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Lesson Plan and Reflection

Name: Emily Flower


Setting/Grade Level: 9th-12th +
Theme/Title: English/Language Arts

1. Learning Goals/Objectives
What student learning goals/objectives do you have for this lesson?

-Students will be able to define the word “adjective” and provide examples.

2. Methodology
What specific instructional strategies for students with disabilities will you use?

 Engaging all learners with the use of verbal language, visuals, and written
direction, and opportunities to practice the skill themselves.
 Positive reinforcement while students are working independently and answering
questions.

What general instructional strategies will you use? (check the strategies that apply)
X Constructions Library Research
X Cooperative Learning Peer Editing
Discussion/Questioning Practicum
Problem Solving Field Study
X Reflection/Response Graphic Organizers
Independent Learning Role Playing
Laboratory Viewing/Listening/Answering
Practice/Drill Experiment
X Lecture Discovery
Reporting Journal
Simulation Other:
Why did you choose these strategies/methods?

Construction: Students will create their own Acrostic poem using their name and
adjectives that describe them. This will increase student engagement in the assignment
and allow for hands-on work.

Cooperative Learning: Students will work together to provide examples of adjectives and
will have the opportunity to use each other as a resource if they need help coming up with
adjectives that describe them for their Acrostic poem.

Reflection/Response: Students will self-reflect about their qualities to come up with


adjectives that describe themselves. This will be more personal and engaging rather than
just having a list of adjectives.

Lecture: I will teach students about what adjectives are and the elements of an Acrostic
poem in a short lecture. I will include visuals and write concepts on the board to engage
different types of learners.

How will you group students for instruction?

Students will sit in groups of two’s or three’s to allow for collaborative and cooperative
learning. Students will be encouraged to work as independently as possible on the
assignment, but will receive support when necessary from the teacher and/or
paraprofessionals.

List below your activities/steps including how you activate background knowledge, gain
student attention (set induction), demonstrate integration of the strategies used and
desired outcomes, and bring closure to the lesson. Also, articulate how you will evaluate
your lesson/determine if student learning occurred.
Activity/Step Time Allocated

Bellwork 10 minutes

1. Activate Background Knowledge 1. 5 minutes


 Teacher will inquire about students’
current understanding of adjectives
and Acrostic poems

2. Gain Student Attention 2. 5 minutes


 Teacher will show/give examples of
adjectives and how they help
sentences.
o Adjectives are like accessories to a
good outfit. Put on a good outfit but
then you think, “what could I add to
make it better?” Maybe some
sunglasses or a bracelet. Adjectives
are the same way. Your sentence is
good without them, but they make
your sentence even better when you
use them.

3. Demonstrate 3. 20 minutes

a) Modeling a) 5 minutes
 Teacher will spell out their name
and create the framework for an
Acrostic poem. Teacher will pick 3
adjectives that describe them and
write them on their poem.

b) Guided Practice b) 5 minutes


 Teacher will then ask students for
help with filling out the last two
letters in their name with adjectives
about them.

c) Independent Practice c) 10 minutes


 Students will then write their own
name on a paper and create the
framework for their Acrostic poem.
Students will then complete their
Acrostic poem with adjectives that
describe them.

4. Bring Closure to the Lesson 4. 10 minutes


 One student that is finished will
share their Acrostic poem with the
class. Teacher will review the key
vocabulary with the class.
 Students will blog about the lesson.
5. Assessment 5. 0 minutes

a) Informal Assessment
 The teacher will informally assess a) Informal Assessment
the students’ understanding by  Completed during lesson
traveling around the classroom
while students are working on
creating their Acrostic poems and
choosing adjectives.

b) Formal Assessment
 The teacher will formally assess b) Formal Assessment
students’ understanding by looking  Completed during/after lesson
at their completed Acrostic poems
and analyzing the words they chose
to describe themselves to see if they
are adjectives.

c) Self-Assessment
 Students will be assessing the c) Self-Assessment
words that they think of that  Completed during lesson
describe themselves in order to
decide if they are truly adjectives.
3. Materials
What materials will you use? Technology Utilized
Teacher Student PowerPoint, CD-ROM
-Whiteboard -Writing Utensils Prezi
-Paper -“Is this word an Overhead Computer
adjective?” X AAC devices Distance
-Questions w/ Learning/Webcast
visuals iPad, iPods, Internet
-Paper tablets
TV/VCR/DVD Laser Disk
Assistive Tech. Smart Board
Digital/Video Other
Camera

4. Assessment/Evaluation
Assessment Alternatives How will you evaluate each student
(check=process, x=product) goal/outcome?
Application Objective Test
Exam -Students will be able to define the word
Concept / Observation “adjective” and provide examples.
Mapping *Students will be observed during the
Parent Contract independent practice to gauge their
Evaluation understanding of an adjective by their
Peer Evaluation Checklist ability to provide correct examples of ones
Self-Evaluation x Performance that describe themselves.
Inventories Portfolio *Students will be formally assessed by
their performance on their Acrostic poem.
Quantitative Rating Scales
Scales
Rubric Scored How will you use this information?
Discussion
Journals Problem- -I would use the assessment results to
Solving understand what students learned from the
Assessment lesson and decide whether students are
Other ready to move on or if they need to have
another lesson with more opportunities to
practice identifying adjectives.

Lesson Adaptation:
For this lesson, I would make some simple accommodations so that my student would be
able to participate. I would first support my student with setting up their Acrostic poem
with their name by having them tell it to me and then writing their name on the paper
with a highlighter so that they could trace it with support. I would then have questions
ready with visuals for my student to answer using their device about adjectives that
describe them, such as “Are you happy or sad?” Once my student made their choice, I
would support them with writing those adjectives in their Acrostic poem using the tracing
method as described above with the highlighter.