Ed 110 B Lesson Plans and Walk-through Representations by Ari Fleisher

BEFORE THE LESSON
Lesson Overview: What is this lesson about?A good lesson is responsive to all students engaged in learning. Provide a brief description of what this lesson is about, the content areas addressed, who it is for (i.e. think about gender, race, culture, ethnicity, disabilities, abilities, etc.), and how it relates to a larger unit, theme, or lesson. If you are not teaching the class create a hypothetical description of a class from a previous experience. Pre-K life science class: Learning about seeds, difference between organic and inorganic materials, relates to
List any pre-requisite skills or information needed for learners to be successful.
Universal Design for Learning: How will you maximize supports and minimize barriers for all students?
Engagement | Representation | Action and Expression
7.2 optimize relevance value and authenticity8.1 heightens salience of goals and objectives9.1 promote expectations and beliefs that optimize motivation | 1.1 offer ways of customizing displays of information2.1 clarify vocabulary and symbols3.1 activate and supply background knowledge | 4.2 optimize access to tools and assistant technology5.2 use multiple tools for construction and composition6.1 guide appropriate goal setting
Time: What is the estimated time needed for this lesson?
Lesson Goals: What are you teaching?Overarching Questions: Common Core/Framework Alignment: Objective: (Students will be able to….): by the end of this lesson, students will be able to determine what is and isn’t a seed (i.e. what can grow and what cant) Language Objective (if ED 309 or above): Opportunities for IEP Integration:
Lesson Assessment: How will ensure that students learn?
Formative (The goal of formative assessment is to gather feedback that can be used by the instructor and the students to guide improvements in the ongoing teaching and learning context. These are low stakes assessments for students and instructors.): Ask which they think will grow, the seed or the rock. They can plant both (experiment) ask them why one grew and the other didn't
Summative (The goal of summative assessment is to measure the level of success or proficiency that has been obtained at the end of an instructional unit, by comparing it against some standard or benchmark.):
Lesson Materials: What supplies, people, and technology (high and low) will you use? Need clear cups, water, beans, paper towel, pebbles

DURING THE LESSON: WHAT DO YOU EXPECCT TO HAPPEN
Lesson Methods: How are you Teaching? Beginning/Focus: How will you hook student into the topic? Some examples could include: Model, read aloud, introduce, share an example, set up a problem, activate prior knowledge. Approximate Time: __________
Teacher and staff say and do | Learners will say and do | UDL integration
Circle timeRead books about plants/gardening Talk about things that will grow/not grow Discuss how plants grow Show pictures & get kids involved by letting them tell what they know about planting and how plants grow. | Say what they know about gardening Kids will be engaged with books, photos, and especially the opportunity to tell what they know | 7.2 optimize relevance value and authenticity 5.2 use multiple tools for construction and composition 6.1 guide appropriate goal setting
Middle - Guided Practice: How will you guide the students in learning by gradually reducing responsibility? Examples: whole group to another delivery method such as centers, small groups, pairs, heterogeneous grouping Approximate Time:__________
After reading and discussing plant growth teacher will have students draw pictures of the different stages of plant growth. Teacher will also sit with kids and help as needed but will allow kids to use their creativity and what they know to lead their own drawings. Teacher will display drawings to refer to when doing the project when kids would be planting the rock & the bean to track their plant growth. | Kids will be engaged by drawing what they know about plant growth. Kids will ask questions if need be. Kids would be enthusiastic to be able to see the growth of the bean in comparison with their drawings. | 9.1 promote expectations and beliefs that optimize motivation 8.1 heightens salience of goals and objectives 3.1 activate and supply background knowledge 2.1 clarify vocabulary and symbols
Independent Practice: How will instruction lead to independent practice? How will you now facilitate? Approximate Time:______
Teacher will begin by setting up the materials at each table for the kids. Teacher will have each child come and sit at the circle rug and explain the project by demonstrating what will be done. Teacher will then have each child go to their seat and allow them to begin their project. Teacher will monitor and help if need be. | Kids will be excited to begin this project. Kids will be engaged while using hands-on experience to use background knowledge in order to do project. Kids will talk to each other & the teachers in order to better grasp the project. Kids will be able to use specific terms regarding plant growth. | 1.1 offer ways of customizing displays of information 2.1 clarify vocabulary and symbols 3.1 activate and supply background knowledge
Closure: How can you bring the activity to closure so that students have direction, or an idea of how this learning makes sense in context of the bigger picture and lesson goals and objectives? How will you integrate the formative and/or summative assessmentApproximate Time: _______
Back to circle timeDiscuss the lessonHave examples of the seeds/rocks | Kids will say what they did in the project.