Civics & Government

Instruction Plan for a Single Lesson

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Grade Level: _____ Subject/Topic______________________________________

Group Size: _____ Individual ______Small Group ( ) ______ Whole Class ( )

Standards: Which Maine Learning Results, Common Core Standards, Next Generation Science Standards or Provincial Standards do these objectives support?

1. These objectives support Standard 5 of the Common Core Standards. It requires the teachers to employ a wide range of skills as they read and use different reading and writing processes to communicate with different students for a variety of lessons.

2. These objectives also support other misc standards that include substantial interaction with students to assess their understanding of the lesson.

Objectives/Outcomes: What do you want the students to learn? (Observable & Measurable)

The students will: (SWBAT know/do)

1. Pronounce/read/write basic English words commonly used in poetry.

2. Recite rhymes with fluency

Instructional Materials: What instructional materials or technology will you need?

To effectively deliver the lesson, I would need the following reading materials for the children.

  1. “It’s Raining Pigs & Noodles” by Jack Prelutsky. It is the perfect poetry book for elementary school students.
  2. “The Random House Book of Poetry for Children” is another great collection of elementary poems by Jack Prelutsky.
  3. “A Child’s Garden of Verses” is a poetry collection for elementary students by Robert Louis Stevenson.
  4. “Here’s a Little Poem: A Very First Book of Poetry” is a useful resource for elementary school poetry by Jane Yolen.
  5. “Runny Babbit” is a children’s poem book by Shel Silverstein specially design for elementary school children.
  6. “Kids’ Poems: Teaching Kindergartners to Love Writing Poetry” by Regie Routman.

Introduction: How do you plan to introduce the lesson and/or motivate the students?

(Attention Getter, Review, and/or Preview) Explain your purpose.

I would consider following or taking reference from the given steps:

  • Asking introductory questions to get the students thinking about the topic of the poetry. This would include assessing their pre-existing knowledge or ideas so that I can have a better understanding of their existing awareness.
  • Showing pictures or videos related to the topic of the lesson to make the learning process more interactive and interesting.
  • Bridging the gap between the introductory part and the main concept of the lesson with a small story to show the significance of the topic.

The main intent behind the purposes is to make the introductory part so interactive for the students that they find the topic interesting and get engaged with the lesson.

Procedures: How will the lesson develop or proceed? What steps will you follow? Include

questions you will ask and examples you will provide.

The process of developing a poetry lesson and proceeding with it requires certain steps to be followed in a sequence. I will follow the given steps to establish the preceding:

  • Reading the poem aloud to the students. It will help in setting the stage for a poem especially with the reading materials that have a different perspective that children might not be familiar with. As the lesson proceeds, I would want them to follow along with a copy while I read the poem to the students.
  • Next, I will hand out the poems and other material to the students and identify the words that students are not familiar with. I would also consider preparing a small step by step guide with the definition of some of the difficult words and encourage the students to copy the same definitions or ask them to come up with their interpretation of it, whichever sounds easy for them.
  • Once the definition part is done, I would read the poem aloud again as a student would now be familiar with the vocabulary. This will be followed by asking students to tell in their own words what do you understand by its stanza of the poem as I help to translate the poem for them.

In addition to this, I will also ask a few questions from the students to evaluate their understanding and assessment of the poem.

  • What are stanzas?
  • How many stanzas are in the poem?
  • What do they understand by the title of the poem?
  • Who are the main characters?
  • Who are the other characters?
  • What are some of the difficult words that the students find hard to pronounce or write?
  • What are the difficulties being faced by the students about the poem?

Upon getting responses to the above-listed questions, I will record the response of every student and discuss them on one on one basis.

Assessment/Check for Understanding: How will you measure if the students have met the

lesson objective?

To identify whether the students have met the required lesson objectives or not, I will prepare for a planning assessment. Proceed with this I will consider these two main points:

  • What evidence shows that the students have attended the desired learning objectives?

This would include written and oral assessments to test the understanding of the students about the context of the poem. The assessment can be left at the option of students to either present it in written or oral.

  • What other assessment tasks and evidence will guide the instruction?

To measure this, I would ask each student to write their responses and submit them individually which will help to assess their understanding of the context.

Closure/Transition: How will you end the lesson?

To end the lesson, I would conclude by asking the students what they have learned from the lesson through a review activity. It is essential so that I can see the progress they have made for a given individual lesson. To evaluate your forces I would take the last 5 or 10 minutes of the class to ask them, “What have you learnt today?

However, I would make sure that I communicate this without telling them the same. I would also work on performance correction and feedback through a small activity that would enable the students to correct their wrong learnings and any other mistake they might have committed during the lesson. Lastly, I would wrap the lesson and assign the homework if required.

Accommodations/Differentiation:What modifications could you make to lesson procedures,

materials, or assessment/check for understanding?

Sometimes, making modifications is required in the existing lesson procedures materials and assessments to check the prevailing understanding. For the current poetry lesson, I would consider including more assessment activities for the students to check their understanding of the lesson and see if they have any feedback on the same. However, it would also include the addition of extra creative activities to be included in the curriculum so that students can explore their creative sides while they learn the lesson.

UMPI College of Education Lesson Plan Format Revised 5/19/15

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