**PLEASE SEE ATTACHED START TO MY LESSON PLAN**
You will be adding anticipatory sets, the ‘hook’ that gets students interested in your unit or particular lesson you are about to teach. The ‘hook’ is the first part of your lesson that happens as students enter your room. It is important to be as creative as possible so as to generate the most interest and trigger background knowledge in your students.
For me, the anticipatory set is the ‘before’ the lesson thing that gets students excited about the lesson. Think of it as the staging, props, and costumes the students see when they walk in. For example, this could be plants at the front of the room, a giant candy bar, a model of a spaceship, pictures streaming on the Smartboard, posters, music, you dressed in overalls, you are handing students a sign as they walk in, etc. I feel once you start asking questions or having the students discuss or do an activity, that you’ve begun the lesson and it’s no longer ‘anticipatory’. So just staging, props, costumes! Review the Tenkely “10 Steps to Better Lesson Plans” resource before you add to your Unit plan.
It is getting close to pulling together your entire unit plan and this assignment lets you get a head start on the creation of your actual lessons and then reflecting on the process. Before you get started be sure to complete all readings (located in the Course Schedule) and review the Final Project Instructions and the Final Project, Soup to Nuts video one more time. Here is what I want you to do – and make sure to view the sample below:
Part I: Lesson Plans – For this section you create 40% (for example 2 out of 5 lessons) of the lesson plans for your entire unit. When designing your lesson plans use the format we have used all along and include ALL the following components:
The title of your unit and the grade level
The student objectives for that day’s plan – In measurable terms. What you want them to do at the end of the lesson (Begun in the M5 Discussion).
Written as: The student will be able to (can be abbreviated to SWBAT) ______ (do/learn what and show you where)
The unit plan outcomes the objectives support.(Begun in M2 Written Assignment)
Unit Plan Outcome # which can be written in the “students will know” and “students will be able to understand that” format (Estes & Mintz, 2016, p. 155).
The Next Generation Learning Standards being supported by your lesson. (Begun in the M3 Written Assignment).
Next Gen Learning Standards (can be abbreviated as NGLS)
Materials needed for the lesson.
The readings for each lesson. (if necessary – these are readings you can assign, students read together, you read to the class, etc).
This should include any technology you will be using and the name of the application and/or website if applicable. (Begun in M5 Written Assignment)
Any and all student handouts must be included
Place them in order just behind the lesson plan for the day they are used in.
Anticipatory Set (Begun in M6 Discussion)
Your ‘hook’ for getting students interested in your lesson and thinking about what they know and have learned. Remember this as the setting, props, and costumes the students see when they walk in the room.
Procedures
The steps to your lesson What you will say to the students. What they will do. any learning activities, assessments (formative and/or summative), etc. These steps should be numbered.
ALL of these should support the student outcomes which are related to the standards.
Technology use MUST be included for at least half of your lessons – this can happen anywhere in the lesson (Begun in the M5 Written Assignment).
Remember, to check for learning on a daily basis and that not every assessment is paper and pencil – think broadly – projects, observation, exit tickets, discussion, drawings – these can all be ‘assessments’ (Begun in M4 Written Assignment)
This is the step-by-step portion of your plan that anyone should be able to pick up and teach for you. Student notes and teacher notes.
This should be very detailed.
Closure
How you will end the lesson and what students should think about or be prepared for in the next lesson.
Remember these are still rough drafts and I will be giving you feedback. Do the best you can and do not get discouraged if this seems like a lot of work. It is.
Part II: Reflection – After you have completed creating your lesson plans I want you to reflect on the process and address the following prompts (use the bold words as headings in your paper) (250 – 500 words):
Instructional Models: Consider the instructional model(s) you discussed in Modules 3 and 4. Are your activities and teaching style matching up with the model you chose or are you considering a different model or multiple models at once (as presented in your Estes & Mintz (2016) text)?
Impacts and Influences: Have the course readings changed your thinking about how you will conduct your daily lessons? Please discuss anything that has had a particular influence on you. (Discuss Hammond’s text on culture and the brain as well as the Sapp article and any other articles, readings, and videos that have impacted the choices you’ve made and your thinking)
Lesson Planning: What part of lesson planning has created the most difficulty for you and why do you think this is so?
Tips and Reminders:
Notice the connections I’ve made for you above as these are the citations and references I expect to see in your work.
All assignments need to demonstrate your understanding of the readings and videos in this course. If you use outside materials or try and research the content on the web, your assignment will not be accepted and will not be able to be re-submitted.
Do not look up course terms on the web. Make real connections between the texts and videos to your writing, and if you use direct quotes, use quotation marks and keep the quotes short (no more than 20 words that you then explain in your own words).
Your work must reflect course concepts as they are taught through the content guides, texts, articles, and videos.
Please keep within the word count range noted below and remember the short end of the word count is considered “average”. Average is a C grade.
However the high end of the word count doesn’t ensure an A. Content matters. Papers that are short of the minimum word count will begin with a grade of 76% before deductions for any of the rubric components.
Make sure to read the instructions below the rubric as well.
Example Lesson Plan:
Unit – Bugs
Grade – Kindergarten
by: J. Cousineau
Purpose: The purpose of this unit is to teach kindergarteners about bugs. Bugs are vital to our survival as humans and through this introductory unit on bugs, students will learn how bugs are an important part of our food chain and how they can be a help and a hinderance to crops. Through this unit, students will gain a greater understanding of, and respect for, bugs.
Unit Outcomes:
Students will learn about the importance of bugs to our survival.
Students will understand how bugs contribute to the food chain.
Students will understand the difference between helpful bugs and destructive bugs.
Students will learn about the environments in which bugs live (what they eat, how they multiply) and how humans must protect it.
NGLS
K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]
K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]
K-LS1.1. Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.]
Day 1 – Lesson 1
Objectives: The SWBAT discuss insects and their importance in a group discussion. (UO# 1; NGLS: K-ESS2-2)
Materials: SMART board; plastic bugs; bug picture cards; ipads; clipboard; class list with room for notes
Anticipatory Set: The teacher will be dressed as a lady bug when the students walk into the classroom. In the front of the room will be several geranium plants with plastic ladybugs on it. The SMART board will have a power point of bug photos streaming.
Procedures:
Greet students on the carpet and ask them what they notice about the room today.
Ask students to share what they know about bugs. Write their thoughts on poster board chart of “What we know”. (pre-assessment)
Ask students what their favorite bugs are and list the bugs they name on the board. Take a vote to see which bug is the most popular. Save the results for math class later when we can do a bar graph of the most popular bugs which will be hung in the room. Bugs will also be used in math as we continue to learn about number values and counting.
Have students stand up and move around according to how they think bugs move (do this for a two minutes – ‘freezing’ and changing to a different bug every 30 seconds)
Ask students to look at the power point again and to point out which bugs they don’t know that interest them the most. The teacher will make note of the bugs students are interested in.
Ask students if there are other bugs they know about or want to know about that we haven’t discussed or seen yet. The teacher will make notes next to student names on the clipboard.
Ask students if they know what a bug or insect needs to have in order to be called an insect. From the student responses shape the definition of insect to be: six legs and one or two pairs of wings. *** all bugs are insects but not all insects are bugs! Bugs have different mouth parts! Insects have a mouth part (proboscis) that rolls up (think butterfly or bee) but a bug’s proboscis doesn’t roll up.
Ask students what bugs/insects they can think of that fit this definition. Teacher will also have insect photo cards to prompt discussion.
Students return to their tables. Hand out plastic bugs and bug cards to each table.
Have students take a few minutes to play with the bugs and look at the cards.
Students will match the plastic bugs to the bug cards and discuss with their tables how the bugs are alike and different. Share ideas with class while teacher writes findings on the board.
Ask class if our plastic bugs meet the definition of six legs and 1-2 pairs of wings. Ask if any of our bugs just insects?
Collect bugs and cards and pass out ipads.
Ipads will have the game Bug Catcher Game from PBS Kids opened and ready to go.
Students will play the game for ten minutes.
Collect ipads.
Closure:
Bring students back to the carpet and ask them to share what new information they learned today and what they would like to learn more about (Progress Monitoring). Teacher will make notes on the poster about what we learned so far and also make notes on the clipboard about what they want to know more about. Tell students that tomorrow we will read about bugs, play a fun bug game, and get to pick a bug we each want to learn more about!
You will design two lesson plans total for the module 6 assignment like this example, and include any handouts and assessments. Your module 6 assignment will also include a reflection as stated in the Part II section above.
Submission Instructions
Your paper is expected to include 40% (for example 2 out of 5 lessons) of the lesson plans for your unit and have a reflection of 250 – 500 words. It should be well written and organized, include a reference list when appropriate (in APA format), using proper sentence structure and spellchecked. Be sure to cite any and all sources correctly so that your academic integrity is not called into question. If you mention a source, you must include it on your reference list. The Research and Library Tips resources will assist you in successfully completing written assignments.
