of Contents: Math Section: Direct Instruction Lesson One …………………………………………………………. 3 Concept Attainment Lesson Two ………………………….………………………….. 20 Generalization Lesson Three …………………………………………………………… 37 Science Section: SIOP Lesson One ……………………………………………………………………………… 54 Inquiry Lesson Two …………………………………………………………………………. 58 Guided Discovery Lesson Three ………………………………………………………... 73 Two Week Unit Schedule …………………………………………………………………... 78 Evaluation and Assessment ……………………………………………………………….. 81 Lesson One: Direct Instruction Lesson Plan
Background Knowledge Links to past learning -The KWL chart was used to obtain an idea of the student’s background knowledge. Also, the motivational strategy dealing with a short discussion on pizza helped linked student’s understanding of past learning to fractions. Modeling Independent Practice -Through demonstration and a teacher sample of the student product, the teacher will model the work that is expected from the students. The independent practice will give students the freedom to use their creativity while expanding their knowledge. Whole group Pair groups -Students in whole group during the direct instruction portion of the lesson. The students worked in pairs while they completed their individual work. Advanced EL Other -Adaptations were made for students that needed them. Integration of Processes Vocabulary -The comprehension of vocabulary was emphasized throughout the lesson. Application Hands on Meaningful -Students had the opportunity to demonstrate their understanding of fractions through a meaningful hands-on assignment. Assessment Checklist -A checklist was used to formally assess each student’s assignment. Objective Linked to Standard -The objective and the activities in this lesson are linked to the math standard. Notes for next lesson: Strengths/Weaknesses of Lesson on your data from students and the assignment results etc. The strength of this lesson was that is incorporated a hands-on activity which benefited many of the kinesthetic learners in the class. One of the weakness in this lesson is the motivation strategy for learning. Although a discussion on pizza does caught the interest
Lesson Summary of Instructional Preparation Adaptation Features for Focus Students Preparation Adaptation of Content Background Knowledge Resources Selected E-resources Students had an opportunity to review their background knowledge of fractions with the use of an e-resource. Scaffolding Modeling Guided Practice Independent Practice Comprehensible Input Guided practice was provided through the lesson body and students were able to work independently to compose their definition of fractions. Grouping Whole group Works Independently groups Flexible groups Throughout the lesson the students were able to work as a whole group, in pairs, and independently. Mixed and flexible grouping was considered for pairing students. Adaptation Advanced EL Other Adaptations were made for the students that needed them to ensure that the needs of all the students are met. Integration of Processes Reading Writing Speaking Listening Viewing Vocabulary skills were incorporated in the lesson. Application Meaningful Linked to objectives Engaging The lesson is linked to the objectives. Also, the in the beginning of the lesson was engaging and made the lesson on fractions meaningful for students. Assessment Rubric Group Written Oral Formative Students were assessed with a rubric. The students oral and written responses were informally assessed. Objective Linked to Standard Integrated with Language Arts Age Appropriate Lesson is linked to the standards, incorporates language arts skills, and is age appropriate. Lesson Generalization Lesson
3. Earth is made up of materials that have distinct properties and provide resources for human activities. 3.e. Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that human use. Objective: After the lesson on foods found in different aquatic ecosystems students in grade second will be able to find and classify foods that are found in oceans, rivers, lakes, and ponds with accuracy. 1.6 clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class). Reading Comprehension: 2.1 Use titles, tables of content, and chapter headings to locate information in expository text. 2.7 Interpret information from diagrams, charts, and graphs. Materials Supermarket advertisements, magazines Concrete objects: plastic fish, canned tuna, salt Graphic organizer Glue Scissors http://www.youtube.com/watch?v=kL-9TB4qAho Resources: Literature: Fleming, D. & Fleming, D. (1993). In the small pond. New York: Henry Holt and Company. Rissman, R. (2010). Comparing bodies of Chicago: Heinemann Library. Learning Activities for Whole Group: Anticipatory Set Learning Activities for Targeted Intervention Student will participate in same learning activities as whole group. The following are adaptations that student will receive.
13. STUDENT WORK Students work will be put inside their science journal. Unit Schedule Unit Schedule Week 1 Monday Tuesday Wednesday Thursday Friday 8:25 - 8:25 School announcements, brain work School announcements, brain work School announcements, brain work School announcements, work School announcements, brain work 8:25 – 8:55 Team Time ELL, Gate, Independent work Team Time ELL, Gate, Independent work Vocabulary Team Time ELL, Gate, Independent work Team Time ELL, Gate, Independent work 8:55 - 10:10 Reading Reading Reading Reading Reading 10:10 - 10:25 Recess Recess Recess Recess Recess 10:25 - 11:10 Grammar Writing Computer Lab Grammar Writing Computer Lab Grammar Writing 11:10 – 11:55 Lunch Lunch Lunch Lunch Lunch 11:55 Math: Direct Instruction Lesson #1 Math: Concept Attainment Lesson #2 Math: Generalization Lesson #3 Math review Math Review/ Quiz 12:40 - 1:10 Social Studies Social Studies Social Studies Social Studies Social Studies 1:10 Recess Physical Education Recess Physical Education Recess 1:25 - 2:05 Science Science Science Science Science 2:05 – 2:10 Clean-up, dismissal Clean-up, dismissal Clean-up, dismissal Clean-up, dismissal Clean-up, dismissal
Week 2 Monday Tuesday Wednesday Thursday Friday 8:25 - 8:25 School announcements, brain work School announcements, brain work School announcements, brain work School announcements, brain work School announcements, work 8:25 – 8:55 Team Time ELL, Gate, Independent work Team Time ELL, Gate, Independent work Vocabulary Team Time ELL, Gate, Independent work Team Time ELL, Gate, Independent work 8:55 - 10:10 Reading Reading Reading Reading Reading 10:10 - 10:25 Recess Recess Recess Recess Recess 10:25 - 11:10 Grammar, Writing Computer Lab Grammar, Wording Computer Lab Grammar, Writing 11:10 – 11:55 Lunch Lunch Lunch 11:55 Math Math Math Math Math 12:40 - 1:10 Social Studies Social Studies Social Studies Social Studies Social Studies 1:10 Recess Physical Education Recess Physical Education Recess 1:25 - 2:05 Science: SIOP Lesson #1 Science: Inquiry Lesson #2 Science: finish Inquiry Science: Guided Discovery Lesson #3 Science: Review/ Quiz 2:05 – 2:10 Clean-up, dismissal dismissal Clean-up, dismissal Clean-up, dismissal Clean-up, dismissal
Assessment Plan Math Unit Assessment Plan Direct Instruction Concept Attainment Generalization How will you conduct the assessment? Informal: Students’ discussion on their prior knowledge on fractions Authentic: Shape fraction project Informal: Students’ oral definitions of the concept of fractions Formal: Journal entry defining and demonstrating fractions will be graded using rubric Informal: Students’ discussion and answers to questions asked Formal: Students will complete problems assigned by the teacher on handout
Feedback: How will you let students know about their progress? Inform students verbally progress. Give students their scores on assignments and quiz. Inform students verbally about progress. Give students their scores on assignments and quiz. Inform students verbally about progress. Give students their scores on assignments and quiz. How will this information your next steps in planning instruction? Assessments used to guide further instruction, evaluate my instruction and set a specific area to study. Assessments used to guide further instruction and to evaluate my instruction. Assessments used to guide further instruction, evaluate my instruction, and to ensure that the students understood how shapes can be broken down into fractions. Who else will have access to the assessment results? Why? Students, parents, administration and case carriers if they are involved. Grades are important to share with the students and their parents so they know how they are doing. Grades are also important to look at incase intervention may be needed to address learning difficulties. Students, parents, administration and case carriers if they are involved. Grades are important to share with the students and their parents so they know how they are doing. Grades are also important to look at incase intervention may be needed to address learning difficulties. Students, parents, administration and case carriers if they are involved. Grades are important to with the students and their parents so they know how they are doing. Grades are also important to look at incase intervention may be needed to address learning difficulties. Science Unit Assessment Plan SIOP Inquiry Guided Discovery How will you conduct the assessment? Informal: Students’ prior knowledge will be assessed. Students’ ability to work in groups will be informally assessed. Formal: Each groups’ project will be formally assessed Informal: Students’ knowledge and ability to make predictions. Graphic organizers will be informally assessed. Authentic: Students will work in centers and complete the activities. Informal: Students’ answers to questions answered throughout the lesson. Authentic: Students will complete learning log