Miss Hunter’s Elementary Lesson Plan Template Explanation

To receive full credit, meet the rubric requirements.

Name_________________________________ Date_________ Grade ______Subject_______

Standards Copy the MCCR Standard(s) including the number.

Learning Objectives List casual, specific, measurable objective(s) specific to this one lesson. At the end, conclude “with _____% accuracy.

Assessment

· Formative; feedback I suggest you write the assessment section after you write your procedures. Write your standards, objectives, anticipatory set, procedures, and closure. Then go back and study your procedures. Identify all the assessments/activities (question/answer sessions, discussion, observation of small group work, a worksheet or workbook page, writing assignment, modeling with manipulatives, etc.,) during the lesson that will inform you about what the students seem to know or not know. These are the formative assessments used to determine if the students have met the learning objective. List them as your formative assessments and include how the students will receive feedback for each activity. The phrase “immediate oral feedback” describes the feedback in many cases.

· Summative; feedback The summative assessment is not happening today. In this lesson, they are learning and practicing a skill. They are not yet ready to be tested on it. For the summative assessment, list the date when the test will be administered, briefly tell what skill(s) the test covers, and tell how the students will receive feedback about their responses.

Differentiation and accommodations (both academic and behavioral ) I suggest you write this section after completing the anticipatory set, instructional procedures, and closure. Be specific. List the first names of the students in the low group (may use a different name for your groups) and explain what is being done differently with these students to help them learn the skill. List the first names of the students in the high group and explain what is being done differently with these students to extend their learning. It needs to be evident when this will happen. Attach the differentiated materials along with the other materials for the lesson, and clearly label them as to which group will use them.

If there are behavioral accommodations, be sure to include them in this section, or state that there are none.

You may certainly use peer tutoring during your lesson, but peer tutoring will not count as differentiation. We cannot depend on elementary students to teach for us. Do not misunderstand. Peer tutoring has its place and can be helpful to some students. Just be aware it is not differentiation.

Anticipatory set You can present the 5 parts of the Anticipatory Set to the students in any order you choose but keep writing them in the order on this template. The order aligns with the rubric.

· Review Include the questions you will ask to review prior learning; include the expected responses in ( );

· Connection to future learning (at school) Use quotes and "kid language" for what you will say for the connection to future learning (academic connection; a school connection). How does today's objective fit into what they will be learning at school tomorrow, next week, or later this year?

· Hook Make this short and sweet. A video is too long to use as a hook because it takes up so much time. If you have a video of quality, move it to the procedures section and teach with it .

· Relevance (outside of school) Use quotes and "kid language" for what you will say to make a real life connection for kids of this age. How is this objective related to something in the world outside of school?

· Expectations (group work, whole class discussion, video, etc .) Use quotes and "kid language" for what you will say as a quick overview of what will happen during the lesson. (example–“Today we will work together, watch a video, and then work in groups.”) You can also mention behavior expectations.

Instructional Procedures This is the meat of the lesson plan and explains what both you and the students are doing throughout the lesson. It is an outline of how you will instruct this lesson from the end of the anticipatory set until you are ready for closure. Do not repeat the anticipatory set in this section. Start the instructional procedures section with what you will do immediately following the anticipatory set. You may script the procedures if you choose, may use bullets, or may use another format that works for you. This is normally the longest section in the lesson plan. Be specific and clear; a third party (a substitute) must be able to follow your plan. Include the expected responses for the questions in parentheses following the questions.

Instructional Strategies

· List strategies used; cite research supporting 2 of the listed strategies After you have written the plan, go back through it and list here all the teaching strategies you are using during the lesson. Then choose two from the list to research. Include a complete citation for the review of research a professional conducted on this strategy and briefly tell what the research proved is the benefit to students for being taught with this strategy. One or two sentences is sufficient.

· Visual support After you have written the plan, go back through it and notice all of the visual elements in the lesson. What parts of the lesson assist with visual learning? List them.

· Auditory support List the parts of the lesson that assist with auditory learning .

· Kinesthetic support We are talking about using manipulative or motions or body movements that assist students in learning content. This is not walking to the white board or moving to the carpet. Getting up and moving is helpful for some kids who might need to wiggle during this lesson, but the movement does not help them academically. If your lesson does not include a kinesthetic element (many do not), simply write "none" in this section.

Closure List statements and questions that address both a summary of the lesson’s main concepts and ties to real-life. Include the expected responses for the questions in parentheses following the questions. Exit slips may be used in closure, but they do not provide closure. Exit slips tells YOU something about what the students know when you read them after class. Closure should provide the STUDENTS with a summary of the main learning of today’s lesson. The goal is for the students to hear the main points of lesson one more time before they move on to something else.

Materials list (attach materials in a separate file) List all materials except paper and pencil. Be specific. Refer to the title on a worksheet or a page number. A substitute needs to know what to use. Notice the rubric requirement for a link. All supplementary materials must be attached in Tk20 in a separate file but in the same placeholder with the lesson plan.

Technology List all technology used during this lesson.

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Elementary Lesson Plan Template

(Use for very first lesson plan, evaluation lesson plans, and video reflection.)

Name_________________________________ Date_________ Grade ______Subject_______

Standards

Learning Objectives

Assessment

· Formative; feedback

· Summative; feedback

Differentiation and accommodations (both academic and behavioral)

Anticipatory set

· Review

· Connection to future learning (at school)

· Hook

· Relevance (outside of school)

· Expectations (group work, whole class discussion, video, etc.)

Instructional Procedures

Instructional Strategies

· List strategies used; cite research supporting 2 of the listed strategies

· Visual support

· Auditory support

· Kinesthetic support

Closure

Materials list (attach materials in a separate file)

Technology

Read the accompanying explanation document and the lesson plan

rubric for further explanation of what is expected in each section.

Aligned with Fall 2017 rubric NH; revised 2021

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POETRY NOTES

· sounds

· rhythms

· repetition

ELEMENTS OF POETRY

*lines—“sentences” of a poem

*stanzas—“paragraphs” of a poem

*repetition—repeating words, lines, sounds

*refrains—repeated group of lines or words

*rhyme scheme–pattern of rhyme

VOCABULARY TO KNOW:

impact→ effect or influence

tone→ the author’s attitude toward the text

imagery→ words “paint” a picture

SOUND DEVICES

ALLITERATION (ALL.)–repeated beginning sound

*(TONGUE TWISTERS)

Bob baked brownies on a boat.

Yennifer Yarger yelled up yonder yesterday.

Kristen called today.

ASSONANCE (ASS.)— *vowels are “naughty”

Repeated vowel sounds

Try to light the fire.

Say hey to the blue jay!

Hi, Guy.

ONOMATOPOEIA—imitates sounds

boom gurgle pow buzz crash bang crunch hiss hum ding

FIGURATIVE LANGUAGE

simile- compares using like or as

metaphor – compares WITHOUT using like or as

personification—giving nonhuman things human characteristics

hyperbole –extreme exaggeration

stop notes

* rhythm–a beat created by stressed and unstressed syllables

examples

strawberry straw berr y

American A mer i can

* rhyme– the repetition of vowel or ending sounds

examples

we he be thee (ASS.)

wind bend lend

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TEXT STRUCTURES

TEXT STRUCTURE—how the author “builds” a text

* a text may have more than one text structure

* the one that CONTROLS the text will be the best answer

TYPES OF TEXT STRUCTURES

1. CHRONOLOGICAL/SEQUENCE- the order in which something happens

*KEYWORDS:

then next after now finally first, second, etc.

DATES &TIMES

2. CAUSE & EFFECT- something happens, then another thing happens because of it

*KEYWORDS:

because due to therefore as a result since

3. PROBLEM/SOLUTION- there is a problem that gets solved

*KEYWORDS:

problem solution solve resolve plan

4. COMPARE/CONTRAST– shows how things are ALIKE and how they are DIFFERENT

*KEYWORDS:

however unlike similar to yet but

on the other hand VENN DIAGRAM

5. PROCEDURE– steps needed to do something

* explains how to

* directions

* recipes

6. DESCRIPTION– describes how events look or feel

*full of details, adjectives, vivid language

*the reader can picture what is being described

STOP NOTES HERE

Read through each one and look for the clue words that can help you identify the text structure. Then, decide whether each one is organized in chronological order, problem and solution, cause and effect, or compare and contrast.

Circle the keywords.

The wood thrush is a cousin to the robin. Both birds lay eggs that are a pretty turquoise blue. When robins are babies, they have spotted chests like the wood thrush. And both kinds of birds migrate in the winter. However, there are some differences. The wood thrush prefers deep forests, while the robin can live in towns and backyards. The wood thrush builds a neater nest than the robin. Both birds are fun to see flying around. Text structure:

The number of wood thrushes is declining, or going down. A main cause of this decline is habitat loss. The wood thrush is losing habitat in two places—the United States and Central America. In the United States, forests are being turned into shopping centers, developments, and factories. As a result, the wood thrush has fewer places to build nests and raise young. In Central America, tropical rainforests are being cut down to make room for farms. This means that migrating wood thrushes have trouble finding territory for the winter months. Text structure:

In spring and summer, wood thrushes often hunt for insects on the forest floor. They will hop along dead logs and poke their beaks into the leaf litter to find their food. Unfortunately, many people clean up the dead leaves from their yards. The wood thrush has trouble finding food when this happens. But you can help the wood thrush. Put aside a small section of your yard for leaves, dead logs, and rocks. This way, the wood thrush will have a place to search for food. Text structure:

Male and female wood thrushes build their nests in late spring. The eggs take about 13 days to hatch. After the babies emerge from the eggs, both parents help to feed them. The parents take care of the young birds for about a month. Then the little fledglings are ready for life on their own. Text structure:

What do you think?

Can a paragraph have more than one text structure? Why or why not?

________________________

_____________________________________________________

Text Structure Practice

Part 1: Match each text structure to a question that you should ask yourself as a reader as you read that kind of text.

	compare and contrast	1. What are some of the causes in this text? 2. How do the details relate to the main idea? 3. What is the solution to the problem? 4. How are these items similar? 5. Which event happened first?
	chronological order
	problem solution
	cause and effect
	main idea and detail

Part 2: Read the text below. Then, answer the questions that follow.

Traveling to Antarctica would be impossible for regular ships. Icebergs and sea ice could easily crush the hull of a boat, causing it to sink. But luckily, this problem can be solved. Some boats are ice-strengthened. They have special hulls that can withstand the force of the ice. Other boats are actually icebreakers. These ships have powerful engines that can break through the thick ice!

What is the problem in this text?

How is this problem solved?

Living at the South Pole is very different from living in Pennsylvania! For one thing, the South Pole’s elevation makes hard work difficult. Simple jobs that would take a short time around here, such as packing luggage, are exhausting. Leisure time is also different. In Pennsylvania, people can choose from many TV and radio stations. At the South Pole, there is no TV or radio. People can only communicate with the outside world through e-mail. But the biggest difference is probably the temperature! Here in Pennsylvania, a temperature of 7 degrees is freezing cold. But at the South Pole, that’s about as warm as it ever gets!

What two things are being compared in this paragraph?

How is leisure time different at the South Pole from in Pennsylvania? _____________ ________________________

Name

Text Structure Practice

Directions: Read each paragraph. Then, write the text structure of the paragraph on the lines below.

problem and solution cause and effect chronological order description/main idea

	#1 Did you know that the way you take care of your lawn can affect the watershed? Many people use pesticides and herbicides to kill insects and weeds. These chemicals can run off into streams and rivers, harming plants and animals. ___________________________		#2 Streams face many problems. Chemicals like pesticides, herbicides, and oil can wash into the stream during storms. Dirt and debris from construction sites and bare ground cause problems too. But there is a solution. A riparian buffer zone, or an area of trees and shrubs along a waterway, can dramatically improve water quality. _______________________________
	#3 Wetlands are important for many reasons. Not only do they serve as resting places for migrating birds, but they are also breeding grounds for many different types of animals. Wetlands also absorb excess water during storms, helping to prevent flooding. The plants of wetlands help to absorb toxins and improve water quality.
	#4 Planting a riparian buffer zone is easy, but requires some planning. The first step is to observe the area. What is already growing there? Next, decide what you would like to plant. Trees like river birches, pin oaks, and sycamores provide habitat for wildlife as well as a good buffer zone. A shrub like sweetspire is both ornamental and well-suited to the wet area. After you have decided on the plants, gather the necessary tools. Then you can get started on your riparian buffer zone! ______________________________________________________________

IDENTIFYING TEXT STRUCTURES

text structure(s) keywords

1 ____________________________________________

2 ____________________________________________

3 ___________________________________________

4/10 _________________________________________

5/17 _________________________________________

6 ____________________________________________

7 ____________________________________________

8 ____________________________________________

9 ____________________________________________

11 ___________________________________________

12 ___________________________________________

13 ___________________________________________

text structure(s) keywords

14 ___________________________________________

15 ___________________________________________

16 ___________________________________________

18 ___________________________________________

19 ___________________________________________

20 ___________________________________________

21 ___________________________________________

22 ___________________________________________

23 ___________________________________________

24 ___________________________________________

25 ___________________________________________

26 ___________________________________________

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Lesson Plan Rubric 1 2 3 4 Name________________________________

1. Standards

1. Standards are missing.

2. Standards are provided and partially correlate to lesson objectives and tasks by reference number only.

3. Standards are provided (including reference number) and correlate with learning objectives and tasks.

4. Standards are provided (including reference number) and correlate with learning objectives and tasks; standards reflect integration of another subject area OR multiple parts of the standard are addressed in the objectives.

2. Learning Objectives

1. Student learning objectives provide a broad focus for instruction; objectives are teacher centered.

2. Student learning objectives provide a clear focus for instruction.

3. Student learning objectives are clear, measurable, and specific to the standard(s) and include active (action) verbs that define what all students will do.

4. Student learning objectives are clear, measurable, and specific to the standard(s); objectives provide differentiation/accommodations/variability to meet needs of all students.

3. Assessment

1. Assessment partially measures objective(s).

2. The assessment strategy is teacher observation OR assessment inaccurately measures the objective(s).

3. Formative and/or summative assessment align to the lesson objective(s).

4. Formative and summative assessments are defined, aligning to all objectives addressed in the lesson; include

how students will receive timely, effective, and descriptive feedback toward quality work based on

assessment results.

4. Differentiation/Accommodation

1. All students receive the same instruction.

2. Lesson includes vague modifications for some students.

3. Differentiated learning/accommodations are linked to individual learner variabilities.

4. Academic and behavioral differentiation/accommodations are embedded within the lesson to meet the needs of

all students.

5. Procedures: Anticipatory Set

1. The anticipatory set is provided.

2. The anticipatory set connects the previous or future content; attempts to connect prior knowledge skills.

3. Introduction to the lesson is meaningful, engages, motivates, and captures students’ attention; activates prior knowledge, connects to future content, and relates content to students’ lives; sets the expectations for the lesson’s tasks (e.g. group work, whole class discussion, etc.), hook is creative.

4. Introduction is provided in student-friendly language (ex. I can…); connection to previous or future content is made and includes reference to life experiences; includes examples of previous content requiring student participation; the hook is creative and designed to pique students’ interests, feelings, or emotions; student expectations are clearly defined.

6. Procedures: Instructional Procedures

1. Procedures lack alignment with objective(s), are broad with limited detail for candidate’s and students’ action or progresses in a random order.

2. Procedures align with objectives and progress in a logical order; some procedures are vague, lacking detail required for a third party to follow the lesson.

3. Procedures align with objectives, progress in a logical order, and contain detail where a third party can

easily follow.

4. Procedures align with what the teacher with do and what the student will do to meet learning objectives from beginning to end. Procedures follow a logical order, and include a high level of detail; provisions are made for early/late finishers.

7. Procedures: Instructional Strategies

1. Lesson is teacher centered and incorporates minimal student practice; content is conveyed using one modality.

2. Lesson is more teacher centered than student centered offering few opportunities for guided and/or independent practice. Limited multi-sensory support is provided with some variety in teaching strategies

3. Lesson is student centered; multiple teaching strategies are included; multi-sensory support is provided;

individual and group work are present and provide adequate practice.

4. In addition, strategies show creativity and/or originality; lesson integrates multicultural OR interdisciplinary components; tasks provide extensive and/or highly creative practice and engage students in the processes of critical thinking and problem solving in meaningful contexts.

8. Procedures: Closure

1. Focus is on clean-up and/or transition to next activity.

2. The learning objective is restated; homework assigned, if appropriate.

3. Candidate revisits the purpose for the lesson and ties to real-life; lesson is summarized by candidate and refers to future learning; student questions are provided (Candidate centered).

4. Students review the lesson by summarizing and/or sharing what they learned; question responses allow students to express that they have achieved understanding of the lesson’s main concepts; candidate revisits the purpose for the lesson, ties to real-life and/or future learning (Student centered).

9. Materials

1. List of materials given limited attention in the lesson plan; no materials listed

2. List of materials is incomplete or inaccurate. Teacher created handouts and/or other reproduced handouts are not attached to the lesson plan.

3. List of materials and is provided and accurate for both teacher and students. All handouts, both teacher centered and those reproduced from other resources, are attached to the lesson plan.

4. Detailed list of materials is provided for both teacher and students. All handouts, both teacher created and those from other resources, are referenced in the procedures and attached to the lesson plan and include active URL hyperlinks.

10. Technology

1. Candidate selects technology/media unrelated to lesson objective.

2. Candidate selec

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