MATERIALS and SETTING

What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floors, library, or science lab?

To complete this lesson, you will need a whiteboard, marker, teacher guide, and a copy of the student worksheet. The setting for the lesson should be comfortable and conducive to learning, such as a library or study hall. Students should be seated in pairs or groups to interact easily.

KEY VOCABULARY and ACADEMIC LANGUAGE

What vocabulary terms must students know to understand the concept being taught?

Students need exposure to the following vocabulary words in order to grasp the idea being taught: teacher, student, lesson, class, knowledge, and skill.

FOCUS ACTIVITY

What activity will students engage in pique their interest in the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity

The focus of this lesson shall be a game called "Who Wants to be a Millionaire?" This game will test the student's grammar, spelling, and vocabulary knowledge. The game will be played in teams of three.

CONNECTION TO PRIOR LEARNING

This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.

Today we will discuss the future and what we want to be when we grow up. But before we do that, let's review what we have learned about the present tense. As a reminder, the present tense is used to describe things that are happening right now. For example, "I am eating breakfast."

OBJECTIVE STATEMENT (be sure to include the performance measure)

This is what you say to students about what students will learn today and how they will show they have learned the content (that is the performance measure)

Given a writing prompt, the student will produce a five-sentence original story including three of the five following vocabulary words: exacerbate, clandestine, dilemma, notorious, and superfluous.

DCI: L.4.4 – Recognize and use a variety of strategies appropriate to the context to identify or clarify the significance of unfamiliar and multiple-meaning phrases and words used in reading material appropriate for fourth grade.

Materials Needed:

• Vocabulary to learn

• Writing prompt

Procedure:

1. Lead a discussion on defining the day's vocabulary words.

2. Have students write a sentence for each word.

3. Share a writing prompt with the class.

4. Give students time to write a five-sentence original story.

5. Call on volunteers to share their stories with the class.

Performance Measure:

The student will produce a five-sentence original story including three of the five following vocabulary words: exacerbate, clandestine, dilemma, notorious, and superfluous.

PURPOSE OF LEARNING

Why do students need to learn this today? This should be written in what you will say to students and include why it is vital to the content and relevant in their lives.

Today, we will learn how to format a lesson plan properly. This is important for educators because it helps to ensure that the lesson is organized and structured in a way that is easy to follow. For students, knowing how to format a lesson plan can be helpful in terms of understanding the expectations for a given assignment or project.

INSTRUCTIONAL STEPS

Include:

Step-by-Step Instructions

Key Points

Directions to give

1. Start by creating a title for my lesson plan. This can be something brief and to the point that captures the main idea of the lesson.

2. Next, write a brief description of the purpose or objective of the lesson. This should explain why the task is being taught and what students will be expected to learn by the end of it.

3. After that, outline the steps or activities that will take place during the lesson. Be sure to include any essential information or directions that students need to know to complete the activities successfully.

4. Finally, wrap up the lesson plan by summarizing the covered vital points. This will help students to remember the most important aspects of the lesson.

LITERACY STRATEGIES USED

Be sure you include activities that support literacy; vocabulary, reading, listening, speaking, and writing.

1. Read a text aloud to the class and have students follow along

2. Teach words that are essential to understanding the text

3. Have students retell the story in their own words

4. Write a summary of the story

Speaking/Listening:

1. Have students share their summary of the story with a partner

2. Lead a class discussion on the story

3. Ask comprehension questions throughout the story

Writing:

a) Have students write a summary of the story

b) Have students write a personal response to the story

STUDENT USE OF TECHNOLOGY

Even if you do not have enough technology devices for your students, you must include student use of technology as if you did have all the necessary technology.

a) Use Google Translate to understand and respond to questions in English

b) Watch videos on YouTube to learn about a specific topic

c) Create a presentation using Google Slides

d) Research a topic online

e) Take an online quiz to check for understanding

6 QUESTIONS FOR UNDERSTANDING

1 question per each level of Bloom’s Taxonomy

Identify the story of Bloom's

Questions should increase in complexity as the lesson progresses.

1. What is the difference between a metaphor and a simile?

2. What are some examples of literary devices that we can find in poetry?

3. How do we analyze a poem?

4. What is the difference between connotation and denotation?

5. What are some examples of figurative language that we can find in poetry?

MODIFICATIONS/ACCOMMODATIONS

Create at least one modification/accommodation for a student with special needs, and one modification/accommodation for English language learners

One modification for a special-needs student could be to provide a copy of the lesson plan in advance so they can follow along and be prepared for activities. A conversion for English language learners could be to provide key vocabulary words in advance of the lesson or pair them with a buddy who speaks English fluently.

RETEACH/EXTENSION

Include different activities for struggling students and for students who already understand the material

Struggling students:

a) Please read the text aloud together and have them highlight/underline critical concepts

b) Create a concept map together to help them see the big picture and how different ideas are related

c) Do a jigsaw activity where they each read a different section of the text and then come together to discuss what they read.

Students who understand the material:

1. Have them do a close reading of the text, looking for specific details and evidence to support claims made in the text

2. Have them write a summary of the text from a different perspective

3. Have them create a creative piece (poem, song, painting, etc.) that reflects their understanding of the material

CLOSURE:

Review: How will you cement the learning that has taken place in this lesson?

Connect to future learning: How will what students learned today help them in upcoming lessons?

In this lesson, we reviewed the grammar rules for using articles in English. We practiced using these rules in various sentences. Tomorrow, we will continue practicing using articles in English, and we will also learn about using them in questions.