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Name: Hana Bekele Grade: 3rd grade

Lesson Date:
Title: Kahooot! November 2016
CCGPS or GPS Standard(s):

MGSE3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups
of 7 objects each.

Classroom/Lesson Context (please check the following that apply):

__x__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

_____ Girls _____Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

There is not any IEP goals or Benchmarks specific to this lesson.

Learning - Focus Strategies


Essential Question(s)
1-3 BIG ideas! How What strategies can we use to memorize facts?
can these questions be How can we interpret the products of whole numbers?
used to guide your
instruction?

Central Focus/Lesson
Objective(s)
Objectives are We understand the methods of interpreting the products of whole numbers
measurable and
aligned with the
standard.

Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand?
What academic Interpret
language will you
teach or develop? Language Vocabulary (Identify key, content specific words for this lesson: examples of
What are the key vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
vocabulary words descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
and/or symbols? students’ comprehension.)

multiplication, product, digits


Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)

Speaking/Listening

Materials Tablets or any device that has access to apps i.e. iPad, phones, tablets. In this case we would use
What resources can be a classroom set of Android Tablets with ‘Kahoot’ downloaded and installed.
used to engage SMART board
students?
Introduction to
Lesson/
Activating Thinking
What is the ‘hook’ for
the lesson to tap into
prior knowledge and Prior to lesson, I would have the class play one game of Travel as we review our
develop students’ multiplication. After we have played one game I would introduce the lesson of Kahoot,
interests? This should how Kahoot is played and the importance of speed when you tap in your answer. We
tie directly into the would also review our Technology Etiquette and how we should treat the tablets when
lesson’s objective and using them. Technology Etiquette would take no more than 5 minutes. Before this lesson I
standard and should would already have made an account with Kahoot and plug in all the questions I’d like my
promote higher level class to solve. On each Tablet I would check the battery of the tablet and if the app is
thinking. How will downloaded properly.
you introduce the
content specific
vocabulary words?
***Use knowledge of
students’ academic,
social, and cultural
characteristics.

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):

Questions

Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Speaking and Discussion

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):

Management Plan: Establish technology etiquette, also students should be listening when I am
speaking
Body of Lesson/
Teaching Strategies
What will you have the
students do after you When we have established the rules of the game, have the student put in their name as well
introduce the lesson to as the classroom ID number so they can join the class. Once we have everyone joined in we
learn the standards? would begin the game (this is optional but I’d like soft instrumental jazz playing the
What questions will background) and keep track of who is in the lead. We would declare a winner who would
you ask to promote win a chance to pick from Ms. Bekele’s treasure chest. I would play this game once more
higher level thinking? and declare another winner.

What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):

Questions

Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Listening

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):

Management Plan: Students will listen for the question and will not say the answer out
loud. Students should raise hands for questions or to give feedback.

Closure/
Summarizing
Strategies: Have an open discussion after the game has finished. What did you like/dislike the most about
How will the students this game? What questions were hard for you? Having an open discussion can openly
summarize and/or acknowledge what we need to work on and what we have already mastered.
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
prior learning? sentences):

Discussion
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Speaking and Listening

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):

Management Plan: Students should raise hands if they need to ask questions or give
feedback.

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).


Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments throughout the lesson):
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lesson’s objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate Assessment Plan for Learning Objectives (This is a plan and should be written as such;
students’ remember to identify both formative & summative assessments throughout the lesson):
understanding/mastery
of the lesson’s
objective(s) including
their usage of
vocabulary?

Reflection/Analyzing
Teaching
Effectiveness

Reflection includes After we have finished the game I can see the weaknesses and strengths my class has and
characteristics of the what I can work on when we review. It gives me an insight on what I need to work on as
lesson and specific well as what the student has accomplished.
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.

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