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Teacher Preparation Programs Lesson Plan Template Key Assessment

Name: Christina Van Wetering Date of Lesson: 4/1/2018

Grade Level 6 Content______________________________ Time Frame 40 minutes

Lesson Overview
Central Focus

To discuss different family members

Standards (Common Core State Standards, or Other Appropriate Standards)

Standard 1.1:Students engage in conversations, provide and obtain information,express feelings and emotions, and
exchange opinions

I can say or write something about the members of my family and ask about someone’s family.

Rationale/Purpose/Context of the Lesson​ This lesson is important for the students to be able to practice their oral
communication. Their family is an easy and common topic to talk about. This will help the students to be able
communicate personal connections.

Objectives/Learning Outcomes​ (Including Academic and/or Social Emotional Objectives)

The students will be able to tell how many people in their family
The students will be able to ask questions using the verb “tener”

Academic Language (​For ELE, MGE and SEC: MATH, SCI, SS, ELA programs only):
Academic Language: ​Function
Academic Language: ​Vocabulary
The students will already know how to conjugate the verb
All family words (padre, madre, hermano/a, primo/a,
“ser” to use in their sentences.
abuelo/a, tío/a, hijo/a)

Assessment of Lesson Objectives)​ The students will be assessed by me when walking around. I will be assessing them
from the rubric which the students will be shown before the activity.

Instructional Materials

Double sided paper with table to fill in information

Technology
No technology needed

Differentiation/ Planned Supports: Accommodations/Modifications

Students who need more time or extra assistance can be put together in a smaller but equal group. This way they
students can take their time and be given the extra assistance they need. They also can have a sentence start pre-written
like Yo tengo____”so they know how to begin their sentences.

Lesson Procedures
Opening
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¿Cuántos hermanos tienes? will be written on the board in the start of class. Ï will begin telling students they think to
themselves of a number answer for this question.I will then ask the student to raise their hand when the description
pertains to them. This will let the students take a quick look around to see how many siblings their classmates
have.pertains to them. I will ask,
¿Quien no tiene hermanos?
¿Quien tiene un hermano?
¿Quien tiene dos hermanos?
¿Quien tiene tres hermanos?
¿Quien tiene cuatro o más hermanos?

After they have all raised their hands, I will the tell them they are going to find out more information about other
people's family by asking them questions.

Instructional Procedures (Including Formative Assessments)

1. Students will be assigned a both a group and a number. There are 2 groups with 8 members per group, each
having a corresponding number 1-8.
2. The students will all be given a double sided sheet to record their information.
3. Students will start by forming an inner and an outer circle with the members of their group, and will match up
with the person they share the same number with.
4. They will have their papers with them. The students start by writing the persons name down and their number.
5. They will take turns asking each other 1 question for a total of 2 questions.
6. They will record the answers in the appropriate question column.
7. Once I see the groups have gotten through the four questions, the outer circle will take a step to right and
repeat with the next partner.
8. The students will continue to ask and write down the information from their partner until they are back with
their first partner.

Closing
As a closing, they are to go back with their first partner, they will then talk one-o-one with their partner the
information of the other students that they didn't get to talk to. (This will be the students that were in the same line as
them). They will have to say a complete sentence out loud rather than asking questions. This could take a while and
need to be continued into the next class.

Directions for Completing Lesson Plan

Grade Level, Content Area, Time Frame

Indicate the grade level/s of students for which the lesson is designed. Indicate the content area/s that are focused on within the lesson.
Indicate the amount of time it will take to complete the lesson. Consider the appropriateness of the time frame: have you appropriately
planned enough time to fully cover all components of the lesson, including a possible student practice component?

Central Focus

The central focus is an understanding that you want your students to develop in the learning segment. It is a description of the
important identifiable theme, essential question, or topic within the curriculum that is the purpose of the instruction of the learning
segment. Examples of central focus might include retelling, persuasive writing or summarizing text; for math, equivalent fractions or
equivalencies. Clearly detail the central focus of the lesson.
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Standards

Identify the appropriate standards that align with your lesson.​ ​When writing a lesson plan, it is important to limit the number of
standards you attempt to meet in a single lesson. You cannot meet several standards in a limited amount of class time. Be sure your
standards reflect the main topic of the lesson​. Include the complete text for each and not simply the numbers and letters. ​Use the
links below for an easy “cut and paste” of the standards into your lesson plan.

● Common Core State Standards (CCSS) for English/Language Arts [ELA]​: Identify the Strand, the Anchor Standard,
the Grade Level Standard, and, if applicable, the Sub-Standard. ​http://www.corestandards.org/ELA-Literacy/

● Common Core State Standards (CCSS) for Mathematics​: Identify the Domain, the Standard, the Cluster Item, and
the Cluster Sub-Item if applicable. ​http://www.corestandards.org/Math/

● Next Generation Science Standards​: ​Include the Grade Level, Disciplinary Core Idea, the Title, and the Performance
Expectation. ​https://www.nextgenscience.org/

● Illinois Learning Standards for Social Science​ (2016):​ Use this link:
https://www.isbe.net/Pages/Social-Sciences-Learning-Standards.aspx

● Illinois Learning Standards (2012)​: Identify the Illinois State Goal for the specific content area, the appropriate
Learning Standard, and the Benchmark at the correct level for the lesson you are planning.
https://www.isbe.net/Pages/Learning-Standards.aspx

● Illinois Social-Emotional Learning Standards​: ​https://www.isbe.net/pages/social-emotional-learning-standards.aspx

● Illinois Early Childhood Standards: ​https://www.isbe.net/documents/early_learning_standards.pdf

● Foreign Language​:
https://www.actfl.org/publications/all/world-readiness-standards-learning-languages/standards-summary

● English Language Development Standards​:​ ​https://www.wida.us/standards/eld.aspx

Rationale/Purpose/Context

Provide a rationale or purpose of the lesson explaining why it is ​important for students​ to learn what is planned in the lesson. Some
things to consider: How is this lesson is related to ongoing curriculum? Where does this lesson fit within a sequence of lessons? What
are the personal, cultural, and community assets of this group of children and their prerequisite skills? How might this lesson relate to
students’ language and literacy development? Is there a home school connection that could be supported with this lesson?

Objective(s)/Learning Outcome(s)

The objective/learning outcome (also called an instructional objective or behavioral objective) should include the ​content​ to be
learned and an ​action verb​ describing how the students will demonstrate they have learned the content (this must be a measurable
action). Avoid language that is not measurable – such as know, learn, recognize, understand – and avoid activities – read a book, do a
worksheet, practice multiplication. The objective(s)/learning outcome(s) should be closely linked to the standard you have chosen for
this lesson.

Examples include …

Students will be able to locate the capitals of the states in the Midwest Region.

Students will be able to explain what new words in a story mean.

Students will be able to compare decimals from smallest to largest when given a list of decimals.
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Students will be able to represent the steps to solve two-step word problems.

Academic Language

Academic language is the “language of the discipline” used to engage students in learning and includes the means by which students
develop and express content understandings. It includes the oral and written language and visual representations used for academic
purposes. Plan and describe instructional supports that will help students understand and use the language you have identified related
to vocabulary and language function.

Vocabulary

Language demands include the oral, visual, and written language that students need to understand and use in order to
complete learning tasks successfully within your lesson. Think about the vocabulary (subject-specific words, symbols, and
general academic words) that will need to be addressed. Think about the discourse structures (e.g., visual representations,
essays, lab reports, or other texts) that students need to understand, read, use, or produce. Think about the syntax that students
need to understand or use (e.g., rules for structuring and writing sentences, mathematical formulas, or composing musical
rhythms).

Language Function

Identify the major language function all students need to develop in order to learn the content within your lesson. Choose a
task within your lesson where students have an opportunity to practice your identified language function. Consider a learning
task where students will practice using language in one or more ways: speaking, listening, reading, writing, and/or
performing.

Assessment of the Lesson Objectives

Describe how you will determine if all students met the lesson objective and learned what you intended them to learn. Make sure there
are direct connections between the objectives and the assessments. Describe specific formative and/or summative assessments applied
and include the assessment tools with the plan. If you are using observation and/or participation as assessments, devise a way to keep
track of the students’ performance on this assessment. Consider how you will track or grade the assessment using evaluation criteria
(points, rubric, met/not met, etc.) for feedback purposes.

Instructional Materials

List all of the materials that you used to plan and teach this lesson. This includes texts, worksheets, handouts, supplemental materials,
etc. Include copies of any documents given to students. If you use texts or literature, include an image of the cover of the books if
possible. If you are using an electronic whiteboard, include copies of what will be displayed. Use resources that are designed to
engage students in the lesson.

Technology

Include web sites, and assessment tools you used to plan and teach this lesson. Use resources that are designed to engage students in
the lesson.

Differentiation, Planned Supports: Modification and Accommodations​ ​(i.e., special needs, language needs, enrichment, etc.)

When you are planning for instruction, consider the differences in students who are in the classroom and how you can support every
student’s learning within the lesson. Plan and describe how you will ensure that all students will be able to participate successfully in
the learning activities through a differentiated approach to teaching and learning. Make sure to consider advanced students as well as
struggling students. Consider culture, sexual orientation, language, family structure, gender, religion, ethnicity, ableism (gifted and
special needs) and other relevant areas.

Lesson Procedures​ (Include time the frame for each part of the lesson)

Opening​:

How will you begin the lesson? What is the first thing you will say or do? Begin with a hook or a bridge.
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Hook​ – How will you build student interest in the lesson? How will you get students actively interested in the lesson you will
be teaching in an efficient manner?

Bridge​ – A bridge is a reminder from earlier lessons that will help students understand the current lesson. Is there prior
instruction that you need to review that will be helpful to students in this new lesson?

Instructional Procedures

Format​: Develop a ​numbered or bulleted, step-by-step list​ of how you plan to proceed through the lesson. What will you say? What
will you do? What will the students do? What questions will you ask? What responses do you expect? List the activities the students
do. List any examples you need to plan in advance of teaching.

Engagement​: Your goal is to have students be actively engaged in the lesson. Consider developmental age/stage and needs of students,
use of appropriate questioning strategies to maintain engagement.

Connections​: Your teaching should include encouraging students to make connections to themselves and others. If you plan to assign
homework, enrichment or extension of the lesson, include it in this section of the plan. Develop your step-by-step list complete enough
so that ​another person​ would have all the information needed to teach this same lesson. If applicable, include the following
components: Modeling, Guided practice, Independent practice.

Application​ – Include in your instructional procedures teaching and learning that encourages students to apply what they have learned
to real world issues and problems.

Closing

The closing of the lesson should be directly connected to the objective/learning outcome(s) stated at the start of the plan. Describe how
you plan to end the lesson. Think about how students or you will briefly summarize the key ideas from the lesson.

Rubric for Assessing the Lesson Plan

Standard
Lesson Plan Alignment Unsatisfactory Basic Proficient
Elements InTASC &
Prof. Standards
Central Focus InTASC – 7 Does not identify an Identifies an important Identifies an important core
important core concept. core concept but it is not concept that is aligned with
ACEI 3.1 aligned with learning learning objective(s).
ACTFL - 4 objective(s).

Standards InTASC – 6, 7 Appropriate standards Some appropriate Appropriate standards

representing learning standards representing representing learning goals
ACEI 3.1 goals and benchmarks learning goals and and benchmarks are fully
ACTFL - 4 are not included. benchmarks are included. included.

Rationale/ InTASC – 4, 5, 7 An explanation about A partial explanation of A well-informed

Purpose/ Context the importance of the the importance of the explanation of the
ACEI 3.1 content for students to content for students to importance of the content
ACTFL - 3 learn is not included. learn is included. for students to learn is
included.

Objective(s)/ InTASC – 4, 6, 7 Objectives are absent, or Objectives are partially Objectives are aligned to
Learning are present but not aligned to the standards the standards and fully
Outcome(s) ACTFL - 4 aligned to standards. and are partially describe the content
descriptive of the content students will learn.
students will learn.
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Objectives/Learni Objectives are absent or Objectives partially Objectives demonstrate

ng Outcome(s): do not demonstrate demonstrate student student learning in
Measurability student learning in learning in measurable measurable ways.
measurable ways. ways.

Assessment(as) - InTASC – 6 Formative and/or Formative and/or Formative and/or

Learning summative assessments summative assessments are summative assessments
Outcomes ACEI 4.0 are not aligned with the partially aligned to the show a clear alignment to
ACTFL -5 learning outcomes or not learning outcomes. the learning outcomes.
included.

Assessment(s) InTASC – 6 Assessment(s) are not Assessment(s) are partially Assessment(s) are
appropriate to the lesson appropriate to the lesson appropriate to the lesson
ACEI 4.0 and the learners. and the learners. and the learners.
ACTFL - 5

Assessment InTASC – 6 Qualities used to judge Qualities used to judge Qualities used to judge
Evaluation levels of performance do levels of performance levels of performance
Criteria ACEI 4.0 not provide useful provide limited feedback. provide useful feedback.
ACTFL - 5 feedback.

Academic InTASC – 1, 2, 7 Vocabulary needed to Vocabulary needed to Vocabulary needed to

Language: understand the lesson understand the lesson has understand the lesson has
ELE – ACEI 1.0 has not been listed been listed but is not been clearly listed and is
Vocabulary appropriate for the lesson appropriate for the lesson
ACTFL – n/a

Academic InTASC – 1, 2, 7 A description of the A description of the A description of the purpose

Language: purpose of the academic purpose of the academic of the academic language to
Language ELE – ACEI 1.0 language to be used in language to be used in the be used is identified and
Function ACTFL – n/a the lesson is not lesson is identified but not appropriate for the lesson
identified explained and students

Instructional InTASC – I, 2, Instructional materials Some instructional All instructional materials

Materials 3, 4, 7, 8 are not listed in the plan. materials are listed, but not are listed.
Identified all.
ACEI 3.5

ACTFL - 4

Instructional InTASC – 1, 2, Instructional materials Instructional materials Instructional materials

Materials 3, 4, 7, 8 are unlikely to engage partially engage students engage students in
Engagement students in meaningful in meaningful learning. meaningful learning.
ACEI 3.5 learning​.
AMLE

ACTFL - 4

Technology InTASC – 1, 2, Technological resources Some technological All technological resources

Materials 7, 8 are not listed. resources are listed, but are listed.
not all.
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ACEI 3.5

ACTFL - 4

Technology InTASC – 1, 2, Technological resources Technological resources Technological resources

Engagement 7, 8 are unlikely to engage partially engage students engage students in
students in meaningful in meaningful learning. meaningful learning.
ACEI 3.5 learning.
ACTFL - 4

Differentiation/ InTASC –1, 2, 3 Individualized needs Individualized needs Individualized needs related
Planned related to student related to student diversity to student diversity are
Supports: ACEI 3.2 diversity are not are partially addressed relevant and
Accommodations/ ACTFL - 3 addressed. and/or are partially comprehensively addressed
Modifications relevant to the supports through supports and
and methods that facilitate methods that facilitate
maximum student maximum student learning.
learning.

Procedures: InTASC –3, 4, 5, Lesson opening does not Lesson opening includes a Lesson opening includes a
Opening 7 include a hook, nor hook that partially engages hook that engages students
bridge to​ ​prior and students or bridges the and bridges prior and future
ACEI 1.0 future learning. prior and future learning. learning.
ACTFL - 3

Instruction: InTASC – 3, 4, The plan provides a The plan provides The plan fully details step
Format 5, 7 summary description procedures but omits by step instructional
rather than step by step necessary steps and clear procedures so that the
ACTFL -4 instructional procedures directions for delivery. lesson has clear directions
or does not provide for delivery.
instructional procedures.

Instruction: InTASC –7, 8 Instructional procedures Instructional procedures Instructional procedures are
Engagement are not designed are partially designed to designed to maintain
tomaintain meaningful maintain meaningful active meaningful active student
ACTFL -4 active student student engagement. engagement.
engagement.

Instruction: InTASC –7, 8 Instructional procedures Instructional procedures Instructional procedures

Connection do not model or partially model and/or model and encourage
encourage students to encourage students to students to make
ACTFL - 5 make connections to make connections to their connections to their own
their own and others’ own and others’ lives. and others’ lives.
lives.

Instruction: InTASC – 7, 8 Instructional procedures Instructional procedures Instructional procedures

Application do not encourage partially encourage encourage students to apply
ACTFL - 5 students to apply what students to apply what they what they have learned to
they have learned. have learned. real world situations.

Procedures: InTASC –7, 8 Lesson closing does not Lesson closing Lesson closing summarizes
Closing summarize key ideas summarizes key ideas but key ideas that are directly
ACEI 3.1 do not directly relate to the related to the lesson
ACTFL -5 lesson objective(s). objective(s).
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