Helen Keller Lesson 66214p
This document was ed by and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this report form. Report 3i3n4
Overview 26281t
& View Helen Keller Lesson as PDF for free.
More details 6y5l6z
- Words: 1,237
- Pages: 6
USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: Subject/Content: Reading 2 What Standards (national or state) relate to this lesson? (You should include ALL applicable standards. Rarely do teachers use just one: they’d never get through them all.) Essential Understanding (What is the big idea or essential question that you want students to come away with? In other words, what, aside from the standard and our objective, will students understand when they finish this lesson?)
Objectives- What are you teaching? (Student-centered: What will students know and be able to do after this lesson? Include the ABCD’s of objectives: action, behavior, condition, and degree of mastery, i.e., "C: Given a sentence written in the past or present tense, A: the student B: will be able to re-write the sentence in future tense D: with no errors in tense or tense contradiction
Group Size:
Name: Maria Balazy Date of Lesson: 1/13/14
Lesson Content LAFS.2.RI.1.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. LAFS.2.RI.1.2 - Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. LAFS.2.RI.3.9 - Compare and contrast the most important points presented by two texts on the same topic. LAFS.2.SL.1.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
What specific points in the text provide important information about the relationship between Helen Keller and Annie Sullivan?
SWBAT identify key points in the text and describe their impact on Helen’s life.
USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: Subject/Content: Reading 2 (i.e., I will see her yesterday.)." Note: Degree of mastery does not need to be a percentage.) Rationale Address the following questions: Why are you teaching this objective? Where does this lesson fit within a larger plan? Why are you teaching it this way? Why is it important for students to learn this concept? Evaluation Plan- How will you know students have mastered your objectives? Address the following: What formative evidence will you use to document student learning during this lesson? What summative evidence will you collect, either during this lesson or in lessons?
What Content Knowledge
Group Size:
Name: Maria Balazy Date of Lesson: 1/13/14
I am teaching this because: - Finding key points aids in comprehensions of the story - Listing the impacts of events aids in comprehension of the story - This activity gets them ready for the performance task of describing how events have an impact on the story - Helps the students understand the text
Formative: - Listening to student responses - Making the class chart - Observation Summative: - Individual response – Describe how one event impacted Helen’s life.
USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: Subject/Content: Reading 2
Group Size:
Name: Maria Balazy Date of Lesson: 1/13/14
is necessary for a teacher to teach this material?
Content Knowledge for Teacher: - Be able to point out key ideas - Be able to describe how key events can impact lives - Understand the difference between details and key events
What background knowledge is necessary for a student to successfully meet these objectives?
Background Knowledge for Students: - Identify key events - Sequence the story - Definition of an autobiography - Main idea of the story
How will you ensure students’ have this previous knowledge? Who are your learners? What do you know about them? What do you know about their readiness for this content? What misconceptions might students have about this content?
Misconceptions: - Difference between a detail and a key event - Definition of an impact - Finding key events
USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: Subject/Content: Reading 2
Group Size:
Name: Maria Balazy Date of Lesson: 1/13/14
Lesson Implementation Teaching Methods (What teaching method(s) will you use during this lesson? Examples include guided release, 5 Es, direct instruction, lecture, demonstration, partner word, etc.)
Step-by-Step Plan (What exactly do you plan to do in teaching this lesson? Be thorough. Act as if you needed a substitute to carry out the lesson for you.) Where applicable, be sure to address the following: What Higher Order Thinking (H.O.T.) questions will you ask? How will materials be distributed? Who will work together in groups and how will you determine the grouping? How will students
-
Time
Modeling Guided Practice Group Work Whole class discussion Individual work
Who is responsibl e (Teacher or Students)?
Each content area may require a different step-by-step format. Use whichever plan is appropriate for the content taught in this lesson. For example, in science, you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation). Teacher Student Introduce EQ and objective Understand EQ and OBJ Instruct students to open to Open books to Helen Keller Helen Keller Review events chart from Participate in review discussion previous day Explain what impact means Understand and be able to give examples of what impact means Model one “impact” on chart Listen to teacher Guided practice for another Participate in guided impact impact practice
USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: Subject/Content: Reading 2
transition between activities? What will you as the teacher do? What will the students do? What student data will be collected during each phase? What are other adults in the room doing? How are they ing students’ learning? What model of co-teaching are you using?
What will you do if…
Group Size:
Name: Maria Balazy Date of Lesson: 1/13/14
Instruct students to do one event impact (walk around and check on students) Give students 10 minutes then come together Instruct students to pick one event, not the ones modeled or the one that they did and describe the impact of that event Bring students back to clean up
Work as a table group to describe the impact on one event Come together and fill out chart as a class Pick one event and describe the impact
Students clean up/independent reading
…a student struggles with the content? Work with them individually
What will you do if…
…a student masters the content quickly? Describe the impact of another event
Meeting your students’ needs as people and as learners
If applicable, how does this lesson connect to the interests and cultural backgrounds of your students? N/A If applicable, how does this lesson connect to/reflect the local community? N/A
USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: Subject/Content: Reading 2
Group Size:
Name: Maria Balazy Date of Lesson: 1/13/14
How will you differentiate instruction for students who need additional challenge during this lesson (enrichment)? Describe the impact of another event How will you differentiate instruction for students who need additional language ? Accommodations (If needed) (What students need specific accommodation? List individual students (initials), and then explain the accommodation(s) you will implement for these unique learners.) Materials (What materials will you use? Why did you choose these materials? Include any resources you used. This can also include people!)
Work with me and their group W.C. – Work with group and with teacher
Journey’s book Paper pencil
Objectives- What are you teaching? (Student-centered: What will students know and be able to do after this lesson? Include the ABCD’s of objectives: action, behavior, condition, and degree of mastery, i.e., "C: Given a sentence written in the past or present tense, A: the student B: will be able to re-write the sentence in future tense D: with no errors in tense or tense contradiction
Group Size:
Name: Maria Balazy Date of Lesson: 1/13/14
Lesson Content LAFS.2.RI.1.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. LAFS.2.RI.1.2 - Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. LAFS.2.RI.3.9 - Compare and contrast the most important points presented by two texts on the same topic. LAFS.2.SL.1.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
What specific points in the text provide important information about the relationship between Helen Keller and Annie Sullivan?
SWBAT identify key points in the text and describe their impact on Helen’s life.
USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: Subject/Content: Reading 2 (i.e., I will see her yesterday.)." Note: Degree of mastery does not need to be a percentage.) Rationale Address the following questions: Why are you teaching this objective? Where does this lesson fit within a larger plan? Why are you teaching it this way? Why is it important for students to learn this concept? Evaluation Plan- How will you know students have mastered your objectives? Address the following: What formative evidence will you use to document student learning during this lesson? What summative evidence will you collect, either during this lesson or in lessons?
What Content Knowledge
Group Size:
Name: Maria Balazy Date of Lesson: 1/13/14
I am teaching this because: - Finding key points aids in comprehensions of the story - Listing the impacts of events aids in comprehension of the story - This activity gets them ready for the performance task of describing how events have an impact on the story - Helps the students understand the text
Formative: - Listening to student responses - Making the class chart - Observation Summative: - Individual response – Describe how one event impacted Helen’s life.
USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: Subject/Content: Reading 2
Group Size:
Name: Maria Balazy Date of Lesson: 1/13/14
is necessary for a teacher to teach this material?
Content Knowledge for Teacher: - Be able to point out key ideas - Be able to describe how key events can impact lives - Understand the difference between details and key events
What background knowledge is necessary for a student to successfully meet these objectives?
Background Knowledge for Students: - Identify key events - Sequence the story - Definition of an autobiography - Main idea of the story
How will you ensure students’ have this previous knowledge? Who are your learners? What do you know about them? What do you know about their readiness for this content? What misconceptions might students have about this content?
Misconceptions: - Difference between a detail and a key event - Definition of an impact - Finding key events
USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: Subject/Content: Reading 2
Group Size:
Name: Maria Balazy Date of Lesson: 1/13/14
Lesson Implementation Teaching Methods (What teaching method(s) will you use during this lesson? Examples include guided release, 5 Es, direct instruction, lecture, demonstration, partner word, etc.)
Step-by-Step Plan (What exactly do you plan to do in teaching this lesson? Be thorough. Act as if you needed a substitute to carry out the lesson for you.) Where applicable, be sure to address the following: What Higher Order Thinking (H.O.T.) questions will you ask? How will materials be distributed? Who will work together in groups and how will you determine the grouping? How will students
-
Time
Modeling Guided Practice Group Work Whole class discussion Individual work
Who is responsibl e (Teacher or Students)?
Each content area may require a different step-by-step format. Use whichever plan is appropriate for the content taught in this lesson. For example, in science, you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation). Teacher Student Introduce EQ and objective Understand EQ and OBJ Instruct students to open to Open books to Helen Keller Helen Keller Review events chart from Participate in review discussion previous day Explain what impact means Understand and be able to give examples of what impact means Model one “impact” on chart Listen to teacher Guided practice for another Participate in guided impact impact practice
USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: Subject/Content: Reading 2
transition between activities? What will you as the teacher do? What will the students do? What student data will be collected during each phase? What are other adults in the room doing? How are they ing students’ learning? What model of co-teaching are you using?
What will you do if…
Group Size:
Name: Maria Balazy Date of Lesson: 1/13/14
Instruct students to do one event impact (walk around and check on students) Give students 10 minutes then come together Instruct students to pick one event, not the ones modeled or the one that they did and describe the impact of that event Bring students back to clean up
Work as a table group to describe the impact on one event Come together and fill out chart as a class Pick one event and describe the impact
Students clean up/independent reading
…a student struggles with the content? Work with them individually
What will you do if…
…a student masters the content quickly? Describe the impact of another event
Meeting your students’ needs as people and as learners
If applicable, how does this lesson connect to the interests and cultural backgrounds of your students? N/A If applicable, how does this lesson connect to/reflect the local community? N/A
USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: Subject/Content: Reading 2
Group Size:
Name: Maria Balazy Date of Lesson: 1/13/14
How will you differentiate instruction for students who need additional challenge during this lesson (enrichment)? Describe the impact of another event How will you differentiate instruction for students who need additional language ? Accommodations (If needed) (What students need specific accommodation? List individual students (initials), and then explain the accommodation(s) you will implement for these unique learners.) Materials (What materials will you use? Why did you choose these materials? Include any resources you used. This can also include people!)
Work with me and their group W.C. – Work with group and with teacher
Journey’s book Paper pencil
Related Documents 3h463d
Helen Keller Lesson 66214p
March 2023 0
Helen Keller 286d59
December 2019 68
Helen Keller 286d59
April 2022 0
Evaluate Helen Keller 5r5v3v
December 2019 56
Helen-keller-1226880485154369-8 5i2e2q
March 2021 0