NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM LESSONPLANFORMAT

Description of Classroom: Classroom of 30 students 5th grade Background: This is day 3 of the environment unit plan Content Objective(s):
Students will learn about how human influence affects the environments from listening to the read aloud.

Language Objective(s): Students will map out their ideas before writing Students will show their learning by their letter writing Nevada Standards:
3.9 Describe positive and negative impacts of technologies (dams, agriculture, using nature) 5.5.1 Use prewriting strategies to plan written work 5.5.3 Revise drafts for: -focused ideas -relevant details -word choice -sentence fluency 6.5.4 Write responses that demonstrate an understanding of character development and motivation 7.5.1 Listen for and identify : -messages -tone

Key Vocabulary:
Tone- A manner of expression in writing Environment- The natural world, as a whole or in a particular geographical area Sentence fluency- is the rhythm and flow of the language, the sound of word patterns

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written

Writing

Promotes engagement

Oral

Teaching Strategies: Ill use the R.A.F.T. strategy Warm Up Activity: Review the objects from last class (the vocabulary lesson from last class) Go over the key vocabulary words Lesson Sequence: lesson centered around The Lorax
-hook- Before showing the picture of the Lorax, describe details of him without using his name. - show a picture of the Lorax (ask the class have you seen this person before? Today were going to find out who he is -read the book aloud to the class (during the reading have Q&A with the class) What was the Lorax? Why was it there? What kind of person do you think the Once-ler is? Why would he be hiding? Can you predict who the short person is? Where do you think the left over waste goes? Why do you think the Lorax left the word unless on the rocks? -discussion about the book (likes, dislikes, what did you learn? What was the main message of the book? What kind of tone did the book set?) -have students write a letter to the Lorax telling him ways they can help the environment (brainstorm Students brainstorm their ideas- ways they can help the environment using either bubble map or an outline) -on the board the teacher will show how to use the two formats to organize their ideas -Students will write the letter individually. -Students will pair up for revision of their letters (Have students line up according to their comfort level of letter writing. Experts at the front of the line and the least experienced at the back. Students come around in a circle to have the one that needs the extra help to be paired up with the expert.) -Students will revise letters for : focused ideas, relevant details, word choice, and sentence fluency (the final letter will be part of the journals.) -Students will share the letters with the class -close up -tell the class that next class period will be on human influence

Accommodations: For the revision the expert students are paired up with those that need the extra help in letter writing. Supplementary Materials: The Lorax, journals, paper, pencils, Review/Assessment: The letter is the assessment Reflection:

I forgot what to write here.

Form: 005 JDC 4/22/08

NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM EXPLANATIONOFLESSONPLANCOMPONENTS

Description of Classroom:
(e.g., grade level, type of class, demographics, age range, gender)

Background:
The context of how this lesson fits into the curriculum in which you are teaching. (e.g., beginning of a unit of ___________; a review at the end of a unit on ______). Number of days of lesson. Students stage of learning relative to the content (i.e., acquisition, proficiency, maintenance, generalization)

Content Objective(s):
What will you teach?

Language Objective(s):
How will the students show you they learned it (listening, speaking, reading, writing? Tip: effective lessons integrate reading and writing.)

Nevada Standards:
Refer to Benchmarks, CEF, Power Standards, Syllabi

Key Vocabulary:
What are the powerful words that will help students understanding of content?

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Scaffolding Modeling Guided practice Grouping Options Whole Class Small groups

Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing

Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement

Partners Independent Assessment Individual Group Written Oral

EXPLANATIONOFLESSONPLANCOMPONENTS(CONTINUED)
Teaching Strategies:
(e.g., KWL, reciprocal teaching, cooperative learning, mapping, mnemonics, Blooms Taxonomy, questioning.) List all the strategies you use in your lesson sequence below.

Warm Up Activity:
Anticipatory Set

Lesson Sequence:
Presentation, guided practice, application. Your strategies may be executed in the form of activities.

Supplementary Materials:
What materials will support the lesson and increase students understanding?

Accommodations:
What accommodations are needed to support students with learning challenges or students who require advanced instruction?

Review/Assessment:
Rubrics, feedback to students, observations, surveys, ticket out the door, student reflections, student response journals, quizzes, tests. How did your assessment measure your objective?

Reflection:
How did your lesson go? What worked? What did not work well? What will you do differently next time?

How will your assessment data affect subsequent planning?

Form: 005 JDC 4/22/08