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Grade:
3
Lesson#
1
Gardner
Bloom
_____
Visual
__X__
Knowledge
_____
Kinesthetic
_____
Comprehension
_____
Verbal
_____
Application
_____
Logical
_____
Analysis
_____
Rhythmic
_____
Synthesis
_____
Interpersonal
_____
Evaluation
__X__
Intrapersonal
_____
Naturalist
STRATEGY:
Teacher-Directed
SUBJECT
AREA:
Reading
/
Language
Arts
TEACHER
PERFORMANCE
EXPECTATION
ADDRESSED:
TPE
6
a:
Developmentally
Appropriate
Practices
in
Grades
K-3
Providing
appropriate
educational
experiences
STATE
CONTENT
STANDARD
(Know):
1.5:
Demonstrate
knowledge
of
levels
of
specificity
among
grade-appropriate
words
and
explain
the
importance
of
these
relations
COMMON
CORE
STANDARD:
Language
Standard
Vocabulary
acquisition
and
Use
(page
29)
6.
Acquire
and
use
accurately
grade-appropriate
conversational,
general
academic,
and
domain-specific
words
and
phrases,
including
those
that
signal
spatial
and
temporal
relationships
PERSONNEL:
Teachers
Aid
to
assist
with
differentiated
learning
activities.
INSTRUCTIONAL
MATERIALS
(Technology):
List
of
vocabulary
words
(see
last
page
of
lesson
for
list),
students
notebooks,
pencils,
overhead
projector,
computer
projector
LESSON
LENGTH:
20
minutes
PREPARATION:
Create
list
of
vocabulary
words
related
to
ITU
based
on
Travel
Set
up
learning
center
MANAGEMENT
STANDARDS:
Students
work
by
themselves,
no
working
with
others
Keep
eyes
on
own
paper
and
no
talking
during
vocabulary
dictation
ANTICIPATORY
SET:
Behavioral
Objective
(Do):
Spell
Transfer
(Learning
theory
/
citations):
Traditionalism:
the
teacher
recites
the
words
as
the
student
writes
Motivation
(Teacher
created):
Teacher
will
use
enthusiastic
and
relevant
sentences
to
give
vocabulary
words
context.
METHODOLOGY:
Pre-assessment
will
be
initial
vocabulary
dictation
Monday
followed
by
test
on
same
words
Friday
After
Mondays
initial
pre-test,
the
teacher
will
use
the
overhead
projector.
Students
will
write
the
vocabulary
word
on
the
overhead
projector
sheet
and
the
teacher
will
then
project
onto
the
screen
or
whiteboard
using
the
overhead
projector.
After
all
words
are
projected,
the
class
will
discuss.
Once
discussion
is
over,
teacher
will
then
project
the
correctly
spelled
words
using
a
computer
projector.
Vocabulary
list
is
attached
as
last
page
to
this
lesson
plan
Teaching
vocabulary
and
concept
development
MODEL
(Demo):
Students
write
out
words
on
sheet
of
paper
GUIDED
PRACTICE
(Checking
for
understanding
group)
LEARNING
TASKS
(Activities):
After
Mondays
pre-assessment,
call
students
to
write
vocabulary
words
on
an
overhead
projector.
One
student
will
write
one
word.
The
class
then
collectively
discusses
if
the
word
is
spelled
correctly
or
if
there
is
reinforcement
necessary.
Correct
words
will
be
projected
using
a
computer
projector
after
final
classroom
discussion.
INDEPENDENT
PRACTICE
(Monitor
/
adjust
individual)
PRODUCTIVE
MODALITIES:
Students
study
and
practice
writing
vocabulary
words
Grade
Fridays
final
spelling
test
using
rubric
shown
below
CLOSURE:
Thank
class
for
its
attention
and
being
quiet
during
dictation.
DIFFERENTIATED
LEARNING
ACTIVITIES
(Learning
centers,
manipulatives,
special
needs,
etc.):
Gate:
Add
difficult
words
to
list
Learning
Difficulties:
Add
less
difficult
words
to
list
Disabilities:
Attention
Deficit
Hyperactivity
Disorder
(ADHD)
repeat
words
if
necessary;
ask
teaching
aid
to
assist
if
a
1:1
dictation
is
required.
SDAIE
Techniques:
o Slower
speech
rate
when
teacher
recites
words
ASSESSMENT
(objective
verb):
Write
RUBRIC
(What
does
it
measure?):
Ability
to
write
/
spell
specific
list
of
vocabulary
words.
Informal:
Ask
students
if
they
have
any
questions
Formal:
10
/
10
correct:
10
points
9
/
10
correct:
9
points
8
/
10
correct:
8
points
7
/
10
correct:
7
points
6
/
10
correct:
6
points
5
/
10
correct:
5
points
4
/
10
correct:
4
points
3
/
10
correct:
3
points
2
/
10
correct:
2
points
1
/
10
correct:
1
point