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7/29/2019 Writing Lesson Plans VL
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Author: Brenda StephensonThe University of Tennessee Date submitted to deafed.net
March 6, 2006
To contact the author for permission to
use this PowerPoint, please e-mail:
To use this PowerPoint presentation in itsentirety, please give credit to the author.
mailto:[email protected]:[email protected]7/29/2019 Writing Lesson Plans VL
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Writing LessonPlansContributed by
Brenda StephensonThe University of Tennessee
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Lesson Plan template LESSON PLAN FORMAT
Teacher: ____________________________
Date: ____________________________
Class: ____________________________
Subject Area: Unit Goal(s): (Tennessee Frameworks)
Behavioral Objective(s): ( Include Blooms taxonomy level)
Set:
Procedures:
Closure:
Remedial/Enrichment Activities:
Evaluation:
Materials and Media:
Webliography:
Deaf Role Models:
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Class: In this section you need to identify the
grade level of students
Example: Third Grade
You also need to write a short description
of your population
Example: Class of 5 deaf students
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Subject Area: In this section you will write the subject
area
Examples: Math
Language Arts
Theme and subject area
Science
Social Studies
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Unit Goal(s): In this section you will write the broader, more global
overall goals.
You will use the curriculum goals OR state frameworksgoals (http://www.state.tn.us/education/ci/standards/index.php)
If you use the state framework goalslist the numbersalso
Example:Content Standard: 1.0 The student will develop the reading and listening
skills necessary for word recognition,comprehension, interpretation, analysis, evaluation,and appreciation of print and non-print text.
http://www.state.tn.us/education/ci/standards/index.phphttp://www.state.tn.us/education/ci/standards/index.php7/29/2019 Writing Lesson Plans VL
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Behavioral Objective(s): Write the behavioral objectives for this
lesson
Be sure to include a condition,performance and criteria
List the level of Blooms Taxonomy for
each objective Be sure to have at least 2 objectives
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Set: Write a description of the set you plan to
use to introduce the lesson
This should be something that will grabtheir attention as well as something that
will show the relevance of the lesson to
those students Discuss examples
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Procedures: In this section you will write all the steps
of what you plan to do
Include the steps for the teacher activities
Include the steps for the students
activities
The more detail you havethe smootherand more effective the lesson will be.
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Closure: In this section of the lesson you will
include an activity that will summarize the
information presented to the students This may be a concluding activity to the
lesson such as students presenting what
they created or completed in class. This may be questioning by the teacher
about the objectives of the lesson
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Evaluation: This is an explanation of how you will evaluate
your students performance on the objectives
You may use a rubric to evaluate theobjectives
You may choose to evaluate the results of the
closure activity.
The evaluation MUST be related to your
behavioral objectives.
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Remedial/EnrichmentActivities: Remedial:
These are ways that you will adapt the
lesson for students in your class who needadditional support and modifications
Examples might be some visual that others
do not need or fewer problems, etc.
Discuss examples
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Enrichment Activities:
These are modifications that you would add
for students who complete the work early orwho need more challenging work
Discuss examples
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Materials and Media: In this section you need to list all the
materials and/or media you will need to
implement this lesson Examples:
projector
PowerPoint Presentation
Lesson Plan sheets
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Webliography: This is a list of any websites that you
used to:
Find activities Find additional information to include in the
lesson
Student sites for additional practice Frameworks URL
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Deaf Role Models: Think of some way to include Deaf role
models for your students
You may have a Deaf adult comeparticipate in the lesson in some way
You may find some information about a
Deaf person who has made acontribution in the area you are studying
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Examples of lesson plans Class: Kindergarten Subject Area: Math
NCTM Frameworks: Algebra: Sort, classify, and order objects by size,number and other properties.
Behavioral Objectives:
After a demonstration by the teacher, the students will identify, sortand classify objects by size, shape and color.
Intro/ Procedure: We will start out by reviewing sorting by color. I willplace a variety of red and yellow triangles, circles, and squares of twosizes (small and big) on the floor. The students will first sort by color,then size and if time allows they will sort by shape..
Closure: We will play a game of I spy.
I spy something redand they would take turns going around the roomtrying to find objects that are that color. I spy something red with fourcorners.
Enrichment Activities: After sorting by size, color and shape the studentswill sort by number of sides.
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Evaluation: I will hand out a worksheet. Sort by size this is howI will assess their ability to sort. Also, I will have a checklist ofvocabulary. Tthey receive a check for each word they say that islisted here, in a sentence context:
Vocabulary:
Big, Small, Middle, Large, Tiny
Sort-separate Group-categorize
Materials and Media:
Shapes of various size and colors made out of constructionpaper.
Webliography: http://webtech.cherokee.k12.ga.us/littleriveres/ewilliams/tieredassi
gnmentskindergar.htm
Deaf Role Models: N/A
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1st Grade groupSeptember 12, 2005Language
TSS: 1.01 Develop oral language.
1.02 Develop listening skills.
Objectives: Given high frequency words from the reading text book, thestudents will be able to make a sentence using those words given a cueof one word.
Set: Weve been practicing making sentences. Today were going tomake it harder. Who thinks they will win??
Procedures:
1. I will give each of the students their lined strip and their baggie of highfrequency words. (They will want to organize the words)
2. I will tell them to make a sentence using one of the words. (i.e. Make a
sentence using the word look.) 3. The students will use their words to make their sentences. When they
are done, they will raise their hands. Then each student will read theirsentence and see if the group agrees that it is a sentence. If not, thegroup will decide what can be fixed.
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4. A score will be kept on a dry erase board and at theconclusion they will get as many marshmallows assentences they got correct.
Closure: What makes a sentence? Tell me, is this aquestion sentence or a telling sentence: What did youhave for lunch? They will each tell what they had forlunch and then I will send them back to theirclassrooms.
Materials: 4 Lined strips, 4 bags of laminated high-
frequency words, dry erase board, marker,marshmallows
Remedial: I will help Student A one on one think of asentence. Enrichment: They can help other studentsthink of sentences.
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Money Lesson Plan-AClass/Grade Level: 9-12Duration: 90 Minutes
Unit Goals with Tennessee Frameworks:
Reading:
Extend reading vocabulary.
Identify and begin to use a variety of resources to revise and edit
writing. Mathematics
8.2.spi.7. apply given formulas to solve real-world problems;
8.2.spi.8. interpret graphs which represent rates of change.
Writing
The student will develop the structural and creative skillsnecessary to produce written language that can be read andinterpreted by various audiences.
The student will be given the opportunity to develop this creativeoutlet through additional writing experiences.
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Objectives:
1. Given various sentence types the students will review andpractice grammar skills. They must answer 3/5 to complete theassignment.
2. Given prompts in the lecture the students will discuss days ofthe week. The students must state the day of the week.
Given a list of words (new vocabulary) the students will write a oran in front of the word. The students must complete 3/6 to passthe assignment.
Given money the student will learn to count money and make
change. They must complete 3/5 times to successfully completethe task.
James will begin to create his own grocery store.
Given a book the student is required to make a list of allvocabulary words not known. The student must write 5 new words.(James only)
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Materials and Media
Money worksheets (homework), fake money, list of grammarsentences to correct (written on board), Vocabulary Builder BookB- pg 24, Counting My Money workbook, dictionary and moneyquiz
New Vocabulary:
Dollar, dime, nickel, quarter, penny, (Introduce half dollar, dontadd to quiz)
Set: Remember yesterday we learned how to count coins. Today
we will do the same with cash and coins. This is important. (Why?)Because we want to know if we have enough money to buy whatwe want and make sure we receive the correct amount of moneyback. If we are going to spend money and shop we must learnhow to count it.
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Classroom: Students are seated at their desk. I will use the board to present thelesson. I will also monitor the students progress by walking to their desk andasking them to write answers on the board.
Procedures:
Greet the students. What is today? Can you spell it? What is tomorrow? Reviewyesterdays information. Ask the students to take out a sheet a paper and correctthe following sentences. They include the new vocabulary to test the students.They are:
the bank didnthave dollars.
four quarterequal one dollar .
i must pay three dollar for lunch.
the ice cream is an treat. it is five dollarand ten cent at the store.
you can buy food at kroger, bi-Lo, and food city.
Instruct James to start p. 24 while other students are working. Check the studentswork and correct it. Ask them to correct the sentences on the board.
Check James work and ask him to write each misunderstood word in a sentence.
Ask James to start on the mock grocery store list. He will create prices for each.
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The other students will focus on their divisionworksheets.
After the students have completed all their projects,ask them if they need a break.
Return to the class. Sort the money among thestudents and James. James is the cashier and ownerof the store. Post his grocery store sign.
Using a basket ask the students to select a 7 itemsfrom the basket. Using the money require thestudents to purchase items from James and checktheir change. Ask James to distribute the wrongamount of change. (30 Minutes)
Quiz the students knowledge by giving them thehomework sheet if you have more time.
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Closure:Discuss tomorrows lesson will focus on thehurricane.
Remedial Activities: Before you present the lessonmake sure all the students have completed theworksheet. If a student needs assistance (This willapply to one student.) Quickly review and workout theanswers quietly while the other students are working.
Enrichment Activities: Refer students to write aparagraph (3 sentences or more) about their weekend;
if money portion is mastered. If money portion isntmastered provide an additional worksheet that includesthe half dollar on pages 38-41. You may use thehomework assignment worksheet if you need anadditional assignment.
Evaluation: Use the homework assignment