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Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by the lesson.

1. 5th Grade Missouri Reading Standard: Text Features - Read, infer, and draw
conclusions to:
a. use multiple text features and graphics to locate information and gain an
overview of the contents of text information (3A)
b. integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably (3C)
2. 5th Grade Missouri Writing Standard: Produce/Publish and Share Writing With
assistance from adults/peers:
a. use technology, including the Internet, to produce and publish writing (1D)

3. National Standard: NL-ENG.K-12.8 Building research skills - Students use a variety


of technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and
communicate knowledge.

4. National Standard: NL-ENG.K-12.9 Multicultural understanding - Students develop


an understanding of and respect for diversity in language use, patterns, and dialects
across cultures, ethnic groups, geographic regions, and social roles.

Learning Objectives/Goals
The lessons objectives and intended learning outcomes appropriate for meeting
curricular and student needs

1. Learner will use technology to access a variety of resources and texts. Students will
use these resources to conduct research and gather information on a specific style of
dance from a country or culture different from their own.

2. The learner will organize and record information collected during their research in a
graphic organizer.

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3. The learner will create a well-organized poster displaying the information they
gathered and present it to their class.

Assessment (the type[s] of assessment used throughout the lesson)


Assessment(s) before, during, and after the lesson.

Before the lesson:


Students will have had a unit on nonfiction writing to scaffold their learning in this
lesson. The instructor will assess students knowledge of nonfiction writing to see how
much they remember from the unit by asking them to share what they know with a
partner and then share whole group.
During the lesson:

The instructor will informally assess students by asking them to explain their thought
process while researching. The instructor will also make note of the information students
are recording on their graphic organizer to check whether or not they understand what is
being asked of them. The instructor will also conduct informal comprehension
checkpoints, like having students show a thumbs up if they understand the directions or
a thumbs down if they do not understand throughout instruction.

After the lesson:


The teacher will assess the quality of work students completed by reviewing their posters
and graphic organizers. The teacher will be checking for completion, accuracy, and
neatness.

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Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during, and after the lesson,
e.g., Engagement/Opening, Procedures, Guided Practice, Conclusion)

Part One: Read Aloud (day one, 30-45 minutes)


1. Students will be called down to the carpet and asked to sit in their assigned spots
facing the teachers designated chair used for read aloud.
2. The teacher will introduce the book, Danza! Amalia and El Ballet Folklrico de Mxico
by Duncan Tonatiuh by stating Today we are going to be reading a nonfiction book about
a type of dance done in Mexico.
3. Have students recall what they know about nonfiction texts by asking them What do
we know about nonfiction books? Turn to a partner and share two things that you know
about the nonfiction genre. Give students about four minutes to discuss with their
shoulder partner. Get the class attention by calling Class, class? and having them
answer, Yes, yes? Call on a few students to share what they discussed with their
partners. Be sure to highlight that nonfiction texts are informative, true, and usually have
special features, like a glossary.
4. After quickly reviewing features of nonfiction text, explain that readers read nonfiction
to learn about a certain subject. Tell the class Today we will be learning about different
kinds of dance around the world, starting with in Mexico. As we read, well record what we
learn and things we may still wonder about. At this point, you will show the students the
chart already created on a large piece of paper. It should be easily accessible so you are
able to write on it during the read aloud.

New Information ?s I still Have

5. Read the book aloud. As you read, pause at points to write down new information
learned from the text. Model a think aloud strategy while recording your thoughts. An

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example of may look like: After reading about the different styles of dance across regions
of Mexico, pause and say Wow. I didnt realize that there were different kinds of dance
practiced in different parts of Mexico. Im going to put that in my new information
column. I would really like to learn more about the different regions of Mexico. I am going
to write the question What influenced certain styles of dance to be done in some regions,
but not others? in the questions I still have column.
6. After completing the read aloud, ask students to look over the chart created. Tell
students that you could continue learning about folkloric Mexican Ballet, by researching
answering questions in the column on the right.

Part Two: Guided Practice (day two, 30-45 minutes)


7. Call students to their carpet spots. Have the SMART board on with all pages minimized.
8. Once students are seated and silent on the carpet, ask them to recall the activity done
yesterday with the book Danza!. Remind them of the chart created and information
learned.
9. Explain to students that aside from ballet, there are many other styles of dance done
around the world. Explain to students that they will have the opportunity to research and
become experts on a style of dance, like we did as a whole class with folkloric ballet.
Explain to students that will select a style of dance from a list given and work with a
partner to complete a graphic organizer. On the SMART board, open the tab showing the
graphic organizer they will be filling out. Walk students through what each
question/category on the graphic organizer means and fill in example answers with
information gathered from Danza! (graphic organizer below)

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11. Inform students that they will doing research to find information to put in the graphic
organizer by using their iPads. Students iPads have a research folder on their iPad with
sites and applications approved for use in their research. Some of these include:
PebbleGo, National Geographic Kids, and Kidtopia.
10. After reviewing the research worksheets students will be completing and electronic
resources they may use, show them a list of types of dance they will have the option of
selecting. The list will be displayed on a separate SMART notebook page on the SMART
board. The list will include: Salsa, Tango, Polka, Bollywood, Modern, Kabuki, Waltz,
Samba, and Dragon Dance.
11. Using the class set of popsicle sticks, draw students names at random. When their
name is called, they will select a partner and a style of dance. After selecting both of
these, the pair will be given two worksheets (one for each student to fill out) and retrieve
their iPads from the designated location in the back of the classroom. Once they have

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their supplies, students will find a spot around the room to begin researching.
12. Students will be given about thirty minutes to conduct research. At the conclusion of
this time, students will be asked to turn in their worksheets to the designated turn-in
basket, put their iPads away, and sit silently at their desks.

Part three: Presentation (50-60 minutes)


13. Have students remain at their desks and introduce them to the next part of their
research assignment. Tell students that they will be presenting the information they
learned about their style of dance to the class. Students will create a poster displaying
information about their style of dance. Clarify any questions students may have about the
poster.
14. Pass back students papers. Inform students that they must complete their graphic
organizer before moving on to the poster. Have students raise their hands to get approval
from you before moving on. Once they get approval, give students a piece of poster
board. They will use their own crayons and markers to create their posters.
15. Give students time to finish researching and create their posters. (30 minutes)
16. Once they have completed their poster, have students turn them in and return to
their seats to read independently.
17. Once everyone is finished with their work, draw popsicle sticks to select students to
come to the front of the class and present the information they found to the class by
using their posters.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their
needs.

1. Instructor will scaffold students understanding of nonfiction texts by inviting them to


share what they already know about nonfiction and then facilitating a discussion on
nonfiction texts.
2. Instructor will model how to process new information by sharing their thoughts during
a read aloud. The instructor will model this by stopping each time they come across a new
piece of information and recording it on their chart.
3. Instructor will circulate the room offering help and guidance as needed while students
work.
Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning
objectives.

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1. The learner will discuss with a partner what they know about nonfiction texts.
2. The learner will actively listen to a story being read aloud, specifically listening for
information that is new or surprising to them.
3. The learner will look up information about a style of dance and organize the
information on a worksheet.
4. The learner will create a visually appealing poster displaying the information gathered.
5. The learner will teach their peers about the topic they researched by presenting their
posters.

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Resources and Materials
List of tools, personnel, and materials used in the planning of and during the instruction
of the lesson.
Danza! Amalia and El Ballet Folklrico de Mxico by Duncan Tonatiuh
Large chart paper
SMART board with SMART notebook
iPad
Markers
Pencils

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance
instruction and student learning.
A SMART board will be used to display important information. In addition, iPads will be
used by the students to conduct research.

Differentiation/Accommodations/Modifications/Increases in Rigor
To help meet the needs of all learners, learning differences, cultural and language
differences, etc.

Students that struggle with social interactions, have social anxiety, and, or have some
sort of spectrum disorder, will be given the opportunity to conduct their research
independently. They may also have the opportunity to use noise-cancelling headphones to
lessen stimulation and make it easier for them to focus.

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Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep the students on task and actively engaged.

1. Students have assigned carpet spots chosen by their teacher to minimize challenging
behaviors and maximize students ability to be successful learners.
2. When needing to gain the class attention, the teacher will call out Class, class? to
which students will stop talking and answer with Yes, yes?.
3. The instructor will draw popsicle sticks with students name on them to ensure a fair
partner and topic selection process.
4. Students have an iPad use policy in place that outlines where iPads are to be stored as
well as guidelines for proper use.

Extensions
Activities for early finishers that extend the students understanding of and thinking about
the learning objectives by applying their new knowledge in a different way.

Students who finish creating their poster early will be asked to journal about their findings
in their writers notebooks. They will be asked to reflect on the following questions: Why
do people dance? Why do you think dance looks different in other countries? Why do you
think dance is done all over the world?
Students will be given the opportunity to reply to these questions in variety of ways
including, sketching, poetry, lists, and more.

Follow-Up to Todays Lesson


Quick activity for review or building on todays learning that will deepen student
understanding and interconnect concepts (may be incorporated tomorrow or throughout
the unit).

After hearing their classmates presentations, students will be asked to complete an exit
slip answering the following questions: What is one thing you learned from the
presentations? What question(s) do you still have? Students will turn in their exit slips.
The following day, the instructor will address some of the questions listed on students
exit slips.

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Additional Information
Any area or lesson component that may not have been covered by this format that you
think is vital to include in this lesson.

2015 MoDESE. The Department of Elementary and Secondary Education does not discriminate on the basis of
race, color, religion, gender, national origin, age, or disability in its programs and activities. Inquiries related to
Department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities
may be directed to the Jefferson State Office Building, Office of the General Counsel, CoordinatorCivil Rights Compliance
(Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480;
telephone number 573-526-4757 or TTY 800-735-2966; e-mail civilrights@dese.mo.gov.

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