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EDU 250 Lesson Plan


Name:

Melisa Zorer

Lesson Title:

Date: 2/25/15

The Bug in the Jug wants a Hug

Subject: English Language Arts

Age or Grade Level: 1st grade


3:20

Number of Student Involved in Lesson: 1

Time Frame: 2:35-

Learning Central Focus


Central Focus

The central focus of this lesson is vocabulary.

What is the central focus for the content in the Literacy


learning segment?
Common Core State Standards
What standard(s) are most relevant to the Literacy
learning goals? Select at least one reading and one
writing standard for the appropriate grade level.

http://www.corestandards.org/the-standards

Student Learning Objective(s)


Blooms Taxonomy link to action terms to imbed in your
objectives where applicable.

http://buhlercc.wikispaces.com/Bloom
%27s+Taxonomy
Skills (3)
What are the specific learning goal(s) for student in this
lesson?
One Evidence-Based Strategies use APA citation
format and link
https://owl.english.purdue.edu/owl/resource/560/05/

CCSS.ELA-LITERACY.RI.1.6
Distinguish between information provided by pictures or other
illustrations and information provided by the words in a text.
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name
what they are writing about and supply some information
about the topic.
1. Given the vocabulary words [rid, lid, fed, jog, vet] Joel
will identify the meanings of these words with 80%
accuracy.
2. Given the book The But in the Jug wants a Hug written
by Brian P.Cleary, Joel will be able to identify sight words
with 80% accuracy.
3. Joel will be able to write a couple of words or a sentence
answering the question Who was your favorite
character? Why? with 65% accuracy.
Evidence based strategies: Research finds that teachers who
frequently check to see if students were learning the new
material. This strategy can help Joel by consistently checking if
he understands the meaning of the vocabulary words.

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Rosenshine, B., (2012, Spring). Principles of Instruction.
American
Education, 12-39.
Linking Theory to Practice
Why are the Literacy learning tasks for this lesson
appropriate for your students?

This lesson plans relates to the theory related to Behaviorism


by Ivan Pavlov. By reinforcing frequent response from the
student we will be able to see if the student is learning the
material. In doing this the teacher is able to respond and give
feedback to Joel as needed and make sure he is understanding
the definitions of the terms.

Theorist Link
https://docs.google.com/drawings/d/16ko-22dn5g99HBR7j9CVGVCIUniae_pdvssHqQofao/edit?
usp=sharing
Prior Academic Knowledge, Conceptions and
Requisite Skills
What knowledge, skills, and concepts must the student
already know to be successful with this lesson? (Link to
Common Core Reading & Writing Standards)
What prior gaps in knowledge does this student have that
are necessary to support the learning of the skills and
concepts for this lesson?

Joel must have the knowledge of letter sounds and how to


blend sounds together. Joel has the skills to sound out all the
letters in a given word. He is also able to verbally explain
certain elements in a story.
Joel tends to struggle with connecting letter sounds together
to say the word in entirety. He not only struggles with blending
letters to word but connecting these words in a sentence. He
can try to string these words together with the guidance of his
finger but still struggles with verbal connection. Joel will be
able to using the strategies he knows on sounding out the
words to help him identify the vocab words meanings.

Instructional Strategies and Learning Tasks


Description of what will you be doing and/or what the students will be doing.

Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and
the evaluation criteria/rubric in the resources section at the end of the lesson plan. Add as many as needed.

Type of
progressive
monitoring
assessments
(Formative/
Summative)
Summative (CBA)

Description of
assessment
(ie correct words per
minute, rubric, graphic
organizer, review
game, vocabulary
quiz)
Vocabulary rubric

Modifications to the assessment


so that all students could
demonstrate their learning. (ie
explain rubric, model graphic
organizer, etc)

Evaluation Criteria - What evidence of


student learning (What is the score
you would like the student to achieve?
Relate to learning objective.)

Joel will be able to correctly identify 3

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out of the 5 words during a review
game.
Formative
Formative

Sight word rubric


Writing Sample

While reading the book, Joel will be


able to identify the sight word with
80% accuracy.
Joel will be able to write a couple of
words or sentence with a beginning
prompt answering the question asked
to him with 65% accuracy.

Differentiation/
Planned Support
How will you provide
student access to learning
based on individual
needs?

Students with IEPs or 504 plans:


How will the strategy help the student learn better?
This strategy will help Joel by giving him the feedback he needs when asked about his
understanding. This will help the teacher as well see if Joel is misunderstanding the
information and can address the problem. In addition this strategy will help Joel elaborate on
his understanding of the vocabulary words. Joel will be able to verbally express his thoughts
in order for the teacher to help him. With this the teacher will have a better knowledge on
what to work on with the student in terms of what has to be retaught which would be the
vocabulary definition. Along with being able to check his understanding the teacher will also
be able to guide Joel in practice.

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Academic Language Demand(s) Discipline (Domain) Specific Language (ie Literacy, Math, Science ELA):
What are your students
abilities with regard to
the oral and written
language associated
with this lesson?
Tier 1, 2, 3?

Materials
What materials does the
teacher need for this
lesson?
Anticipatory Set
_____2____ Minutes

Index cards with pictures of definitions


Index cards with vocabulary words
Book- The Bug in the Jug wants a Hug
Writing sample sheet
Vocabulary Rubric
Joel will look at the cover and will describe what he sees on the cover. I will then tell Joel the
title of the book and ask if he has ever wanted a hug.

How will you start the


lesson to engage and
motivate students in
learning?
Instructional Steps
_____35_____ Minutes
How will you determine if
students are meeting the
intended learning
objectives?
How will the Teaching
Assistant engage
instructionally? Teaching
Assistant must be actively
engaged.

Teacher
1. Lay out the cards
containing the
vocabulary words and
the picture of their
definition. While doing
this the game will be
explained to Joel that
he has to find the
correct picture to the
word.
2. Explain to Joel that he
will think about this

Student
1. Will listen to the
directions given about
the game. Then the
game will be played
with assistance from
Teacher and Teaching
assistant.
2. Joel will begin to think
about that he has to
pick a favorite

Teaching Assistant
1. Assist Joel with
vocabulary game.

2. Collect cards from the


game. Will prepare to
have the sight word
rubric in hand for

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question while reading,
Who was your favorite
character? Why?
3. Assist Joel in beginning
to read The Bug in the
Jug wants a Hug.

character in the book


and why he likes them.
3. Joel will read the book
The Bug in the Jug
wants a Hug.

4. Joel will be given the


writing prompt. I will
remind him the
question I asked before
we started reading the
book. He will now
answer the question in
writing.

4. Joel will write a couple


of words or try to write
a sentence about who
was his favorite
character and why they
were his favorite part
of the book.

5. Once Joel has finished I


will ask him what he
has written as an
answer to the question.

5. Joel will verbally


explain what he wrote.
TA will help him if his
answers are vague to
explain more.

6. The vocabulary game


will be played again
from the beginning. I
will explain to Joel that
it is the same game we
played earlier. I will
remind him of the
game and how to play.

6. Joel will play the


vocabulary game again
matching the word with
its picture definition.

reading the book.


3. While Joel is reading,
will assess how Joel
does with the sight
words using a 1-4
scale. 1 being not able
to identify the word
and 4 being word
automatically identified
within 5 seconds. Also
assisting Joel with
reading and making
comments.
4. Assist Joel in thinking
about who was his
favorite and encourage
him after verbally
explaining to try and
write it.

5. Listen to Joels
response and comment
if his response written
is weak to try and write
one or two more words.
6. Lay the cards back out
for the game. Then will
record data on the
vocabulary rubric
(CBA).

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7. Review words again


after he has matched
all of them. Will play
again if time allows.

7. Will review the words


with teacher explaining
the definition. Play
game again if time
allows.

7. Make sure the data is


complete from the
game. Play game again
if time allows.

Re-Engage
How will you revisit or
review?

After the vocabulary game is played, I will review the 5 vocabulary words to Joel to review.
Joel will then give the definition.

Closure (if applicable)


____2_____ Minutes
How will you end the
lesson?

Recall what the book was about and if Joel liked it. Ask Joel what our 5 vocabulary words
were for today.

Analysis and Reflection of Teaching


To be completed after the lesson has been taught

What worked?
What didnt?
How did you
re-engage?
Evidence of
Student
Learning

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(including
data from the
assessments)
Adjustments
What
instructional
changes do
need to make
for the for the
next lesson
for you or
your partner?
What feedback
did your
partner provide
on the lesson?

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Proposed
Changes.
If you could
teach this
lesson again
to this
student what
changes
would you
make to your
assessment
and
instruction?
What next
steps will you
provide for
targeted
support to
improve the
student
learning
relative to (a)
the essential
literacy
strategy (b)
requisite
skills?

Resources:
Attach each assessment and associated evaluation criteria/rubric.