GCM Lesson Plan | Lesson Plan | Applied Psychology

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NAME: RICHARD SMITH DATE: MARCH 30, 2011 NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT Lesson Topic: Previewing Description of Classroom: This is a fifth grade lesson plan. Background: Students have read the first two chapters of A Long Way from Chicago by: Richard Peck. Content Objective(s):  TSWBAT describe, make inferences and draw conclusions about obvious changes in characters and a reason for changes based on text.  TSWBAT compare a character's traits (e.g., feelin
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    N AME :   R ICHARD S MITH   D ATE :   M ARCH 30,   2011  N EVADA S TATE C OLLEGE  TEACHER   PREPARATION   PROGRAMLESSON   PLAN   FORMAT Lesson Topic: Previewing Description of Classroom: This is a fifth grade lesson plan. Background: Students have read the first two chapters of   A Long Way from Chicago by: RichardPeck. Content Objective(s):    TSWBAT describe, make inferences and draw conclusions about obvious changes in charactersand a reason for changes based on text.    TSWBAT compare a character's traits (e.g., feelings, attitudes, decisions, etc.) from the beginningof the story to the end of the chapter. Language Objective(s): Listening:    Students will listen to the story being read. Speaking:    Students will share their That Was Then….This Is Now sketches.    Students will respond to think aloud questions posed during the story.  Reading:    Students will read the chapter One-Woman Crime Wave from  A Long Way from Chicago  Writing    Students will write/draw their That Was Then…This Is Now Nevada Standards: 3.5.2 Describe, make inferences, and draw conclusions about obvious changes in characters anda reason for changes based on text; describe, make inferences, and draw conclusions about howcharacter motivation affects plot in text   Key Vocabulary: Preview-   An introductory or preliminary message, sample, or overview     Best Practices: (put an X next to those that you address in your lesson) Preparation Scaffolding Grouping Options Adaptation of content Modeling Whole ClassLinks to background Guided practice Small groupsLinks to past learning Independent practice PartnersStrategies incorporated Verbal scaffolds IndependentProcedural scaffolds Integration of Process Application Assessment Listening Hands-on IndividualSpeaking Authentic (Meaningful) GroupReading Linked to objectives WrittenWriting Promotes engagement Oral Teaching Strategies: That Was Then…This is Now  Cooperative LearningLiterature Circle Warm-Up Activity: Predictions  1.   I will start the class with a question on the board.1.   “ Why is this chapter titled ‘A One Woman Crime Wave’  ?2.   Who do you think the One-Woman Crime Wave is? ” 2.   Students will make predictions in their journals about the title  A One Woman Crime Wave .3.   When students are finished writing in their journals they will work with their groups to discussthe possible reasons/who it is.4.   I will call on each group to tell me their predictions.5.   I will write on the board each group’s predictions. Lesson Sequence: Stage One 1.   The class will transition from the warm-up anticipatory question into a class discussion aboutchapter three of   A Long Way from Chicago.  2.   I will ask students if they remember what the That Was Then…This is Now strategy is. 3.   While students are discussing the question I will pass out blank white paper4.   Instruct students to fold it hamburger style , labeling the left side That Was Then and the right,This Is Now.5.   I will explain previewing and how That Was Then…This Is Now helps us preview what we read.      Introduce the technique by telling students that we will sketch and label what we knowabout the topic (Grandma, The One-Woman Crime Wave) before reading and record iton the That Was Then side of their paper. Then after reading, we revisit our sketchesand labels, note changes, based on what we read and record them on the This Is NowSide.6.   Students will use That Was Then…This Is Now to form an opinion of Grandma.    “After reading two chapters from  A Long Way from Chicago what do you think of grandma? ”  7.   They will draw a picture and write a caption that describes the picture. After a few minutes of sketching students will put their That Was Then pictures aside.  8.   As a class, we will read chapter 3 from  A Long Way from Chicago , The One-Woman Crime Wave. Stage Two o   Circle - Discuss student’s That Was Then pictures. 1.   I will show students the picture and caption that I made in my That Was Then.2.   Students will share their opinion of Grandma based on their That Was Then. o   Seat     – This Is Now 1.   I will instruct students to finish the process (This Is Now) and write about their opinionof Grandma after reading chapter three.2.   Students will share their This Is Now portraits with the class. o   Center    1.   Literature CircleStudents will work in literature circles to use That Was Then This is Now forother chapters of   A Long Way from Chicago.  2.   Art CenterComic Strip    Students will create a comic strip summary of the events in chapterthree of   A Long Way from Chicago.   Mind Portrait    Students will create a mind portrait from either Mary Alice or Joey’s perspective on what they think of their Grandma during the chapter.Compare/Contrast    Students will create a portrait of how Aunt Puss Chapman seesGrandma Dowdel compared to how the children see her.  Stage Three Coming back together as a whole class, I will reflect on the story and ask the students “ What was yourfavorite part of this chapter ?” Then I will wrap up the lesson by asking students what other ways can they can use That Was Then…This Is Now . Accommodations: All required student accommodations will be met.   Materials and Resources:     A Long Way From Chicago    White paper Student Materials :     A Long Way From Chicago    Pencils    White paper      Colored pencils/markers/crayons (optional)  Review / Assessment: Informal:    Discussion Formal: The student ’ s That Was Then…This Is Now paper will be graded.
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