Title: Lesson Plan
Students Name:
Professors Name:
Date:
Section 1: Preparation of the lesson
Teacher Candidate Name:
Grade Section:
Kindergarten
Date:
14/09/2020
Subject/ Unit:
English Language Arts. English Reading and Language Arts. Knowledge and skills.
Instructional Plan Title:
Plant life cycle (Ringstad, 2019).
Lesson Summary and Focus:
Read the narrative, “A tree is a Plant by Clyde Robert Bulla.” Talk concerning the book by asking queries as well as permitting students to ask queries. Discuss the difference between a statement and a question and talk about the importance of asking questions. Conduct a task of immersing a beanstalk in cups that have various food colors and water. Observe how the colors rise in the stalk and discuss the importance of roots in absorbing factor. Allow students to talk amongst themselves while discussing the findings as well as asking questions within themselves.
Classroom and Student Factors/Grouping:
Students- 16
Male- 4
Female- 12
Minority students- 13
Students with 504/IEP- 4
Socioeconomic status
Low- 10
Mid- 6
Reading performance
Below-7
Grade level-7
Over-2
ELL unit
No- 7
Level 4-5
Level 5-4
National/State Learning Standards:
110.2. English Language Arts as well as reading
Knowledge and skills.
Development and sustainment of foundational language abilities: listen, speak, discuss and think- oral language. The student acquires oral speech via speaking, listening, and discussion. The students expected to; listen carefully as well as asking questions to have an understanding of the content and respond to questions by double-word answers. B, restate as well as following oral directives which encompass related and short sequence actions. C, share ideas and information through speaking clearly and audibly by language convections. D, collaboratively work with the rest through following set rules in a discussion like talking in turns. E, acquire societal communication like introducing themselves by the use of usual greeting and expression of wants and needs.
Specific Learning Target(s)/Objectives:
Students will have the necessity of asking questions and methods of responding to questions formulating a discussion. Students must know the usual sections of a plant. They should learn how to work with the rest of the students in discussing what they learn in that topic while asking questions to each other and responding.
Academic Language
Evolution (Vuorisalo & Mutikainen, 2017).
It entails diversity, evolution, adaptation, techniques in determination of age, and natural selecting.
Nature of Science
Experiment, explanation, inquiry, evidence, theory, skepticism, and model.
I will go through my materials and the student materials and check whether the student’s results are listed. Search for student activities or investigations and their location. Help the students locate them because not all students are capable of doing so. Go through illustrations and photographs in the book to check if the students have an understanding of them.
Resources, Materials, Equipment, and Technology:
I will make use of standard SCI ES. We will identify the plant life cycle inclusive of seed, its germination, and growth.
Materials required
· Smart-board
· Cutting and pasting working sheet for the plant life cycle.
· Food tray ( carrots, beans, baby spinach, celery, broccoli, and sunflower seeds)
· Task piece of paper for the food
Section 2: Instructional Planning
Anticipatory Set
Universal design in a learning lesson plan (Hall, Meye & Rose, 2012)
At the start of the lesson, I will ask the students to discuss the things they are aware of concerning life cycles in plants. After that, we will watch a small movie that has a description of the plant life cycle in boosting their morale concerning the work that is ahead of learning concerning the life cycles in plants.
· I will motivate them by use of minority groups in various tasks. There will be three minor groups. Two of those groups will learn independently through the use of task pieces of papers. The third group will be discussing with me the concepts they have learned.
· For those students learning independently, they will have permission to learn with a partner while having laid instructions as a way of minimizing questions and maximizing the ability of the students in investigating and reading directions.
· The smartboard will incorporate students with the entire group video at the state and then make use of the book in the whole course as well as in assignments.
Time Needed
5 minutes
Multiple Means of Representation
I shall be utilizing three ways of learning during my lesson (kinesthetic, visual, and auditory).
I will be using three modes of learning in my lesson (auditory, visual, kinesthetic). I will ask learners to cut and copy pictures from the life cycle of the plant worksheet activity as I play a video of a book to enable them with auditory learners and visual learners. I shall also ask the learners to utilize the food kept in front of them using a tray and separate them into the right boxes given on several worksheets of the activity. It will visually provide learners with each plant part using a hands-on task that makes it easier for them to understand they may eat whole parts of a plant.
Explain how to differentiate materials for every category:
ELL:
Giving visual aids during the instructions, in the specific model to English language learners students that you may like them to do, and also provide them with the directions. You may also give the photographs, concrete items, and drawings to enable them the process of what you told them. If they may have any figure or idioms of speech in your lesson information, ensure that these are in explanation since they make the phases being literally.
Students having special needs:
Presentation or slide show, students are in exposition to the life cycle plants and facts concerning plants in a presentation you may show with a computer or a projector. Students may also read it via a tablet.
Students with gifted abilities:
Permit gifted students to develop and publish a plant newspaper and then distribute it. It consists of assisting students in having a deeper understanding of those with special needs.
Early finishers:
Offer the students with a plant journal and motivate them to write, doodle, invent as well as color as they wait for the rest.
Time Needed
10 minutes
Multiple Means of Engagement
Learners shall have a demonstration of what they have studied via the utilization of worksheets of the activities and the few groups. They shall study and discuss their knowledge concerning the life cycle of the plant (Russell, Hertz & Millan, 2016). They shall be provided a duration of time during the meeting of a few groups with me to ask and answer questions concerning the life cycle of the plants that shall help me in understanding where they are following the standard we are.
Explain how to differentiate tasks for every category:
ELL:
The main idea is grouping. You may have learners working in groups per their ability in the language during personal work duration. Provide small instructions to the groups by breaking each individual up and teach them one minor lesson at a time. Another way is pairing the English language learners students with several speakers so that the learners having a better understanding of English may support the English learning learner’s students during personal work.
Students having special needs:
Arrange your classroom in flexible workstations. It shall enable you to move the furniture all over in support of both group and personal work. For example, you may create a learning table where the teacher gives instruction shall be in place. The workstation can have a focus on teaching recent material with the challenge.
Learners having gifted ability:
Encourage original and activity thinking between those learners. Allow them to show ways to connect unrelated activities creatively.
Early finishers, children who finish early and can require added support and resource: Have ready activities of team building that early finishers may engage in together with their team.
Time Needed
10 minutes
Multiple Means of Expression
I will utilize these activity worksheets that they will fill out in assessing their ability of labeling and working individually and also assessing where they are on studying the life cycle of plants after a little group rotation via me.
Explain how to differentiate assessments for every category:
ELL:
Tiered moods provide the English language learners students with the modification of their works, like the worksheet which has simple word use and several materials used in reading. I will also ensure that I shall keep the content of the study for every student at the same level. I will make special requirements; provide them with several plants that would help them in identifying several organs of a plant.
Students with various abilities:
I will let the learner move more quickly via the needed content of the curriculum and to more advanced technology.
Early finishers;
Request the learners to go deeper into the topic.
Time Needed
10 minutes
Extension Activity and or Homework
Issue assignments based on students learning objectives. By utilization of different plan in shaking up the end product that a student turns in for the duty may also help reach several learners. Several learners are visual students, while some can be auditory students or readers. You may also give learners some areas where they can present their understanding of a lesson on the grounds of how they learn concerning the material. For example, several visual students can require making a poster to identify their knowledge of functions of plant parts, while readers can prefer writing down a paper or auditory student can require providing an oral presentation. In this lesson you can tell students to research on functions of plant plants.
References
Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: Practical applications. Guilford Press.
Ringstad, A. (2019). The plant life cycle. Child’s World.
Russell, P. J., Hertz, P. E., & McMillan, B. (2016). Biology: The dynamic science. Cengage Learning.
Vuorisalo, T. O., & Mutikainen, P. (2017). Life history evolution in plants. Springer Science & Business Media.
Retrieved from https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
California arts standards. (n.d.). Retrieved from https://www.cde.ca.gov/be/st/ss/vapacontentstds.asp
Content standards. (n.d.). Retrieved from https://www.cde.ca.gov/be/st/ss/
Time Needed
5 minutes
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Running Head: LESSON PLAN 11
Title: Lesson Plan
Students Name:
Professors Name:
Date:
Section 1: Preparation of the lesson
Teacher Candidate Name:
Grade Section:
Kindergarten
Date:
14/09/2020
Subject/ Unit:
English Language Arts. English Reading and Language Arts. Knowledge and skills.
Instructional Plan Title:
Plant life cycle (Ringstad, 2019).
Lesson Summary and Focus:
Read the narrative, “A tree is a Plant by Clyde Robert Bulla.” Talk concerning the book by asking queries as well as permitting students to ask queries. Discuss the difference between a statement and a question and talk about the importance of asking questions. Conduct a task of immersing a beanstalk in cups that have various food colors and water. Observe how the colors rise in the stalk and discuss the importance of roots in absorbing factor. Allow students to talk amongst themselves while discussing the findings as well as asking questions within themselves.
Classroom and Student Factors/Grouping:
Students- 16
Male- 4
Female- 12
Minority students- 13
Students with 504/IEP- 4
Socioeconomic status
Low- 10
Mid- 6
Reading performance
Below-7
Grade level-7
Over-2
ELL unit
No- 7
Level 4-5
Level 5-4
National/State Learning Standards:
110.2. English Language Arts as well as reading
Knowledge and skills.
Development and sustainment of foundational language abilities: listen, speak, discuss and think- oral language. The student acquires oral speech via speaking, listening, and discussion. The students expected to; listen carefully as well as asking questions to have an understanding of the content and respond to questions by double-word answers. B, restate as well as following oral directives which encompass related and short sequence actions. C, share ideas and information through speaking clearly and audibly by language convections. D, collaboratively work with the rest through following set rules in a discussion like talking in turns. E, acquire societal communication like introducing themselves by the use of usual greeting and expression of wants and needs.
Specific Learning Target(s)/Objectives:
Students will have the necessity of asking questions and methods of responding to questions formulating a discussion. Students must know the usual sections of a plant. They should learn how to work with the rest of the students in discussing what they learn in that topic while asking questions to each other and responding.
Academic Language
Evolution (Vuorisalo & Mutikainen, 2017).
It entails diversity, evolution, adaptation, techniques in determination of age, and natural selecting.
Nature of Science
Experiment, explanation, inquiry, evidence, theory, skepticism, and model.
I will go through my materials and the student materials and check whether the student’s results are listed. Search for student activities or investigations and their location. Help the students locate them because not all students are capable of doing so. Go through illustrations and photographs in the book to check if the students have an understanding of them.
Resources, Materials, Equipment, and Technology:
I will make use of standard SCI ES. We will identify the plant life cycle inclusive of seed, its germination, and growth.
Materials required
· Smart-board
· Cutting and pasting working sheet for the plant life cycle.
· Food tray ( carrots, beans, baby spinach, celery, broccoli, and sunflower seeds)
· Task piece of paper for the food
Section 2: Instructional Planning
Anticipatory Set
Universal design in a learning lesson plan (Hall, Meye & Rose, 2012)
At the start of the lesson, I will ask the students to discuss the things they are aware of concerning life cycles in plants. After that, we will watch a small movie that has a description of the plant life cycle in boosting their morale concerning the work that is ahead of learning concerning the life cycles in plants.
· I will motivate them by use of minority groups in various tasks. There will be three minor groups. Two of those groups will learn independently through the use of task pieces of papers. The third group will be discussing with me the concepts they have learned.
· For those students learning independently, they will have permission to learn with a partner while having laid instructions as a way of minimizing questions and maximizing the ability of the students in investigating and reading directions.
· The smartboard will incorporate students with the entire group video at the state and then make use of the book in the whole course as well as in assignments.
Time Needed
5 minutes
Multiple Means of Representation
I shall be utilizing three ways of learning during my lesson (kinesthetic, visual, and auditory).
I will be using three modes of learning in my lesson (auditory, visual, kinesthetic). I will ask learners to cut and copy pictures from the life cycle of the plant worksheet activity as I play a video of a book to enable them with auditory learners and visual learners. I shall also ask the learners to utilize the food kept in front of them using a tray and separate them into the right boxes given on several worksheets of the activity. It will visually provide learners with each plant part using a hands-on task that makes it easier for them to understand they may eat whole parts of a plant.
Explain how to differentiate materials for every category:
ELL:
Giving visual aids during the instructions, in the specific model to English language learners students that you may like them to do, and also provide them with the directions. You may also give the photographs, concrete items, and drawings to enable them the process of what you told them. If they may have any figure or idioms of speech in your lesson information, ensure that these are in explanation since they make the phases being literally.
Students having special needs:
Presentation or slide show, students are in exposition to the life cycle plants and facts concerning plants in a presentation you may show with a computer or a projector. Students may also read it via a tablet.
Students with gifted abilities:
Permit gifted students to develop and publish a plant newspaper and then distribute it. It consists of assisting students in having a deeper understanding of those with special needs.
Early finishers:
Offer the students with a plant journal and motivate them to write, doodle, invent as well as color as they wait for the rest.
Time Needed
10 minutes
Multiple Means of Engagement
Learners shall have a demonstration of what they have studied via the utilization of worksheets of the activities and the few groups. They shall study and discuss their knowledge concerning the life cycle of the plant (Russell, Hertz & Millan, 2016). They shall be provided a duration of time during the meeting of a few groups with me to ask and answer questions concerning the life cycle of the plants that shall help me in understanding where they are following the standard we are.
Explain how to differentiate tasks for every category:
ELL:
The main idea is grouping. You may have learners working in groups per their ability in the language during personal work duration. Provide small instructions to the groups by breaking each individual up and teach them one minor lesson at a time. Another way is pairing the English language learners students with several speakers so that the learners having a better understanding of English may support the English learning learner’s students during personal work.
Students having special needs:
Arrange your classroom in flexible workstations. It shall enable you to move the furniture all over in support of both group and personal work. For example, you may create a learning table where the teacher gives instruction shall be in place. The workstation can have a focus on teaching recent material with the challenge.
Learners having gifted ability:
Encourage original and activity thinking between those learners. Allow them to show ways to connect unrelated activities creatively.
Early finishers, children who finish early and can require added support and resource: Have ready activities of team building that early finishers may engage in together with their team.
Time Needed
10 minutes
Multiple Means of Expression
I will utilize these activity worksheets that they will fill out in assessing their ability of labeling and working individually and also assessing where they are on studying the life cycle of plants after a little group rotation via me.
Explain how to differentiate assessments for every category:
ELL:
Tiered moods provide the English language learners students with the modification of their works, like the worksheet which has simple word use and several materials used in reading. I will also ensure that I shall keep the content of the study for every student at the same level. I will make special requirements; provide them with several plants that would help them in identifying several organs of a plant.
Students with various abilities:
I will let the learner move more quickly via the needed content of the curriculum and to more advanced technology.
Early finishers;
Request the learners to go deeper into the topic.
Time Needed
10 minutes
Extension Activity and or Homework
Issue assignments based on students learning objectives. By utilization of different plan in shaking up the end product that a student turns in for the duty may also help reach several learners. Several learners are visual students, while some can be auditory students or readers. You may also give learners some areas where they can present their understanding of a lesson on the grounds of how they learn concerning the material. For example, several visual students can require making a poster to identify their knowledge of functions of plant parts, while readers can prefer writing down a paper or auditory student can require providing an oral presentation. In this lesson you can tell students to research on functions of plant plants.
References
Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: Practical applications. Guilford Press.
Ringstad, A. (2019). The plant life cycle. Child’s World.
Russell, P. J., Hertz, P. E., & McMillan, B. (2016). Biology: The dynamic science. Cengage Learning.
Vuorisalo, T. O., & Mutikainen, P. (2017). Life history evolution in plants. Springer Science & Business Media.
Retrieved from https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
California arts standards. (n.d.). Retrieved from https://www.cde.ca.gov/be/st/ss/vapacontentstds.asp
Content standards. (n.d.). Retrieved from https://www.cde.ca.gov/be/st/ss/
Time Needed
5 minutes
Applied Sciences
Architecture and Design
Biology
Business & Finance
Chemistry
Computer Science
Geography
Geology
Education
Engineering
English
Environmental science
Spanish
Government
History
Human Resource Management
Information Systems
Law
Literature
Mathematics
Nursing
Physics
Political Science
Psychology
Reading
Science
Social Science
Home
Homework Answers
Blog
Archive
Tags
Reviews
Contact
google+twitterfacebook
Copyright © 2021 HomeworkMarket.com
