I. Objectives
How does this lesson connect to the unit plan?
Today students are going to be learning ordinal numbers, which are important for talking about dates but also very necessary in talking about any step-by-step process
or the organization of time. The second focus of today is about making and keeping appointments, so students will work on reading a calendar and practicing how to
make an appointment. In this lesson, students are going to be focusing on very important skills such as keeping a calendar, managing time, and making appointments,
which will hopefully make them more comfortable with doing these things independently. .
cognitiveR U Ap An E C*
Use ordinal numbers when talking about dates and step-by-step processes
Put a process in the correct order
Write a process using ordinal numbers
Learn new vocabulary
Make an appointment
Read a calendar with appointments
Use a calendar to answer questions about the date and day an appointment takes place
Interpret the difference between date and day questions
physical
development
socioemotional
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Common Core standards (or GLCEs if not available in Common Core) addressed:
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.CCRA.L.6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
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Summative (of learning): speaking for the practice conversations and being able to determine the
Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?
Students will be seated around two tables pushed together and they will be facing the screen where
the pages will be projected.
How will your classroom be
set up for this lesson?
Components
5
minutes
Motivation
(opening/
introduction/
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engagement)
Development
(the largest
component or
main body of
the lesson)
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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I felt that during this lesson I did not do a good enough job of making this information applicable to the students. This is
probably because as I was preparing it, I could think of all the reasons that they need to know how to make an appointment
or keep track of appointments in a calendar, but I did not give the students activities that made this clear for them. With the
exception of Nina, I think that all of the students parents make their appointments for them, so the students saw todays
activities as something that does not apply to their lives. What I could have done to change this is to have given students a
situation in school. For example, telling them that they need to practice calling Mrs. Shealy and set up a grade check
appointment with her. Something like this would give students practice with asking and answering the same kinds of
questions; however, it would be a context that the students would feel applies to them. Moreover, the situation would be with
Mrs. Shealy who they know rather than the non-existent peoples names that the book provided.
During the practice conversations, I unexpectedly had to spend about five whole minutes before one of my students
understood what we were doing. He has been doing practice conversations like this all year, and he was the last person to take
a turn so he had all of the people before him as an example. Even so, when I asked him the same question, he told me that he
was confused. I pointed to the answer he needed to say, which was on the page, and he said the wrong answer. I told him no,
and pointed again at the answer. Still, he said that it was hard for him because he had never done it and it was confusing. I
know for a fact that he has done these conversations, and so I started at the beginning with the instructions. By the time he
finally answered correctly, all of the other students had started working on the next pages activities. I could tell that
everyone in the classroom felt awkward, but I did not want to move on without this student answering the question correctly
on his own. After class, Mrs. Shealy and I talked about the situation and she told me that I had not presented the information
in a confusing way that should have made him react the way he did. I do not want to create this awkward situation again, but
I also cannot just let the question go and move on while a student is still confused. I think that next time I will ask direct
questions to him while I am giving instructions so that he can say if he is confused from the start rather than me having to
explain the directions two or three times.
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