PREPARING FOR THE LESSON PLANNING
Assignment Edit and add more extensive update to See attachment “Lesson plan Template Edit” in the following areas: See instructions for detailed
- No Plagiarism
- Update, edit and Add more extensive details to "Lesson Plan Template Edit attachment"
PREPARING FOR THE LESSON PLANNING
This assignment is designed to evaluate your knowledge and skills in lesson planning.
Resources:
· South Carolina standard – https://www.ed.sc.gov/instruction/standards-learning/ to write learning objectives:
Assignment
Edit and update attachment “Lesson plan” in the following areas:
· The objective does not explain exactly what you expect the students to learn.
· The standard needs to be written out and identified by number and indicator.
· Instructional steps need more information such as explaining the tasks, roles, and the text to be used.
· What tasks will be assessed ?
· No Plagiarism
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TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT
NAME: SUBJECT:
STATE STANDARD:
LEARNING OBJECTIVE(S): The student will
ASSESSMENT/PERFORMANCE MEASURE:
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MATERIALS and SETTING What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floors, library, or science lab? |
To complete this lesson, you will need a whiteboard, marker, teacher guide, and a copy of the student worksheet. The setting for the lesson should be comfortable and conducive to learning, such as a library or study hall. Students should be seated in pairs or groups to interact easily. |
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KEY VOCABULARY and ACADEMIC LANGUAGE What vocabulary terms must students know to understand the concept being taught? |
Students need exposure to the following vocabulary words in order to grasp the idea being taught: teacher, student, lesson, class, knowledge, and skill. |
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FOCUS ACTIVITY What activity will students engage in pique their interest in the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity |
The focus of this lesson shall be a game called "Who Wants to be a Millionaire?" This game will test the student's grammar, spelling, and vocabulary knowledge. The game will be played in teams of three. |
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CONNECTION TO PRIOR LEARNING This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson. |
Today we will discuss the future and what we want to be when we grow up. But before we do that, let's review what we have learned about the present tense. As a reminder, the present tense is used to describe things that are happening right now. For example, "I am eating breakfast." |
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OBJECTIVE STATEMENT (be sure to include the performance measure) This is what you say to students about what students will learn today and how they will show they have learned the content (that is the performance measure) |
Given a writing prompt, the student will produce a five-sentence original story including three of the five following vocabulary words: exacerbate, clandestine, dilemma, notorious, and superfluous. DCI: L.4.4 – Recognize and use a variety of strategies appropriate to the context to identify or clarify the significance of unfamiliar and multiple-meaning phrases and words used in reading material appropriate for fourth grade. Materials Needed: • Vocabulary to learn • Writing prompt Procedure: 1. Lead a discussion on defining the day's vocabulary words. 2. Have students write a sentence for each word. 3. Share a writing prompt with the class. 4. Give students time to write a five-sentence original story. 5. Call on volunteers to share their stories with the class. Performance Measure: The student will produce a five-sentence original story including three of the five following vocabulary words: exacerbate, clandestine, dilemma, notorious, and superfluous. |
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PURPOSE OF LEARNING Why do students need to learn this today? This should be written in what you will say to students and include why it is vital to the content and relevant in their lives. |
Today, we will learn how to format a lesson plan properly. This is important for educators because it helps to ensure that the lesson is organized and structured in a way that is easy to follow. For students, knowing how to format a lesson plan can be helpful in terms of understanding the expectations for a given assignment or project. |
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INSTRUCTIONAL STEPS Include: Step-by-Step Instructions Key Points Directions to give |
1. Start by creating a title for my lesson plan. This can be something brief and to the point that captures the main idea of the lesson. 2. Next, write a brief description of the purpose or objective of the lesson. This should explain why the task is being taught and what students will be expected to learn by the end of it. 3. After that, outline the steps or activities that will take place during the lesson. Be sure to include any essential information or directions that students need to know to complete the activities successfully. 4. Finally, wrap up the lesson plan by summarizing the covered vital points. This will help students to remember the most important aspects of the lesson. |
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LITERACY STRATEGIES USED Be sure you include activities that support literacy; vocabulary, reading, listening, speaking, and writing. |
1. Read a text aloud to the class and have students follow along 2. Teach words that are essential to understanding the text 3. Have students retell the story in their own words 4. Write a summary of the story Speaking/Listening: 1. Have students share their summary of the story with a partner 2. Lead a class discussion on the story 3. Ask comprehension questions throughout the story Writing: a) Have students write a summary of the story b) Have students write a personal response to the story |
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STUDENT USE OF TECHNOLOGY Even if you do not have enough technology devices for your students, you must include student use of technology as if you did have all the necessary technology. |
a) Use Google Translate to understand and respond to questions in English b) Watch videos on YouTube to learn about a specific topic c) Create a presentation using Google Slides d) Research a topic online e) Take an online quiz to check for understanding |
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6 QUESTIONS FOR UNDERSTANDING 1 question per each level of Bloom’s Taxonomy Identify the story of Bloom's Questions should increase in complexity as the lesson progresses. |
1. What is the difference between a metaphor and a simile? 2. What are some examples of literary devices that we can find in poetry? 3. How do we analyze a poem? 4. What is the difference between connotation and denotation? 5. What are some examples of figurative language that we can find in poetry? |
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MODIFICATIONS/ACCOMMODATIONS Create at least one modification/accommodation for a student with special needs, and one modification/accommodation for English language learners |
One modification for a special-needs student could be to provide a copy of the lesson plan in advance so they can follow along and be prepared for activities. A conversion for English language learners could be to provide key vocabulary words in advance of the lesson or pair them with a buddy who speaks English fluently. |
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RETEACH/EXTENSION Include different activities for struggling students and for students who already understand the material |
Struggling students: a) Please read the text aloud together and have them highlight/underline critical concepts b) Create a concept map together to help them see the big picture and how different ideas are related c) Do a jigsaw activity where they each read a different section of the text and then come together to discuss what they read. Students who understand the material: 1. Have them do a close reading of the text, looking for specific details and evidence to support claims made in the text 2. Have them write a summary of the text from a different perspective 3. Have them create a creative piece (poem, song, painting, etc.) that reflects their understanding of the material |
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CLOSURE: Review: How will you cement the learning that has taken place in this lesson? Connect to future learning: How will what students learned today help them in upcoming lessons? |
In this lesson, we reviewed the grammar rules for using articles in English. We practiced using these rules in various sentences. Tomorrow, we will continue practicing using articles in English, and we will also learn about using them in questions. |
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South Carolina
College- and Career-Ready Standards for
English Language Arts
South Carolina Department of Education
Columbia, South Carolina
2015
2
Table of Contents
Acknowledgements Page 3
Introductory Information Page 6
South Carolina Innovations
Profile of the South Carolina Graduate
Page 8
Page 11
South Carolina Portrait of a College- and Career-Ready Student Page 12
Organizational Structure Page 13
Kindergarten through Grade Two
Inquiry-Based Literacy Standards Page15
Reading Literary Text Standards Page 17
Reading Informational Text Standards Page 23
Writing Standards Page 28
Communication Standards Page 32
Disciplinary Literacy Page 35
Grade Three through Grade Five
Inquiry-Based Literacy Standards Page 37
Reading Literary Text Standards Page 39
Reading Informational Text Standards Page 44
Writing Standards Page 49
Communication Standards Page 54
Disciplinary Literacy Page 57
Grade Six through Grade Eight
Inquiry-Based Literacy Standards Page 59
Reading Literary Text Standards Page 61
Reading Informational Text Standards Page 66
Writing Standards Page 71
Communication Standards Page 76
Disciplinary Literacy Page 79
English 1 through English 4
Inquiry-Based Literacy Standards Page 81
Reading Literary Text Standards Page 83
Reading Informational Text Standards Page 89
Writing Standards Page 95
Communication Standards Page 102
Disciplinary Literacy Page 106
Acknowledgements The South Carolina Department of Education (SCDE) owes a debt of gratitude to the following organizations and individuals for their assistance
in the development of new, high quality, South Carolina College- and Career-Ready English Language Arts Standards (ELA) 2015.
ELA Writing Team Members The following members of the ELA writing team used a number of resources mentioned later in this document, as well as feedback from the
SCDE online field review survey, the SCDE Task Force, and the Education Oversight Committee (EOC) Review Panel to create these standards.
Brenda Bowling
Oconee County
Literacy Coach
Blue Ridge Elementary School
Vickie Brockman
Retired
Kim Camp
Cherokee County
Principal
Alma Elementary School
Kelly Childers
Anderson 3
Literacy Coach
Nathan Croston
Anderson 1
Classroom Teacher
Palmetto High School
Tracey Dumas Clark
Anderson 5
Instructional Facilitator
Dr. Daniel Ennis
Coastal Carolina University
Dean of Humanities and Fine Arts
and Vice President for Academic
Outreach
Dr. Barbara Goggans
Georgetown County
ELA Curriculum Coach, 6-12
Lou Jacobs
Spartanburg 7
Instructional Coach
Jesse Boyd Elementary School
Neely Kelly
Fairfield County
District Office
Emily Kimpton
Sumter County
District Office
Cindy Magrath
Horry County
District Elementary Learning
Specialist
Dr. Kim McAbee
Spartanburg 4
Curriculum Specialist
Angela McClary-Rush
Williamsburg County
District Director
Paula Miller
Lexington 1
Response to Intervention
Specialist
Carolina Springs Middle School
Catherine Moore
Anderson 2
Classroom Teacher
Belton Honea Path High School
Pat Ogletree
Lexington 2
District Office
Ebony Summers-Fogel
Dorchester 2
High School English
Interventionist
Rachel Traynham
Laurens 55
English Language Learner
Specialist
4
ELA Joint Panel Members
Debbie Barron Amy Brandt Rebecca Clark Dr. Daniel Ennis
EOC Review Panel Member EOC Review Panel Member EOC Review Panel Member SCDE Writing Team Member
Greenville Lexington 2 Richland 1 Coastal Carolina
Academic Specialist Teacher ELA Coordinator Dean, Humanities and Fine Arts
6-12 ELA VP, Academic Outreach
Dr. Valerie Harrison Amanda Hayes Lou Jacobs Cathy Jones-Stork
EOC Review Panel Member EOC Review Panel Member SCDE Writing Team Member SCDE Staff
Claflin University Dillon 4 Spartanburg 7 OIPE Team Leader
Dean, School of Education PEC Director Literacy/Instructional Coach
Emily Kimpton Cynthia Magrath Stephanie Seay Rebecca Stern
ELA Writing Team Member ELA Writing Team Member EOC Review Panel Member Higher Education
Sumter Horry Spartanburg 3 University of South Carolina
District ELA Coordinator Learning Specialist Teacher Professor and Undergraduate
Director
Ann Marie Stieritz Josie Stratton Dr. Briana Timmerman Dana Yow
EOC Review Panel Member EOC Review Panel Member SCDE EOC
SC Council on Florence 1 OIPE Director Director of Public Engagement
Competitiveness IB English Teacher, and Communications
Director Wilson High School
5
South Carolina Department of Education
The college- and career-ready standards in this document were developed under the direction of Dr. Cindy Van Buren, Deputy Superintendent,
Division of School Effectiveness, and Dr. Briana Timmerman, Director, Office of Instructional Practices and Evaluations.
The following SCDE staff members assisted the Writing Team with the design and development of this document:
Kayla Audette, Education Associate, Office of School Transformation
Pat Branham, Literacy Specialist
Bev Collom, Education Associate, Office of Special Education Services
Jenny Howard, Education Associate, Office of Assessment
Cathy Jones Stork, Team Leader, Office of Instructional Practices and Evaluations
Ginger McIntyre Manning, Literacy Specialist
Amy McCaskill, Education Associate, Office of Career and Technology Education
Trudy Ranges, Education Associate, Office of Instructional Practices and Evaluations
Caroline Yetman, Education Associate, Office of Instructional Practices and Evaluations
6
Introductory Information
The South Carolina College- and Career-Ready Standards for English Language Arts (ELA) 2015 are the result of a process designed to identify,
evaluate, synthesize, and create the most high-quality, rigorous standards for South Carolina’s students. The standards are designed to ensure that
South Carolina students are prepared to enter and succeed in economically viable career opportunities or postsecondary education and ensuing
careers.
Standards Process
These standards were created through a collaborative process by a writing team selected from applications submitted by interested educators
consisting of current and retired South Carolina classroom teachers, instructional coaches, district leaders, higher education faculty members, and
educators who specialize in working with English Language Learners, special education, career and technology education, and assessment. The
purpose of the standards process was to design college- and career-ready standards that would ensure that students who complete high school in
South Carolina are ready for college and careers. The process was designed to identify or create the clearest, most rigorous, and best-aligned ELA
standards.
History
Act 200, ratified on June 6, 2014, required the SCDE to facilitate the process of developing new high quality, college- and career-ready standards
for implementation during the 2015-16 school year. During the fall of 2014, the SCDE convened an ELA Writing Team comprised of K-12
educators and representatives from higher education. The writing of the draft standards, keeping the needs of South Carolina students and
educators in mind, began with the review of a number of resources, which included the 2014 ACT College and Career Readiness Standards; the
Common Core State Standards for English Language Arts (CCSS); college- and career-ready standards from other states including Indiana,
Nebraska, and Texas; the South Carolina Academic Standards for English Language Arts 2008 which reference the 2001 Massachusetts standards;
test specifications for the SAT; and the National Council of Teachers of English (NCTE)/International Reading Association (IRA) Standards.
The ELA Writing Team then conceptualized what students who graduate from South Carolina’s public education system should demonstrate. This
document, South Carolina Portrait of a College- and Career-Ready English Language Arts Student, [see page 11] served as the foundation and
compass that guided the Writing Team’s determination of the components of the standards. The Profile of the South Carolina Graduate [see page
10], adopted by The State Board of Education and The Education Oversight Committee, supports the standards.
Using the portrait as a “touchstone,” the K-12 strands of Inquiry-Based Literacy, Reading-Literary Text, Reading-Informational Text, Writing, and
Communication were crafted. Each strand consists of standards, which contain the same language for kindergarten through high school; grade
level or course specificity is provided by indicators. A graphic representation of the organizational structure is presented on page 11.
The document also explains the South Carolina Innovations: Inquiry-Based Literacy Standards; Disciplinary Literacy; and the Fundamentals of
Reading, Writing, and Communication. These serve as underpinnings of what must be in place in classrooms for students to become proficient
readers, writers, and communicators regardless of grade level. Disciplinary Literacy and the Fundamentals of Re
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