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Current Reports

Lesson Plan Presentation EDU 203

September 25, 2007

Lesson Plan Presentation
EDU 203 Doc Rosow
You will teach your EDU203 classmates as elementary school students.

Plan to teach us something new and make it fun for us.

Find things YOU want to know more about.

NOTE Think of your lesson plan as a circular process. In California public elementary classrooms, everything begins with a California Standard. Each learning objective matches a standard. Each activity is directed toward one or more standards that are reflected in the objectives. All of the evaluation processes are directed at finding out if you have met the objectives.

NOTE For this practice lesson, select only those standards that you can fit neatly into an integrated lesson. Make every activity count for several disciplines.

NOTE For Fourth Grade lessons, try to make everything wrap back to California. For example:
GARDENING with California grown plants
IMMIGRATION/MIGRATION of groups from all over the globe to California
DANCE and ARTS of native California peoples and immigrants to California
SCIENCE as related to California weather and scientific activities
GEOGRAPHY comparing California topographical conditions to those elsewhere
HISTORY/SOCIAL SCIENCE drawing on events that influence or that have influenced life in California

TO BEGIN Write the following:

Name of Your EDU 203 Group
Group member names and responsibilities
Name of This Lesson
Thematic Unit (may be a semester- or year-long theme)
State the Learning Objectives (measurable—the students will be able to…) State one or two learning objectives that match California Standards for your grade level. Give the Standard number and text each time you put it in this lesson plan.

NOTE This lesson plan must be written in a step-by-step manner so that a substitute can walk in and follow it. Each step must be short and very clear.

Background Building (Pre-lesson activities w/California Standards)
--What did you do with the class yesterday? Or last week?

--Environment description (identify centers, bulletin boards, student work published, posters supporting today’s theme, etc.)
Note relevant details.
EXAMPLE All of the books in the reading center reflect the Mardi Gras theme.
EXAMPLE The art center is set up for carnival mask making with pictures of masks on the wall by the center.
EXAMPLE The posters show actual Mardi Gras floats.
EXAMPLE The kitchen center has the ingredients for chicken gumbo.
EXAMPLE There is a map of the Louisiana Purchase on one wall with New Orleans outlined in purple and gold.
EXAMPLE The economics center has glass beads and money with sign-making materials for street vendors.
EXAMPLE Joey Bishop’s mother will play the jazz on her saxophone during lunch.
--Organizational issues (tell if there are rotating monitors; randomly selected helpers; TAs; parent volunteers, etc.)


Lesson description (with reference to Standards—number and text)
In three or four sentences describe what will happen.

Informal or Non-formal assessment processes. How will you discover and document how well the lesson worked for each student?

Follow-up (use today’s lesson for background building tomorrow or next week; Standards)

Evaluation/Assessment/Self-Analysis – Did the lesson work?

Activities with step-by-step descriptions and TIME needed for the activity (HINT Bigger groups take longer than smaller groups.)
EXAMPLE: 2 minutes – Three monitors pass out paper cups.
--Standard/s covered by each activity are detailed just after each activity.
--Materials list – with numbers needed for this lesson with activity identified.
23 paper cups for macaroni;
23 paper cups for juice

How will you assess whether learning has taken place?

More than one objective can be measured by the evaluation process. Listening comprehension, knowledge of the food chain, and public speaking can all be observed in the following example.
EXAMPLE: Each child will illustrate one animal from the story and will tell the class about its eating habits. Teacher will document accuracy and detail of each picture and presentation. Teacher will also note child’s ability to speak before the audience.
The teacher may choose to take advantage of reinforcement and the zone of proximal development by allowing the children to work on this evaluation process in small groups.

How well did the lesson work?
You may use one traditional measure.
You must use at least one informal measure.
--traditional (Q&A; test; performance; eg. DIBELS)
--informal or non-formal (teacher observation; student participation; student vocabulary use; independent student pursuit of topic or activity; story retelling--with embellishments; or other low affective filter approaches)

What will the class do next?
What will the learning objectives be?

--How would you improve upon this lesson next time?

Your own Evaluation/Assessment/Self-Analysis – After you have given your lesson and your classmates have given you feedback, write new ways of delivering the objectives and measuring the effectiveness of the lesson.

Selected Works

Classical Literature, Reference, Teen, Adult, and ESL Readers, Literacy, Annotated Bibliography and Teaching Ideas
Easy to Challenging titles will help those who want to discover or rediscover the books English readers have always loved.
Non-Fiction; literacy case studies; adult and family literacy
Theory-to-practice connections for pre-literate and low literate adults and children.
Reference and guide for teaching reluctant readers, new readers, and English language learners
This is a collection of great book titles sorted according to themes that appeal to adult and teen readers. Themes progress from picturebooks to challenging texts.