Daily Lesson Plan

Teacher: Ms. Macy Hendrex Lesson Date: 12-13-16

Subject: Becoming a Professional Teacher LDC/Unit Title: Chapter 13

CCSS/CLGs/SC Assessment Limits/Standards: (What are the Agenda: (What is the snapshot of my class
skills being taught? Which standards are being specifically addressed flow?)
in this lesson?) I will show the students a detailed power point of
Common Core Standards English Language Arts, key ideas and the lesson, during this time I will have them take
details Grade 12: Cornell notes based on what they think is
1.-Quote accurately from a text when explaining what the text says important information from each slide, then in a
explicitly and when drawing inferences from the text. small group take a small quiz to see if they
3.-Explain the relationships or interactions between two or more retained any knowledge from the lesson and
individuals, events, ideas, or finally, I will have them preform a ticket out the
concepts in a historical, scientific, or technical text based on specific door.
information in the text.
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
My students should be able to understand what to expect as a beginning teacher and how their performance as a future
teacher will be evaluated.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE

ASSESSMENT
Note: A variety of
formative assessments
should be used at key
points throughout the
lesson.
Get started/Drill/Do Now: (What meaningful activity will students complete as soon
as they enter the classroom?) I will ask the students
• First, I will ask the students what they think makes a professional teacher. what words they know
The students will then shout out each of their answers. I will then write all the the meanings of the
answers I hear on the white board with white board markers. I will make sure words in the word bank
that the students are aware that no answer is a wrong answer. This is just to in terms of teaching.
5-10 get all the students brainstorming their thoughts about my groups topic. Next,
min students will complete the cross word puzzle about becoming a professional
teacher (attached on back). I will then ask a few students to raise their hands
to tell me what words they found. And finally I will ask those same students if
they know what their words mean. I will then wait my turn till the rest of my
group members give their lessons. I will be the last one to present. When it is
my turn I will engage the students.

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge

that should be tapped? Is there vocabulary that must be cleared? Is there
brainstorming that student need to complete before the lesson begins?) So now I will explain
• I will ask the crowd what they believe each of the terms mean for their careers what Cornell notes are
as teachers. Then I will ask them which one of the words will be most and how to take them
2
important to their personal first days of teaching their own classroom. And during my lesson.
Min
lastly to engage the students I will ask them what word will be most important
to them when an administrator comes in their classroom for the first time to
 evaluate them. After I have finished engaging my class, I will begin my
sections of the lesson chapter 13.

Independent Practice: (individual practice, discussion, writing process.)

• All students will take Cornell notes during the power point presentation. The
Cornell notes will consist of information that the students think is important. I Does everyone
will provide the paper that will be used to take the notes. These Cornell notes understand how to do
will be a skill they can use in their future classrooms. The students will divide Cornell notes and how to
2-4 the paper into two columns: the note-taking column (usually on the right) is organize this specific
Min twice the size of the questions/key word column (on the left). The student type of note taking?
should leave five to seven lines, at the bottom of the page. Main ideas or
titles of slides go on the left side of the page. Notes from a lecture or teaching
are written in the note-taking column or left side of the page; notes usually
consist of the text of lecture, and long ideas that are then paraphrased. At the
bottom of the page will be a summary of their notes.
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy
demonstration, activate prior knowledge], shared reading, shared writing, discussion, From the Cornell, I now
writing process.) want all of you to get into
• I will now go through each one of my power point slides and teach my main small groups.
lessons.
• Slide 1 first section What can you expect as a beginning teacher
• Slide 2 page 471 First day of school:
o It is important to prepare well before the first day of school
o Find out all you can about:
▪ Schools students
▪ The surrounding community
▪ The way the school operates
o It is important to know that the first day can be very frightening.
o Even veteran teachers feel anxious on the first day of school.
o The anxiety level for both teachers and students about the first day is
high
o It is critical that you should be well organized and ready to take
20-25 charge.
min o Nearly all students will be naturally receptive to what you have to say
on the first day of school
• Slide 3 page 471 What do I do on the first day of school
o Students like to have guide lines on how the class will be run as well
as what is expected of them academically.
o You can utilize this day to:
▪ Pass out and assign text books
▪ Arrange a seating chart
▪ Explain how grades will be determined
▪ Explain the rules and procedures of the class
▪ Have a first lesson with in the first 10 minutes.
• Be sure to have plenty of materials to cover and
things to do
▪ Review old concepts that they learned last year
▪ Create a learning oriented climate
• Slide 4 page 473 The first year
o Don’t put all your energy into the first day but have that day act as the
highlight of the year.
 o Within the first month, students want to figure out what kind of teacher
you will be.
o You as the teacher have to understand how teacher expectations can
have a powerful positive influence on student learning.
o Focus on what you can do as a teacher to increase his students
learning. This will cause the student to know that their teacher really
cares and that the teacher will do whatever it takes for that student to
be successful.
o Success requires:
▪ Developing a well organized curriculum
▪ Putting learning systems into place
▪ Efficiently utilizing school and volunteer personnel
• Slide 5 second section How will your performance as a teacher be
evaluated
• Slide 6 page 473 Basics of evaluation
o Most teachers are evaluated on a regular basis to determine whether
their performance measures up to acceptable standards, and whether
they can create and sustain effective learning environments for
students.
o Performance criteria used to evaluate teachers vary and are usually
determined by:
▪ School principal
▪ District office
▪ School board
▪ State education agency
o Most schools use a principal or a member of the leadership team to
evaluate teachers
o The purpose of evaluations is to determine:
▪ If teachers should be retained
▪ If they should receive tenure
▪ If they should be given merit pay
▪ Self-improvement strategies
• Slide 7 page 473 Types of evaluation
o Quantitative evaluation, Qualitative evaluation, Clinical supervision
• Slide 8 page 473 Quantitative evaluation
o Includes pencil and paper rating forms that a supervisor uses to
record classroom events and behaviors objectively in terms of their
number and frequency.
o Supervisors can use tables to focus on on-task and off-task student
behaviors
o With this method, a supervisor conducts a sweep of the classroom
every 5 minutes, focusing on each student for approximately 20
seconds and the records their behavior according to the key at the
bottom of the table.
o Several states and a few large cities have developed their own lists of
research based competencies that beginning teachers must
demonstrate
o These competencies identify what effective teachers do
o Trained observers decide what will be a part of the competency
o On the next slide is an example of a supervisors finished quantitative
evaluation
 • Slide 9 page 475 Example of an observation instrument
• Slide 10 page 473 Qualitative evaluation
o In contrast to quantitative evaluation, includes written, open ended
narrative descriptions of classroom events in terms of their qualities.
o These more subjective measures are equally valuable in identifying a
teacher’s weakness and strength
o They can capture the complexities and subtleties of classroom life
that might not be reflected in a quantitative approach to evaluation
• Slide 11 page 476 Clinical supervision
o Many supervisors follow the 4 step clinical supervision model.
o This method requires the supervisor to hold a pre- conference with
the teacher, observe the classroom, interpret their data and finally
hold a post- conference with the teacher.
o Pre-conference- supervisors and teachers schedule a classroom
observation, determine the purpose and focus, and decide the
method of observation
o Post-conference- the teacher and supervisor discuss the analysis of
the of the data taken from the observation, and develop a plan for
instructional improvement.
o This model is time consuming.
o Many time- pressed administrators have to adjust or modify the
approach
• Slide 12 page 476 Benefits of Evaluation
o Regardless of the approach a school district uses to evaluate your
performance as a beginning teacher, remember that evaluation will
assist your professional growth and development.
o Experienced teachers say that periodic feedback is very beneficial.
o Evaluation results in:
▪ Improved teacher reflection
▪ Higher order thought
▪ More collegiality
▪ Openness
▪ Communication
▪ Greater teacher retention
▪ Less anxiety and burnout
▪ Greater teacher autonomy and efficacy
▪ Improved attitudes
▪ Improved teaching behavior
▪ Better student achievement
▪ Great student attitude
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, Now I will ask all of you
student or teacher-led collaboration, student conferencing, re-teaching or intervention, to fill out a ticket out the
writing process) door.
• In a small group of 3-4 students, students will take a small quiz (attached to
lesson plan). Students will be able to use their notes on the small quiz. This
will give the students a chance to collaborate on a quiz which is another
method they can use in the future in their own classrooms. The point of this
5
small group activity is to collaborate with peers and share their notes. If one
min
student has the answer to a question from their notes, that student can then
share with their group.
 Evaluate Understanding/Assessment: (How will I know if students have achieved I would appreciate it if all
today’s objective?) of you could fill out all of
2 • I will provide all students with a ticket out the door page. (attached to lesson the questions truthfully.
min plan). This ticket out the door consists of interactive questions that will allow
the student to successfully evaluate their personal knowledge of a topic and it
will also allow me to see what needs to be clarified or re-taught.
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the
objective and connect the lesson to the unit?) Are there any final
1
• For the last activity, I will simply ask the class what they now believe, after the questions before we
min
lesson, what they think is important in becoming professional teachers. I will leave tonight?
ask students to raise their hands and pick 1-3 students.
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy
the needs of all learners?)
• As I mentioned before, I have an attached ticket out the door that will allow
me to determine what key points I need to go over again or clarify.

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

• Computer with access to the internet
• Flash drive with saved power point on it
• Text book “Becoming a Teacher” 9th edition
• Power point slides on the subject matter/ lesson being taught
• 8 mini quizzes
• 30 sheets of lined paper
• White board markers
• White board
Notes:
• Small groups need to be in groups of 2 or 3.
• When I call on students, only call on 1 to 3 students for the sake of time

Structure Strategies Included in the City School/ Model of Highly Effective Literacy Instruction
Whole Group -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Questioning the Author (QtA) -Question-
Answer-Relationships (QAR)
-Text annotation -Think aloud -
Think/Pair/Share
Guided Practice/Small -Anticipatory guides/sets -Book/author talks -Cornell Notes
group -Close Reading -Literature Circles -Questioning the
Author (QtA)
-Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal
teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences
Independent Practice -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the
Author (QtA)
-Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal
teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences