Fall 2016 Weekly Lesson Plan (Week Four)

Teacher
Name:

Mike Nichols

Content/Gr
ade:

Cadet Corps: 7th / 8th

Monday
Student Expectations
(SEs)

(Follows the LO template, aligned to

the SE and curriculum, clear,
understandable, rigorous, clearly
communicated to students)

Academic Vocabulary

Six Weeks
Period:

1s
t

Dates
:

Tuesday

Wednesday

Complete classroom procedures

1.

Define a leader

1.

Differentiate
the
differences
between leadership & followership

2.

Assess your leadership strengths

and weaknesses

2.

Analyze the qualities of a

leader

2.

Develop an outline to improve your

current leadership attributes

Read with comprehension

Create a plan to improve your

leadership

Revise / modify goals

Develop a presentation on
leadership

Conduct non-verbal exercise

Discuss qualities and traits

Leader (Formal & Informal leaders)

Traits

Followership
Communication (verbal & non-verbal)

(Vocabulary critical to
understanding and mastering the
standard and lesson objective;
utilized by teacher AND students)

Peer instruction

Purposeful Instruction
(PI)

Shoulder partner work

(Tasks, activities and direct

instruction support the learning of
the objective; smooth transitions,
variety of checks, resources support
lesson objective)

Sunshine wheel Demonstration

1.

What Leadership?

1.

Quick response (What is an

attribute?)

2.

What is the difference between

leading and bossing someone
around?

2.

Table talk discussion (Why do

some people think leading is
yelling & shouting?)

Wordiness
discussion

Assessing and Advancing

Questions
and Multiple Response
Strategies (MRSs)

August - October

1.

(Detail each SE, highlight and/or

underline the portion addressed in
the lesson)

Lesson Objective (LO)

Module C1M2L1 A Look at Leadership

(Detail at least 2 high level

questions paired with an MRS to
assess, advance and engage
students in the learning process)

Review classroom reporting

procedures

T-Chart discussion

Read aloud of modules

Shoulder partner discussion

1.

White board activity (T-Chart)

2.

Think-pair-share (How can we get

others to follow us?)

Run-on sentences review

Sentence fragments review

Paragraph structure review

Review of keyword spelling and

definitions

(Strategies to address the academic

and linguistic needs of English
Language Learners (ELLs))

Sentence and paragraph structure

discussion

Response to Intervention
(RTI)

Assist with read aloud

Assist with group activity

Assist with read aloud

Re-set when norms are broken

Re-set when norms are broken

Re-set when norms are broken

Write words on board

Peer instruction

(Process to maximize student

achievement by providing
assistance to students who struggle
academically and behaviorally)

writing

Quick write of 1-2 paragraphs

Sheltered Instruction
Observation Protocol
Strategies (SIOP)

in

Fall 2016 Weekly Lesson Plan (Week Four)

Teacher
Name:

Mike Nichols

Demonstration of
Learning (DOL)

Content/Gr
ade:

Module C1M2L1 A Look at Leadership

Cadet Corps: 7th / 8th

Review & Discuss

Six Weeks
Period:

1s
t

Dates
:

Review & Discuss

August - October
Demonstrate by doing

(Follows the DOL template,

measures the learning of the
objective, accomplished in 5-10
minutes, completed
independently, clear and
understandable)

Thursday
Student Expectations
(SEs)
(Detail each SE, highlight and/or
underline the portion addressed in
the lesson)

Learning
activity
Refocusing questions

Leadership discussion

Design your plan to develop and

maintain your skills

Rate and analyze your leadership

influence

Lesson Objective (LO)

(Follows the LO template, aligned to
the SE and curriculum, clear,
understandable, rigorous, clearly
communicated to students)

Academic Vocabulary
(Vocabulary critical to
understanding and mastering the
standard and lesson objective;
utilized by teacher AND students)

Friday

part

Boss
Positive Example

Instructional Support
Lesson Objective Template

Learning activity part 2 & 3

Enhance leadership using a

variety
of
communication
methods
Identify
growth

possible

areas

Attribute
Qualities

OR

Complete Positive SelfLearning T-Chart

Quick
write
essay
vocabulary / keywords

Response cards activity

Purposeful Instruction
(PI)

Drill and ceremony movements

(Tasks, activities and direct

instruction support the learning of
the objective; smooth transitions,
variety of checks, resources support
lesson objective)

Mind map activity

Assessing and Advancing

Questions
and Multiple Response
Strategies (MRSs)

1.

How do informal leaders lead?

1.

How do we lead others that

are older than we are?

2.

How can it be difficult to lead our

peers?

2.

How do leaders gain

confidence of followers?

(Detail at least 2 high level

questions paired with an MRS to
assess, advance and engage
students in the learning process)

(Strategies to address the academic

and linguistic needs of English
Language Learners (ELLs))

Demonstration of Learning
Templates

of

Sheltered Instruction
Observation Protocol
Strategies (SIOP)

Review: A Look at
Leadership
.

Spell aloud words and write on

white board

Paragraph
discussion

Word choice discussion

Wordiness
discussion

on

the

structure
in

writing

Multiple Response Strategies

(MRSs)
Response Card
Table Talk
Think-Pair-Share
Quick Response
Whip Around
Oral/Choral Response
Modified WhipWhite Boards
Around
ing
interpret, paraphrase,
(formerly
restate
Comprehensi
on)
Applying
Apply, compute, conclude,
(formerly
construct, demonstrate,
Application)
determine, draw, illustrate,
make, generate
Analyzing
Analyze, categorize,
(formerly
classify, compare, contrast,
Analysis)
debate, deduct, determine
all factors, diagram,
differentiate, dissect,
distinguish
Evaluating
Change, combine, compose,
(formerly
construct, create, formulate,

Fall 2016 Weekly Lesson Plan (Week Four)

Teacher
Name:

Mike Nichols

Content/Gr
ade:

Module C1M2L1 A Look at Leadership

Cadet Corps: 7th / 8th

Six Weeks
Period:

1s
t

Dates
:

Assist with group activity

Assist with group activity

(Process to maximize student

achievement by providing
assistance to students who struggle
academically and behaviorally)

Re-set when norms are broken

Re-set when norms are broken

Write words on board

Peer instruction

Demonstration of
Learning (DOL)

Group review

Group review

Response to Intervention
(RTI)

(Follows the DOL template,

measures the learning of the
objective, accomplished in 5-10
minutes, completed
independently, clear and
understandable)

August - October