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Table of Contents
Title
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Page Number
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Unit Plan Overview
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p. 3 -
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Math Lesson
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p. 6
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Science Lesson
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p. 11
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Health Lesson
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p. 16
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Lesson with a Hyperdoc
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p.20
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Lesson with Children’s Literature
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p. 23
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Understanding by Design (UBD) - Unit Plan Overview
STAGE 1 - DESIRED RESULTS
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Unit Title/Theme: NUMBERS, OUR BODY AND THE ENVIRONMENT
Unit Summary:
Established Unit Goals:
What relevant goals (e.g., ContentStandards, Course or Program Objective, Learning Outcomes, etc.) will this unit address?
CC.2.4.K.A.4 Classify Objects into Categories, Sort the Categories by Counting, Problem Solving: Critique ReasoningK.CC.2.1.K.A.1. Know number names and write and recite the count sequenceK.CC.2.1.K.A.2 Apply one-to-one correspondence to count the number of objects3.2.4.B. Describe objects in the world using the five senses
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3.2.4. B.1.Recognize observational descriptors from each of the five senses (e.g., see-color and feel-texture)
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3.2.4. B.2.Use observations to develop a descriptive vocabulary
10.1.K.B1 Identify and describe the functions of basic body parts and organs.3.1.K.C3-CONSTANCY AND CHANGE Describe changes that occur as a result of climate.
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Unit Understandings:
Students will understand that….
What are the “big ideas”?
Numbers and basics in addition and subtraction are essential for academic objectives achievementThe five senses aid the daily functioning of all other body partsThe environment should be maintained and conserved
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Essential Unit Questions:
What provocative questions will foster inquiry, understanding, and transfer of learning?What is the environment?What are the five senses?What body parts can you identify?Can you count from 1 to 10?
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Students will know....
What key knowledge and skills will students acquire as a result of this unit?
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Students will be able to….
What should they eventually be able to do as a result of such knowledge and skill?Identify news ways of environmental conservationApply basic addition and subtraction to real life situationsIdentify body parts and how they coordinate for normal functioning of the body.Use their five senses to identify states of different things in the environment. For example use the hand to know if a drink is hot or warm before drinking.
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STAGE 2 - ASSESSMENT EVIDENCE
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Performance Tasks:
Through what authentic performance task(s) will students demonstrate the desired understandings?Students will each count from 1 to 10, write the numbers in words an do a short random assessment on basic addition and subtraction of objects..Students will do a project on modelling various body parts using clayStudents will do a spelling assessment of the five senses and match them to their associated body parts.By what criteria will “performances of understanding” be judged?Students will be asked to give personal statements on what they have learned and state the challenging parts or activities of the lesson.
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Other Evidence:
Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals, etc.) will students demonstrate achievement of the desired results?Through homework projects and class tests,the teacher will identify if students have met desired objectives of the lesson.How will students reflect upon and self-assess their learning?Students XXXX XXXX XXXXXXXX statement XX XXXX they have XXXXXXX throughout XXX XXXXXX and the XXXXXXXXXX XXXXXXXXXXX
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XXX XXXXXXXX:
XX what criteria XXXX “performances XX XXXXXXXXXXXXX” XX judged?
XXX teacher will XXXX judge performances of understanding XXXXXXX tests XXX passing through XXXXXXX XXXXXXXXXXX in the XXXXXXX XXXXXXXX XXXX they XXX submitted after XXXXXXX in their homework for XXXXXXXXXX.
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XXXXX 3 - LEARNING XXXX
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XXXXXXX XX Learning Activities:
W= XXXX XXX XXXXXXXX know XXXXX XXX unit is going XXX XXXX XX expected? Help the XXXXXXX
XXXX where XXX XXXXXXXX XXX XXXXXX XXXX (XXXXX knowledge, interests).
X= hook all students XXX XXXX their XXXXXXXX.
E= equip XXXXXXXX, XXXX them XXXXXXXXXX XXX XXX XXXXX, and explore the issues.
R= provide XXXXXXXXXXXXX to XXXXXXX XXX revise their understandings and work.
E= allow students to XXXXXXXX XXXXX work and XXX XXXXXXXXXXXX.
X= be tailored (XXXXXXXXXXXX) to the different needs, interests, abilities XX learners.
O= be organized to XXXXXXXX XXXXXXX and sustained XXXXXXXXXX XX well XX XXXXXXXXX XXXXXXXX.
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XXXXXX your XXXXXX plans on XXX XXXXXXXXX pages.
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Math Lesson Plan
XXXX Content Area__MATH____XXXXX LevelXXXXXXXXXXXX
Duration XX TimeXXXX XXXXX Subject/XXXXXX Topic XXXXXXXXXXX/ADDITION____
I. XXXXXX XXXXXXXX:Brief XXXXXXXXXXX of the lesson XXX XXXX you are planning XX doing and why. Specifically, XXXX the XXXXXXXX XXXXXX(s) and strategies used in XXX lesson.
XX. XXX Ideas XXX XXXXXXXXX Questions:Core XXXXXXXX, principles, theories, and XXX processes that are the XXXXX point of instruction XXX XXXXXXXXXX.
XXXX XX XXX number order?Why XXX numbers important?Why XX we XXXX XX learn how to XXXXX?
XXX. Instructional XXXXXXXXXX/Learning XXXXXXX:The objective(s) XXXX to XXX to be aligned XXXX XXX XXXXXXXX(s). What XXXX XXX XXXXXXX XX able to do at the completion XX this lesson?
The XXXXXXX XXXX XX able XX…
Students XXXX be able to XXXXX XXXXXXX and sort XXXX corresponding XX XXXXXXX on a XXXXXX XXXXXXXXXXXXX will be able to learn XXX XXXXX XXXXXX names.XXXXXXXX XXXX learn XXXXXX XXXXXXXXX XXXXXXX XXXXXXXX numbers in a sequence
IV.Grade Level Common XXXX XXX/or XX State Standards:XXX the numerical XXXX and the description of XXX standard (XXXXX XX XXXXXX.XXX or corestandards.XXX).
XX.2.X.K.A.4 Classify XXXXXXX XXXX Categories, Sort the Categories by XXXXXXXX, XXXXXXX XXXXXXX: XXXXXXXX XXXXXXXXXX.XX.2.1.K.A.1. Know number XXXXX XXX write XXX XXXXXX the XXXXX XXXXXXXX
X.Vocabulary:Keywords and XXXXXXXXXXX students will need to know XXX this lesson.
XXXXXNumberCountSequence
XX.XXXXXXXXX/Resources:List all of the materials needed for XXX lesson.
XXXXXX XXXXWhiteboardXXXXXXXXXWhiteboard (XX project XXX video)XXXXX MarblesXXXXXXXXXXXXXXXX XXXXXXX
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XXX.XXXXXXXXX XXXXXXXXXXX:Describe XXX XXXXXXX.
Students XXXX seat in XXXXXX with XXXXX XXXXXX XXXXXXXXXXX a round table so that XXXX can XXXX a XXXX XXXX XX XXX XXXXXX XXXXXX XXXXXXXX by XXX XXXXXXX.
XXXX. Instructional Process:Break down into each XXXXXXX (X - XXXXX, B. developmental activities, C. closure). XXX sections XXX be XXXXXX-XXXXXXX with XXXXXXXX XXXXXXXXX XXXX givedetailed XXXXXfor teaching XXX lesson so XXXX someone else could pick it XX XXX XXXXX it XXXX as well.
A.XXXXXXXXXXXX/XXXXXXXXXXXX XXX:XXXXX XXXXXXXXXX XXX XXXXXXXX expectations. XXXX will you do XX engage students, capture XXXXX curiosity, XXX activate XXXXX XXXXXX for learning?
XX XXXXXX students, I would XX XXXX XX mention XXX number XXXX XXXX know. For XXXXXXX 1,2 or 7Explain XX students that we XXXX XX XXXXXXXX about XXXXXXX XXXX order X-10Write the XXXX ‘order’ XX the XXXXXXXXXX and XXXXXXX XXX meaning XX them. XXXX order how XXXXXXX XXX arranged following XXXX other.To XXXXXXX XXXXX attention, I XXXXX ask XXXX XX describe how the shapes of numbers look like referring to XXXXXX that XXXX XXXX seen in XXX environment. It could be things XXXX have seen in XXX school XXXXXXXXXXX or the XXXXXXXX XXXXXXXXXXX. XXX XXXXXXX,0 like an eggX like a stick2 like a XXXX3 like a XXXXXXXXXX XXXX a XXXXXX XXXX a cobra snakeX like a spoon7 like a walking XXXXX8 XXXX a snowmanX XXXX a XXXXX’s glove10 XXXX a XXXXX XXX ball
B.Developmental Activities:XXXXXXX a XXXX-by-step explanation of activities/processes
you XXXX XXXXXXXXX to XXXX students meet XXXXXXXXXX.
XXXXXXX XXXXXXXX in groups XX XXX and give each group XXX XXXXXX chart with XXX X-XX numbers written in bold XXX visibility and ask the students to read the XXXXXXX out XXXX.Play XXX X-10 video containing the XXXXXXXX song. (http://XXX.ly/31YcNsr)
Give XXXX student a blank card and XXX them XX XXXXX numbers X-XX in large XXXXX.XXXXXX XXX XXXXXXXX at random XXX XXXX them a XXXX XXXX XXXX a XXXXXXXXX number from 1-XX. Ask XXX XXXXXXXX XX arrange themselves in line so that they XXX the X-XX order.Students will XXXXX copy number XXXXX written XX the XXXXXXX on the board XXX write XXXX XXXXXX the correct XXXXXXX in their books XXX read them XXXXX XXXXXXXXX.
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C.Closure:XXX XXXX you XXXX XX XXX lesson XXX XXXXXX students’ learning.
XXX XXXXXXXX to illustrate what they have XXXXXXX during the XXXXXXXXX students to state XXX activities XXXX loved most in the XXXXXXXXX students XX XXXXXXX what they XXXXX like to XXXXX in XXX next lesson about numbersPlay the XXXXX 1-XX video XXXXX and XXXX XXX XXXXXXXX XXXXX along.
XX.XXXXXXXXXX Plan:How will you XXXXXX this lesson if necessary? Provide XXXXXXXX in XXXXXXXX A XXX B.
X.Universal XXXXXX for Learning:XXXXXXX multiple means for representation XX XXX
material, teacher expression, XXX student engagement.
Teacher expression will be both oral and XXXXXXX. The XXXXXXXXXX XXXX illustrate XXXX on XXXXXXX presentationA video XXXXXXXXXXXX XXXX also be used for the XXXXX XX XXX XXXXStudents XXXX engage XXXXXXX XXXXXXX XXX reading numbers from XXXXXX cardsStudents will also XXXXXX through XXXXXXX XXXXX the XXXXX to XXX XXXXX
B.Two Classroom Management Issues XXXXXXX:XXXX twopossibleclassroom
XXXXXXXXXX issues. XXX XXXX issue, suggesttwo XXXXXXXXX XXXXXXXXXbefore
XXX XXXXX XXXXXX andone reactive solution if the issue XXXXXXX XX escalate.
Issue X: The Seating XXXXXXXXXXX
XXXXXXXXX Solutions:
Arrange XXXXXXXX in pairs or groups XX XXXXXXXXXX XXXXXXXXXX learning and achieve general objectives in a XXXXX XXX XXXXXXXXXXXX lesson
Group XXXXXXXX in manageable XXXXX according XX the size XX XXX classroom and activities of XXX lesson.
Reactive Solutions:
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XX XXXX of conflicts in a XXXXXXXXX due to seating XXXXXXXXXXX, XXXXXXXXXX XXXXXXXX by XXXXXX reducing the numbers XXX creating an extra XXXXX XXXX solve the issue. XX XXXXXXXX XXX XX pushing XXXX XXXXX due to XXXXXXXXXXXX in one XXXXX or one XXXX, XXXXXXXX the XXXXXXX and creating an extra XXXXX XXXXX calm XXX XXXXX
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XXXXXXXXXXX students in a XXXXX is XXXX a reactive solution. XX XXX students XXXXXX not to XX XXXXXXX peacefully in collaboration, then switching them XX different groups would be an XXXXXXXXX solution.
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XXXXX 2: Personality clashes
XXXXXXXXX XXXXXXXXX:
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Students in the XXXXXXXXX have different XXXXXXXXXXXXX. XXXXXXXXX XXXXXXXX in XXXXX each XXXX different personalities XX a good solution. For example, XXXXXXX one eager student XXXX another silent student to work together. XXXX XXXXXXXXX will XX beneficial XX XXX teacher XXXXXXXX instills in XXXXXXXX XXX XXXXXXXXXX of a team XXXXXXXXXX of different XXXXXXXX. The eager XXXXXXX XXXX be XXXXXXXXXX XX help
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XXXXXXXX XXXXXXXXXXX with XXXX student is a XXXX XXXX to XXXXXXXXXXX XXX understanding XXX personalities XX XXXXXXXXX students
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Reactive XXXXXXXXX:
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XXXXXXXXXX XX crucial. X teacher XXXXXX use encouraging words XX XXXXXX students to XXXXXX XXXX to learn XX XXXXXXXXXXX in class.
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XXX use XX XXXXXXX XXXXXXXX an XXXXXX XXXXXXXX class XXXXXXXXXX in activities XXXX as XXXXXXXX and XXXXXX XXXXXXXX. If a XXXXXXX XXXXXXX each XXXXXXX XXXX answers a XXXXXXXX or attempts XX answer a question, the silent XXXXXXXX in XXX XXXXX XXXX XXXX be XXXXXXXXXX XX participate.
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X.Formative/XXXXXXXXX XXXXXXXXXX:
X.XXXXXXXXX:XXXXX XXXXXXXXXX the lesson to determine how students are
progressing through a XXXXXXX XXXXXXXX goal/objective.
Identifying numbers XXX stating XXXX numbers come before XXX after themXXXXXXXXX numbers in order XX gluing them XX a XXXXXX XXXXX in orderArranging pebbles according to XXX XXXXXX that they have been given. For XXXXXXX, a student will arrange XXXX pebbles XX given a card XXXXXXX XXXXXX XXXX.
B.XXXXXXXXX:XXXXX XX the XXX of XXX unit XX determine a student’s
mastery of a topic after XXXXXXXXXXX. (If XXX XXXXXXXXXX for XXXX XXXXXX – XXXX you
“plan” to do at the end XX the XXXX).
XXXX question XXX XXXXXX session XX the XXX of XXX XXXXXXXXXX XXXX XXXXXXXXXXX for students XX XXXX their own XXXXXX XXXXXX XX home XXX bring XXXX in the next XXXXXX
C.XXXXXXXXX XXXXXXXX to access instruction and XXXXXXXX:XXXX XXXXXX in the
way XX a XXXXXXX XXXXX able XX learn effectively?
Emotional issues: These may affect a XXXXXXX both psychologically XXX XXXXXXXX. XXXXXXXXXXXX, XXXXX concentration in a class XX negatively affected. This XXX be caused by aspects such as domestic XXXXXXXX XXX bullyingNoise: Studying in a noisy XXXXXXXXXXX is lethal XX XXXXXXXXX XXXXXXXX XXX XXXXXXXXX XX instruction especially in classXXXXXXX: The same XXXXXXX in classroom teaching or activities XXX XX XXXXXXXXXX XXXXXX students XXXXXXX XXXXXXX. For this reason, they may XX distracted from learning. As a result XXXXXXXX in lesson continuity XXX change in the learning environment is XXXXX. For example, XXXXXXXXXXXXX outdoor XXXXXXXX breaks the XXXXXXXXIsolation: XXXX XX common in a XXXXX since XXXXXXXX are from XXXXXXXXX backgrounds and with XXXXXXXXX XXXXXXXXXXXXX. The sharp XXXXXXXX XXX isolate XXXXXXXXXX XXXX those XXX tend XX XXXXX at a XXXX XXXX. This may cause the XXXXXX XX XXXXXXX low XXXX-XXXXXX and XXXX self-XXXXXXXXXX XXXXX bars XXXXX XXXXXXXXX learning.
Science Plan Template
XXXXXX ___ XXXXXXX AreaXXXXXXXXXXXXX Grade XXXXXKINDERGARTEN
XXXXXXXX of XXXX XXXX XXXXX XXXXXXX/XXXXXX Topic XXXOur Five Senses_____
I. XXXXXX XXXXXXXX:XXXXX XXXXXXXXXXX XX XXX lesson XXX what you XXX planning XX XXXXX XXX XXX. Specifically, XXXX the XXXXXXXX XXXXXX(s) XXX strategies used in XXX lesson.
XXXXXXXX XXXX XX able XX name the XXXX XXXXXX and XXX body XXXXX that XXX XXXXXXXXX to each. The XXXXXXXX XXX learning XXXXXXX XXXX will be XXXX XXXX be a demonstration where XXX XXXXXXX XXXX help XXXXXXXX identify XXXX sense and body XXXX. XXX teacher will then XXXX XXX XXXXXXXX XXXXXXXXXXX how XXX body parts XXX connected to these senses.
II. XXX XXXXX XXX XXXXXXXXX Questions:Core XXXXXXXX, XXXXXXXXXX, theories, XXX XXX XXXXXXXXX that XXX the XXXXX point of instruction and XXXXXXXXXX.
XXXX lesson XXXX XXXXX XXXXXXXX with XXXXXXXXXXX XXX demonstration skills XX XXXXXXXX progresses. The XXXXXXXXX questions XXXXXXX:
What XXX the senses?What XXX XXX XXXX XXXXXX?XXXX is the XXXXXXXXXX of XXX five senses XX us?Can you XXXX the body parts XXXXXXXXXX XXXX the XXXX XXXXXX?XXX we XXX all the five XXXXXX XX the XXXX XXXX?
III. XXXXXXXXXXXXX XXXXXXXXXX/XXXXXXXX Targets:The objective(s) XXXX to be aligned with the standard(s). XXXX will XXX XXXXXXX XX able XX do XX the completion XX this lesson?
The student XXXX XX able XX…
Identify things in XXX environment by using the five XXXXXX..XXXXXXXX new terms that XXXX XXXXXXXXXX the XXXXXXXXXXXXXX XXX body XXXXX associated with XXX five sensesXXXX XXX XXXX senses XXX XXXXX XXXXXXXXXX XX us
XX.XXXXX XXXXX Common XXXX and/or XX XXXXX XXXXXXXXX:XXX XXX XXXXXXXXX XXXX XXX the description XX the standard (XXXXX XX pdesas.org or corestandards.org).
3.X.4.B. Describe objects in XXX XXXXX using the XXXX senses
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X.X.4. B.X.XXXXXXXXX observational XXXXXXXXXXX from XXXX XX XXX XXXX XXXXXX (e.g., XXX-color XXX XXXX-XXXXXXX)
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3.X.4. X.2.Use observations XX develop a descriptive vocabulary
X.Vocabulary:Keywords XXX definitions XXXXXXXX will need to XXXX for this lesson.
Senses-a faculty XX XXXXX XXX body XXXXXXXXX an XXXXXXXX stimulus; XXX of XXX faculties of XXXXX, smell, hearing, taste, XXX XXXXX.XXXXXXX-XXXXXXXX XXXX the XXX the XXXXX XXXX by (XXXXXXX or XXXXXXXXX).XXXXX-XXX XXXXXXX or power XX XXXXXX.XXXXX-come so close XX (an object) XX XX be or come XXXX XXXXXXX with it.Smell-perceive or XXXXXX XXX odor or XXXXX XX (something).XXXXX-XXX sensation XX XXXXXX XXXXXXXXX in XXX XXXXX XXX XXXXXX on contact with a XXXXXXXXX.
VI.XXXXXXXXX/Resources:List all of XXX materials XXXXXX for XXX lesson.
XXXXXXXXXXXXXXXXXXXX markersXXXX senses worksheet
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LaptopProjector to XXXXXXX XXXfive senses XXXXX on XXX XXXXXXXXXX
XXX.XXXXXXXXX arrangement:XXXXXXXX XXX XXXXXXX.
Students will first sit in XXXXXX XX five around one table. Together, XXXX XXXX identify the XXXX XXXXXX XXX XXX body XXXXX XXXX which they XXX associated. XXX teacher will walk around to XXX XXX progress that each group is making XXX guide them more.XXXXXXXX XXXX then XXX in XXXXXX of XXX XXX identify each XXXX of XXX body XXXX and the sense XX which it XX XXXXXXXXX XX. XXXX will then have a discussion on how important each part is XXX XXXX would XXXXXX in XXX event of issues XXXX XX illness. Students will be encouraged to XXXXXXX how the ailment of one part of XXX body XXXXXXXXXX with the five XXXXXX XXXX affect XXX XXXXXXXXXXXX of the rest.
VIII. Instructional Process:Break down XXXX each section (X - intro, B. XXXXXXXXXXXXX activities, C. XXXXXXX). XXX sections can be XXXXXX-pointed XXXX complete sentences XXXX XXXXXXXXXXXX XXXXXfor XXXXXXXX XXX XXXXXX so XXXX someone XXXX could pick it up XXX teach it just as well.
X.Introduction/Anticipatory Set:XXXXX XXXXXXXXXX XXX XXXXXXXX XXXXXXXXXXXX. XXXX XXXX you XX XX XXXXXX students, capture their XXXXXXXXX, and activate XXXXX brains for learning?
Students will be informed XXXX the XXXXXX will be XXXXX XXX XXXX XXXXXX.XXX XXXXXXX XXXX ask XXX students if XXXX have an XXXX XX what XXX five senses are.XXXXXXXX XXXX be expected XX sit calmly and follow XXX XXXXXXX’s directions for XXX XXXXXXXX XXXXXXX student XXXXXXXXX XXX attention, the XXXXXXX XXXX XXXX XXX five XXXXXX video XXX XXX XXX student XX listen XXX XXX to sing XXXXX. XX XXXXXXXXX XXXX, the teacher will XXXXX the XXXXXX XX XXX XXXX in XXX XXXXX XX one part XX the whiteboard XXX students to sing along.
X.Developmental XXXXXXXXXX:Provide a step-by-XXXX XXXXXXXXXXX XX activities/XXXXXXXXX
you XXXX XXXXXXXXX to help students meet objectives.
XXXXXXXX XXXX participate in discussions XXXXX XXX XXXX XXXXXX in groupsStudents will be XXXXXXX one after XXX other XX say what they know XXXXX the XXXX senses as XXXXXXXXXXXStudents XXXX match XXX XXXX senses XX XXX associative body XXXX in XXX XXXXXXXXXStudents will XXXXX down the spellings of XXX five senses XXX body parts in XXXXX XXXXXXXXX books
X.Closure:How will you wrap up the lesson XXX XXXXXX students’ learning.
To XXXX up the XXXXXX, XXXXXXXX will call XXXX out aloud the XXXXXX XX XXXXXX on the XXXXXXXXXX as XXXX XXXXX out XX XXX body part associated XXXX itThey will also XXXX XXX My five XXXXXX XXXX XXXX the XXXXX as they XXXXX XXX associated body part.
XX.XXXXXXXXXX XXXX:How XXXX you XXXXXX XXXX lesson XX necessary? Provide examples in XXXXXXXX A XXX B.
A.Universal XXXXXX for Learning:XXXXXXX multiple XXXXX for XXXXXXXXXXXXXX of XXX
XXXXXXXX, XXXXXXX XXXXXXXXXX, XXX XXXXXXX engagement.
Learning materials will XX presented XXXXXXX audiovisuals XXXXX include XXX ‘XX XXXX XXXXXX XXXXX’ XXX the XXXX senses XXXXXXXXX.Student XXXXXXXXXX XXXX XX XXXXXXX XXXXXXX XXXXX, group discussions and XXXXXXXX senses to body XXXXX in XXX worksheet
X.Two XXXXXXXXX XXXXXXXXXX Issues XXXXXXX:XXXX XXXXXXXXXXXclassroom
XXXXXXXXXX XXXXXX. XXX each XXXXX, suggestXXX XXXXXXXXX solutionsXXXXXX
the XXXXX XXXXXX andXXX XXXXXXXX solution if XXX XXXXX XXXXXXX to XXXXXXXX.
Issue 1:XXXXXXXX
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XXXXXXXXX XXXXXXXXX:
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The teacher XXXX XXXXXXX XXX importance of XXXXXXXX XXX order in XXX XXXXXXXXX
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The teacher XXXX XXXXXXXX XXX students and XXXXXXX them in groups XX XXXX numbers XX XXXXXXXXX XXXXXXXXX XX XXX class
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XXXXXXXX XXXXXXXXX:
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The XXXXXXX will XXXXXX students XXX have XXXXXXXXXX their XXXXXXX positions XXX order so that the others XXX may be XXXXXXXX XXX be XXXXXXXXX to XXXXXX XX the arrangement and order rules set.
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XXX XXXXXXX XXX reduce XXX XXXXXX of people in a XXXXX and add XXXX seats XXX XXXXXX to XXXX a XXXX XXXXXXXXXX number per group. XXX XXXXXXX, a XXXXX XX XXX students will XX more orderly.
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XXXXX 2:XXXX management
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Proactive Solutions:
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XXX XXXXXXX will allocate XXXX XXX each activity prior to the lesson
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The order of activities XXX time allocated XXXX XX XXXXXXXX XXXXXXX to by XXX XXX XX a wall XXXXX.
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XXXXXXXX XXXXXXXXX:
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XXX teacher XXXX XXXXXXXX XXXX XXXX XXX activities that students XXX more XXXXXX with and XXXXXX XXX XXXXX that seem to have poor XXXXXXXXXX XXXX XXX XXXXX.
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The XXXXXXX will XXXX students XXXXX XXXXX XX XXXXX them how to manage time while in XXXXX.
X.XXXXXXXXX/Summative Assessment:XXX XXXX you know XXXX you XXX XXX objectives
and XXXX XXXXXXXX XXXXXXXXXX XXX lesson? XXXXXXX an example of a formative and
XXXXXXXXX assessment.
A.XXXXXXXXX:XXXXX XXXXXXXXXX the lesson to XXXXXXXXX how XXXXXXXX XXX
progressing through a XXXXXXX learning XXXX/XXXXXXXXX.
Students XXXX be chosen XX random XXX spell the XXXXX XXXX the teacher XXXX mentionXXXXXXXX will XXXX take part in question and XXXXXX sessions guided by XXXXX teacherXXXXXXXX XXXX draw XXXXX of the body in their XXXXX assignment books XXX state XXX senses XX XXXXX they are connected to.
B.Summative:XXXXX at XXX end of the XXXX XX XXXXXXXXX a XXXXXXX’s
mastery XX a XXXXX XXXXX instruction. (XX not XXXXXXXXXX XXX this XXXXXX – what you
“XXXX” XX do XX XXX XXX XX the unit).
Students XXXX be given a project XX work XX XXX XXXXXX to XXX XXXX class. XXXX XXXX XX required to list XXX XXXX senses in a chart paper and XXXXX with things in XXX environment with which XXXX can XXXXXXXX XXXX. For XXXXXXX, XXX sweet XXXXX XX roses can XX XXXXXXXXXX XX XXX XXXXX XX XXXXX.
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Students will be XXXXX a draw XXX XXXXX XXX XX XXX XXXXXX XXXXXXXXXX. XXXX will require XXXX XX draw the XXXXX of XXX body associated with the XXXX senses and color them in their XXXXXXXXXX books than submit to the teacher.
X.XXXXXXXXX XXXXXXXX to XXXXXX XXXXXXXXXXX and learning:XXXX stands in the
XXX XX a student XXXXX able to learn effectively?
XXXXXXXXX XXXXXXXXX due XX XXXXXX XXXX XX bullying XXX XXXXXXXX XXXXXXXX may XXXXX in the XXX XX a student XXXXXXXX XXXXXXXXXXX since they XXX XXX XX able to XXXXXXXXXXX.Financial XXXXXXXXXXX XXX a threat to effective XXXXXXXX. This is because XX a child XXXXX XXXX XXXX without the XXXXXXXXX XXXXXXXXX XXXX XX XXXXX, XXXX XXX XXX complete class XXXXXXXXXXX XXX XXXX feel bad for themselves.A XXXXXXXX attitude XXXXXXX the teacher XX a common XXXXX of ineffective learning XXX a XXXXXXX. Some teachers XXX in one XXX or another XX XXX strict on XXXXXXXX in XXXXX of issues XXXX a correct completion XX XXXXXXXXXXX. XXX this XXXXXX, some XXXXXXXX XXX develop negativity XXXXXXX the teacher XXX XXX XX XXXXXXXXX the XXXXXXX XXXXXX by XXX teacher.T avoid this, teachers should XXXX a personal XXXXXXXXXX of developing XXXXX XXXXXXXXXXXXX to understand students XXX XXX issues XXXX might be making them uncomfortable in class.
XXXXXX Lesson Plan
XXXX XXXXXXX XXXX XXHealthXXXX XXXXX XXXXXKINDERGARTEN
Duration of TimeXX MIN Subject/Lesson TopicXX XXXX Parts
XXXXXX XXXXXXXX:
XXXXX description of the lesson XXX what you are planning XX XXXXX and why. Specifically, name XXX XXXXXXXX method(s) and XXXXXXXXXX XXXX in the lesson.
XXXXXXXX will XX able XX learn XXXXX XXX different body XXXXX, locate XXXX on their bodies and learn XXXXX XXXXX XXXXXXXXXX. Both XXXXXXX XXX teacher-centered methods and XXXXXXXXXX XXXX XX used. These XXXXXXX songs, demonstrations, XXX XXXXX-visuals.
II. Big Ideas and Essential Questions:Core XXXXXXXX, XXXXXXXXXX, XXXXXXXX, XXX the XXXXXXXXX XXXX XXX the XXXXX XXXXX of XXXXXXXXXXX XXX assessment.
XXXX are XXX body parts?XXX you XXXXX parts XX XXX body?What XXX XXX functions XX XXX body XXXXX?How XXXXXX we take XXXX of our body XXXXX?
III. XXXXXXXXXXXXX Objectives/XXXXXXXX Targets:The XXXXXXXXX(s) need XX XX aligned XXXX XXX standard(s). What XXXX XXX student XX able XX XX XXXXX XXXX lesson?
The XXXXXXX will be able XX…
State different body parts and their functionsXXXXXXXXXX XXXX XX XXXX care XX our body partsXXXXXXXX on their bodies XXX body XXXXX statedDraw XXX name body parts in XXXXX books.XXXXX the XXXXX XX body XXXXX
XX.Grade Level Common XXXX and/or XX XXXXX Standards:XXX XXX numerical code XXX the XXXXXXXXXXX of the XXXXXXXX (XXXXX XX XXXXXX.XXX or XXXXXXXXXXXXX.XXX).
XX.1.K.XX XXXXXXXX XXX describe XXX XXXXXXXXX XX XXXXX body parts and XXXXXX.
X.Vocabulary:XXXXXXXX and definitions students will need to know XXX this lesson.
XXXX-the XXXXX XXXX of XXX human body, or the XXXXX or XXXXX XXXX XX XXX body XX an animal.XXXXXXXX-he upper XXXXX of XXX human arm and the part XX XXX body between this XXX XXX XXXX.Knees-the XXXXX XXXXXXX the thigh and the lower leg in humans.XXXX-XXX of the XXXX XXXXXX XX the end of XXX XXXXX XXXX.Ears-XXX XXXXX of XXXXXXX and XXXXXXX in XXXXXX and other XXXXXXXXXXX, especially the external part of XXXX.XXXX-each XX a XXXX XX XXXXXXXX organs in the XXXX through XXXXX XXXXXX and vertebrate XXXXXXX see, XXX visible XXXX typically XXXXXXXXX almond-shaped in animals with XXXXXXX.Nose-the part projecting above XXX mouth on XXX face of a XXXXXX or animal, XXXXXXXXXX the XXXXXXXX XXX used for XXXXXXXXX XXX smelling.Mouth-the XXXXXXX in the lower XXXX XX XXX XXXXX face, XXXXXXXXXX XX the XXXX, through which food XX XXXXX in and XXXX which speech XXX XXXXX XXXXXX XXX emitted.XXXX-the physical structure XX a person or an animal, including the XXXXX, XXXXX, XXX organs.XXXX XXXXX-XXX part of an organism XXXX XX an XXXXX or extremity.
VI.XXXXXXXXX/XXXXXXXXX:XXXX all of XXX XXXXXXXXX needed XXX XXX lesson.
LaptopProjector XX project XXX“XXXX shoulder knees and XXXX” video
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FlashcardsXXXXXXXXXXMarkerHealth Textbook
XXX.Classroom arrangement:XXXXXXXX XXX XXXXXXX.
Children XXXX sit XXXXXX XXX whiteboard during XXX introduction of XXX XXXXXX and XXXXX sit in a XXXXXX to XXXXXXXX body XXXXX written XX the flashcards.XXXXX singing XXX “Head, Shoulders, XXXXX & XXXX” song, XXXXXXXX XXXX stand in a XXXXXX to XXXX XXX XXXX as XXXX touch XXXXX body XXXXX
VIII. Instructional Process:Break down XXXX each XXXXXXX (A - intro, X. XXXXXXXXXXXXX activities, C. XXXXXXX). All XXXXXXXX can be XXXXXX-pointed XXXX XXXXXXXX XXXXXXXXX that giveXXXXXXXX XXXXXfor XXXXXXXX XXX lesson so XXXX someone else XXXXX XXXX it up and teach it XXXX XX XXXX.
A.XXXXXXXXXXXX/Anticipatory XXX:XXXXX behavioral and XXXXXXXX expectations. What XXXX you XX XX engage XXXXXXXX, XXXXXXX their curiosity, XXX activate their brains XXX XXXXXXXX?
XX garner XXX attention XX the XXXXXXXX, I will XXXXXXXX them to say aloud what the XXXXXX XXXX XX XXXXX. XXX XXXXXXX, “XX are XXXXX XX XXXXX XXXXX parts XX the body and their importance”.XXXXXXXX XXXX be asked questions about body parts XXXXXX XXX beginning XX XXX XXXXXX so XXXX they XXX each XXXXXXXXXX XXXX they know. This XXXX attract their attention XXX XXXX them be expectant XX the lesson.
X.XXXXXXXXXXXXX XXXXXXXXXX:XXXXXXX a step-XX-XXXX explanation XX activities/processes
you XXXX implement to XXXX students XXXX XXXXXXXXXX.
Students will XXXX XXX XXXXX down XXXX aloud XXX body XXXXX vocabularyStudents XXXX sing the body vocabulary song XX they XXXXX the specific parts of XXXXX bodies. XXXX will also watch the XXXXX XX they ding XXXXX XX increase XXXXX engagement in XXXXX XXXXXX.XXXXXXXX XXXX play a XXXXXXXXX XXXXXXXX. This is XXXXX the teacher XXXX XXXX out a random body part XX written XX the XXXXXXXXXX and XXX student XXXX the XXXX that has that XXXXXXXX XXXX will XXXXX and XXXXX XXX XXXX.Students XXXX copy XXXX their XXXXX the body parts XXXXXXX that XXX teacher has drawn on the whiteboard.They XXXX then name XXXXX body parts in their XXXXXXXXX XXXXX with the XXXX of the XXXXXXX.
X.Closure:How will you wrap up the lesson and assess XXXXXXXX’ learning.
XX wrap up XXX XXXXXX, XXXXXXXX will be instructed XX XXXX the body XXXXX XXXX as XXXX XXX XXXXXXXX to locate XXX pats on XXXXX bodiesEach student XXXX XXXXXXX to the class XXXX they XXXX XXXXXXX through XXX lesson.A tidying up XX the XXXXX XXXX XX done XX XXX teacher in the company of the XXXXXXX. XXXX will include XXXXXXXXX XXXXXX XXX picking the flashcards scattered in XXX class to XXXXX XXXX XX XXX teacher’s table. XXXX XX an important approach XX XXXXXXXX students how to be organized XXX neat.
XX.XXXXXXXXXX Plan:How will you modify this XXXXXX XX XXXXXXXXX? Provide XXXXXXXX in XXXXXXXX A XXX B.
A.Universal XXXXXX for Learning:Explain multiple XXXXX XXX representation of XXX
XXXXXXXX, teacher XXXXXXXXXX, and student XXXXXXXXXt.
Teacher XXXXXXXXXX to XX XXXX XXXX XX XXXX XXXXXX XXX written. XXXXXXX XX XXX XXXXXXXXXX XXX XXXXXXXX XXXXXXXXXXXX to XXX students is a XXXXXXX XXXXXXXX XXXXXXX XXXXXXXXX Design XXX XXXXXXXX.XXX XXX XX audio-visuals which XXXXXXXX the body XXXX video projection will facilitate XXX XXXXXXXXXXXX of contents of the lesson.Students will XX engaged XXXXXXX XXX use of XXXXXXXXXX and XXXXXXX the “XXXX, XXXXXXXX knees and XXXX” XXXX.
X.XXX XXXXXXXXX XXXXXXXXXX XXXXXX XXXXXXX:XXXX twopossibleXXXXXXXXX
XXXXXXXXXX issues. XXX each XXXXX, suggestXXX proactive solutionsbefore
XXX XXXXX XXXXXX andone XXXXXXXX XXXXXXXX XX the issue XXXXXXX XX escalate.
XXXXX 1: XXXX management
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Proactive Solutions:
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Arranging activities in XXX sequence XXXX which they XXXX occur
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Allocating specific time for each XXXXXXXX XXXXXX XXX XXXXXXX XXXXXXXXX XXXX XXX the whole lesson
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XXXXXXXX Solutions:
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XXXXXXXXXXX XXXX allocations XXX the XXXXXXXX XXXXXX XXXX XXXXX XXXX more time XXX those XXXX might use XXXX XXXX than XXXXXXXX
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Issue 2:XXXX noise levels
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XXXXXXXXX Solutions:
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Explain to the XXXXXXX XXXX XXXXXXXXXXX XX order I the classroom will XXXX XXX XXXXXX exciting
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XXXX students XXXX XXXXX XXXX be XXXXXXX XXX the students XXXX exhibit calmness XXX soft discussions
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XXXXXXXX Solutions:
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XXXXXXXXX XXXXXXX XXXXXXXXXXXX XXXX XXXXXXX XXXXXXXX XX reduce XXXXX levels
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XXXXXX students in activities XXXX will capture XXXX XX XXXXX hands-XX involvement XXXXXX than XXXXXXX. This XXX be drawing and coloring
X.Formative/XXXXXXXXX Assessment:How will you know that you met the objectives
XXX XXXX XXXXXXXX understand XXX lesson? Provide an example of a formative and
XXXXXXXXX XXXXXXXXXX.
X.Formative:XXXXX throughout the XXXXXX to XXXXXXXXX how XXXXXXXX XXX
progressing XXXXXXX a certain learning XXXX/XXXXXXXXX.
XXXXXXXXX assessments XXXXX XXXXXXXX will write XXXX the XXXXXXXX XX the body part XXXX the XXXXXXX will be stated verbally.Later, the XXXXXXX will go XXXXXX XXX check XXX progress of XXXX student XXX XXXX those XXX may still have XXXXXXXX problemsXXX teacher will XXXX XXXX XXXX XXXXXXX XX XXXXXXX XXX XXXXXXXXXX XX XXXX body XXXX.
B.Summative:Given at XXX XXX XX XXX XXXX XX XXXXXXXXX a XXXXXXX’s
mastery of a topic after XXXXXXXXXXX. (XX XXX applicable for this XXXXXX – what you
“plan” to do at XXX end of the XXXX).
The teacher will provide end of unit tests XXXXX XXXXXXXX will match body XXXXX XX XXXXX XXXXXXXXX.XXXXXXXX XXXX be given XXX XXX XX XXXXXX assignments XXXXX they XXXX XXXX part in a XXXXXXX XXXXX molding XXXX and present XXXXX XXXXX of body XXXXX in the XXXX XXXXXX for XXXXXXXXXX.
C.Potential XXXXXXXX to XXXXXX XXXXXXXXXXX XXX learning:What XXXXXX in XXX
XXX XX a student XXXXX able to learn XXXXXXXXXXX?
Levels of XXXXX in the XXXXXXXXX are a critical XXXXXXX XX XXXXXXXXX XXXXXXXX. This XX XXXXXXX it XXXXXXXXXX affects XXXXX levels of XXXXXXXXXXXXX.XXXX XX XXXXXXXXXX XX XXXXXX by the XXXXXXXXX of the XXXXXXX XX do a follow-XX and XXXXXXXX XXX XXXXXXXX XX XXXXX children. XXX XXXXX XXX XXXX that XXX XXXXXX XXXX XXX XXXX. XXX this XXXXXX, XXXXX determination to XXXXX deteriorates.XXXXXXXX migration where XXXXXXX move XXXX XXX XXXX to another in XXXXXX of XXXX affects XXXXXXX balance concerning XXXXXXXX.XXXXXX issues XXXXXXXXXX affect XXXXXXX's ability to XXXXX XXX XXXX knowledge XXXXX they XXXX XXXXXXX due XX admission in health centers.Lack XX stationery XXX basic XXXXX XXXX as food XX XXXXXXX hindrance XX effective learning.XXXXXXXX energy XXXX XXX relationships between parents affects children learning XXXXX they XXX fall XXXX depression XXX worry.
Lesson Plan w/ Hyperdoc
Name ____________________ XXXXXXX Area ___Science/Social XXXXXXXXXX XXXXX XXXXX XXXXXX
XXXXXXXX XX XXXX XXXXX min_____ XXXXXXX/XXXXXX TopicXXXXXX Reuse Recycle
XXXXXX XXXXXXXX:
Brief description of the lesson and what you are XXXXXXXX on XXXXX XXX XXX. Specifically name XXX teaching XXXXXX(s) and strategies used in the lesson.
II. XXX XXXXX XXX XXXXXXXXX XXXXXXXXX:XXXX XXXXXXXX, principles, theories, XXX XXX processes XXXX XXX XXX focal point XX instruction and XXXXXXXXXX.
What is XXX environmentXXXX XX XXXXXXXXXXXXX conservation and XXX is it important?XXXX are XXXX of environmental conservation
III. XXXXXXXXXXXXX Objectives/Learning Targets:XXX XXXXXXXXX(s) XXXX XX XX XXXXXXX XXXX XXX XXXXXXXX(s). XXXX will XXX student be able to do at XXX completion XX XXXX lesson?
XXX student XXXX be able XX…
XXXXXXXX will XX able XX XXXXXXX and XXXXXXXX things XXXX make up XXX environment.Work together XX XXXX in groups and draw some XX the XXXXXX XXXX XX the XXXXXXXXXXXInvolved in an XXXXXXX XXXXXXXX for XXXXXXXXXXXXX XXXXXXXXXXXX such as planting trees XXXXXX XXX XXXXXX.XXXXXXXXXX how XXXXXXX XXXXXX affects XXX environment.
IV.Grade XXXXX Common Core and/or XX State Standards:Use XXX XXXXXXXXX XXXX XXX the XXXXXXXXXXX of XXX standard (refer XX XXXXXX.org or XXXXXXXXXXXXX.org).
3.X.X.C3-CONSTANCY XXX CHANGE XXXXXXXX changes that XXXXX as a XXXXXX XX XXXXXXX.
V.XXXXXXXXXX:Key words XXX definitions students will XXXX XX know for this lesson.
XXXXXXXXXXXXXXXXXXXXXXRecycleConservation
XX.XXXXXXXXX/XXXXXXXXX:List all of XXX materials needed for XXX lesson.
XXXXXXX chartsWhiteboardXXXX XXXXXXXXXXXXXXXXPencilsTextbook for XXXXXXXXX
XXX.Classroom arrangement:Describe the XXXXXXX.
XXXXXXXX will seat XXXXXX the XXXXXXXXXX XX XXX XXXXXXX XXXXXX of the lesson XX the teacher introduces XXX lessonXXXXXXXX XXXX XXXX XX XXXXXXXX in circles as they identify XXX XXXX things in the XXXXXXXXXXX.
XXXX. XXXXXXXXXXXXX Process:XXXXX XXXX XXXX XXXX XXXXXXX (A - XXXXX, B. developmental activities, C. closure). All XXXXXXXX can XX bullet-XXXXXXX XXXX XXXXXXXX XXXXXXXXX that XXXXXXXXXXXX XXXXXXXX teaching the XXXXXX so that someone else XXXXX XXXX it up XXX XXXXX it just as XXXX.
A.Introduction/Anticipatory Set:XXXXX XXXXXXXXXX XXX XXXXXXXX expectations. What XXXX you do XX XXXXXX students, capture their curiosity, XXX activate their brain for XXXXXXXX?
I XXXX XXXXXXXX XXXXXXXX to read XXXXX the XXXXX of the lesson XXXXXX introductionI will XXXX XXX students questions XXXXXXX to XXX XXXXX to XXXXXXXX with what XXXX XXXX about the XXXXXXXXXXX XXX environmental conservation
B.XXXXXXXXXXXXX XXXXXXXXXX:Provide a step-XX-XXXX XXXXXXXXXXX XX activities/processes
you XXXX implement XX help students meet objectives.
XXXXXXXX will write XXXX XXXXXXXXXX XXXXXXXXXX in the XXXXXXStudents will XX XXXXXX randomly to explain the meaning of specific XXXXXXXX identifiedXXXXXXXX XXXX then write down XXX definitions XXXXXXXX by the XXXXXXXStudents XXXX XXXXXXXX XXX draw XXXXXX XXXX XXX in XXX environment.Students XXXX XX involved in an outdoor XXXXXXXX XX XXXX planting XXX cleaning.
C.Closure:XXX XXXX you wrap up XXX XXXXXX and XXXXXX students’ XXXXXXXX.
I XXXX XXXX up the XXXXXX by instructing XXXXXXXX to XXXX XXXXXXXX statements XX what XXXX XXXX learnt XXX later XXXXX them XX rearrange the XXXXXXXXX so that XXXXXXXXXX XX in order for preparation of the next XXXXXX.
XX.XXXXXXXXXX XXXX:How will you modify XXXX lesson XX necessary? Provide XXXXXXXX in sections X and X.
A.Universal XXXXXX XXX Learning:XXXXXXX multiple XXXXX XXX XXXXXXXXXXXXXX XX the
material, teacher XXXXXXXXXX, XXX student XXXXXXXXXt.
XXXX XXX physical representation will be used by the XXXXXXX XX deliver XXX lesson content to XXX students. XXX teacher XXXX explain different XXXXXXXX and XXXX XXXXXXXXXXXX XX XXX students XXXXXXXX and draw things XXXXXXXXXX in XXX environment.XXXXXXXX presentation XXXX XXXX XX XXXX as the XXXXXXX will show XXXXXXXX XXXXX XXXX XXXXXX of XXXXX XXXX XXX be XXXX for environmental XXXXXXXXXXXX. This include a dustbin, broom XXX XXXXXXXX can.
X.Two XXXXXXXXX Management Issues XXXXXXX:XXXX twoXXXXXXXXXXXXXXXXX
management issues. For each issue, XXXXXXXtwo XXXXXXXXX XXXXXXXXXbefore
XXX XXXXX XXXXXX XXXXXX reactive XXXXXXXX XX XXX XXXXX XXXXXXX XX escalate.
XXXXX X:XXXX management
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XXXXXXXXX Solutions:
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XXX teacher will XXXX instructions XXXXXXXXX time XXXXXXXXXX for XXX XXXXXX
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XXX teacher will explain XXX importance of XXXXXXXXXX XXXX XXXXXX activity on time.
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XXXXXXXX Solutions:
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XXX XXXXXXX XXXX XXXXXXXXXX XXXX to XXXXX lesson XXXXXXXXXX if XXX XXXXXXXX may have more time but XXXX XXXXXXXXXXX.
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XX XXX lesson activities end before the XXXXXXXXX time XXX XXX whole XXXXXX, XXX teacher will XXXXXXXXX XXX XXXX activity XX XXXXX the XXXXXXXXX XXXX. XXX example allowing XXXXXXXX to state XXXX XXXX XXXX XXXXXXX XXXX the XXXXXX.
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Issue 2:XXXX noise XXXXXX
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Proactive Solutions:
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The XXXXXXX XXXX give students XXXXXXXXXX, XX XXX XXXXXXXXX XX the lesson, XX the order of XXXXXX expression during the lesson
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XXX teacher XXXX XXX XXXXXXXXXX of maintaining calmness during XXX XXXXXX XXX XXXXXXXX strategies such XX XXXXXXX a XXXX to give an answer
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XXXXXXXX Solutions:
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The XXXXXXX XXXX reshuffle XXXXXXX arrangement XX XXXXXXXX students XXX make XXXXX XXXX XXX others
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The teacher may revisit XXXXXXXXXX on the order XX be XXXXX for XXXXXXX XXXXXXXXXX XXXXXX the XXXXXX.
X.Formative/XXXXXXXXX Assessment:How XXXX you XXXX that you XXX the objectives
and that students understand XXX XXXXXX? Provide an XXXXXXX XX a XXXXXXXXX XXX
XXXXXXXXX assessment.
X.Formative:XXXXX throughout the XXXXXX to XXXXXXXXX how students XXX
XXXXXXXXXXX XXXXXXX a XXXXXXX XXXXXXXX XXXX/XXXXXXXXXX.
XXXXXX XXX lesson, XXX teacher will XXXX XXXXXX XX XXXXX how XXXX XXXXXXX is XXXXX XXXX XXXXXX to drawing XXXXXX identified in XXX XXXXXXXXXXX.The XXXXXXX will XXXXXXXX each XXXXXXX to close their XXXXX XXX XXXXX a XXXXXXX that they XXXXXXXXXX XX XXXX XXXXXXXXXX XX XXX meaning. This will XXXX the XXXXXXX gauge XXX XXXXXX retention capacity of each student.
X.Summative:XXXXX at the end XX XXX XXXX XX determine a student’s
XXXXXXX XX a topic after XXXXXXXXXXX. (XX XXX XXXXXXXXXX for this XXXXXX – what you
“plan” to XX XX the end of XXX unit).
At the XXX XX the XXXXXX, each XXXXXXX will give a personal XXXXXXXXX XX what they have learnt XXX XXXXXXXX XXXXX XX the lesson that XXXX XXXXXXXXXXX. Through XXXX, XXX teacher will be able to understand which lesson XXXXXXXXXX were XXX met.
C.XXXXXXXXX XXXXXXXX XX XXXXXX XXXXXXXXXXX XXX learning:What stands in the
XXX XX a XXXXXXX being able to learn XXXXXXXXXXX
Noise: students XXXX XX learn XXXXXXXXXXX XX the XXXXXXXX environment is XXXXX. XXXXX concentration is affected negatively XXXXX XXXX tend to XXXX divided attention
Poor XXXXXXXX XXXXXXX: strategies chosen by a XXXXXXX XXX XXX XXXXXX XXXX XXX XXXXXXX XXXXXX XX XXXXXXXXXXX XXX XXXXXXXX XX they are ineffective. For example if a teacher XXXXX to XXXXXXXX XXXXXXX XXXXXXXXXXXXXX, lesson objectives for the XXXXXXX may not XX XXX. XXXXXX write XX me XX XXXXXXXXXXXXXX XX gmail XXX com
Lesson XXXX w/ Children Literature
Name ____________________ XXXXXXX XXXXHealth/XXXXXXXXXXXX XXXXX XXXXXXX
XXXXXXXX XX Time XXXXX XXXXX XXXXXXX/Lesson TopicMy Body XXXXX
Lesson XXXXXXXX:
XXXXX description of XXX XXXXXX and XXXX you are XXXXXXXX XX doing XXX XXX. Specifically XXXX XXX XXXXXXXX XXXXXX(s) XXX XXXXXXXXXX XXXX in the lesson.
XXXXXXXX XXXX XX able XX learn XXXXX XXX five senses XXX XXXXXXXX XXXXXXXXX body parts as XXXX XXXXXXXXXX on XXXXX functions. The use of XXXX oral and XXXXX XXXXXX XXXXXXXX strategies XXXX be utilized by XXX teacher.
II. XXX XXXXX and Essential Questions:Core XXXXXXXX, XXXXXXXXXX, theories, and the processes XXXX are the focal XXXXX of instruction and XXXXXXXXXX.
XXXX XXX the body parts?XXX you state parts XX XXX body?XXXX XXX senses?Hoe XXXX senses XX you have?Can you identify XXXXX senses?What body parts XXX XXXXXXXXXX XXXX each XXXXX?What are the XXXXXXXXX of XXX body XXXXX?How should we take care of our body parts?
III. XXXXXXXXXXXXX XXXXXXXXXX/XXXXXXXX XXXXXXX:XXX XXXXXXXXX(s) XXXX XX be XXXXXXX XXXX the standard(s). XXXX XXXX the XXXXXXX XX able XX do XX XXX completion XX this lesson?
XXX student will XX able to…
XXXXXXXX XXX XXX XXXX senses
XXXXXXXXXX on the XXXXXXXXX XX XXXXXX senses
Identify XXXXXXXXX body parts XXX name XXXX
XXXXXXXX body parts associated to the XXXX XXXXXX
Draw XXX XXXX identified body XXXXX.
Spell the XXXXX XX the body XXXXX XXXXXXXXXX
XX.XXXXX XXXXX XXXXXX XXXX XXX/or PA XXXXX XXXXXXXXX:XXX the XXXXXXXXX code and XXX XXXXXXXXXXX of the XXXXXXXX (XXXXX to XXXXXX.org or corestandards.XXX).
3.X.4.B. Describe objects in XXX world using the five XXXXXX
3.X.X. X.1.XXXXXXXXX observational descriptors XXXX each XX XXX five senses (e.g., XXX-color and XXXX-XXXXXXX)10.1.X.B1 Identify and describe the functions XX XXXXX body XXXXX and organs.
V.Vocabulary:XXX XXXXX and definitions students XXXX need XX know XXX XXXX XXXXXX.
HeadShoulderLegsHandsMouthEyesEarsXXXXXXXXStomach
XX.XXXXXXXXX/XXXXXXXXX:XXXX XXX XX XXX XXXXXXXXX needed for the XXXXXX.
WhiteboardXXXXXXXXXXComputerSpeakerThe body XXXXX audio visual songXXXXXXXTextbooks
XXX.Classroom XXXXXXXXXXX:Describe XXX setting.
XXXXXXXX XXXX XXXX in a circle XX XXXX draw the body parts XXXX can XXXXXXXX and name them.XXXXXXXX XXXX stand in a XXXXXX as XXXX sing the XXXX XXXXXXXX XXXXX XXX XXXX XXXX XXXXX touching the body XXXXX.
VIII. XXXXXXXXXXXXX XXXXXXX:XXXXX down XXXX XXXX XXXXXXX (X - XXXXX, X. developmental XXXXXXXXXX, X. XXXXXXX). XXX sections can be XXXXXX-pointed with XXXXXXXX sentences XXXX XXXXXXXXXXXX stepsXXX teaching the lesson so that XXXXXXX XXXX could XXXX it up and XXXXX it XXXX as well.
X.XXXXXXXXXXXX/XXXXXXXXXXXX XXX:State behavioral XXX academic XXXXXXXXXXXX. What will you do to XXXXXX students, XXXXXXX XXXXX XXXXXXXXX, and activate XXXXX brain XXX learning?
Students XXXX XXXX the ‘XXXX XXXXXXXX knees and XXXX’ song XX XXXX XXXXX the respective body parts. This XXXX be XXXX XX XXX XXXXXXXXX of the XXXXXX XX activate their brains for XXXXXXXX.Students XXXX XX XXXXXXXXXX XX read aloud the topic of the lesson XXX XXXXXXXXXX XXXXXXX XX XXX teacher XX XXX whiteboard.
B.Developmental Activities:Provide a step-XX-step explanation XX XXXXXXXXXX/processes
you XXXX implement XX help students meet XXXXXXXXXX.
XXXXXXXX XXXX sing the body XXXXX so g XX they XXXXX XXX respective partsXXXXXXXX will identify the five XXXXXX and match XXXX XX their XXXXXXXXXX body parts in their XXXXX.Children will XXXX and name XXXXXXXXX XXXXX of the bodyXXXXXXXX will XXXXXXXX XXXXXX XXXXXXXXX relating to functions of XXX five XXXXXXXXXXXXX XXXX write down XXX XXXXXXXX of the body XXXXX XXXXXXXXXX and XXX XXXXXXX XXXX XXXX XXXXX XX check student XXXXXXXX.
C.Closure:XXX will you XXXX XX the lesson and XXXXXX students’ learning.
Students XXXX sing XXX ‘head XXXXXXXX XXXXX XXX toes’ XXXX as XXXX touch XXXXX body parts.I will also XXX XXXX student XX XXXXXXX XXXX they XXXXXXX XXX state areas XXXX XXX not XXXXXXXXXX during XXX XXXXXX.
IX.Management Plan:XXX XXXX you XXXXXX XXXX XXXXXX XX necessary? Provide examples in XXXXXXXX A and X.
X.XXXXXXXXX Design XXX XXXXXXXX:XXXXXXX multiple means for XXXXXXXXXXXXXX of the
material, XXXXXXX XXXXXXXXXX, and XXXXXXX XXXXXXXXXt.
Lesson material will be XXXXXXXXX XXXXXXX audio visual aids. Students will XXXXXX through XXXXXXXXX random XXXXXXXXX XXX XXXXXXX XXX body XXXXX XXXX.
X.XXX XXXXXXXXX XXXXXXXXXX XXXXXX XXXXXXX:XXXX twopossibleXXXXXXXXX
XXXXXXXXXX XXXXXX. XXX each XXXXX, XXXXXXXXXX XXXXXXXXX solutionsbefore
XXX XXXXX occurs andone XXXXXXXX XXXXXXXX XX XXX issue XXXXXXX XX XXXXXXXX.
XXXXX X:Seating arrangement
Proactive XXXXXXXXX:
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XXX XXXXXXX will XXXXXXXX XXXXXXXX XX the arrangement XXX each XXXXXX XXXXXXXX.
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The XXXXXXX XXXX XXXXXXX specific XXXXXXXX XX XXXXXXX XXXXXX XXXX XXXXXXXXX XX how XXXX XXXXXXX XXXXXX during XXXXXXXXX XXXXXXXXXX
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XXXXXXXX Solutions:
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XXX XXXXXXX XXXX reshuffle seating XXXXXXXXXXXX XXX XXXXXXXX with disruptive XXXXXXXX XXXXXX XXX lesson.
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The teacher XXXX remind XXXXXXXX in the XXXXXXX arrangement XX XX XXXXXXXXXX XXX each lesson XXXXXXXX
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Proactive XXXXXXXXX:
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XXX teacher XXXX instruct students XX use English XX XXX junctures of XXX XXXXXX
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The XXXXXXX XXXX communicate in a XXXXXX XXXXXXXX, XXXXXXX, to XXXXXXXXXXX XXX XXXXXXXX
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XXXXXXXX Solutions:
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The teacher XXXX XXXXXXX XXXXXXXX XXXXXXXXXX set XX XXX beginning XX the XXXXXX
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XXX teacher will XXXXXXXX a seating XXXXXXXXXXX that XXXX enable XXXXXXXXXXX of students XXXX XXXXXXXXX backgrounds. XXXX XXXX prevent students XXX XXXXX the same XXXXXXXX from seating together.
X.XXXXXXXXX/Summative XXXXXXXXXX:XXX will you know that you XXX the objectives
and that XXXXXXXX XXXXXXXXXX XXX XXXXXX? Provide an XXXXXXX of a formative XXX
summative assessment.
A.Formative:XXXXX XXXXXXXXXX the XXXXXX to XXXXXXXXX how students are
progressing XXXXXXX a certain learning XXXX/objectives.
Students will be evaluated on XXXXX activities XXX individual XXXXXXXXXX.XXX XXXXXXX XXXX give a ten minutes seat-in assessment XXXXXXXXX XXXXXXXX XXX body parts XXX the XXXX senses. Students will then XXXXXXX XXXXX assignment books XXX evaluation.
B.Summative:XXXXX at the XXX of the XXXX to XXXXXXXXX a XXXXXXX’s
XXXXXXX of a topic XXXXX instruction. (XX not XXXXXXXXXX XXX this XXXXXX – what you
“plan” to do XX XXX XXX XX XXX unit).
XXXXXXXX will XX given an XXX XX XXX XXXXXX project XXXXX they will be XXXXXXXX to use modelling clay XXX make clay carvings XX all body part XXXX XXXX XXX XXXXXXXXXX in their XXXXX XXX XXXXXXXXX XXXXX associated to the XXXX XXXXXX.
C.XXXXXXXXX barriers to XXXXXX instruction XXX XXXXXXXX:XXXX XXXXXX in XXX
way of a student XXXXX able to learn effectively?
XXXXXXXXXXXX XXXXXXXX materials:, If a student XXXXX the XXXXXXXX learning basic materials, XXXX XXX not XX able XX complete XXX XXXXXXX XXXXXX objectives.XXXXXXXX XXXXXX: Students XXXX XXXXX with domestic XXXXXXXXXXXXXXXXX may XXXX it difficult XX concentrate in XXXXX XXX XXXXX XXXXXXXXXXX.