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Lesson Planning & The Peanut Butter Sandwich

Lesson Planning & The Peanut Butter Sandwich. Take a plate, knife, a glob of peanut butter, and two pieces of bread DO NOT EAT YET! Think about the following question: When was the last time you had a peanut butter sandwich? Pair/Share your response. Vocabulary. Slice Spread Top

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Lesson Planning & The Peanut Butter Sandwich

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  1. Lesson Planning &The Peanut Butter Sandwich • Take a plate, knife, a glob of peanut butter, and two pieces of bread • DO NOT EAT YET! • Think about the following question: When was the last time you had a peanut butter sandwich? • Pair/Share your response

  2. Vocabulary Slice Spread Top Bottom Align

  3. Explanation Tells what the student will do/make with clear, concise, and measurable language One sentence Directly relates to the Independent Practice and standard Example The learner willconstruct a peanut butter sandwich with two aligned pieces of bread and peanut butter spread in the middle. VocabularyObjective

  4. Explanation Connects with students’ prior knowledge, engages, interests, and motivates (ie. Q/A, book, personal experience) Approx. 10 minutes or less Example “How many of you like eating sandwiches?” “When did you last eat a peanut butter sandwich?” VocabularyI. Anticipatory Set

  5. Explanation Experiences or explanations that teach students new vocab, concepts, using visuals, SDAIE strategies, group work, manipulatives, or discussion Example Teaching vocab: slice, align, top, bottom, etc. Teacher used actions with students practicing actions to explain vocabulary VocabularyII. Teaching

  6. Explanation Assisting Students through practice and demonstration Teacher models (demonstrates) what is to be done Students practice in partners or groups, or independently Example Teacher showed how to make the sandwich (modeling) step-by-step VocabularyIII. Guided Practice

  7. Explanation Students complete a task independently, in pairs, or in groups Objective is taking place Example Students make the peanut butter sandwiches independently VocabularyIV. Independent Practice

  8. Explanation Reflection on learning (ie. journaling, discussion, sharing work) Evaluation of final product - Was the objective met? VocabularyV. Closure/Assessment Explanation • Self assessment: “Does the sandwich look aligned?” • Peer assessment • Teacher assessment

  9. Explanation Specially Designed Academic Instruction in English Specific actions taken by the teacher so that learning is comprehensible Notate within the lesson (ie. SDAIE - group work) Example Hand actions to describe vocabulary Modeling/showing students how to make the sandwich VocabularySDAIE Strategies

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