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Secondary Principles ED 360/361 Lesson Plan Example Name Katie Gabriel Lesson Number (Highlight) 1 2 3

Highlight ALL the appropriate statements I wrote the lesson after observing my teacher deliver the lesson I planned the lesson after my mentor teacher gave me the topic, materials, and standards I revised a lesson from my teacher or the Internet I observed my teacher teach this lesson during one class, and I taught it during a consecutive class I taught this lesson independently in my field placement I was videotaped teaching this lesson Subject Grade Unit English 11th The Infinite Joy of Phrases Lesson Topic Learning and understanding a prepositional phrase 50 minutes Length of Lesson

STAGE 1: DESIRED RESULTS Content Standards ELA GLCE 1.1.6 Reorganize sentence elements as needed and choose grammatical and stylistic options that provide sentence variety, fluency, and flow. Common Core 1. ELA-Literacy.W.11-12.1c- Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. How can you identify a prepositional phrase in a sentence?

Essential Question(s)

Understanding Goal(s) Students will understand how to identify a prepositional phrase, the answers to the selected questions from the given worksheet and the purpose of prepositional phrases in a sentence. Students will Student Learning Identify answers to the prepositional phrases section of the textbook Grammar Objective(s) for High School: A Sentence Composing Approach Complete the worksheet section that assists the textbook Discuss answers with the class and experiment with different examples together Contribute to whole group discussion STAGE 2: ASSESSMENT EVIDENCE

Formative Performance Tasks (what the students will do) Students individually read textbook and discover answers on the given worksheet- able to work in pairs if desired.

Formative Observations (what the teacher looks for, listens for, says or does) While students are individually working on the worksheet, teacher looks at students work over shoulders, redirecting students as necessary. Taking notes on details students do not understand to discuss in the class conversation. During the whole-class conversation, the teacher will review the answers to the textbook worksheet, answer any questions to help understand the topic (both from students and what the teacher has already written down from observation during individual work), discuss the reasoning for prepositional phrases in a sentence, and ask specific questions to focus students on higher level thinking.

Students participate in a class conversation with the goal of answering the prepositional phrase questions- asking any questions needed to understand the concept.

Students will participate in creating more creative prepositional phrases to put in place of the ones already given in the book- two separate times during gran conversation Summative

Teacher will walk around the classroom listening to what students have come up with and then bring the class together to ask for examples students have come up with (already having in mind who has come up with a proper example if needed)

At the conclusion of the unit, students will have completed the packet titled The Infinite Joy of Phrases that correlates with the grammar textbook that includes absolute, appositive, prepositional, participial, gerund, and infinitive phrases. STAGE 3: LEARNING PLAN

Time 5 minutes

Activity Anticipatory Set - Teacher asks students to fill out the Notes section at the top of the given worksheet. Students can fill this out by referring to the explanation of a prepositional phrase in the textbook. Discussion amongst classmates is encouraged. Teacher asks students to individually complete the prepositional phrase worksheet in the packet while asking the teacher any questions to help understand the concept. Teacher facilitates a whole class discussion to discuss the answers to the questions on the worksheet, the reasoning for the answers, and to synthesize the meaning of prepositional phrases in a sentence 2

20 minutes

15 minutes

7 minutes

1-2 minutes

Teacher challenges students to create more creative prepositional phrases in the place of the ones already given in the sentences of the worksheet and textbook (twice throughout the larger class discussion) Closure Students will turn to a neighbor they did not work with during the class and either tell them a creative, new prepositional phrase they came up with in a sentence or express what they learned about prepositional phrases (their purpose, how to identify them, etc.)

Homework (if assigned) None Materials Student Grammar for High School: A SentenceComposing Approach textbook The Infinite Joy of Phrases packet Writing utensil

Teacher (include prepara tion needed)

Grammar for High School: A SentenceComposing Approach textbook Clipboard for anecdotal note-taking Examples of creative prepositional phrases to use if needed Overhead projector to display the worksheet page on the board during group discussion

Technology Type Overhead projector and screen Rationale The specific part of the packet being worked on will be displayed on the screen in order to give a visual for students during the class discussion. Learning Styles (VARK) Please indicate how you address each of the components of VARK (Visual, auditory, reading/writing, and kinesthetic). It is not necessary to address all four styles in every lesson, but you should aim for at least three. Visual Answers to the questions being discussed will be filled out to be seen on the overhead screen throughout the discussion. Auditory Students will be talking to their classmates when needed and be in communication with the teacher during individual work and there will be much discussion during the whole-class conversation. In addition, to displaying all of the answers on the screen, the teacher will state them orally. Reading/Writing Students will read the directions on the worksheet and write down the answers when discovered. They will also write new, creative prepositional phrases throughout the group conversation. Kinesthetic Students will be allowed to move anywhere in the classroom to complete the worksheet and will need to relocate again when bringing it together to discuss with the class. Accommodations Please consult the accommodations handout on Moodle so that you suggest acceptable and relevant accommodations. You must provide accommodations for at least two students or groups of students. If 3

you believe there are no students who fit any of the categories you will need to pretend (as its likely they do exist and you have not yet been able to identify them). Gifted and Talented If needed, I will ask students to advance their thinking by creating a short story/paragraph that has a certain number of correctly written prepositional phrases in it. If needed, there is a worksheet that reviews the same information but has larger Learning Disabilities spaces to fill out the answers, and often gives an extra example or a simpler explanation right on the given worksheet. Emotional I will be sure to look for any frustrations that could be had during the class Impairments period and approach the student in a kind and non-attacking way before the situation could grow to an unnecessary level. ELL Other

Notes (Optional)

IF you taught this lesson complete the following After the Lesson What didn't work and why?

What worked?

What will you teach in the next lesson on this topic/skill? Why? (If I were teaching the next lesson) I would finish up the review of the prepositional phrase worksheet and then move on to participial phrases. We would have a similar format for the class activities. The extrathinking activity during the whole-class discussion would be something different (like a game or something along those lines). An ACT prep practice worksheet would also be completed during the first 8 minutes in order to give students more practice for the assessment (and to prepare for the upcoming review).

The whole thing went very well! I taught if for two class periods after being asked by my mentor teacher soon after arriving. The students enjoyed working on the task because the classroom felt light and a comfortable place to learn. Asking them to create a more creative prepositional phrase was the highlight. They were excited to expand the lesson and were laughing quite a bit while also being productive.

I could have time-managed a little better. We ran out of time and were not able to review the answers to all the questions. My mentor teacher generally has the same problem and spends the first little bit of the next class hour finishing the review. I think we were cut short because the class was a bit talkative in the beginning and it took them awhile to begin their work. Ill need to discover a good way of encouraging them to begin sooner.

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