MODEL LESSON PLAN FORMAT FOR STRATEGIC, EXPLICIT INSTRUCTION EDUCATION 745 Sharon Moore Askins, PLD. 2006-2007 A. Objective: What will the student leam? Write in measurable and observable terms. B. Advanced Organizer: This shows the student the objective of the instruction and links the target skills being taught with previously learned skills. This section gives an overview of what the teacher will do to “hook” the students, 1. Link: Link the target skill 10 be learned by reviewing previously learned skills or prior knowledge to the task. This will appear as dialogue. 2. Identify: Lentify the objective of the instmetion. Whet would you tell the students thet they are going to leam as a result of your teaching? This will appear as dialogue. 3, Providing Rationale; Provide an explanation about why the skill/content to be leamed js important. What is the relevance to the students? fe? This will appear as dialogne C. Modeling: What are you going to do as the teacher to model the leaming objective? clude how you will demonstrate how fo perform the skill using strategies. Provide prompts and cues to focus students’ ettention on important aspects of performing the skill using think-alouds. Use mauitisensory teaching to provide multiple avenues for mastering tie shi. D. Guided Practice: What will the students do as you monitor and provide appropriate feedback? Make plans to provide a high level of support and gradually fale itas the students demonstrate mastery of the skill. How will you monitor and chart student performance to detecraine the pace of insttuction and movement to the independent practice step? BR, Independent Practice: What will the students do to practice the skills/competencies without your assistance? Provide multiple opportunities for practice of the skill. How will you monitor and chart student performance to determine when to move to the generalization step? F. Generalization: How will you provide opportunities for students to use the new skill with different materials and in different soutings? How will the students transfer theit leaming? Note: The assigament should be no Jonger than three (3) double-spaced typed pages. The assigament should address Sections A-F explained above, Assignments will NOT be scored i they are longer than three double-spaced pages, Note that the scoring rubric has a section (Organization) where correct grammar, punetation, and format count towards the total 20 ‘points for each model lesson plan.LESSON PLANS AND READING AND WRITING ACTIVITIES Students will submit the following essignments according 10 the schedule distributed in class with, the syllabus. The Model Lesson format found in our text (i.€., pages 47-50} skould be followed as a guide to complete the model lesson plan assignments. ‘Write the name of the lesson (example: Model Lesson Plan | for Teaching Phonological Awareness) on the cover sheet and the grade level st which the lesson is written. Tips on Writing Style: Use proper grammar, spelling, and punctration. Remember that dialogue in the model lesson plans roquires the appropriate use of quotation marks, Check for complete sentences, tansitions, introductions, and closings. Words used in a linguistic manner should appear in ities, Pot example: Writs the words ean, man and fam. Virgnles should be used when you use sounds, For example: /a/ and nw. You may use my eopy of the American Psychological Assoctation Martual in.class if you do not have access to one. tis oxpected that che assignments will represent your best professional work, The Froncis Marion University Writing Center is available to provide assistance if needed. MODEL LESSON PLAN ASSIGNMENTS 1. Model Lesson for Teaching Phonological Awareness (Chapter 3: Teaching Pre-Reating Skills) Preseut the following five (5) word pairs: (sat, mat), (fat, har), (Ut, si, (rip, sip and (Gut, nut) that differ in the initial sound to teach phonological awareness, Sve page 33 in your textbook for additional information. Your focus is only on the initial sounds at this time. lesson to teach the information. 3, Model J.esson for Teaching Structural Analysis (Chapter 5: Teaching Structural “Analysis Skilis) Prepare a lesson to teach the following four (4) concrete compound words: ‘frohoase, fireplace, freworks, 2nd firefighter. See pages 85-86 in your textbook for adcitional information. 4, Model Lesson for Teaching Sight Words (Chapter 6: Teaching Words by Using Visual (Cues) Prepare a Jesson to teach the following five (5) high ftequency words: the, af and, #0 aud in You must use the modified Fernald method to teach these words in isolation and then: in text, See pages 109-111 in your textbook for additional information. This lesson is done for an individual student.4, Model Lesson for Teaching Reading Comprehension of Narrative Text at the Pre- Reading, Actual Reading, and Post-Reading Phases (Chapter 8: Teaching Reading Compretension: The Basic Approach and Chapter 10: Teaching Reading Compreheasion and Cognitive Processing) Develop a lesson plan on teaching the student how to “denaoustiate the ability to summarize the main idea of a particular text” ‘This is SC Cumriculum Standard 3-R1.8 from the 2002 English Language Aris cocament. You must label the tree phases (pre-reading, actual veading, end post-reading) in your lesson pln. See page 141 in your textbook for additional information for the three phases of compeehension instruction, There is also ailditional infomation on page 178 in your textbook ‘on teaching main idea. This model lesson plan may be four (4) peges. IN-CLASS ACTIVITIES 6. South Carolina Constructed-Response Scoring, ‘Rubrie Grades 3-5 (2 point) for ‘English Language Arts (This assignmeat will be done in class with a modified scoring rubric.) You must access this State. ‘Depattment of Education resource ‘by going to ww. myscschools.com Office of Agsesement, Click on NOS Mentor under Resources. Your password to enter the program is palmetio, 7. South Carolina Extended-Response Scoring Rubric PACT Grades 3-HSAP (INDEPENDENT) (This assignment will be done cut of class individually and with your assigned learning tear.) ASSIGNMENTS FOR READING/WRITING ACTIVITIES 8, Academic Background Knowledge-Setect one content area (such as science, tnothematics, English language arts, physical education, etc.) ata specific grade level (euch as kindergarten, third grade, sixth grade, 30" grade, etc.) and develop a list of the 100 most important essential ecademic vocabulary words‘terms in order for your students to master the ‘South Carolina Academic Standards al the Proficient performance level. The South Carelina ‘eademie Standerds for your chosen content area should be used as the foundation for this assignment, The words must be uamabered, written in lowerease letters except for proper nouns, and in alphabetical order. The list of 100 words may be typed in x single-space manner. Im your paper’s introduction, deseribe the criteria and process that you used to develop thelist. Tell why and how you chose the words/tetms ‘bat you prepared for this assignment This entire assignment should be no longer than 2-typed pages, (Chapter 9: Teaching Reading Comprehension and Language Skills).9. Reading and Writing Interest Survey -Develop a reading/ writing interest survey (a print-ready copy) to administer fo your students that is age-appropriate and school-site specific at one of the following levels: esily childhood (Prescaool-third grade), clementary (gtades 3-5), middie school (grades 5-8), or high school (grades 9-12) ‘The survey for the students should be no longer than: 2-1yped pages. You do not nocd to double space the print on the staderts” copy but you need 1o make sure that it s easy to read, Make sure you inchie the directions fox completing the survey and the grade level of the students, Also, include how the collected information will be used by you, School-site specific means tbat you have considered contextual factors such as the demographies of the schocl, free and reduced lurch states, Schoo! Report Card 2005 rating ‘of the school, Adequate Yearly Progress status, the clase/grade level, and student Jevel. If ‘you are not currently teaching in a school, selecta grade and a public school that is of interest to you. Attach a copy of the most recent 2005 School Report Caré to this assignment. Include a separate page (no longer thaa one double-spaced page) giving the rationale for the developceat of your survey and haw the school-site specific factors impacted the evelopment of your survey. This is where you will inolude the schoo site specific contextual factors. ‘The entire assignment should be no longer than three pages (This does not inckude the Schocl Report Card.) Attach a copy of the 2005 School Report Card. Po] 40. Sustained Silent Reading Plan -Develop a proposal to incorporate sustained silent reading in your classtcom. This plan shculd be no longer than 2-typed pages (double-spaced) ‘and should be print-ready to give to yout principal to request approval of its implementation “The introduction of your plan should provide « tationele for implementing SSR in your clesstoom, Also, you should address the factora that are included in the supplemental notes (ower Point on Sustained Silent Readitg and Pilgreen's Factots) to Chapter 7 on sustained silent reading, (Chapter 7: Developing Speed and Accuracy: Teaching Fluency Skills) An. adapted PACT 3-Point Constructed-zesponse Rubric will be used to seove this assignment. Bullet the cight (8) factors for case ofr ‘This assignment should NOT be in lette: format to your principal, 11. Book Review -Select one professional development book on teaching reading and/or ‘writing at your specific grace level(s). Yam available to provide you with suggestions cf books that you may giant to read. In adcition, you tpay check cut one fiom my professional brary. [need to approve the book before you begin this assignmentThe introduction should include the title of the book, author(s), publisher, and copyright dete, ‘Address the following aveas in. your book reviews (I) a summary of the book, (2) its strengthe, (3) its weaknesses, (4) its overall value to you as a classroom teacher working with divorgent, exceptional sindents, end children of poverty, and (5) implications for you as the classroom teacher, This should be no longer than 3-or 4-typed pages. The paper should be double-spaced, 12. Writing Process-You will be the “student” and experience the writing process by paticipating in an extended-response writing activity from South Capolina’s state assessment system, Fou will respond to a writing prompt and provide evidence of the writing process at the prewriting, writing, revising, editing, and final dratt (publishing) stages. “You will be given additional information about this assignment. 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