EDSC Lesson Plan Format

1. EDSC Lesson Plan Format Department of Secondary Education Single Subject Credential Program Presentation Updated May 2004

3. Performance Objectives of Lesson on Lesson Plan Format • The pre-service teacher will identify appropriate text for each section of the Secondary Education Department lesson plan. • The pre-service teacher will write a lesson plan according to the format.

4. Unit Title Lesson Title Name of Teacher Day Time Room School Subject Grade Level Equipment/Materials/Resources Required Instructional Strategies Utilized Basic Information

5. Objective(s) of Lesson • Identify what performance the students will be able to do in observable, measurable terms • Guide learning activities and teaching approaches • Should be aligned with assessment and California content standards

6. SAMPLE Objectives • ANTS: Students will identify 10 features of the common ant. Students will identifytwo examples from Them! that characterize how changes in an ecosystem may result from changes in human activity. • BOR: In their own words, students will write, from memory, nine of the first ten amendments to the US Constitution.

7. Content Standards Addressed in Lesson • Identify California subject area content standards addressed in lesson

8. SAMPLE Content Standards • ANTS: GRADES 9-12 Life Sciences/Biology (Ecology) • 6. Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept: • a. Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats. • b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. • BOR: GRADE 11 U. S. History • 12.7 Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. • Students discuss reserved and concurrent powers of state governments. • Students discuss the Ninth and Tenth amendments and interpretations of the extent of the federal government’s power.

9. English/Language Arts Standards Addressed in Lesson • California Commission on Teacher Credentialing requires that all content areas address English/Language Arts standards. English/Language Arts Standards • READING • 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development • 2.0 Reading Comprehension (Focus on Informational Materials) • 3.0 Literary Response and Analysis • WRITING • 1.0 Writing Strategies • 2.0 Writing Applications (Genres and Their Characteristics) • WRITTEN AND ORAL ENGLISH LANGUAGECONVENTIONS • 1.0 Written and Oral English Language Conventions • LISTENING AND SPEAKING • 1.0 Listening and Speaking Strategies • 2.0 Speaking Applications (Genres and Their Characteristics)

10. SAMPLE ELA Standards Addressed • ANTS • WRITING • 1.0 Writing Strategies • Students progress through stages of the writing processes needed. • 2.0Writing Applications (Genres and Their Characteristics) • Students write narrative, expository, persuasive, and descriptive texts of at least 500-700 words in each genre. Writing demonstrates a command of standard American English and research, organizational, and drafting strategies outlined in Writing Standard 1.0 • BOR • LISTENING AND SPEAKING • 1.0 Listening and Speaking Strategies • Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.

11. ELD Standards Addressed in Lesson California Commission on Teacher Credentialing requires that all content areas address English Language Development standards. • LISTENING AND SPEAKING: Strategies and Applications • Comprehension • Organization and delivery of oral communication • WRITING: Strategies and Applications • Penmanship, Organization, and Focus • WRITING: English-Language Conventions • Punctuation, Capitalization, and Spelling • READING: Word Analysis, Fluency, and Systematic Vocabulary Development • Phonemic Awareness, Decoding, Word Recognition,Concepts About Print • Vocabulary and Concept Development • READING: Reading Comprehension • Comprehension and Analysis of Grade-Level Appropriate Text • Comprehension and Structural Features of Informational Materials

12. SAMPLE ELD Standards Addressed • ANTS • LISTENING AND SPEAKING: Strategies and Applications • Comprehension • Intermediate • Ask and answer instructional questions by using simple sentences. Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses. Ask and answer instructional questions with some supporting elements. • BOR • LISTENING AND SPEAKING: Strategies and Applications • Organization and Delivery of Oral Communication • Intermediate • Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information. Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules are not followed.

13. Lesson Introduction • Includes an “Anticipatory Set” • Motivates and engages students • Sets the tone for the instruction • Links previously learned content to today’s learning

14. SAMPLE Lesson Introduction • ANTS: • ANTICIPATORY SET: Ask students to draw a scientific illustration of an ant, providing as much detail as possible. They have to use the full 8 ½ x 11 sheet. • Inform students that that they are going to see parts of Them! and that they are to keep track of any information about ants that they learn—whether they think it is true or not. Each students needs a piece of paper and writing utensil. • Show two clips of movie. • BOL: • ANTICIPATORY SET: Give Pop Quiz – “Number from 1-10 and write down the Bill of Rights.” • Give students 5-8 minutes, then ask who had the most. Comment that they are hard to remember. Inform students that they will participate in a learning activity, which will give them a better understanding of the Bill of Rights and help them remember. • Put students in groups of 4 – very disparate. Put leftovers into groups to make 5. Inform students that this is their home group, and that each student is now going to jigsaw out to another group to become an expert in a specific topic. They will then return home to share that unique knowledge that no other member in their home group will have. • Ask students to count off (1, 2, 3, 4, with last persons labeled by you if necessary). Each student needs a writing utensil and a piece of paper.

15. Lesson and Student Learning Activities • Provides a sequence of activities • Indicates the timing of activities • Identifies what the teacher and students will do • Provides support materials

16. SAMPLE Lesson and Student Activities • ANTS: • 20 minutes - After the two clips, students will review their lists in small groups and create one common list on the handout provided. With additional resources, they will determine whether the information is true or false. • 20 minutes – The teacher will engage students in a discussion on the following questions. The teacher will record details on an overhead to make sure all students are able to access the information. • The giant ants are called mutants by the scientists. What is a mutant? What is a mutation? Can radiation cause mutations? Can an atomic bomb cause mutations? • Do you think the exoskeleton of an ant could support a giant ant? Could giant ants breathe well enough to get oxygen to their cells (could they have adequate respiratory capability)? Is this a legitimate possible mutation? • Does the film describe a realistic danger in the atomic age? What are the more likely dangers? • How was the ant habitat altered because of human activity? What changes in the ecosystem are most likely to result from radiation exposure?

17. SAMPLE Lesson and Student Activities • BOR: • Ask students to jigsaw to form four large groups according to their number. Make sure everyone is equal distance from the center of their group. • Hand out ¼ sheet assignments and copies of the Bill of Rights. Invite each group to identify the amendments that fall into their category. Ask each member to record this information so that they can share with their home group. Allow 10 minutes for discussion. Keep groups on task by monitoring and providing feedback. • Send students back to their home groups. Make sure everyone is equal distance from center. Hand out full assignment and review rules. “Each amendment must be identified in one and only one category. Categories may have more than one amendment.” Insist that this must be done. Give students 10 minutes for discussion; create chart on board for students to fill.

18. Lesson Closure • Refers students back to performance objectives • Summarizes learning • Links to future learning • Prepares students for assessment • A lesson closure is MORE THAN HOMEWORK!

19. SAMPLE Lesson Closure • ANTS: • Students add features to their ant drawing to more realistically depict the insect. A rubric of features to be added is provided. • Students quick write: Use at least two examples from Them! to describe how changes in an ecosystem may result from changes in human activity. Teacher models with an example NOT FROM Them! • BOL: • Compare group responses, then ask for discussion on differing placements. • After discussion, note that there may not be only one right answer, and that the activity was designed to stimulate student discussion, not necessarily arrive at perfect answer. Some scholars do not even like these four categories!

20. Strategies Addressing Students’Varied Reading Levels, Language and Cultural Backgrounds, and Abilities • English Learners • Struggling Readers • Resource Students • Advanced Students • Should be specific to the student learning activities as well as assessment format • Should involve school resources as necessary • When appropriate (i.e., formal lesson observation), should be specific to the students in the classroom for which lesson is prepared • Should reference the E/LA and the ELD standards when appropriate

21. SAMPLE Strategies Addressing Students’Varied Reading Levels, Language and Cultural Backgrounds and Abilities • ANTS: • English Learners: Groups will be constructed to ensure that ELs are grouped with fluent English speakers. • Struggling Readers: Teacher will record salient notes from discussion on overhead so all students can record. Reading requirements are not stringent – much content can be drawn from video. • ALL: The rubric listing features to include on the ant will ensure that every student knows that should be included. • EL/Abilities: Students unable to finish their quickwrite in the time provided in class will be able to complete at home or in ELD/Resource class (teacher has agreement with ELD/Resource teacher on specific EL students and their assignments). • BOL: • English Learners: Groups will be constructed to ensure that ELs are grouped with fluent English speakers. • ALL: Each student will be provided with a copy of the Bill of Rights so that they can practice at home. • Struggling Readers/Abilities: Teacher will record salient notes from discussion on overhead so all students can record. Teacher has simpler version of Bill of Rights to distribute to groups as needed. • GATE: Additional websites are provided for GATE students to extend their learning.

22. Plan for Assessment of StudentsEntry-level, Progress-Monitoring, or Summative • Type • Title/ and Form • Implementation • Feedback Strategy • How Assessment Will Inform Reteaching • Should include monitoring of student understanding • Should include both traditional and alternative assessments when appropriate • Should address performance at the individual, small group, whole class levels as appropriate • Should address both short-term and long-term assessment concerns

23. SAMPLE Plan for Assessment • ANTS: • ENTRY-LEVEL: Students will identify parts to an insect. • PROGRESS-MONITORING: Teacher will review quickwrites and ant diagrams to ensure that students learned what was expected. • Teacher will review excellent examples from quickwrites as intro to tomorrow’s lesson. • SUMMATIVE: Question on the unit exam on Ecology will assess student understanding of how biodiversity is the sum total of different kinds of organisms and is affected by human and natural alterations of habitats. Test items will include multiple choice and essay and also include ant diagram.

24. SAMPLE Plan for Assessment • BOL: • ENTRY-LEVEL: Students will recall the 10 amendment • SUMMATIVE: Unit exam includes item requiring recall of Bill of Rights. Suggest that students use these 4 categories to list the amendments. • ALTERNATIVE ASSESSMENT: For homework, student are to rewrite the Bill of Rights keeping the fundamental ideas/values of our Founding Fathers and reflecting the society of the United States today with our diverse population, many cultures. • The work should focus on the inclusion of Native Americans, African Americans and Women. • TECHNOLOGY APPLICATION: For the next two days, students will form their own groups of 2-4 and create a Power Point presentation on their Bill of Rights. • They will have to pick and choose the best amendments of their group members to include.

25. Summary/Evaluation of Lesson • Provides overview of content • Includes notes on timing, materials, student reactions • Once presented, includes suggestions for future implementation • Should include strategies for family involvement, when appropriate • Should include strategies for infusing technology into instructional and assessment, when appropriate

26. SAMPLE Summary/Evaluation • ANTS: This lesson is one in a series to help students (1) analyze science fiction and pop cultural film for fact and validity and (2) deepen their understanding of scientific principals; and (3) reflect on how science is socially and culturally constructed. • Students could be asked to share with older family member what they saw in Them! and learn about a science fiction film that the family member watched in the 50s. • BOL: Activity is designed to teach (1) Bill of Rights, (2) how to work effectively as a group, and (3) students to think about learning strategies that may be helpful to them. • Technology is included in assessment.