GSC Universal Lesson Plan Template
Aligned with the TCAP Process and the GSC Lesson Observation Feedback ToolYou will need to make a copy of this google doc before editing.
Lesson Plan Instructions: Teacher candidates will be scored on lesson plan items according to the level of
the course being taken. As candidates move from introductory level coursework to intermediate and
advanced level coursework, the criteria & reflections are cumulative. When candidates reach advanced level courses, all lesson plan items are expected of the candidate.
*Note: Advanced certifications (AE, BVI, DHH, RWS, RWT, & ETI) require all lesson plan criteria at all course levels.
1. Measurable Goals/Objectives:
1a. Consider what you would like your students to know or be able to do by the end of this lesson. Write this learning objective in specific and measurable terms.
Teacher Candidate: Sarah Hart Certification Program: Education Technology
Integrator
Term: Winter 2019 Location of Lesson: John Powers School,
Somersworth NH
Course: EDU Course Level: Intermediate
Instructor: Christine Rand FPF: Emily Gannon
Individual
Lesson GroupSmall XX Whole Group Lesson #
(if part of a sequence): 3
INTRODUCTORY LEVEL COMPONENTS
(items 1-4d)
Goal/Objective: Students will examine and explain the varying ways that places are connected, displaying their route to home, school, or their favorite place using spatial information such as roads, buildings, landmarks, and other important features.
Goal: Students will explore features of the earth at a global level and examine how those features are spread across the earth.
Goal: Students will compare and contrast drawings of the school and discuss how their
classmates and their teachers see those places, providing 3 examples of how their drawing is the same and three examples of how their drawing is different from another student.
1c. Essential Questions: Consider the big idea/purpose of this lesson that can be transferred to other contexts. What big understanding or essential question does this lesson target?
2. Prior Evidence & Baseline Data:
2a. Pretest Data: Show the pretest data you have gathered as evidence that this is the learning objective selected for this lesson is appropriate. If this lesson is part of a series, assessment data from the lesson prior may be used as pretest/baseline data.
2b. Analysis of Data: What patterns, and/or concerns can you identify from your pretest and classroom data? If this lesson is part of a sequence, be sure to analyze the data you gathered in the previous lesson. How does this data influence this lesson plan?
SS:GE:4:2.5: Compare and contrast the ways in which different people perceive places, e.g., drawings and sketch maps of familiar places or examples from children's literature. (Themes: J: Human Expression and Communication)
How do different people view the same places? How do maps help us communicate about a place?
Can a map be useful if it looks different than someone else’s map? What makes a map a map?
Students were given a mapping task to invest age their ability to spatially represent an area on earth. Understanding whether they are able to represent the property in this way will help me determine whether they are able to compare and contrast with connections to mapping or if they are not ready for the advanced skill as mapping is where we are headed in the future and it’s a good chance to get a look at where they’re at with it, but also to assess development in general (i.e. student drawings demonstrate developmental level). Students were also asked if they had ever used a Venn Diagram, and what a Venn Diagram was. None of the students have had that experience.
Representation Venn
M
Difficulty representing the classroom from above No
KJ
Able to represent the classroom from above
No
ED
Able to represent the classroom from above
No
SW
Unable to represent the classroom from above
No
2c Professional Learning Network Input: Bring the baseline data analysis and your lesson objective to your PLN. Record what resources you have engaged (people, on-line,
specialists, teachers, literature, etc.) in reference to this lesson and what they have contributed to your lesson planning.
3. Formative & Summative Assessments:
3a. How will you know if students have mastered the lesson objective? Describe assessment (exit ticket or activity) you will use at the end of this lesson to determine students’ progress toward meeting the lesson objective. This assessment must directly target the objective of this lesson. *Include a copy of any written formative or
summative assessments you will use.
Understanding that none of the students are aware of the use of Venn diagrams means that we will need to go through an example of how to use them with them. In order to keep to the objective, it may be necessary to provide a more simple form of comparison rather than the venn diagram. Also, since the students do not all have the ability to represent the area from above like a map, the expectation will not be on those more advanced mapping skills BUT the student who are able to do so (KJ and ED) can be provided that as an opportunity with advanced scaffolding AND during the compare and contrast process, their images might be used to
introduce more academic language around mapping and help students develop their abilities.
I have continued collaborating with the science teacher; we are moving the work on mapping as well as basic geographic concepts into our Genius Hour (https://
www.youtube.com/watch?v=NMFQUtHsWhc) as a main theme and the mapping/ spatial awareness/awareness of place/etc. will form the underpinnings for work in Geocaching.
My ETI suggests using Google Draw for drawings and mapping. I am interested in this because of the ability to create an example on the board and then push it out to the students.
I will utilize a sheet of sentence stems to support students in comparing and contrasting their map with others. I will also provide a Venn diagram for
students who are advanced to place their work on. Examples are at the end of this sheet.
3b. How will you organize the data from your informal and formal assessments to identify patterns of student responses (errors, skills, understandings) in relation to the learning objective? Show how you will record your informal data throughout the lesson (checklists, graph, anecdotal notes, etc.)
4. Instruction and Activities:
4a. Aligned Resources : Clearly and briefly describe the learning materials you will need to teach this lesson. If applicable, outline what technology you will use in the lesson and for what purpose. Cite using APA and/or include the URL if applicable.
4b. Systematic Introduction of Lesson (Anticipated Length 5 min):
During this portion of the lesson you should communicate the objective of the lesson, target students’ interests, spark their prior knowledge, and/or otherwise engage the students in the lesson. Include how you plan to communicate and display your lesson objective.
4c. Systematic Body of Lesson (Anticipated Length 30 min): What opportunities will you facilitate to help students learn/practice the objective. Consider using appropriate continuous teaching components such as modeling, guided practice, questioning, independent practice, monitoring and feedback, scaffolding, and differentiated
instruction. Intermediate and Advanced level candidates: be sure to incorporate higher
order thinking and consider depth of knowledge. I will review the Venn Diagrams the students produce for three comparison
statements and 3 contrast statements. Students will also answer a prompt to demonstrate their thinking about how maps help us develop a common language about a place.
Example images (waves)
Venn diagram (printouts for each and example pages) Paper and pencil
Crayons Smartboard
Student individual computers Notebooks
Smart Notebook Software Google Draw
We have been doing some work on our geography skills. One of the things we are going to work on is our understanding of how different people see the same place in different ways. Then we will compare and contrast these ideas, and think about how that connects with mapping.
4d. Systematic Closing of Lesson (Anticipated Length______): How will you pull the lesson together to conclude this segment? What strategies/activities/approaches will you use? Be sure to restate the objective and include time for your lesson assessment.
5. Academic Language:
5a. Academic Language: List the vocabulary clusters targeted in this lesson.
5b. Scaffolding Academic Language: Consider the needs of the students in this class. Articulate how you will scaffold instruction of these vocabulary clusters to support special education and other students’ academic language proficiency.
1. Students are introduced to the three examples of maps. Students will be asked to describe each picture.
2. Students will help fill out the Venn Diagram about maps.
3. Students will then be asked to create a drawing about school. They may choose paper and art materials or Paint on the computer. They may draw from memory or go on a walk. Students will be given 30 minutes to complete this task. A walk will be encouraged. Students will also be reminded that maps do not necessarily utilize photos and are representations.
4. At the end of the task, the student’s work will be displayed. Students will use sentence stubs or the Venn diagram to compare and contrast each other’s drawings
1. Bring class together to a big diagram on the board. Each person needs to give a comparison and a contrast as an exit ticket.
INTERMEDIATE LEVEL COMPONENTS
(items 1-5b) Venn Diagram Compare Contrast Perspective Differences
6. Proactive Considerations:
6a. Proactive Considerations: Considering the activities you have planned and what you know about your students, describe contingency points in the lesson where you might be flexible in your approach in response to student needs (insufficient/extra time,
absences, disposition of students, general lack of understanding evident, technology malfunction).
• Reminder pages in an interactive notebook for students to refer to • support from paraprofessionals for students who may have
difficulty
* Students will be given choices in how they present their information - drawing or Paint (insert GOOGLE DRAW)
In the event of tech malfunction we can use the smartboard, use big post it paper if smart board malfunctions.
Student behavior: I will have the reading specialist in the room to support SW and assign the
para to support MG and JG as they have a lot of sensory needs, with breaks provided to all students (and mindful of KJ sensory) as the lesson progresses. ED may become fixated on the details of a drawing task, he can be completist.
Variability:
• Provide opportunities for movement, students may explore the property as they create illustrations.
• Provide choice in seating as well as the subject of assignment completion (varying parts of the property may be represented; whichever parts students like)
• Provide print offs of images for hands on sorting if students need tactile to compare. • Provide engagement with technology through use of Paint
• Provide a pre-drawn Venn diagram for student use. • Use of Paint to represent features digitally.
• Use of paper and pencil (or other crafting idea) as an option.
• Computer support from paraprofessionals for students who may have difficulty
• Access to managing student interaction within the server to support students who have difficulty maintaining their behavior.
* Students will be given opportunities to express their own vision of the property
* Students will be given interactive notebook pages and real life examples to help them conceptualize varying physical features.
* Students will be given choices in how they present their information
ADVANCED LEVEL COMPONENTS
7a. Adapted Assessments: How will you modify or adapt the lesson assessments to reflect an appropriate level of challenge and support that allows each student to demonstrate his/her understanding of the objective.
7b Equity: Look at your baseline data and cross reference this with the lesson you have
planned. For which students will this lesson be difficult? For which students might this lesson not be challenging enough? Describe the strategies you will use to adjust your instructional approach or differentiate content to meet these diverse individual needs.
Students will be assessed through completion
of the task; students will be allowed varying supports to demonstrate their ability to represent major physical features of the earth.
ASSESSMENT ADAPTATIONS
KJ
motor breaks, standing work or standing desk
JG
support with reading, scribe for writing, motor
breaks
MG
motor breaks, standing work or standing desk
SW
motor break, reading support, scribe, tangible
reward for work completion
ED
timed work, reminders re: process not perfection,
motor breaks
This lesson will be done with 2nd and 3rd graders; these students have a variety of needs including needing support for reading as well as emotional support for body regulation, anger management, and anxiety management when faced with academic tasks. Students may need additional support in accessing Paint and understanding build tools/creative mode. For students with tech bans related to abuse of technology, students will utilize paper/pencil/craft supplies.
Students who are having an easy time comparing and contrasting can utilize a Venn diagram. Students who would like to do something more advanced could map a storybook or a favorite place they go to with their family
My map is different than __________ because
_____________________________________
My map is different than __________ because
_____________________________________
My map is different than __________ because
_____________________________________
My map is the same as _________ because
_____________________________________
My map is the same as _________ because
_____________________________________
My map is the same as _________ because
Assessment Checklist
Similarites
Differences
1
2
3
1
2
3
KJ
ED
SW
JG
MG
REFLECT & GROW
Within 48 hours of teaching a lesson, complete this lesson reflection by answering the following questions.
Use formative and/or summative student data to support your claims.
Reflection:
1. Reflect on the execution of the lesson, considering the process, pacing, transitions, and classroom climate. What might be a focus area in a future lesson?
Data Analysis:
2a. Does the data show that the instructional objectives of the lesson were met? Explain.
2b. Show the data you have that demonstrates general patterns of student responses (errors, skills and understandings) from this lesson.
Data Analysis (cont):
INTRODUCTORY LEVEL REFLECTIONS
(items 1 -2b)
INTERMEDIATE LEVEL REFLECTIONS
3. Lesson Adjustments: What is your plan for improving student understanding of the
objective in the next lesson based on student generated work during this lesson?
4. Special Education Candidates: How did your supports for students influence their
learning outcomes? How might these supports be removed as proficiency increases?
5. Integrating Theory & Practice: Identify a theory, piece of research and/or strategy
learned in your EDU coursework that was evident in this lesson and appropriate for your students.
ADVANCED LEVEL REFLECTIONS
