Design an original lesson for students in the first, second or third grade

A. Design an original lesson for students in the first, second or third grade (using the attached Lesson Plan Format for each of the following two writing styles: Note: These two lessons should form an integrated unit of instruction.

 

Five Pages.

APA.

Students Name:

Lecturers Name:

Unit Title:

Submission Date:

A. Design an original lesson for students in the first, second or third grade (using the attached Lesson Plan Format for each of the following two writing styles: Note: These two lessons should form an integrated unit of instruction.

1. A narrative writing lesson (stressing the telling of a story)

a. Explain how you would use the six traits writing model as an assessment if these students were in your own classroom.

b. Describe two items you would use in your classroom environment to encourage narrative writing.

2. An expository writing lesson (informing the reader of a topic that would include facts, such as book reports or research reports)

a. Describe two items you would use in your classroom environment to encourage expository writing.

B. Design an original activity (using the attached Lesson Activity Format) where students learn an irregular spelling rule (e.g., child/children).

C. Design an original read-and-describe activity (using the attached Lesson Activity Format) where students read one of their writing samples to a peer and then the peer describes the content of the writing to the class. Note: In both lesson plans and activities, students should be encouraged to look for correct punctuation, grammar, spelling, and capitalization of words.

LESSON ACTIVITY

Name:

Competency Number(s)
:

GENERAL INFORMATION

Activity
Title
and
Subject(s):

Topic or

Location in Lesson:

Grade/Level:

OBJECTIVES

Lesson Objective(s)

Activity Relates to
:

(
i
.
e
., what students will accomplish by the end of a single lesson
)

INSTRUCTIONAL/LEARNING ACTIVITIES

(

i.e.,

w

hat

the t

eacher

w

ill

d

o

,

what the students will do

)

Instructional

Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)

(
i
.
e
.
,
what you will do as a teacher to help promote fluency during this lesson)

Explanation and
Ration
ale for
Instructional Strategy
:

Learning Activity:

(
i
.
e.,
what students will do to develop fluency during this lesson)

Explanation and
Rationale
for
Learning Activity
:

LESSON PLAN

Name:

Competency Number(s)
:

GENERAL INFORMATION

Subject(s)
:

Topic or Unit of Study
:

Grade/
L
evel:

Instructional Setting
:

(
e.g., g
roup size, learning context,
location [classroom, field trip to zoo
, etc.
], seating

arrangement, bulletin board displays)

STANDARDS AND OBJECTIVES

Your State
Core Curriculum
/Student Achievement
Standard
(s)
:

To view standards: G
o to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state.
S
elect standard(s).

Lesson
O
bjective
(s)
:

(
e.g.,
what
students will accomplish by the end of
a single
lesson
;
needs to
align with
core

curriculum/student achievement standard)

MATERIALS AND RESOURCES

Instructional Materials:

M
aterials needed for the lesson
(
e.g., textbook, construction p
aper, scissors
,

PowerPoint, guided note templates
)

Resources:

S
upplementary information and/or
places where you found information for
the
lesson

INSTRUCTIONAL PLAN

Sequence of I
nstructional Procedures/Activities/Events (
provide description and
indicate approximate time for each):

Identification of
S
tudent
P
rerequisite
S
kills
N
eeded for
L
esson
:

(e.g., anticipatory set,
schema
,
purpose of lesson for student
s,
connections to previous
learning)

Presentation of
N
ew
I
nformation or
M
odeling
:

(e.g., term definitions
,
concepts
,
processes and/or approaches)

Guided
P
ractice
:

(
e.g.,
teacher directed
,
scaffolding
,
check for student understanding)

Independent
S
tudent
P
ractice
:

(
e.g.,
teacher monitored
,
check for student understanding)

Culminating or
C
losing
P
rocedure/
A
ctivity/
E
vent
:

(e.g., review terms, concepts,
and/or
learning process; establish connection
s
to
the
next lesson;

check for student understanding)

Pedagogical Strategy (or Strategies):

(
e.g., direct instruction, cooperative learning groups, partner work
)

Differentiated I
nstruction:

D
escribe accommodations for
such groups as
English
L
anguage
L
earners, hearing impaired,

learning disabled, physically disabled,
and/or
gifted/accelerated learners
.

Student Assessment/Rubrics:

Describe how you will know if students have met the objective(s) for this lesson
(i
nclude pre
–
and post
–
assessment plans
—
formal and/or informal
,
summative and/or formative
, etc.
)
.