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John Lesson Plan



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CENTRAL CONNECTICUT STATE UNIVERSITY Lesson Plan Template

John Voight || **Grade Level:** 9th Grade || **Date of Lesson:** November 18, 2011 ||
 * **Student Teacher :**
 * **Name of Lesson:** Bill of Rights ||


 * **Content Standard (This may include GLEs, District Power Standards, and/or CMT/CAPT Strand): Standard 1: Content Knowledge** 1.1 – Significant events and themes in United States History 1.8 – The interactions between citizens and their government in the making and implementation of laws 1.9 – The rights and responsibilities of citizens ||


 * Meeting the Needs of All Learners - Tiered Support**

What is the intended learning outcome of this lesson? Be sure it is observable and includes clear criteria.//NOTE: use Bloom’s Taxonomy to assist this work.// Students will be able to demonstrate an understanding of significant events and themes in US history. Students will know the first ten amendments to the US Constitution: The Bill of Rights
 * **Student Learning Objective(s) :**

Repetition, routine. || **Modification/Accommodations of Objective**
 * Rationale for Objective****:** How does this lesson support previous learning.
 * ( //IF// needed)**

Repetition Verbal Prompting Visual Cues


 * Rationale:** What student data supports this need? IEPs, Functional Behavioral Assessments ||
 * **Assessment:** State the specific strategy (ies) and tool(s) used to collect the data for each SLO. //(Examples: essays, projects, quiz, exit slip, worksheet, etc)//

K-W-L Chart graphic organizer Written summary of Wiki Space presentation || **Modification/Accommodations of Assessment** Ed Behavior – leadership role/verbal praise/tally on positive behavior chart
 * ( //IF// needed)**


 * Rationale:** What student data supports this need?

IEPs, Functional behavioral assessment ||


 * Classroom Learning Environment: Select ONE area of focus for your lesson** utilizing positive support strategies . Briefly state your reasoning for the specific focus area. selected.


 * || Standards of Behavior ||
 * || Routines ||
 * || Procedures ||
 * x || Group Work ||
 * || Transitions ||
 * || Other ||
 * || Instructional Arrangement ||

model of instruction. Be sure to include a rationale for the chosen model(s). You may check more than one.
 * Instructional Model/Strategy**: Explains how you will best facilitate student learning through a specific


 * ** Strategy ** || ** Rationale for chosen model explaining how this model will best facilitate student learning. You may check more than one. ** ||
 * Direct Instruction

Cooperative Learning – identify specific strategy (NOTE: This model requires a social skill objective in addition to the cognitive )

Inquiry

Concept Formation/ Concept Development

Discussion Model || Student engagement/social skills Group cohesiveness Self-management Demonstrating Knowledge ||

Textbook Reading Bill of Rights handout || **Modification/Accommodations of resources ( //IF// needed)** ||
 * **Materials/Resources:** //Materials/resources used in each learning activity including modifications for individual students in order to facilitate learning// || K-W-L Chart graphic organizer


 * **Initiation**: ||  || **Modification/Accommodations**
 * Tiered Support** ||
 * Cite how you will **engage** learners, **activate** prior learning and **present** the lesson’s objective.

a) **__what__** they will be doing and learning in the lesson;   b**) __how__** they will demonstrate learning; c) **__why__** it is important. || Graphic organizer- K-W-L Chart -Brainstorming discussion on what they already know -Think-aloud read along to elicit self-questioning to activate prior knowledge -note taking from wiki space presentation -written summary of ten amendments || Behavior- verbal praise Token economy rewards || -fill out K column on KWL Chart -think-aloud reading on text material to elicit self-questioning -fill out W column on KWL Chart -use of wiki space presentation including You Tube videos -fill out L column on KWL Chart || Behav. Verbal praise, routine chart, token economy rewards - Use of peer mentors - Small groups || How will you help students to **connect** this lesson to previous and subsequent lessons as well as connect to their own lives? How will you help the students see the relevancy of the lesson by understanding the purpose/importance of the learning? || -Content knowledge will be measured by the content listed in their graphic organizer regarding the Bill of Rights. Students will show their competence in literacy, inquiry and writing through the summary that will follow their KWL graphic organizer. -I would explain to students that using the strategies they have just used will help them in any content area. I also believe that students work better in smaller groups especially using peer mentors. Students can also make connections with material by discussing them via Web 2.0 tools such as blogs and twitter. || Behav. Implement rewards to target behavior -Prepare for transition: charting visual signs -Verbal prompts ||
 * 1) explaining ** :
 * **Lesson Development:** ||  || **Modification/Accommodations**
 * Tiered Support** ||
 * Cite how you will allow students to **explore** and **experience** the material in order to build meaning and build on each concept(s).
 * what you will do to model or guide lesson;
 * what learning activities students will be engaged in to gain the key knowledge and skills identified in the SLO. || -class brain storming on Bill of Rights to elicit prior knowledge
 * **Closure:** ||  || **Modification/Accommodations**
 * Tiered Support** ||
 * Cite how you will **evaluate** if the objective(s) was met.

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