West Virginia State University College of Professional Studies: Department of Education lesson plan format guide



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West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/13)
Teacher Candidate: Kaitlan Raby Date: April 17, 2013

School: Richmond Elementary School Grade/Subject: 5th Grade/ Reading

Lesson Topic: Graphic Sources (classifying and interpreting)
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will be able to classify and interpret graphic sources (e.g. maps, charts, timelines, graphs, tables, pictures, etc.)


WV CSOs

RLA.0.5.1.14- Classify and interpret graphic aids (e.g. maps, charts, graphs, tables, timelines, etc.)


NATIONAL STANDARDS

ACEI Standard 2.1 Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;

MANAGEMENT FRAMEWORK

Describes how time is set to accommodate the lesson. Just give time and not details. For example:

Overall Time - 60 minute lesson (2- 30 minute lessons)

Time Frame – Day 1:

-5 minute teacher introduction/instructions

-10 minute group activity

-10 minute teacher led- discussion

-5 minute lesson closure/prep for Day 2



Day 2:

-5 minute lesson introduction

-20 minute whole group activity

-5 minute lesson closure



STRATEGIES

  • Teacher/student led discussion

  • Group practice

  • Guided instruction

  • Cooperative groups

  • Discovery learning


DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

See attached chart



PROCEDURES

Day 1

Introduction/ Lesson Set

The lesson introduction will just be passing out the worksheet (see attached) and giving basic instructions.


Body & Transitions

Students, in their groups (students sit in groups, these will be their groups for this activity), will be given clues and asked to figure out what characters these clues represent. The clues will be various types of graphic sources (clues attached). They will have 30 seconds with each clue and they must write what the clue is (Example: picture of a pineapple) on their worksheet. After each group has seen each clue, the teacher will reveal who the character is.


Next: After each character has been revealed, students will turn their paper over and write what they think a graphic source is and how they think it one is used. The teacher will then go over each of the different types of graphic sources used in the Detective Game and explain what information we can derive from them.
Closure

In closure for Day 1, we will talk about how we can use the skills needed to analyze a graphic source to answer questions and the teacher will briefly explain what a DBQ is to prepare the students for the next lesson.


Day 2

Introduction/ Lesson Set

The lesson will start with a brief review of the lesson from the day before. We will go over what a graphic source is and different types of graphic sources are used. The teacher will then pass out the DBQ Packet.


Body & Transitions

The teacher will lead the students through the Document Based Packet, analyzing each document and filling in the analysis chart.

Students will then answer the Document Based Questions individually.

Ms. Miller will then use the Documents and the Document Based Questions to help her students write an essay.



See attached documents
Closure

Ms. Miller will close the lesson with her essay.


ASSESSMENT

Diagnostic: The pre-test question will be given after the students complete the detective activity. It is: What is a graphic source and how is one used?

Formative: During the course of the lesson, thumbs up/thumbs down will be used to informally assess whether or not the students are meeting the goal of the lesson. During the teacher led discussion I will ask questions like:

What is a graphic source?

How would we use a picture? Do you agree with that way?

How would we use a timeline? Is there any other way you could use a timeline?



Summative: The detective worksheet that the students work on in groups will be the way I formally assess the students. Since Ms. Miller is using the DBQ to write an essay, I will not see those again.

MATERIALS

  • Teacher- created Detective Worksheet

  • Teacher- created Clues

  • Teacher- created DBQ Packet

  • Pencils

EXTENTED ACTIVITIES

If Student Finishes Early, since the entire lesson is teacher- led or timed, a student will not finish early.
If Lesson Finishes Early, if Day 1 finishes early, we will begin Day 2. If Day 2 finishes early, Ms. Miller will begin her essay portion of the DBQ.
If Technology Fails, no technology is used in this lesson.

POST-TEACHING

Reflections

This was my favorite lesson I taught throughout my entire field experience because I was able to implement something that I “invented.” Document Based Analysis is a way of teaching students how to look at a graphic source, analyze it, and then use that information to write a relevant essay. I introduced graphic sources through the detective game and then told them to use those skills when it came time to do the DBQ. The response was phenomenal. They were able to look at those pictures and use what they had learned about the two different gold rushes and come up with some fantastic responses. I found that the students seem to learn so much from this lesson. I did not get a chance to read the essays, but if I had to base their essays on their analysis questions, I would bet they were great.


Differentiating Instruction for

Students with Special Needs
Please describe all that apply:

Needs-Based Planning

Learning Differences


Sensory Differences: Blind students will have the clue described to them in detail.



Attention Differences: Students with attention differences, such as ADHD, will be allowed to pass out and take up the papers.



Behavioral Differences

Motivational Differences

Ability Differences



Physical Differences



Cultural Differences: Different cultures are represented in the DBQ packet.

Communication Differences



Enrichment: For enrichment, students can make their own detective game or DBQ packet for the teacher or other students to solve or analyze.

Multiple intelligence addressed (check all that apply):

Verbal/linguistic Naturalist

Spatial • Interpersonal



Logical/mathematical Intrapersonal

Bodily-kinesthetic Existential

Musical Others (explain):


Detective File
From the Desk of: ______________________________

Case 1: _______________________________________________

Clue A: ______________________________________________________________

Clue B: ______________________________________________________________

Clue C: ______________________________________________________________

Clue D: ______________________________________________________________



Case 2: _______________________________________________

Clue A: ______________________________________________________________

Clue B: ______________________________________________________________

Clue C: ______________________________________________________________

Clue D: ______________________________________________________________




Case 3: _______________________________________________

Clue A: ______________________________________________________________

Clue B: ______________________________________________________________

Clue C: ______________________________________________________________

Clue D: ______________________________________________________________




Case 4: _______________________________________________

Clue A: ______________________________________________________________

Clue B: ______________________________________________________________

Clue C: ______________________________________________________________

Clue D: ______________________________________________________________


Case 1

Clue A



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