How to Plan and Teach a Lesson Free Essay Example

STAGE 1: PLANNING

YOUR TARGET: Standard, Goals & Outcomes

Teacher: Grade: 2

TARGET: Unpack Your Standard

Academic Standards: CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral

* Second Grade English Language Arts & Reading – Underline the skills/verbs

Lesson Overview * (how)

Big Questions ( Questions to frame student learning)

What is the central message of the recounted stories

What moral value to the recounted stories present to the students?

Can students identify varied life lesson they can take away from the stories?

Knowledge (Concepts to be understood and applied)

Students learn what message the story is passing along

Students develop the ability to determine what morals are present in the recounted stories

Students can clearly tell the difference between behavior that is morally wrong or right

Students can single out specific lessons from the recounted stories

Skills (What you will explicitly teach)

Ability to single out themes that are present throughout the stories

. Ability to determine which among the themes present the central message

. Capability to tell wrong from right as presented in the story

. Ability to opt for what the story presents as morally right

. Ability to recognize the wrong and set themselves apart from it

Ability to answer the question, ‘what have you learned from the story?’

Capability to identify more than one lesson from the stories

Student Learning Goal : State your Goal for the students to share

Students will be able to identify the central messages, morals and lessons of recounted stories using strategies that will be presented to them during the initial periods of the lesson. Such strategies would include the identification of a recurring theme.

Student Social-Emotional Goal ( LEARNER ):

The learners should be capable of connecting the morals or lessons from the recounted stories to their social interactions and express how they would feel in case they were in a similar position as that presented in the story.

Barriers to learning (LEARNER) :

Recounted stories are a relatively new concept to the students especially the aspect of identifying the morals, lessons and central messages to these stories. It would be somewhat difficult to shift the students’ view of them as just stories to a point where they can view it as a work to be analyzed.

Common Misconceptions (LEARNER & TARGET):

at previous grade levels, students may have identified with fables and folktales as fun and interesting parts of their learning and to a great extent, just stories. For this lesson, the recounted stories would need to be more for the students to ensure they take lessons from them.

Part 2: My Class

My Classroom Composite: ( TEACHER & LEARNER ): Whole group

The class consists of 34 students 20 boys and 14 girls. 1 girl student is having a disability and uses learning aid. 10 students are extremely bright and get through school easily. Of the 10 bright students 6 are girls and 4 are boys. The entire class can speak English well. 2 students speak foreign language. 9 of my students have done well in International language test and complete the course while 7 are learning international language currently. 2 students use reading glasses to read. All students are well-versed in the use of technology which makes it possible to use technological devices to present the stories.

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management)

Focus Student #1: Special Needs

One student with Dysgraphia which necessitates the use graphic organizers to help improve their writing abilities

Focus Student #2: English Language learner

All students with English as their second language have great mastery of the language. They can read effectively when called upon

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)

Multiple Means of Representation

(. modeling & practice)

1 I will introduce the concept of recount story understanding. In the process focus on equipping the learners with the knowledge of the benefits of what recount readings are meant for.

2. Second graders will demonstrate a sound knowledge of recount stories to be specifics fables and folktales. I will give out an interactive recount story to boost on their narration skills.

Build will build fluency, sequencing skills, and the ability to determine the setting of a passage.

3. I will administer exercises to develop the second grader’s ability to use punctuation correctly.

Multiple Means of Engagement

1. I will assess how best the students understand the importance of using folktales I will ask questions concerning. I will ensure that students learn phonological concepts. I will ensure that the students do the fables story and assign through exciting exercises.

2. I will ensure that a second grader can demonstrate a sound knowledge of fables and folktales

I will pose an interactive recount story to analyze their understanding on the subject.

3. I will assign writing exercises to give the student to give them an opportunity to apply what they have learnt in class.

Multiple Means of Expression

(practice & assessment)

1. Teach the students the proper need of understanding recount stories and I will as questions to check on their understanding

2. Students will extend their knowledge recount stories reading a leveled text

3. The student should be able to express the creative writing and experiences that will enable the student to apply what has been learned and express it.

I will also allow students work to ask questing and express suggesting

Managing the Classroom Environment

Ill ensures that the classroom is clean and well arranged. The learning aid should be clearly positioned and easily accessible. I should ensure that there is no noise and destruction from the student.

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STAGE 2: TEACHING

DAILY AGENDA: What will you use to manage daily instruction?

The teaching sequence I will use is

Introducing the concept

Explaining the concept with examples

Ask questions concerning the concept with a focus on their central messages, morals and lessons

Request for questions from the learners

During the class I will use the following to deliver the concepts

Graphic organizers, chart, drawing, books and reference material.

I will assess the student learning by

Asking oral questions

Giving short quizzes

Administering a short assessment test and other evaluation strategies

Ask the leaner to ask question in case they do not understand.

Lesson Map: Planning and Teaching

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