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Common Lesson Plan NAME ____Miranda Haugen_________________________________DATE__11/21/13____ Activity Name: Lesson 15, Day 1 Grade Level of student: 10th

Grade Major Concepts to be covered: word of the day, sight words, comprehension questions over a short story Materials, Resources and Technology needed for the lesson: scrabble letter pieces, IPad, story on a piece of paper, paper with comprehension questions, piece of paper with spelling word list Rationale: Vygotsky believed that learning should be taught through a specific support system. Teachers should give a great deal of support at the beginning of the lesson, and then throughout the lesson decrease the support. In this lesson the teacher starts the lesson with giving the word of the day. The student then takes some control of the lesson by reading the story out loud and then answering comprehension questions. More independence is given when the student plays the guiding practice game and independent practice app on the IPad. The student is in full control at the end, when the student takes the assessment. [ Slavin, R. E. (2009). Educational psychology: Theory and practice. Upper Saddle River, NJ: Pearson Education, Inc. ] Objectives: Standards according to students measurable annual IEP Goals When given Frys 3rd 100 sight words, XX will read the words with 80% accuracy in 5/5 trials. When given a short story at his reading level over farming or on a paragraph out of the Drivers Ed. Manual, XX will be able to read the story or paragraph out loud and answer 5 basic comprehension questions with 80% accuracy, 4/5 times. When given 5 new farming or Drivers Ed. terms and definitions each week, XX will write a sentence using each vocabulary term correctly with 80% accuracy, 4/5 trials. Behavioral or Observable ObjectivesAs a result of this activity the student will; read 10 of Frys 3rd 100 sight words and spell them, with 80% accuracy. read a short story out loud at XXs reading level over farming and answer 5 basic comprehension questions, with 80% accuracy. write a sentence using the vocabulary term handy correctly with 80% accuracy. Pre-Assessment: I will implement a pre-test of XXs spelling words. I will tell XX that I am seeing what words he already knows how to spell before we start the lesson. I will also tell XX to try his best, but not to get frustrated if he doesnt know how to spell the word.

Assessment: At the end of the week, XX will be given a spelling test over the 10 sight words. XX will also be required to write a sentence using each vocabulary term, from word of the day, correctly.

Anticipatory SetThe teacher will present XXs first vocabulary term of the week, handy. The teacher will ask XX if he knows what handy means. The teacher and XX will obtain a definition for the word handy, give examples of what handy looks like, and then use the word in a sentence. XX is to write this sentence down on a piece of paper. Input There is no previous input needed from XX for this lesson. Model I will explain to XX that he will be reading a story about a farm out loud, and at the end of the story there will be 5 questions to answer about it. XX will then read the story out loud with the teachers guidance. Check for Understanding XX will be given a worksheet with 5 basic comprehension questions from the story he has read. The teacher will read the question out loud and then will allow XX enough time to answer the question. This process will be continued for each of the 5 basic comprehension questions. Guided Practice/Independent Practice For guided practice, XX will be given scrabble letter pieces. The teacher will say a sight word from XXs spelling list. XX will find the letters for the word given, place the letters in the correct order, and then tell the teacher the word itself out loud. XX may refer to his spelling list during this activity because it is his first time seeing the word list. For independent practice, XX will go on the IPad spelling word list app and practice his spelling words alone. He may refer to his spelling list during this activity as well. Closure (Finish) The teacher will review with the student what has all been done in English class this day. Modifications for special needs or cultural differences: The story that XX is to read out loud will be at XXs reading level. XX is given sight words because he is unable to obtain full phonemic knowledge (since elementary school). If XX becomes off task I will remind XX of what we are doing. XX is the only student in this English class so instruction will be held one-to-one. Due to there being only one student in this classroom and that he is the same ethnicity as the teacher, cultural differences dont need to be taken into consideration for this lesson.