EDR 317/318 Lesson Plan Template for SLO

(40 points)

Alexa Lazzarotti
LESSON PLAN TEMPLATE

Wednesday, November 8, 2017

Lesson Day

How will this lesson support the learning goal?

What information can I use to help me reflect on what I have learned?
(1c: Setting Instructional Outcomes)
(1 point)

Objective(s)
Given a template, students will be able to write a postcard informing the reader of
(1c: Setting Instructional Outcomes)
what they have learned by using background knowledge and evidence from the text.
(2 points)
Taking the learning goal into consideration, what is the objective(s) of
this lesson that will support progress toward the learning goal.

Objectives should be learner focused (not what the teacher will do or

accomplish), observable (use verbs that can be measured), and target a
specific outcome. Please refer to the SLO User Guide for the ABCD
method or I CAN statements that can be used as a guide.

PA Standards (2 points) Reading - CC.1.1.4.E Read on-level text with purpose and understanding.
www.Pdesas.org/Standard/view or
https://www.pdesas.org/Page?pageId=11
Writing - CC.1.4.4.E Use precise language and domain-specific vocabulary to
inform about or explain the topic.

Writing - CC.1.4.4.S Draw evidence from literary or informational texts to support

analysis, reflection, and research, applying grade-level reading standards for
literature and informational texts.

Speaking and Listening - CC.1.5.4.A Engage effectively in a range of collaborative

discussions on grade level topics and texts, building on others ideas and expressing
their own clearly.

ISTE Standards (if applicable) N/A

RJM Fall 2017 SLO Lesson Plan Template 1

 Technology Materials/ Resources Earth Materials. Published and distributed by Delta Education, 2003.
(1d: Demonstrating Knowledge of Resources) This book gives students the opportunity to access the content through a
(2 points) medium other than a textbook. It presents the content in a more authentic
way, which can make it easier for students to feel connected and engaged. It
What texts, digital resources, & materials will be used in this lesson?
contains letters, postcards, stories, and newspaper clippings that integrate
How do the materials align with the learning objective(s)? If
appropriate, what educational technology will be used to support the information about rocks and minerals.
learning outcomes of this lesson? How do the resources support the
Postcard template
learning objectives?
http://www.oneequalworld.com/wp-
Cite publications and any web resources. content/uploads/2017/02/shutterstock_201120113.jpg
By having students use a template to write their postcard I am providing
them with the opportunity to create a work of writing that is authentic.

Writers Notebook
As a prewriting activity to writing a postcard, I have students jot down their
ideas in their Writers Notebooks. This gives students the opportunity to
brainstorm before having to write.
Before Reading (BDA lesson)
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
Good afternoon everyone! Last week we read Theresas letter about her and her
(2 points)
aunts vacation on exploring rocks. We talked about how you have explored rocks
__5__ minutes through experiments, and we even carried some out on one of our own. What are
How will you set the purpose and help students learn why todays some of the things we did to find out more about our rock? Wait. Depending on
lesson is important to them as learners? students responses, T may need to review. Thanks for sharing! We also talked
How will you pique the interest or curiosity regarding the lesson topic? about the 3 types of rocks. Who can tell us one type of rock? Wait. Have students
How will you build on students prior knowledge? say the other two types of rocks. Depending on students responses, T may need to
How will you introduce and explain the strategy/concept or skill? review. We have heard from Teresa about what she saw on her vacation, but now
we are going to hear from her aunt about what she has seen during many of her
Provide very detailed steps.
trips!

RJM Fall 2017 SLO Lesson Plan Template 2

 During and After Reading activities (BDA lesson)
Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
Everyone turn to page 5. T has students read a postcard aloud one-by one. T does
1e: Designing Coherent Instruction)
not make stopping points between the readings of the postcards. We just read a lot
(15 points)
of information and learned a lot about what Aunt Rita has seen on some of her trips.
__15__ minutes Is there a postcard that you really enjoyed reading? Why? Wait. Thanks for
sharing!
Exploration (Model): How will students explore the new concepts?
How will you model or provide explicit instruction? You MUST include
a teacher think-aloud using student-friendly language here.
Guided Practice: How will you provide support to students as they
apply the new concept? How will you allow them to practice (with
teacher support)?
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you monitor
and provide feedback?

Provide very detailed steps and include teacher talk where appropriate.

Closure
Closure
(1e: Designing Coherent Instruction)
Now that we have explored a few different topics in our readings and you
(2 points)
have done a few experiments in class, I would like you all to reflect on what you have
__5_ minutes learned. What is something you have all learned in class? What experiments have
How will students share or show what they have learned in this lesson? you done in class? Teacher writes the students ideas on the board in order to guide
How will you restate the teaching point or ask students to do so and students during the writing of their postcards. Now that we have collected some
clarify key concepts? ideas, I will give each of you a postcard. Since Aunt Rita has told us about what she
How will you provide opportunities to extend ideas and check for has learned and has been doing during her adventures, it is your turn to tell her
understanding? what you have been learning and doing in class. Take the rest of the time to write
How will this lesson lead to the next lesson? your postcard.

RJM Fall 2017 SLO Lesson Plan Template 3

 Differentiation:
Differentiation
Below/above level
(1e: Designing Coherent Instruction)
Content/Process/Product/Environment
(2 points)
ELLs
What differentiated support will you provide for students whose Creative/Critical Thinking and Inventiveness
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or For the students whose academic development is below grade level, they will be
learning environment do you plan to employ to meet the needs of all of given sentence starters on their postcard:
your students? I have learned that
How will your lesson be supportive for all students, including English I have learned how
Language Learners, and build upon the linguistic, cultural, and I have done
experiential resources that they bring to their learning?
How will your lesson promote creative and critical thinking and For the students whose academic development is above grade level, they will be
inventiveness? asked to write a postcard in addition to the one, responding to one of the postcards
from the reading. They will need to respond to the postcard by stating what they
found interesting and posing a question.

This lesson promotes critical thinking and inventiveness, because having them write
the postcard causes them to reflect on what they have learned. This lesson promotes
critical thinking, because it gives students the opportunity to share what they learned
through a different type of medium.

Accommodations Special Education/IEP or 504

Accommodations ** (see note below)
HOW content will be taught/learned
(1e: Designing Coherent Instruction)
(1 point)
For the student who is hard of hearing, I will wear the FM system that is connected
What classroom accommodations do you plan to employ to increase to his hearing aids. The FM system is a wireless assistive hearing device that
curriculum access for students identified with special education needs enhances the use of hearing aids. During reading centers, the noise level can get
or 504? loud, since the students often have discussions in their groups. The FM system
Describe how these accommodations align with the current provides the student with greater clarity of speech/sound as well as a reduction in
Individualized Education Plan (IEP) for each student as applicable background noise.
(avoid using actual names of students).
For students who are distracted easily or need more prompting/reminders than
others, I will have them sit closer to me in order to easily refocus them.

For students who have difficulty writing, they will be able to orally share their ideas.

RJM Fall 2017 SLO Lesson Plan Template 4

 Modifications - Special Education/IEP or 504
Modifications**(see note below)
WHAT students are expected to learn
(1e: Designing Coherent Instruction)
(1 point) N/A for any students in the class but examples of possible modifications are:
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the participation For the formative assessment, the students will not be expected to write a full
of students identified with special education needs? postcard. They will either write down or orally share one or two things they have
learned or done in class.

This would be considered a modification, because it is an adaptation made to the

assessment that reduces learning expectations.

Formative and Summative

Assessment (Formal or Informal)
*must match objective(s)
(1f: Assessing Student Learning)
(3 points)
Formative the review during the anticipatory set is what the teacher will use to
How will you and the students assess where the learning objectives, guide instruction
listed above, were met?
Summative the postcard
Each formal or informal assessment should describe how it is aligned
to the above objective(s).

**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to
consider when planning an equitable educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material
but they do not change knowledge content. With accommodations, a student receives the SAME education as other children, but the student can access content or
express knowledge in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may include
adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional
explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations
or modifications listed within the IEP or 504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of
the lesson plan template.

RJM Fall 2017 SLO Lesson Plan Template 5

RJM Fall 2017 SLO Lesson Plan Template 6