The general theme of the lesson and the specific topic within that theme. Often found as the headings for the standards and objectives. Rationale: In reality why is this useful or valuable to know or be able to do? Is it a prerequisite for other learning? Real life experience Common Core State and/or NC Essential Standards: The standards as stated in the Common Core State and NC Essential Standards. Behavioral Objectives / Performance Objective Students will be What will the students learn and how will they learn it and how will you able to: see evidence of that? What, How, and to What Extent? Student Friendly Objective: An explanation, in the words that you will actually say to the students, about what they will be doing and learning in the lesson or a question that rephrases the objective. Essential Question: What are the big ideas of the lesson in question form? Materials: An explicit list of materials and resources you need to prepare in order to do this lesson. Time: Breakdown of the approximate timing for the lesson Lesson Activities Introduction to the Lesson: (Focus or Hook and/or Review: What is your hook? How will you grab their attention, illustrate the value of the lesson and increase their expectation of success? How will you review material needed for the lesson or to determine student understanding in preparation for the lesson? How will you focus student learning or stimulate interest? What are some key questions you will ask to focus students or review prior knowledge? How will you access prior knowledge and help students make connections between past and present learning experiences? Explain the organizational ground work for the activities ahead and stimulate their involvement in the anticipation of these activities. Asking a question, defining a problem, showing a surprising event

and acting out a problematic situation are all ways to engage the students and focus them on the instructional tasks. Teacher Input/Modeling: This stage includes teacher input and modeling. What knowledge or skills will you present and how will you present them? You can use lecture, a passage of text, video, pictures, or a physical or diagrammatic model. Once the material has been presented model the skill or application of a concept or knowledge that you want the students to be able to do. Explain and illustrate what is expected of students in the end product of their work. Guided Practice/Modeling: What will the students do to practice what they have just learned? What will you do to guide the students in practicing the skills/concepts you taught them through your input? Guided practice involves you working with them step-by-step, questioning and listening to or watching their performance. Find out where they are having problems (so this is a form of formative assessment) and re-teach as necessary. After you have monitored their progress, and you are reasonably certain that they have grasped the necessary skills/concepts, allow them to go on to independent practice. Independent Practice: This is when students work on their own or in groups to implement or apply their learning. Students can expand on the concepts they have learned, make connections to other related concepts, and apply their understandings to the world around them. It is an opportunity to apply learning in different contexts so that the skill/concept may be applied to any relevant situation...not only the context in which it was originally learned. It can be a time for reinforcement practice or utilized as an element in a subsequent project. It is often at this stage in the lesson that students produce work that can be uses in assessment. Closure of the Lesson: How will you bring the lesson to a close? How will you summarize or reiterate the lessons key points? What questions will you ask to evaluate each students learning to this point and understanding of objective(s)? What activities will students do to provide closure or demonstrate their learning outcomes? How will your provide a transition for the next lesson? Evaluation/Assessment of Student Learning Formative: How will you monitor student learning during the lesson? How will you provide them feedback on their progress? What are the key questions or activities you will use to check student understanding? If this lesson is not the end of a unit of learning then at the end of this particular lesson how far have students come in terms of the learning objectives? This is not usually given a grade. Summative: How will you determine what students have learned at the end of the unit of learning? What questions will you ask or activity will the students do to demonstrate their learning? How will you document this? This is often given a grade.

Extension of Lesson: What additional resources can you direct students to in order to deepen or extend their understanding of the topic/learning objectives or provide additional development of skills? This can be follow up activities or resources used in and out of school to extend students.

Plans for Individual Differences Early Finishers: How will you modify activities when you realize during the lesson that some students will complete it ahead of time. What will you reinforce, or how will you deepen or extend requirements so that they can still be meaningful engaged in each aspect of the lesson? If the whole class is completing the lesson requirements more quickly than you anticipated, what can you do to extend or deepen student understanding in meaningful ways. What do you anticipate is the next step in the learning progression for this topic so you can indicate to students the direction of their learning experiences and goals? Late Finishers: How will you modify activities when you realize during the lesson that some students will not be able to complete it in time. How will you reduce or modify requirements so that they can finish different lesson components and still be meaningful engaged in each aspect of the lesson? Exceptionalities: What are your plans for accommodating specific individual student levels and needs? Consideration of learning styles is also important to consider. English Language Learners: How will you modify activities and what supportive resources will you provide so that ELL students can finish different lesson components and be meaningful engaged in each aspect of the lesson? This can occur as front loading before the lesson or most commonly during the lesson. Remember that these students are not only learning the content but they also are learning English. 21st Century Skills: How will you incorporate and facilitate the development of critical thinking, creativity, collaboration, and communication in your lesson activities. How will you foster and use information and media technology skills and promote life and career skills in your lesson. (www.p21.org) Learning Styles/Preferences: How will you address students learning styles in lesson activities and assessments? Not all learning styles will be relevant to every lesson but where ever possible how will you incorporate these styles in the activities during the lesson? *Visual (spatial): Students who prefer using pictures, images, and spatial understanding. *Verbal (linguistic): Students who prefer using words, both in speech and writing. *Physical (kinesthetic/tactile): Students who prefer using your body, hands and sense of touch. Aural (auditory-musical): Students who prefer using sound and music. Logical (mathematical): Students who prefer using logic, reasoning and systems. Social (interpersonal): Students who prefer to learn in groups or with other people. Solitary (intrapersonal): Students who prefer to work alone and use self-study.

5 E Inquiry Lesson Plan Format Date: Theme/Topic: Rationale: Grade Level: Target Students:

5E BLANK

Common Core State and NC Essential Standards:

Behavioral Objectives / Performance Objective Students will 1. be able to: 2.

3.

Student Friendly Objective or Essential Question:

Materials: Guiding Question(s) or Problem(s):

Time: Engage

Lesson Activities

Explore

Explain

Elaborate

Evaluate

Supervising Teachers Signature:

Student Teachers Signature:

Plans for Individual Differences: Early Finishers:

Late Finishers:

Extension of Lesson:

Exceptionalities:

English Language Learners:

21st Century Skills:

Learning Styles:
*Visual (spatial):

*Verbal (linguistic): *Physical (kinesthetic/tactile):

Aural (auditory-musical): Logical (mathematical): Social (interpersonal): Solitary (intrapersonal):

PRE-TEACHING CONSIDERATIONS Please consider these questions and use it as a guide as you formulate your lesson plan. The answers to these questions should be evident in your lesson plan. 7. What is the purpose of this lesson? What is your rationale for teaching it? 8. Why did you design your instruction in this lesson in the way that you did? Why did you choose this way of teaching your lesson? 9. As you think through this lesson, what do you believe will be the most challenging part of this lesson for you when you teach it? Why? 10. What management issues will you need to consider before you begin the lesson? 11. How will you know if your lesson is successful in meeting the needs of all of your students and in meeting your goals for the lesson? 12. Use Blooms Revised Taxonomy Matrix to analyze your lesson. POST LESSON REFELECTION Reflect on your teaching and students learning related to this lesson. Include student work samples or, if utilized, assessment results. Self/Lesson: 7. How did you lead the class? 8. What did you do to establish the appropriate learning environment? Did you need to manipulate or change the environment of the class during the lesson to achieve different goals? (Think about environment physically and emotionally for students needs.) 9. How was your knowledge of the content? If it was weak, what could you have done to increase your content knowledge? 10. How did you facilitate learning in this class? What did you do to prepare students and guide them through your lesson? 11. Reflect on what you did in this lesson. Would you choose the same methods again if you had to teach this lesson over? If you would make changes, what would they be? Also, reflect on the feedback your cooperating teacher provided for you. Students: 12. How did you as the teacher contribute to academic standards? Did all students achieve what you wanted them to achieve? Thinking back over your instruction; and analyzing your observations of students, their work products, and other assessment information, describe what your students learned from this experience. Why did or didnt some students master the objectives? Who needs what in the next lesson? Next Steps: Write down what you think a logical next lesson would be based on students performances. What should you re-teach and what should students learn next? You do not have to implement these next steps but they will be a guide for future planning *Please note that all of the above numbered items are what a principal will be evaluating you on in your teaching evaluation annually. These are the 6 components instituted by the state for teacher evaluation.

5 E Inquiry Lesson Plan Format Date: Grade Level: Target Students:

EXPLANATION

Theme/Topic: The general theme of the lesson and the specific topic within that theme. Found as the headings for the standards and objectives. Rationale: In reality why is this useful or valuable to know or be able to do? Is it a prerequisite for other learning? Common Core State and NC Essential Standards: The standards as stated in the Common Core State and NC Essential Standards. Behavioral Objectives / Performance Objective Students will be What will the students learn and how will you see evidence of that? able to: Students (subject) will be able to (verb) (object- usually derived from content/standard), performance (how will it be assessed). EG: Language 4:5 (a) Students (subject) will explain (verb) the meaning of simple similes and metaphors in context (object) by analyzing a poem. *The NC Common Core and Essential Standards give verbs to be used in lesson objectives. Student Friendly Objective or Essential Question: An explanation, in the words that you will actually say to the students, about what they will be doing and learning in the lesson or a question that rephrases the objective. Materials: A list of materials and resources you need to prepare and organize in order to do the lesson. Guiding Question(s) or Problem(s): What are your key questions that will focus students on learning objectives, establish the direction of inquiry or stimulate interest? What questions will you ask to review material needed for the lesson or to determine student understanding in preparation for the lesson? Time: Lesson Activities Breakdown Engage of the How will you access prior knowledge and help students make connections timing for between past and present learning experiences? Explain the organizational ground the lesson work for the activities ahead and stimulate their involvement in the anticipation of these activities. Asking a question, defining a problem, showing a surprising event and acting out a problematic situation are all ways to engage the students and focus them on the instructional tasks. What is your hook? How will you

grab their attention, illustrate the value of the lesson and increase their expectation of success? Explore What activities will the students be involved in? These activities should provide exploration and discovery oriented experiences with the topic. Students often work together in teams that build a base of common experience which assists them in the process of sharing and communicating. The teacher acts as a facilitator, providing materials and guiding the students' focus. The students' inquiry process drives the instruction during an exploration. Explain How will the students convey and explain their discoveries made during the explore section? Created works such as writing, graphing, drawing, posters, presentations, video, or tape recordings are communications that provide recorded evidence of the learner's experience. Working in groups, learners support each other's understanding as they articulate their observations, ideas, questions and hypotheses. The facilitator/teacher can determine levels of understanding and possible misconceptions by examining what the students have produced. Explanations/input from the facilitator/teacher during this section can provide clarification, extension or address misconceptions. The facilitator/teacher might at this stage introduce terminology. Introducing labels, after the child has had a direct experience, is far more meaningful than before that experience. The experiential base she has built offers the student an attachment place for the label. Elaborate Students expand on the concepts they have learned, make connections to other related concepts, and apply their understandings to the world around them. For example, while exploring and examining can lead to further inquiry as to possible connections arise. Applications to real world events can be extensions and applications of learning that often lead to further inquiry and new understandings. Closure of the Lesson: How will you bring the lesson to a close? What activities will students do to provide closure or demonstrate their learning outcomes? How will you summarize or reiterate the lessons key points? What questions will you ask to evaluate each students learning to this point? How will your provide a transition for the next lesson? Evaluation/Assessment of Student Learning Formative: How will you monitor student learning during the lesson? How will you provide them feedback on their progress? What are the key questions or activities you will use to check student understanding? If this lesson is not the end of a unit of learning then at the end of this particular lesson how far have students come in terms of the learning objectives? This isnt usually graded. Summative: How will you determine what students have learned at the end of the unit of learning? What questions will you ask or activity will the students do to demonstrate their learning? How will you document this? This is often given a grade. Supervising Teachers Signature: Student Teachers Signature:

Plans for Individual Differences Early Finishers: How will you modify activities when you realize during the lesson that some students will complete it ahead of time. What will you reinforce, or how will you deepen or extend requirements so that they can still be meaningful engaged in each aspect of the lesson? If the whole class is completing the lesson requirements more quickly than you anticipated, what can you do to extend or deepen student understanding in meaningful ways. What do you anticipate is the next step in the learning progression for this topic so you can indicate to students the direction of their learning experiences and goals? Late Finishers: How will you modify activities when you realize during the lesson that some students will not be able to complete it in time. How will you reduce or modify requirements so that they can finish different lesson components and still be meaningful engaged in each aspect of the lesson? Extension of Lesson: What additional resources can you direct students to in order to deepen or extend their understanding of the topic/learning objectives or provide additional development of skills? This can be follow up activities or resources used in and out of school to extend students. Exceptionalities: What are your plans for accommodating specific individual student levels and needs? Consideration of learning styles is also important to consider. English Language Learners: How will you modify activities and what supportive resources will you provide so that ELL students can finish different lesson components and be meaningful engaged in each aspect of the lesson? This can occur as front loading before the lesson or most commonly during the lesson. Remember that these students are not only learning the content but they also are learning English. 21st Century Skills: How will you incorporate and facilitate the development of critical thinking, creativity, collaboration, and communication in your lesson activities. How will you foster and use information and media technology skills and promote life and career skills in your lesson. (www.p21.org) Learning Styles/Preferences: How will you address students learning styles in lesson activities and assessments? Not all learning styles will be relevant to every lesson but where ever possible how will you incorporate these styles in the activities during the lesson? *Visual (spatial): Students who prefer using pictures, images, and spatial understanding. *Verbal (linguistic): Students who prefer using words, both in speech and writing. *Physical (kinesthetic/tactile): Students who prefer using your body, hands and sense of touch. Aural (auditory-musical): Students who prefer using sound and music. Logical (mathematical): Students who prefer using logic, reasoning and systems. Social (interpersonal): Students who prefer to learn in groups or with other people.

Solitary (intrapersonal): Students who prefer to work alone and use self-study.