University of Puerto Rico Mayaguez Campus Office of the Dean of Academic Affairs Teacher Preparation Program in Secondary Education

Lesson Plan Name of student teacher: Eyla Santiago School: Eladio Tirado Lopez District: Mayagüez Cooperating Teacher: Yazmin Mendez Unit: 9.3 Date: 5 December 2012 Time of Observation: From 7:30 to 9:10am Course: English Grade: 9th Topic: “Akeela and the Bee” (movie) OBSERVATION CRITERIA
GENERAL ECA STRATEGY ( ) Exploration (x) Conceptualization (x) Application STANDARDS
REFORMING STRATEGIES ( ) Curricular Integration (x) Integration of Technology ( ) Fine Arts Integration ( ) Peer Assessment (x) Cooperative Learning ( ) Task based learning ( ) Other, specify ___________________________________________________

EXPECTATIONS

__L/S 9.2______________________ Listens and responds to, constructs complex sentences and statements to explain, describe, support, and discuss information while answering closed ______________________________ and open-ended questions. _ Depth level of knowledge (DOK) Extended Conceptua l (Cognitive ) (Concepts, principles, data, facts) Procedura l (Psychom otor) (Processes, skills, strategies, skills) ( ) Rote ( ) Process ( ) Strategic (x)

Objectives After watching the movie “Akeelah and the Bee” students will recall details and identify: plot, setting, characters, and conflict

Assessment

After recalling details and identifying: plot, setting, characters, and conflict; students will be divided in two groups to answer the questions throughout the use of a “Jeopardy Game.” Throughout the use of the “Jeopardy Game” students will choose categories to answer questions from the movie in order to have the opportunity to win points for their team.

( ) Diagnostic test ( ) Brainstorming ideas ( ) Targeted list ( ) Concept map ( ) Concrete poem ( ) Comic strip ( ) Open question ( ) Reflective journal ( ) Essay, draft ( ) Interview ( ) Quiz ( ) Review ( ) Test (x) Other

Attitudinal (Affective) (Attitudes, values, norms)

While answering the questions playing “Jeopardy” students will be able to collaborate in group to make decisions upon the questions. As students make decisions in group work they will be following instructions to rely on each other within communication in class while creating a sense of community.

INITIAL ( ) Reflection ( ) Poem () Game ( ) Riddle ( )Puzzle () Song ( ) Introduction to new topic or reading ( ) Review of concepts discussed ( ) Homework discussion ( ) Open–ended questions (x) Social conversation ( ) Observation and study of: illustrations, tables, graphs, news article, and / or books. (x) Other: Review the movie Describe the initial activity and explain how it sparked student interest which allowed them to focus on course content. With the use of social conversation a review of the movie will be done in order to refresh students’ memory for the following activity

ACTIVITIES DEVELOPMENT ( ) Oral or silent reading (x) Open discussion with guided questions ( ) Reading and analysis ( ) Definition of concepts ( ) Demonstration and guided examples ( ) Practice: book, board, or paper ( ) Oral report ( ) Dictation (x) Film analysis ( ) Competition ( ) Test ( ) Quiz () Other: Describe the development activities and explain how they contributed to the attainment of objectives and expectations. Through the use of jeopardy students will be discussing, answering, and analyzing the questions of the movie. Students will accomplish the goal by working in groups divided in two teams. MATERIALS (x) Television (x) Movie ( ) Compact disk ( ) Disk/tape player ( ) Record player ( ) Flash cards ( ) Strips for writing ( ) Manipulative ( ) Poster board HOMEWORK

CLOSING ( ) Summarize class ( ) Discuss/ answer written work ( ) Check work done ( ) Assessment technique (x) Clarify doubts/questions ( ) Evaluation question ( ) Written work ( ) Other:

Describe the closing activity and explain how the skills, process, or the class were assessed. The teacher will ask if there are any doubts to clarify related to the movie

( ) Textbook pp. ______ ( ) Workbook pp. _____ ( ) Teacher’s guide pp.___ ( ) Notebook ( ) Worksheet ( ) Photocopy ( ) Newspaper ( ) Magazine ( ) Cardboard

( ) Illustrations ( ) Board, chalk ( ) Smart board ( ) Calculator ( ) Computer ( ) Overhead projector ( ) Transparencies ( ) Screen ( ) Construction paper

( ) Modeling clay ( ) Crayons ( ) Coloring pencils ( ) Colored markers ( ) Paint, pastels ( ) Paint brushes ( ) Colored chalk ( ) Index cards (x) Other: projector, computer

( ) Protractor ( ) Compass ( ) Ruler ( ) Blank paper ( ) Graph paper ( ) Mimeograph sheet ( ) Scissors ( ) Tape, glue, velcro

Briefly describe homework: N/A Classify the purpose of the homework: ( ) Practice: reinforce concepts or processes discussed in class ( ) Preparation: expose student to concepts or processes which will be discussed in class ( ) Elaboration: facilitate construction of concepts or processes which have already been discussed in class REASONABLE ACCOMODATION (SPECIAL EDUCATION) ( ) Time and a half ( ) Seating arrangement ( ) Supplementary aid services ( ) Test or task fragmentation (x) Written instructions ( ) Other PEI (Based on Individualized Teaching Plan) General comments about the class: ____________________________________________________________________ __________________________________________________________________________________________________

Signature Cooperating Teacher: __________________________________________
Submitted to PPMES at UPRM by Carmen E. de León Ruiz; based on DEPR Policy Letter 24. Translated and adapted by Dr. Rosa I. Román Pérez October 2010

Master your semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master your semester with Scribd & The New York Times

Cancel anytime.