EDG 3321 – Lesson Plan Format Brainstorm
Do not make changes to the format of this document
Only the items in shaded green are required for your brainstorm assignment grade. All remaining sections are required for your final submission in a future module.
| I. General Info:
Name __________________________ Subject Area: Reading Language Arts MicroTeach #______ Grade Level of lesson _2 Lesson Plan Title: Character Analysis Choose/circle one Stimulus Variation to be observed during your lesson: Verbal Focusing Pausing Non-verbal Cues Change Speech Patterns Gestures/Movement YouTube MicroTeach Video Link: |
| II. Objective (use the Easy Generator to complete your ONE SENTENCE objective): The student will be able to identify character traits. |
| III. Standards:
ELA.2.R.1.3 Identify different characters perspectives in a literary text. Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.†The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation. |
| IV. Content Outline (In this section you must provide the content you will be TEACHING. For example, if you are making a PPT, this section should include an outline of everything that is in your PPT)
You must ALSO include the following, in addition: 1. Information about the storybook/poem/text you chose for this lesson, including the author and title. 2. Identify the SKILL you are teaching (this should come from your standard) 3. What will your DOK questions be (include questions and possible answers; be sure to label each level of questioning) |
| V. Differentiated Instruction Strategies/ (Content, Process, Product):
1. List 1 way you can differentiate the CONTENT for your lesson. 2. List 1 way you can differentiate the PROCESS for learning your lesson. 3. List 1 way you can differentiate the PRODUCT for your lesson. Consider: Multiple Intelligences, Learning Styles and UDL (Universal Design for Learning)
SPECIFIC instructional STRATEGIES for Diverse Learners to learn YOUR LESSON: Students identified as ELLs (strategies cannot be repeated): · ELL – List 1 strategy for a student who speaks Spanish (Your strategy should be specific to their native language) · ELL – List 1 strategy for a student who speaks Creole (Your strategy should be specific to their native language)
Students identified with special learning needs/ESE (strategies cannot be repeated): · ESE – List 1 strategy for a student who is identified as dyslexic (Your strategy should be specific to their learning disability) · · ESE – List 1 strategy for a student who is identified as ADHD (Your strategy should be specific to their learning disability)
Students with more than typical behavior challenges: · List 2 strategies for students who have behavior challenges (Your strategy should be specific to the behavior challenge you choose) |
| VI. Materials:Â (Include all materials needed for your lesson, including a screenshot of a worksheet, titles of any texts used, supplies needed for activities, etc.)
Dinosaurs before Dark by Mary Pope Osborne Reading notebook Markers Crayons Color pencils Pencils Venn diagram worksheet |
| 1. Instructional Procedures
a. Set:(What will you do to introduce the content of the lesson? Have two students come up and dance to a song that is playing. Ask students to describe the traits of their dance. For example: How does Jimmy dance? How does Sarah dance? How are they different? Describe the way they dance. b. Body: Use the Gradual Release Model to describe how you will teach your lesson. Be specific in each section below. Demonstrate STRATEGIES. Use this section as your “script†for your lesson.
1. Modeled Instruction / Demonstrate: “I do it – you watch†I will read Chapter 1 of the book. I will choose specific words to describe Jack and Annie. For example: curious, outgoing, shy, younger, older, wise…
ii. Shared Instruction / Guide: “We do it – together†We will continue reading Chapter 2 of the book as a class. As a class, all students will get a chance to come up to the board and write words that describe the characters. iii. Guided Practice / Collaborative Learning: “You do it together – I watch / guide†Students will open their reading notebook and draw Annie on one page and Jack on the other page, they will fill the page of the character with words that describe them. They will do this in groups.
iv. Independent Practice / Independent Learning: “You do it alone†I will hand out a worksheet with a Venn diagram. Students will need to describe the characters differences and similarities.
c. Closure: (How will you summarize the content of the lesson?) To summarize we will keep reading the next chapter and continue noticing the difference and similarities in character traits. |
| 1. Assessment: (How will you assess that the students met your objective? The assessment must connect to the objective and the standard) I will get students to come to the small group center and have them discuss/ retell the differences and similarities of the characters. |
| 1. Home Learning: (optional, would your students benefit from revisiting some element of your lesson at home?) |
| 1. References: (Include any links to book readings, websites, citations of storybooks/textbooks, etc. here) |
Can you identify that Jack and Annie are different?
What could you say about the way they reacted to finding the treehouse and going in afterwards?
What would have happened if they both were too shy and afraid to go in the treehouse?
What information can you gather to support your idea about the different ways Chapter 1 could have ended?
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