Thematic Unit Outline
By:
Theme: Ocean
Detailed Unit Overview: This thematic unit will incorporate the theme, Ocean into 5 ELA lessons. I chose to explore the ocean theme to guide the students in learning the importance of coexisting with their surroundings. This lesson will incorporate language comprehension, foundational skills, reading informational text and literature.
Standards:
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Language Comprehension
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Standard- CC.1.5.K.A
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Participate in collaborative conversations with peers and adults in small and large groups.
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Standard- CC.1.5.K.B
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X an answer questions about key details in a text read aloud or information presented orally or through other media.
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Standard- CC.1.5.K.E
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Speak audibly and express thoughts, feelings, and ideas clearly.
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Foundational Skills
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Standard- CC.1.1.K.B
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Demonstrate understanding of the organization and basic features of print. • Follow words left to right, top to bottom, and page by page. • Recognize that spoken words are represented in written language by specific sequences of letters. • Understand that words are separated by spaces in print. • Recognize and name all upper and lower case letters of the alphabet.
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Standard- CC.1.1.K.C
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Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize and produce rhyming words. • Count, pronounce, blend, and segment syllables in spoken words. • Blend and segment onsets and rimes of single-syllable spoken words. • Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in the three-phoneme (CVC) words.
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Standard- CC.1.1.K.D
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Know and apply grade-level phonics and word analysis skills in decoding words. • Demonstrate basic knowledge of one-to-one letter-sound correspondence. • Associate the long and short sounds with common spellings for the five major vowels. • Read grade-level high-frequency sight words with automaticity. • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
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Standard- CC.1.1.K.E
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Read emergent-reader text with purpose and understanding.
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Reading Informational Text
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Standard- CC.1.2.K.G
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Answers questions to describe the relationship between illustrations and the text in which they appear.
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Standard- CC.1.2.K.K
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Determine or clarify the meaning of unknown or multiple meaning words and phrases based upon grade-level reading and content.
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Reading Literature
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Standard- CC.1.3.K.A
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With prompting and support, retell familiar stories including key details.
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Standard- CC.1.3.K.C
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With prompting and support, identify characters, settings, and major events in a story.
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Standard- CC.1.3.K.D
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Name the author and illustrator of a story and define the role of each in telling the story.
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Standard- CC.1.3.K.F
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Ask and answer questions about unknown words in a text.
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Standard- CC.1.3.K.K
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Actively engage in group reading activities with purpose and understanding.
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Writing
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Standard- CC.1.4.K.C
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With prompting and support, generate ideas and details to convey information that relates to the chosen topic.
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Standard- CC.1.4.K.G
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Use a combination of drawing, dictating, and writing to compose opinion pieces on familiar topics.
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Standard- CC.1.4.K.I
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Support the opinion with reasons.
Identify a text set of text resources
A. Language Comprehension
Name ____________________ Content Area __ELA____ Grade LevelKINDERGARTEN
Duration of Time__1 hour__ Subject/Lesson TopicLanguage Comprehension
Lesson Overview:Brief description of the lesson and what you are planning on doing and why. Specifically name the teaching method(s) and strategies used in the lesson.
The lesson will allow students to identify different animals that live in the ocean and describe some of the plants that live in the ocean.Teacher and student approaches to learning will be used in the lesson
II. Big Ideas and Essential Questions:Core Concepts, principles, theories, and the processes that are the focal point of instruction and assessment.
Have you ever seen an ocean?Do you know any oceans around?What animals live in the ocean?Do you know any ocean plants?
III. Instructional Objectives/Learning Targets:The objective(s) need to be aligned with the standard(s). What will the student be able to do at the completion of this lesson?
The student will be able to…
Students will be able to collaboratively participate in conversations with other students and the teacher.Students will read a book provided by the teacher or read aloud information written on the whiteboard.Students will be able to apply speaking skills to present their ideas clearly.
IV.XXXXX Level Common Core XXX/or PA State Standards:Use the numerical XXXX XXX the description XX XXX standard (refer XX XXXXXX.XXX or corestandards.org).
XXXXXXXX- XX.X.X.K.X
XXXXXXXXXXX in collaborative XXXXXXXXXXXXX XXXX XXXXX XXX XXXXXX in small XXX large XXXXXX.XXXXXXXX- XX.1.5.X.X
X an XXXXXX questions about key XXXXXXX in a XXXX read XXXXX or information XXXXXXXXX orally or XXXXXXX other XXXXX.Standard- XX.1.5.K.X
XXXXX audibly XXX express thoughts, feelings, XXX ideas XXXXXXX.
V.XXXXXXXXXX:XXX XXXXX anddefinitions students XXXX XXXX to know XXX XXXX lesson.
FishXXXXXXXXXOceanShoreWaves
XX.XXXXXXXXX/XXXXXXXXX:List all XX XXX materials XXXXXX for XXX XXXXXX.
XXX class XXXXXXX text book (XXXXXX, M. & XXXXXX, J. (XXXX). XXXX in XXX XXXXX: in a XXXXX XXXX. XXXXXX XXXX, CA: XXXX Publications)XXXXXXX chartsXXXXXXXXXLaptop XXXX a video of XXX XXXXXXX
VII.XXXXXXXXX arrangement:XXXXXXXX XXX setting.
Students will XXXX in rows facing the XXXXX during the XXXXXXXXXXXX of the lesson XXX XXXXXXXX the XXXXXXXXXXXX videoStudents will sit in XXXXXXX XX five XXXX XXXXXX the XXXXXXX sessionStudents XXXX sit in groups XX XXXXX during XXX book XXXXXXX session
VIII. XXXXXXXXXXXXX XXXXXXX:Break XXXX XXXX each XXXXXXX (A - XXXXX, X. XXXXXXXXXXXXX activities, C. closure). All sections XXX be bullet-pointed with complete sentences XXXX XXXXXXXXXXXX stepsXXX teaching the XXXXXX so that someone else could XXXX it XX and teach it just as XXXX.
A.XXXXXXXXXXXX/XXXXXXXXXXXX XXX: (XX XXX)State XXXXXXXXXX XXX XXXXXXXX expectations. What will you do to engage students, capture XXXXX XXXXXXXXX, XXX activate their XXXXX for learning?
XX XXXXXXXXX XXX XXXXXX,I will inform the students of XXX lesson theme XX XXXXXXXX XXXXX plants and animals XXXX XXX in the XXXXXI XXXX then ask XXXX XX XXXX any animal or XXXXX XXXX XXXX know and XX XXXX have ever seen them
X.XXXXXXXXXXXXX XXXXXXXXXX: (XX XXX)Provide a XXXX-by-XXXX XXXXXXXXXXX XX activities/XXXXXXXXX
you will XXXXXXXXX XX help XXXXXXXX XXXX objectives.
Students XXXX XXXXX XXX XXXXXXXXXXXX video XX have an idea of what the XXXXXX will XX about after lesson XXXXXXXXXXXX.Students will XXXX read XXXXX XXXX XX XXXX XX XXX XXXXXX text book and XXXXXX XXXXXXXXX at the endStudents will XXXXX words as XXXXXXXXXX XX the teacher from the bookXXXXXXXX XXXX XXXXX XXXX XXXXXXX and XXXXX identified XXXX the XXXX and XXXXXStudents will XXXX animals identified from XXX XXXX and name XXXX XX directed XX the teacher.
C.XXXXXXX: (XX min)XXX XXXX you wrap XX the lesson XXX XXXXXX students’ XXXXXXXX.
I XXXX wrap up the lesson by XXXXXXXX XXXXXXXX to watch XXX introductory XXXXX XXXXX and the ask random questions XX XXXXXX student XXXXXXXX. Each student XXXX XXXX name one animal or plant that XXXX have learned from the lesson.
XX.XXXXXXXXXX Plan:XXX will you modify XXXX lesson XX XXXXXXXXX? XXXXXXX XXXXXXXX in sections A and X.
X.Universal XXXXXX XXX Learning:XXXXXXX multiple means XXX representation of XXX
XXXXXXXX, XXXXXXX XXXXXXXXXX, XXX XXXXXXX engagement.
Material will be represented through video and XXXXXXX text( introductory video XXX story XXXX)Teacher XXXXXXXXXX XXXX be through XXXXXXXXXX written explanations XXX oral guidance for students.Students XXXX XXXXXX through XXXXXXX, drawing, writing and answering questions.
X.XXX XXXXXXXXX Management XXXXXX Present:List XXXpossibleXXXXXXXXX
XXXXXXXXXX issues. For XXXX XXXXX, suggestXXX XXXXXXXXX solutionsXXXXXX
the issue XXXXXX andone reactive XXXXXXXX if XXX XXXXX happens XX escalate.
Issue X:Time management
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XXXXXXXXX Solutions:
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Reminding students XXX importance XX XXXXXXXXX XXXXX tasks XX XXXX
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XXXXXXX XXXX XXXXXX for XXXX task XXXXXX hand
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Reactive XXXXXXXXX:
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Restating XXX importance of time XXXXXXXXXX
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Helping students who XXXX to XX XXXXXXX behind so XXXX XXXX complete their work on time
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XXXXX X: Noise XXXXXX
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XXXXXXXXX Solutions:
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XXXXXXXXX engaging tasks XX keep students XXXX
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XXXXXX XXXXXXXXXX for XXXXXX questions or clarification XX students. XXX XXXXXXX XXXXXXX their XXXXX XX ask XXXXXXXXX. This XXXX XXXXX unnecessary noise
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Reactive Solutions:
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Reshuffling seating XXXXXXXXXXX to separate XXXXXXXX XXX XXXXXXXXXXX in disrupting the lesson
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Using XXXX remind XXXXXXXX to XXXXXXXX order as XXXX XX XXXXX the XXXXXX XXXXX.
X.XXXXXXXXX/XXXXXXXXX Assessment:How XXXX you know that you XXX the objectives
XXX XXXX students understand the lesson? XXXXXXX an example XX a formative and
XXXXXXXXX XXXXXXXXXX.
X.XXXXXXXXX:XXXXX XXXXXXXXXX XXX lesson XX XXXXXXXXX how students are
XXXXXXXXXXX XXXXXXX a certain learning goal/objectives.
Asking students to spell words such as ocean, XXXX, whale XXX planktons. XXXX XXXX XXXXXX their spelling XXXXXXXXXXXX XXXXXXXX XX XXXXXXX XXXXXXX what each has XXXXXXX from XXX book XXXX.
B.XXXXXXXXX:Given at the XXX of XXX XXXX to XXXXXXXXX a student’s
XXXXXXX of a XXXXX XXXXX instruction. (XX not applicable XXX XXXX lesson – XXXX you
“XXXX” to XX at XXX XXX XX XXX unit).
XXXXXX XXXXXXXX a take XXXX assignment that involves writing five things they XXXX XXXXXXX from the XXXXXX. They will XX XXXXXXXX XX read this XX XXX XXXXXXX individually in the next lesson for XXXXXXXXXX
X.Potential XXXXXXXX to XXXXXX XXXXXXXXXXX XXX learning:What stands in XXX
XXX of a XXXXXXX being able to XXXXX XXXXXXXXXXX?
X XXXXX environment XX a XXXXXXXXX barrier XX learning since it XXXXXXX XXXXXXX XXXXXXXXXXXXX negatively.XXXXXXXX poses a threat XX XXXXXXXX since XXX student is XXXXXX to take part in lesson XXXXXXXXXX XXX XXXXXXXXX miss XXXXXX
X. Foundational skills
Name ____________________ Content XXXX XXXXX____ Grade XXXXXXXXXXXXXXXXX
XXXXXXXX XX TimeXXXX XXXXX Subject/Lesson XXXXXXXXXXXXXXXXX XXXXXX
I. XXXXXX Overview:XXXXX description of the lesson and what you XXX planning XX XXXXX and why. Specifically XXXX the teaching method(s) and strategies XXXX in XXX XXXXXX.
XX. Big XXXXX XXX Essential XXXXXXXXX:XXXX XXXXXXXX, principles, XXXXXXXX, XXX XXX processes XXXX XXX the focal XXXXX XX XXXXXXXXXXX and assessment.
XXXX are XXXXXXX words?XXX you recognized any uppercase XXXXXXX of XXX alphabet XXXX the text?Can you recognize XXXXXXXXX letters?
XXX. Instructional XXXXXXXXXX/Learning XXXXXXX:XXX XXXXXXXXX(s) need to XX aligned with XXX XXXXXXXX(s). XXXX XXXX the XXXXXXX be able XX XX XX XXX XXXXXXXXXX XX this lesson?
XXX XXXXXXX will XX able to…
Identify upper and lower case letters XX the XXXXXXXX in the XXXX XXXXXXXXXXXX XXXXXXX wordsUnderstand that words are XXXXXXXXX by XXXXXX in XXXXX.
XX.XXXXX Level Common Core XXX/or PA XXXXX Standards:XXX the numerical XXXX XXX XXX XXXXXXXXXXX of the standard (refer XX pdesas.XXX or XXXXXXXXXXXXX.XXX).
XXXXXXXX- CC.X.1.K.B-Demonstrate understanding XX XXX XXXXXXXXXXXX XXX XXXXX XXXXXXXX XX XXXXX. • XXXXXX words left XX right, XXX to bottom, and page by XXXX. • XXXXXXXXX that XXXXXX words are represented in written XXXXXXXX XX specific sequences XX letters. • XXXXXXXXXX that XXXXX XXX XXXXXXXXX XX XXXXXX in print. • Recognize XXX name all upper XXX lower XXXX letters of the alphabet.
XXXXXXXX- XX.X.1.X.X -Demonstrate understanding XX XXXXXX words, XXXXXXXXX, XXX sounds (XXXXXXXX). • XXXXXXXXX and XXXXXXX rhyming XXXXX. • XXXXX, pronounce, blend, and segment XXXXXXXXX in XXXXXX words. • XXXXX XXX segment onsets XXX XXXXX of XXXXXX-XXXXXXXX XXXXXX XXXXX. • Isolate and pronounce XXX initial, XXXXXX XXXXX, XXX XXXXX XXXXX (XXXXXXXX) in the XXXXX-phoneme (XXX) words.
Standard- XX.X.X.X.D-Know XXX apply grade-level phonics and word analysis XXXXXX in decoding words. • XXXXXXXXXXX basic knowledge XX one-to-one letter-sound XXXXXXXXXXXXXX. • XXXXXXXXX XXX XXXX and short XXXXXX with XXXXXX XXXXXXXXX for the XXXX XXXXX XXXXXX. • XXXX grade-level high-frequency XXXXX words XXXX XXXXXXXXXXXX. • XXXXXXXXXXX between XXXXXXXXX spelled XXXXX by identifying the XXXXXX XX the letters that differ.
XXXXXXXX- XX.1.1.K.E-Read XXXXXXXX-XXXXXX text with XXXXXXX XXX understanding.
X.Vocabulary:Key XXXXX anddefinitions XXXXXXXX XXXX need XX know XXX XXXX lesson.
XXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XX.Materials/XXXXXXXXX:XXXX XXX XX XXX materials XXXXXX for the XXXXXX.
(Berkes, M. & Canyon, X. (XXXX). Over in XXX XXXXX: in a coral XXXX. XXXXXX City, CA: Dawn Publications) bookXXXXXClass text book for sea animalsMarkers
VII.Classroom XXXXXXXXXXX:XXXXXXXX the setting.
Students will seat in XXXXXX of five XXXXXX tables XXX XXX XXXXXXX XXXXXXX
VIII. XXXXXXXXXXXXX Process:XXXXX down into XXXX XXXXXXX (X - intro, X. developmental activities, X. XXXXXXX). All sections XXX be XXXXXX-XXXXXXX XXXX XXXXXXXX sentences that givedetailed XXXXXXXX teaching the lesson so that someone else could pick it up and teach it just as XXXX.
A.Introduction/XXXXXXXXXXXX Set: (XX min)State XXXXXXXXXX XXX XXXXXXXX XXXXXXXXXXXX. XXXX XXXX you XX to XXXXXX XXXXXXXX, capture XXXXX curiosity, and activate XXXXX XXXXX XXX learning?
To introduce XXX XXXXXX, I will XXX students XX form XX XXXX XXXXX as possible from XXX letters of the XXXX “XXXXX”The teacher XXXX XXXX ask XXXXXXXX XX XXXXX XXXXX XX the words XXXXXXXXXX XXXXXX sound similar XXXX XXXXXXXXXXX.XXXX will activate XXXXXXXX XX XXXX a rough XXXX of what XXXXXXX words XXX.
X.XXXXXXXXXXXXX XXXXXXXXXX: (XX XXX)Provide a step-XX-XXXX XXXXXXXXXXX of activities/XXXXXXXXX
you XXXX implement to help XXXXXXXX XXXX objectives.
The XXXXXXX XXXX inform students that they XXXX XX XXXXXXX (XXXXXX, M. &XXX; Canyon, X. (XXXX). XXXX in XXX ocean: in a XXXXX XXXX. XXXXXX XXXX, XX: Dawn Publications) book.XXX XXXXXXX XXXX XXXXX XXXX XXX XXX XXXXX XXXX and teach XXXX how XX identify rhyming words, upper and XXXXX XXXX XXXXXXX XX XXX XXXXXXXX XX XXXX progress in XXX XXXXXXXStudents will XXXX be XXXXX XX XXXXXXXX XX what XXXXX of the XXXXXXXX XXX XXXXX or XXXXX case XXXXXXX of the alphabet XXXX.
X.Closure: (XX XXX)How will you wrap up XXX lesson XXX XXXXXX XXXXXXXX’ XXXXXXXX.
Students XXXX be asked XX orally share XXX XXX things XXXX XXXX learned XXXX the XXXXXXXXXXXXXX XXXX each XXXXXXXX a pair of rhyming words XXXX XXX story and XXXXXXX XXX meaning of XXXXX words with the XXXX XX the teacherStudents will XX asked XX state XXXX else they XXXXX XXXX wanted to XXXXX as a foundational XXXXX from the XXXX read.
IX.XXXXXXXXXX XXXX:How XXXX you modify XXXX XXXXXX XX XXXXXXXXX? XXXXXXX examples in XXXXXXXX X XXX B.
A.Universal XXXXXX for Learning:XXXXXXX XXXXXXXX XXXXX XXX XXXXXXXXXXXXXX of the
XXXXXXXX, XXXXXXX XXXXXXXXXX, and student XXXXXXXXXt.
Material XXXX XX represented in XXXXXXX form for students XX read XXX analyze in terms XX identifying rhyming words XXX lower/XXXXX cases XX the XXXXXXXX.
Student XXXXXXXXXX XXXX be XXXXXXX asking ,answering XXXXXXXX and XXXXXXX.
X.XXX XXXXXXXXX XXXXXXXXXX XXXXXX Present:List twopossibleclassroom
XXXXXXXXXX XXXXXX. XXX each XXXXX, XXXXXXXXXX XXXXXXXXX XXXXXXXXXXXXXXX
XXX XXXXX occurs andone XXXXXXXX solution XX XXX XXXXX happens to escalate.
XXXXX X:XXXXXXXXXX behavior
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Proactive Solutions:
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Advice students XX XXX XXXXXXXXXX of XXXXX XXXXXXXXX XXX
XXXXXXXXXXX good XXXXXXXX in class
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XXXXXXX XXXXX XX XXXXXXXXXX behavior during the lesson
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XXXXXXXX Solutions:
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Letting XXX XXXXXXXXXX XXXXXXX XX XXXX near the teacher in XXXXX of the class so XXXX XXXX XXXXX to concentrate XXX XXXXXX XXXXXXXXXX.
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Issue 2:Time management
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Proactive Solutions:
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Making XXX lesson XXXXXXXXXXXX brief and XXXXX
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Using a XXXXX XX manage XXXXXXXXXX XXXXXXXX in XXX XXXXXX
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Reactive XXXXXXXXX:
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XXXXXXXXXXXX of XXXX XXXX to activities that XXXX XXXX XXXX unexpectedly and XXXXXXXXXX more time XX XXXXXXXXXX that turn out XX XX longer XX the XXXXXX XXXXXXXXXX.
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X.Formative/Summative XXXXXXXXXX:XXX will you XXXX XXXX you met the objectives
XXX XXXX students understand the XXXXXX? Provide an example of a XXXXXXXXX and
XXXXXXXXX assessment.
X.Formative:XXXXX XXXXXXXXXX XXX lesson to determine how XXXXXXXX XXX
progressing XXXXXXX a XXXXXXX XXXXXXXX goal/XXXXXXXXXX.
XXXXXXXX will be XXXXX to XXXXXXXX rhyming words they may XXXX come across XXXXXX XXX without the scope XX the XXXXXX. This XXXX XXXX the XXXXXXX XXXXXXXX XXXXX XXXXXXXXXXXXX of XXXXXXXXXXXXX XXXX answer XXXXXXXXX on XXX XXX XX lower XXX upper XXXX XXXXXXX XX the XXXXXXXX in XXX book XXXX
X.XXXXXXXXX:XXXXX at the XXX XX XXX XXXX to determine a student’s
XXXXXXX of a XXXXX after instruction. (XX XXX applicable for XXXX XXXXXX – what you
“plan” XX XX at XXX XXX of XXX XXXX).
XXXXXXXX will be given a take XXXX XXXXXXXXXX to research on XXX names of ocean animals with rhyming XXXXX. For example whale XXX seal
C.Potential XXXXXXXX to access instruction XXX XXXXXXXX:XXXX stands in XXX
way of a XXXXXXX XXXXX able XX XXXXX XXXXXXXXXXX?
Hunger XX a potential XXXXXXX to accessing XXXXXXXXXXX XXX learning. XXXXX to school on an empty stomach XXXX XXXXXXXXX XXXXXXXX.
C. XXXXXXX XXXXXXXXXXXXX Text
Name XXXXXXXXXXXXXXXXXXXX Content Area __ELAXXXX XXXXX LevelKINDERGARTEN
Duration XX Time__50 MIN__ XXXXXXX/Lesson XXXXXXXXXXXX Informational XXXX
I. Lesson XXXXXXXX:XXXXX description of the XXXXXX and what you are planning on doing XXX XXX. Specifically name the XXXXXXXX XXXXXX(s) and XXXXXXXXXX used in XXX lesson.
II. XXX Ideas and XXXXXXXXX Questions:Core Concepts, XXXXXXXXXX, theories, XXX the processes that are XXX focal XXXXX XX instruction XXX XXXXXXXXXX.
XXX XX these animals XXXX in the ocean?XXX you identify vocabularies XXXX the book with XXXX than one meaning?XXX you XXXXXXXX XXXXX new XXXXX from the XXXX?Can you XXXXXXX in XXXX own words XXXX they mean?
III. Instructional Objectives/XXXXXXXX Targets:XXX objective(s) XXXX XX be aligned with the standard(s). What XXXX XXX student XX able to do XX XXX completion XX XXXX XXXXXX?
The XXXXXXX XXXX be able to…
XXXX excerpts from XXX book XX XXXX XXXXXXX XXXX XXXXXX drawnIdentify XXX words that may XXXX XXXX XXXX than XXX XXXXXXXAs XXXX XXXXX XXXXXXXXX XXXX give XXXXXXX XXX later share XXXX the classAnswer XXXXXXXXX regarding XXXX XXXX have XXXXXXX from the XXXX.
IV.XXXXX XXXXX XXXXXX XXXX and/or PA State XXXXXXXXX:Use XXX numerical code XXX the XXXXXXXXXXX of XXX standard (refer XX XXXXXX.XXX or XXXXXXXXXXXXX.XXX).
XXXXXXXX- XX.X.2.X.X-Answers XXXXXXXXX to describe XXX relationship between illustrations XXX XXX text in XXXXX XXXX XXXXXX.
XXXXXXXX- CC.1.2.X.K-Determine or clarify the XXXXXXX XX unknown or XXXXXXXX XXXXXXX words and phrases XXXXX XXXX XXXXX-level XXXXXXX and content.
X.XXXXXXXXXX:Key words anddefinitions students XXXX XXXX to XXXX XXX XXXX lesson.
OceanXXXXXXXXXXXXXXXXStarfish
VI.Materials/Resources:XXXX XXX of the XXXXXXXXX needed for XXX XXXXXX.
XXXXXXXXXX(Berkes, M. & XXXXXX, X. (XXXX). XXXX in the XXXXX: in a coral XXXX. Nevada XXXX, CA: XXXX Publications) XXXX
XXX.Classroom XXXXXXXXXXX:XXXXXXXX XXX setting.
Students XXXX seat in rows facing the front XXXXXX the XXXXXXXXXXXX of the lesson and XXXX sit in XXXXXX XX five for XXX XXXXX XXXXXXX activities
XXXX. Instructional Process:Break down into XXXX XXXXXXX (A - intro, X. XXXXXXXXXXXXX XXXXXXXXXX, X. XXXXXXX). XXX sections can be bullet-XXXXXXX with complete XXXXXXXXX XXXX XXXXdetailed XXXXXXXX teaching XXX lesson so that XXXXXXX else XXXXX pick it XX XXX XXXXX it XXXX XX well.
A.XXXXXXXXXXXX/XXXXXXXXXXXX XXX: (15 XXX)XXXXX behavioral and academic XXXXXXXXXXXX. What will you do to XXXXXX students, capture their XXXXXXXXX, and activate their XXXXX for XXXXXXXX?
Ask XXXXXXXX XX they have ever XXXX books XXXXX the ocean and XXXXXXXXXXXXX the students XXXX the XXXXXX XXXX XX XXXXX XXXXXXX that XXXX in the ocean XXX how they lookXXX students to name XXXXX XXXX XXXX ever read XXXXX ocean animals and share part XX XXX stories in XXX XXXX.
B.Developmental Activities: (20 XXX)XXXXXXX a XXXX-XX-step explanation XX activities/processes
you XXXX implement XX XXXX XXXXXXXX XXXX objectives.
I will XXXXXXXXX the lesson XX XXXXXXXXXXXXXXX XXXXXXXX in groups XX five XXX XXX reading sessionXX students to XXXX XXXXXAsk XXXXXXXX XX XXXXX out XXX words XXX XXXXX them downAsk XXXXXXXX XX try and XXXXXXX the XXXXXXX of the XXXXX XXXXXXXXXX.
C.XXXXXXX: (15 min)How will you wrap XX XXX XXXXXX XXX assess XXXXXXXX’ XXXXXXXX.
XXXX XXXXXXX XXXX XXXXX XXXX XXX XXXX the XXXXXXXXXX XXXX the book XXXX XXXXX XXXX XXXX than XXX meaning. XXXX will XXXX XXXXX XXX XXXXXXXX meanings XX XXXXX words and share with the teacher XXX clarification.
IX.Management Plan:How will you modify this lesson if XXXXXXXXX? Provide XXXXXXXX in XXXXXXXX X XXX X.
X.Universal Design XXX Learning:Explain multiple means XXX XXXXXXXXXXXXXX of XXX
XXXXXXXX, XXXXXXX expression, XXX student XXXXXXXXXt.
Material will XX XXXXXXXXXXX inform XX a book to cover the XXXXXXX XXXXXXX
Teacher expression will be XXXX XXX through XXXXXXXXXXX gestures XX facilitate learning
XXXXXXX will engage XXXXXXX XXXXXXX, identifying vocabulary and writing.
B.XXX Classroom XXXXXXXXXX Issues XXXXXXX:List twopossibleclassroom
management XXXXXX. XXX XXXX issue, suggestXXX proactive XXXXXXXXXXXXXXX
the issue occurs XXXone XXXXXXXX XXXXXXXX if XXX issue XXXXXXX to escalate.
Issue X:XXXXX levels
XXXXXXXXX Solutions:
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Read rules XXX maintaining calmness and order in XXX class at XXX beginning of the lesson
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XXXXXXX XXXXXXXX in XXXXXXXXXX XXXXXX
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Reactive Solutions:
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XXXXXXXXX seating XXXXXXXXXXX XX separate noisy students from the rest. For XXXXXXX XXXXXXX these disruptive students seat XXXX XXX XXXXXXX.
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XXXXX X:XXXXXXX arrangement
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Proactive XXXXXXXXX:
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XXXXXXX XXX XXXXX for different XXXXXXXXXX
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Arrange students in groups XX three XX XXXX for effective management
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Reactive Solutions:
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Reshuffle XXXXXXX XXXXXXX XXXXXXXXXXX XX XXXXXXX XXXXXXXXXXX clashes in case any occur
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X.Formative/XXXXXXXXX XXXXXXXXXX:XXX XXXX you know XXXX you XXX XXX objectives
XXX XXXX XXXXXXXX XXXXXXXXXX the lesson? Provide an example XX a formative XXX
XXXXXXXXX assessment.
X.Formative:XXXXX XXXXXXXXXX the XXXXXX XX XXXXXXXXX how students XXX
XXXXXXXXXXX XXXXXXX a XXXXXXX learning XXXX/XXXXXXXXXX.
Ask students XXXXXXXX to XXXXX vocabularies they have XXXXXXXXXX, XXXX XXX meaning(s) and spell them.
X.XXXXXXXXX:XXXXX XX XXX XXX XX the unit to XXXXXXXXX a student’s
mastery XX a XXXXX XXXXX instruction. (XX not applicable for XXXX lesson – what you
“XXXX” XX XX at XXX end XX XXX XXXX).
Give XXXXXXXX a take away assignment to identify and XXXXX down XXX XXXXX with more than XXX meaning. Students XXXX XX XXXX with XXX help of a XXXXXX
C.Potential XXXXXXXX XX access XXXXXXXXXXX and learning:What stands in the
way of a student XXXXX able XX XXXXX effectively?
Confusion or poor clarification of XXXXXXXXXXXX XX the XXXXXXX XXX potential barriers to effective XXXXXXXX and XXXXXXXXX instruction. XXX XXXXXXX should XXXXXXX XXXXXXX XXXX is required of XXX XXXXXXX XX help XXXX XXXXXXXXXX XXXX XXXXXXXXXX to XXX in XXXXXXXXXX XXXXX.
D. XXXXXXX Literature
XXXX XXXXXXXXXXXXXXXXXXXX XXXXXXX XXXX __ELA____ Grade XXXXXKINDERGARTEN
XXXXXXXX of TimeXXXX MIN__ XXXXXXX/Lesson TopicXXXXXXX XXXXXXXXXX
I. XXXXXX XXXXXXXX:Brief description of XXX lesson XXX what you are planning XX XXXXX XXX XXX. Specifically XXXX the XXXXXXXX XXXXXX(s) and strategies XXXX in the XXXXXX.
This lesson XXXX XXXXXXX XXXXXXX literature which XXXX XX from XXX “XXXXXX, M. & Canyon, J. (2004). XXXX in the ocean: in a coral reef. XXXXXX City, XX: XXXX XXXXXXXXXXXX” XXXX. Students XXXX then connect XX the XXXXX in XXX book by XXXXXXXXX familiar stories and also identify characters XXX XXXXXX in the XXXX. XXXXXXXX strategies used XXXX be XXXX teacher XXX student XXXXXXXX. Oral XXX XXXXXXX XXXXXXX XX presentation XXXX be XXXX.
XX. XXX Ideas and XXXXXXXXX XXXXXXXXX:XXXX XXXXXXXX, principles, theories, XXX the processes XXXX are the XXXXX point XX XXXXXXXXXXX XXX XXXXXXXXXX.
XXXXXXXX XXXXXXXXXX and the author XX the XXXXXXXXX XXXX XXXXXXXXXXXXStorytellingGroup reading
XXX. Instructional Objectives/Learning XXXXXXX:The XXXXXXXXX(s) XXXX to XX XXXXXXX with the XXXXXXXX(s). What XXXX the XXXXXXX XX able XX do XX XXX XXXXXXXXXX of this lesson?
XXX XXXXXXX XXXX XX able XX…
XXXXXXXX XXXX be able XX XXXXXX familiar stories to the XXX in XXX theme reading.XXXXXXXX major events in XXX storyIdentify charactersXXXX the authorAsk XXX answer vocabulary XXXXXXXXXXXXXXX in XXXXX XXXXXXX and activities
XX.Grade XXXXX XXXXXX Core XXX/or PA XXXXX Standards:XXX XXX numerical XXXX XXX the description XX the standard (XXXXX to XXXXXX.XXX or corestandards.org).
Standard- XX.1.3.X.X-XXXX XXXXXXXXX and support, retell XXXXXXXX XXXXXXX XXXXXXXXX key details.
Standard- XX.1.3.X.C-XXXX prompting XXX support, identify XXXXXXXXXX, settings, XXX major events in a story.
XXXXXXXX- CC.X.X.K.D-Name XXX author and XXXXXXXXXXX XX a story XXX XXXXXX XXX XXXX XX each in telling XXX XXXXX.
Standard- XX.1.3.X.F-XXX XXX XXXXXX XXXXXXXXX XXXXX XXXXXXX words in a text.
XXXXXXXX- XX.1.3.K.X-XXXXXXXX engage in group reading XXXXXXXXXX XXXX purpose XXX understanding.
V.Vocabulary:Key XXXXX XXXXXXXXXXXXXX XXXXXXXX will XXXX to XXXX XXX this lesson.
XXXXXXXXXXAuthorXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
VI.XXXXXXXXX/XXXXXXXXX:List all of the materials XXXXXX for the XXXXXX.
XXXXXX, X. &XXX; Canyon, X. (2004). XXXX in XXX ocean: in a coral XXXX. XXXXXX XXXX, XX: Dawn Publications XXXX
XXX.Classroom arrangement:XXXXXXXX the XXXXXXX.
XXXXXXXX will seat in rows XXXXXX in XXXXX during the introduction of the XXXXXX XXX afterward XXXX in groups XX XXXXX XXX XXXXX reading activities.
VIII. Instructional XXXXXXX:Break down into XXXX section (X - intro, B. XXXXXXXXXXXXX activities, X. XXXXXXX). All sections XXX XX bullet-XXXXXXX XXXX complete sentences that XXXXXXXXXXXX XXXXXXXX XXXXXXXX XXX XXXXXX so XXXX XXXXXXX else XXXXX pick it up XXX XXXXX it just as well.
X.Introduction/Anticipatory Set: (10 XXX)XXXXX behavioral XXX XXXXXXXX XXXXXXXXXXXX. What will you XX to engage XXXXXXXX, XXXXXXX XXXXX XXXXXXXXX, and XXXXXXXX their XXXXX XXX learning?
XXXXXXXX XXXX be XXXXXXXX XX XX XXXXXXXXX XXX listen to XXX XXXXXXX as XXX lesson XX being XXXXXXXXXXEach student XXXX be expected to XXXXXXXXXXX in XXX reading XXXXXXXX and XXXXX XXXXX XXXX XXXXXX XXXXXX a XXXXXXXXThe XXXXXXX will ask XXXXXXXXX related to XXX lesson theme XX prepare XXXXXXXX XX XXXXXXXXXX XXXXXX XXXXXXXXXXXX.
X.XXXXXXXXXXXXX Activities:(XX min)Provide a step-by-step XXXXXXXXXXX of XXXXXXXXXX/processes
you XXXX XXXXXXXXX XX help XXXXXXXX meet objectives.
I XXXX XXXXXXXXX the lesson XX the XXXXXXXXI will XXXX students in studying XXX XXXXX XX the book XXX XXXXXXX the blurbI will XXXXXXX XXXXXXXX in groups XX XXXXX XXXXX a table XX different XXXXXXXXX in XXX class XXX explain in detail the XXXXXXXXXX involved I the reading lesson.I XXXX help XXXXXXXX in XXXXXXXXXXX vocabularies in XXX XXXX XXX XXXXX them on the XXXXX XXX XXXX XX XXXX.
X.XXXXXXX: (10 XXX)How XXXX you XXXX up XXX lesson and XXXXXX XXXXXXXX’ XXXXXXXX.
To wrap XX the lesson, I will XXXX each XXXXXXX an XXXXXXXXXXX XX connect XXXX the XXXXX XXX XXXX read by XXXXXXXXX a XXXXXXXX story XXXX XXX have.
IX.XXXXXXXXXX Plan:How will you XXXXXX XXXX XXXXXX XX XXXXXXXXX? Provide XXXXXXXX in sections A XXX X.
A.XXXXXXXXX Design XXX XXXXXXXX:XXXXXXX multiple means for representation XX the
material, teacher XXXXXXXXXX, and student XXXXXXXXXt.
Materials will be represented in written XXXX, XX a XXXX XX XX XXXXXXXXXXX expression will XX oral XXX writtenXXXXXXXX will engage through XXXXXXXXX stories, XXXXXXX XXXX vocabulary XXX reading.B.XXX Classroom XXXXXXXXXX XXXXXX Present:List XXXpossibleXXXXXXXXX
management XXXXXX. XXX each issue, XXXXXXXXXX proactive solutionsXXXXXX
XXX XXXXX XXXXXX XXXXXX reactive XXXXXXXX XX XXX issue happens to XXXXXXXX.
Issue 1:XXXXXXXX
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XXXXXXXXX XXXXXXXXX:
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XXXXXXX XXXXXXXX the vitality of courteous XXXXXXXX XXX XXXXX polite XXXXXXXX XX XXXXXXXXXXX
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XXXXXX XXXXXXXX a list of XXXXX to XXX XXX XXXXXX interactions
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XXXXXXXX XXXXXXXXX:
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Reminding students on the importance XX XXXXXXXX
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XXXXXXX student XXXXXXXX through XXXXXXXX
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XXXXX 2:Seating XXXXXXXXXXX
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Proactive Solutions:
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XXXXXXX the classroom in a way that facilitates XXXX XX XXXXXXXX.
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XXXXXXX classroom chairs evenly XXX XXXXX to XXXXXXXX XXXXXXX in group works
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Reactive XXXXXXXXX:
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XXXXXXXXX XXXXXXXXX XXXXXXXXXXX XX suit each XXXXXXXX
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Decongest XXXXXX to XXXXXXX students in XXXXXXXXXX numbers as per activity XX XX completed.
X.Formative/Summative XXXXXXXXXX:XXX XXXX you know XXXX you met the objectives
XXX XXXX students understand XXX XXXXXX? XXXXXXX an XXXXXXX of a formative XXX
summative assessment.
A.Formative:Given XXXXXXXXXX the XXXXXX to XXXXXXXXX how students XXX
XXXXXXXXXXX through a certain XXXXXXXX XXXX/XXXXXXXXXX.
Students will be chosen XX XXXXXX XX XXXXXX familiar stories XXX XXXXXXXX one vocabulary XXXX XXX book read XXXX XXXXX it.
X.Summative:Given XX the XXX XX the XXXX to XXXXXXXXX a student’s
mastery of a topic XXXXX instruction. (If not applicable for XXXX lesson – what you
“XXXX” XX XX XX XXX end XX the unit).
Students XXXX XXXX a take away test to XXXX XX XXXXX XXXX XXXXXXXXXX XXXX XXX book read XXXXXX the lesson. This XXXX enable the teacher XX XXXXXXXX XXXXXXX memory XXXXXXXXX.
X.XXXXXXXXX XXXXXXXX XX access instruction and XXXXXXXX:What XXXXXX in XXX
way of a XXXXXXX XXXXX able to XXXXX XXXXXXXXXXX?
Insufficient learning materials XXXX as XXXXXXXXXX is a XXXXXXX XX XXXXXXXX.Utilization of XXXXX XXXXXXXX methods can bar access to instruction.
X. XXXXXXX
XXXX XXXXXXXXXXXXXXXXXXXX Content Area XXELAXXXX Grade XXXXXXXXXXXXXXXXX
Duration XX XXXXXXXX MIN__ Subject/XXXXXX XXXXXXXXXXXX
I. Lesson XXXXXXXX:XXXXX description of XXX lesson XXX what you XXX planning XX doing XXX why. XXXXXXXXXXXX name the teaching method(s) XXX XXXXXXXXXX XXXX in the XXXXXX.
II. Big Ideas XXX XXXXXXXXX XXXXXXXXX:XXXX XXXXXXXX, XXXXXXXXXX, theories, XXX the XXXXXXXXX XXXX XXX XXX focal point of instruction XXX XXXXXXXXXX.
XXXXXXX sea XXXXXXXTaking part in a dictation XXXXXXXXWriting XXXXXXXXXXXX
XXX. XXXXXXXXXXXXX Objectives/Learning Targets:The objective(s) need to be aligned with XXX XXXXXXXX(s). XXXX will XXX student XX able to XX at XXX completion XX XXXX lesson?
XXX student will XX able XX…
XXXXXXXX XXXXX XX compose XXXXXXXXXXX XX XXXXXXXX topics.XXXX XXX name XXX animals XXX plants
IV.XXXXX Level Common XXXX and/or PA XXXXX XXXXXXXXX:XXX the XXXXXXXXX code and XXX XXXXXXXXXXX of XXX standard (refer XX pdesas.org or XXXXXXXXXXXXX.org).
Standard- CC.X.4.X.C-With XXXXXXXXX XXX support, generate ideas XXX details XX convey information XXXX relates XX XXX XXXXXX XXXXX.
XXXXXXXX- XX.X.4.X.G-Use a combination of drawing, XXXXXXXXX, and writing to XXXXXXX opinion XXXXXX XX XXXXXXXX XXXXXX.
XXXXXXXX- XX.1.4.X.I-XXXXXXX XXX opinion XXXX reasons.
X.Vocabulary:XXX words XXXXXXXXXXXXXX XXXXXXXX XXXX need XX XXXX XXX this XXXXXX.
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
VI.XXXXXXXXX/XXXXXXXXX:List all XX XXX XXXXXXXXX XXXXXX XXX the lesson.
Reading bookXXXXXXX classwork and XXXXXXXX XXXXXWhiteboardXXXXXX pensDrawing XXXXXX
XXX.Classroom XXXXXXXXXXX:XXXXXXXX the setting.
XXXXXXXX XXXX XXXX in groups of XXXX for XXX lesson XXXXXXXXXX to allow XXX XXXXXXX move XXXXXX and check their XXXXXXXX in group XXXX.XXXXXXXX XXXX seat in rows XXXXXX in front XX the XXXXXXXXX XX XXX XXXXXX XX be XXXXXX XX XXX XXXXXXX on XXXX to XX.
VIII. XXXXXXXXXXXXX Process:XXXXX down into XXXX section (A - intro, X. XXXXXXXXXXXXX XXXXXXXXXX, C. XXXXXXX). XXX sections XXX XX XXXXXX-XXXXXXX XXXX XXXXXXXX XXXXXXXXX that XXXXdetailed stepsXXX teaching the XXXXXX so XXXX someone XXXX XXXXX pick it XX and XXXXX it XXXX XX XXXX.
X.XXXXXXXXXXXX/XXXXXXXXXXXX XXX:(XX min)XXXXX behavioral and academic XXXXXXXXXXXX. XXXX XXXX you do to XXXXXX XXXXXXXX, XXXXXXX XXXXX XXXXXXXXX, and activate XXXXX XXXXX for XXXXXXXX?
XXXXXXXX will XX expected XX XXXXXXXX order and XXXXXXXX XXXXX interacting in XXXXX XXXXXXXXXXXXXX will XX expected to freely ask XXXXXXXXX for clarificationXXXXXXX will XX XXXXXXXX XX be XXXXXXXXX XXXXXXXXXX XXX XXXXXXXX XXXXXXXX student XXXXXX for learning, XXX teacher XXXX XXXXXX them XX XXX XXXXXXXXXXX XXXXX XXXX they will XXXX about XXXXX XXXXXXX XXX XXXXXX.
B.XXXXXXXXXXXXX Activities: (30 XXX)Provide a XXXX-by-XXXX XXXXXXXXXXX XX XXXXXXXXXX/XXXXXXXXX
you will XXXXXXXXX to XXXX XXXXXXXX meet XXXXXXXXXX.
XXXX the XXXXX XXXXXXXXXXXXXXXX XX XXXXXXXX words identified from XXX XXXX XXXXXXXX XXXXXXXX XXXX XX XXXXX XXXXXXXX stories XXXXX the ocean animals and XXXXXXXXXXXXXX XXXXXXX comprehension XXXXXXX XXXXXXXXX and XXXXXXXXX XXXXXXXXXX.
C.Closure: (10 min)XXX XXXX you XXXX XX XXX XXXXXX XXX XXXXXX XXXXXXXX’ XXXXXXXX.
XX.Management Plan:XXX XXXX you XXXXXX this lesson if necessary? XXXXXXX XXXXXXXX in XXXXXXXX X and B.
A.Universal Design XXX Learning:Explain multiple means XXX representation of XXX
material, XXXXXXX expression, XXX XXXXXXX XXXXXXXXXt.
Students will engage XXXXXXX writing XXXXXXXX XXXXX, compositions XXX familiar XXXXXXXThe teacher will engage XXXXXXX oral teaching like XXXXXXX XXXXXXXX XXXX XXX dictating words for the XXXXXXXXX session.
X.Two Classroom Management XXXXXX XXXXXXX:XXXX twopossibleXXXXXXXXX
XXXXXXXXXX issues. XXX XXXX XXXXX, XXXXXXXXXX XXXXXXXXX XXXXXXXXXbefore
XXX issue XXXXXX XXXone reactive XXXXXXXX XX the XXXXX happens XX XXXXXXXX.
Issue X:Monolingual XXXXXXX
XXXXXXXXX Solutions:
XX XXX XXXXXXXXX of XXX lesson XXX XXXXXXX XXXXXX explain XXX XXXXXXXXXX XX XXXXXXXXXXXXX with a XXXXXXX XXXXXXXX in the XXXXX
Setting XXX “only XXXXXXX rule”
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XXXXXXXX Solutions:
-
Remind students XX use XXXXXXX as XXXX interact in different XXXXXX XXXXXXXXXX
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XXXXXXX XXX class in English though out
-
Proactive Solutions:
-
Allocate XXXX XXX XXXX activity XX XX covered
-
Read time allocated XXX each activity before it begins.
-
XXXXXXXX Solutions:
-
XXXXXXXXXX time XXXXXX XXX activities XXXX seem XX XXXX XXXXXX periods
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Teaching students on XXX importance XX XXXX XXXXXXXXXX.
X.Formative/XXXXXXXXX Assessment:XXX will you know XXXX you XXX the objectives
XXX XXXX students understand the lesson? Provide an example XX a XXXXXXXXX XXX
XXXXXXXXX assessment.
X.XXXXXXXXX:XXXXX XXXXXXXXXX XXX XXXXXX XX determine how XXXXXXXX XXX
XXXXXXXXXXX through a certain XXXXXXXX XXXX/XXXXXXXXXX.
XXXXXXXX will be XXXXX a sit in assignment to draw and name XXXXXXX XXXX live in XXX ocean.XXXX will help XXX XXXXXXX evaluate XXXXXXX comprehension XX the XXXXXX.
X.XXXXXXXXX:Given at the end of the XXXX XX determine a XXXXXXX’s
mastery XX a topic XXXXX instruction. (XX XXX applicable for this lesson – what you
“plan” to do at the XXX XX XXX XXXX).
Student will be XXXXX a XXXX XXXX XXXXXXXXXX to XXXXX the vocabularies XXXX remember XXXX XXX book XXXX XXX also XXXXX a one XXXX composition on familiar XXXXXXX
C.Potential XXXXXXXX XX XXXXXX instruction and learning:What stands in the
way XX a XXXXXXX XXXXX able to XXXXX effectively?
Domestic XXXXXXXX XX a XXXXXXXX threat to XXXXXXXX XXXXX it negatively XXXXXXX XXXXXXX XXXXXXXXXXXXX in school.
Plan for XXXXXXXXXX- Summative Assessment Rubric
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