Monday+Group+1


 * __#1 Name (red):__** __Amie__
 * 2 Name (blue):_**Tess
 * __#3 Name (green):___**
 * __#4 Name ( Black):___**Megan

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #1 Title: __ Grade Level: Contributors:­­­­­­­­­­­
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ **_ TIME ALLOTED:**
 * TITLE:**

// Do not fill out! //
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**


 * UNIT GOAL:** // This is the umbrella goal that you want the students to know at the end of the unit. Why are we teaching this unit? What is its value? //


 * PASS OBJECTIVES FOR THIS LESSON:** // Cut and paste the reading, social studies, language arts, etc. which are incorporated within the lesson. CHOOSE ONLY TWO OR THREE OBJECTIVES. MAKE SURE THAT THEY MATCH THE NEXT LESSON OBJECTIVES. //
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//** // List one or two objectives which at the end of each lesson the student will know and you can assess. //

// What ////__ motivation, background knowledge, vocabulary __////, and etc. will be needed here? [Remember this is the most important part of the lesson, I feel.] You will have something to **motivate**…..You will have the about //// 5 vocabulary words and a **strategy** //// to teach these words. // // What adaptations for ELL, gifted, etc. students? What are you doing to meet the VAKT aspects of the students? What are you doing to make sure that all are participating in the verbal, nonverbal and media communication? Are there many opportunities for speaking, writing, and media communication? // // Examples: // provide larger font for students with visual impairments / pair an English speaking student with an ELL student / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems / for mathematics lessons, please ask the students to turn their papers sideways to utilize the lines for column addition, long division, and regrouping problems. using special resources such as reading material that is consistent with students' reading levels and learning styles, and videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth Examples of the individualized accommodations that may be identified in the IEP include the following: · **Guided Practice (Teacher Instructional Indicator #10)** // You will be the //// guide //// in this part. You will be guiding the students through some text. What text (you might have to make it) or ? are you using here? [Remember that the text can be book, electronic, environmental, etc. or a combination of such //// .] What **one or two strategies** are you using to keep the television in the reader active //// ? //
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** // This part can be assessed in the development of prior knowledge (schema) and motivation found in the next part. //
 * 2) **Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.**
 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)** (Do not put anything here!)
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions
 * // This can be the same for all of the lessons plans of the group. //**

// What discussion questions are you using in the Grand Conversation? Write at least **two questions** for each level of Bloom’s taxonomy. You might even want to connect the Bloom’s with Gardner’s Intelligences. A personal writing should be here or in the closing to wrap up the lesson. //

· // What //**// active inquiry //**//, **collaboration**, and **supportive interaction** activities //// can be developed to help with active participation in speaking, writing and media communication? // · // What activities will the students be doing alone or with a partner(s) to summarize the learning of the day? // · // Each of these activities must have a //**// rubric //**// attached. //// Look in Rubistar for ideas. These rubrics must be complex and identify the points that match the objectives which were stated above. //
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

// What //// activities are you using to summarize //// and wrap up this day’s lesson and apply it to the previous or the next day’s lessons? [This is a prime place for text to self, text to text, and text to the world activities.] // // What are the suggested assessments? This must be directly tied to the objectives!!!!! Summative or formative? Every independent strategy must have **a rubric**. The rubric will be built from [] //
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

// List everything which is needed for this lesson. If a book is needed, please give the book in APA format. What other electronic, written, oral history, etc. are used and can be used as a resource? What are all of the resources needed to make this unit work? // // What other things as centers, extended activities into other content areas, activities, home extensions [Notice that the word homework is not used], etc. can be used here? //
 * 5.** **Resources and Materials**
 * 6.** **Supplementary/Enrichment Activities**

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title: __ Grade Level: Contributors:­­­­­­­­­­­
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ **_ TIME ALLOTED:**
 * TITLE:**

// Do not fill out! //
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**


 * UNIT GOAL:** // This is the umbrella goal that you want the students to know at the end of the unit. Why are we teaching this unit? What is its value? //


 * PASS OBJECTIVES FOR THIS LESSON:** // Cut and paste the reading, social studies, language arts, etc. which are incorporated within the lesson. CHOOSE ONLY TWO OR THREE OBJECTIVES. MAKE SURE THAT THEY MATCH THE NEXT LESSON OBJECTIVES. //
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//** // List one or two objectives which at the end of each lesson the student will know and you can assess. //

// What ////__ motivation, background knowledge, vocabulary __////, and etc. will be needed here? [Remember this is the most important part of the lesson, I feel.] You will have something to **motivate**…..You will have the about //// 5 vocabulary words and a **strategy** //// to teach these words. // // What adaptations for ELL, gifted, etc. students? What are you doing to meet the VAKT aspects of the students? What are you doing to make sure that all are participating in the verbal, nonverbal and media communication? Are there many opportunities for speaking, writing, and media communication? // // Examples: // provide larger font for students with visual impairments / pair an English speaking student with an ELL student / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems / for mathematics lessons, please ask the students to turn their papers sideways to utilize the lines for column addition, long division, and regrouping problems. using special resources such as reading material that is consistent with students' reading levels and learning styles, and videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth Examples of the individualized accommodations that may be identified in the IEP include the following: · **Guided Practice (Teacher Instructional Indicator #10)** // You will be the //// guide //// in this part. You will be guiding the students through some text. What text (you might have to make it) or ? are you using here? [Remember that the text can be book, electronic, environmental, etc. or a combination of such //// .] What **one or two strategies** are you using to keep the television in the reader active //// ? //
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** // This part can be assessed in the development of prior knowledge (schema) and motivation found in the next part. //
 * 2) **Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.**
 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)** (Do not put anything here!)
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions
 * // This can be the same for all of the lessons plans of the group. //**

// What discussion questions are you using in the Grand Conversation? Write at least **two questions** for each level of Bloom’s taxonomy. You might even want to connect the Bloom’s with Gardner’s Intelligences. A personal writing should be here or in the closing to wrap up the lesson. //

· // What //**// active inquiry //**//, **collaboration**, and **supportive interaction** activities //// can be developed to help with active participation in speaking, writing and media communication? // · // What activities will the students be doing alone or with a partner(s) to summarize the learning of the day? // · // Each of these activities must have a //**// rubric //**// attached. //// Look in Rubistar for ideas. These rubrics must be complex and identify the points that match the objectives which were stated above. //
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

// What //// activities are you using to summarize //// and wrap up this day’s lesson and apply it to the previous or the next day’s lessons? [This is a prime place for text to self, text to text, and text to the world activities.] // // What are the suggested assessments? This must be directly tied to the objectives!!!!! Summative or formative? Every independent strategy must have **a rubric**. The rubric will be built from [] //
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

// List everything which is needed for this lesson. If a book is needed, please give the book in APA format. What other electronic, written, oral history, etc. are used and can be used as a resource? What are all of the resources needed to make this unit work? // // What other things as centers, extended activities into other content areas, activities, home extensions [Notice that the word homework is not used], etc. can be used here? // __ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title: __ Grade Level: Contributors:­­­­­­­­­­­
 * 5.** **Resources and Materials**
 * 6.** **Supplementary/Enrichment Activities**
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ **_ TIME ALLOTED:**
 * TITLE:**

// Do not fill out! //
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**


 * UNIT GOAL:** // This is the umbrella goal that you want the students to know at the end of the unit. Why are we teaching this unit? What is its value? //


 * PASS OBJECTIVES FOR THIS LESSON:** // Cut and paste the reading, social studies, language arts, etc. which are incorporated within the lesson. CHOOSE ONLY TWO OR THREE OBJECTIVES. MAKE SURE THAT THEY MATCH THE NEXT LESSON OBJECTIVES. //
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//** // List one or two objectives which at the end of each lesson the student will know and you can assess. //

// What ////__ motivation, background knowledge, vocabulary __////, and etc. will be needed here? [Remember this is the most important part of the lesson, I feel.] You will have something to **motivate**…..You will have the about //// 5 vocabulary words and a **strategy** //// to teach these words. // // What adaptations for ELL, gifted, etc. students? What are you doing to meet the VAKT aspects of the students? What are you doing to make sure that all are participating in the verbal, nonverbal and media communication? Are there many opportunities for speaking, writing, and media communication? // // Examples: // provide larger font for students with visual impairments / pair an English speaking student with an ELL student / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems / for mathematics lessons, please ask the students to turn their papers sideways to utilize the lines for column addition, long division, and regrouping problems. using special resources such as reading material that is consistent with students' reading levels and learning styles, and videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth Examples of the individualized accommodations that may be identified in the IEP include the following: · **Guided Practice (Teacher Instructional Indicator #10)** // You will be the //// guide //// in this part. You will be guiding the students through some text. What text (you might have to make it) or ? are you using here? [Remember that the text can be book, electronic, environmental, etc. or a combination of such //// .] What **one or two strategies** are you using to keep the television in the reader active //// ? //
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** // This part can be assessed in the development of prior knowledge (schema) and motivation found in the next part. //
 * 2) **Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.**
 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)** (Do not put anything here!)
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions
 * // This can be the same for all of the lessons plans of the group. //**

// What discussion questions are you using in the Grand Conversation? Write at least **two questions** for each level of Bloom’s taxonomy. You might even want to connect the Bloom’s with Gardner’s Intelligences. A personal writing should be here or in the closing to wrap up the lesson. //

· // What //**// active inquiry //**//, **collaboration**, and **supportive interaction** activities //// can be developed to help with active participation in speaking, writing and media communication? // · // What activities will the students be doing alone or with a partner(s) to summarize the learning of the day? // · // Each of these activities must have a //**// rubric //**// attached. //// Look in Rubistar for ideas. These rubrics must be complex and identify the points that match the objectives which were stated above. //
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

// What //// activities are you using to summarize //// and wrap up this day’s lesson and apply it to the previous or the next day’s lessons? [This is a prime place for text to self, text to text, and text to the world activities.] // // What are the suggested assessments? This must be directly tied to the objectives!!!!! Summative or formative? Every independent strategy must have **a rubric**. The rubric will be built from [] //
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

// List everything which is needed for this lesson. If a book is needed, please give the book in APA format. What other electronic, written, oral history, etc. are used and can be used as a resource? What are all of the resources needed to make this unit work? // // What other things as centers, extended activities into other content areas, activities, home extensions [Notice that the word homework is not used], etc. can be used here? // __ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #4 Title: __ Grade Level: Contributors:­­­­­­­­­­­
 * 5.** **Resources and Materials**
 * 6.** **Supplementary/Enrichment Activities**
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ **_ TIME ALLOTED:**
 * TITLE:**

// Do not fill out! //
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**


 * UNIT GOAL:** // This is the umbrella goal that you want the students to know at the end of the unit. Why are we teaching this unit? What is its value? //


 * PASS OBJECTIVES FOR THIS LESSON:** // Cut and paste the reading, social studies, language arts, etc. which are incorporated within the lesson. CHOOSE ONLY TWO OR THREE OBJECTIVES. MAKE SURE THAT THEY MATCH THE NEXT LESSON OBJECTIVES. //
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//** // List one or two objectives which at the end of each lesson the student will know and you can assess. //

// What ////__ motivation, background knowledge, vocabulary __////, and etc. will be needed here? [Remember this is the most important part of the lesson, I feel.] You will have something to **motivate**…..You will have the about //// 5 vocabulary words and a **strategy** //// to teach these words. // // What adaptations for ELL, gifted, etc. students? What are you doing to meet the VAKT aspects of the students? What are you doing to make sure that all are participating in the verbal, nonverbal and media communication? Are there many opportunities for speaking, writing, and media communication? // // Examples: // provide larger font for students with visual impairments / pair an English speaking student with an ELL student / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems / for mathematics lessons, please ask the students to turn their papers sideways to utilize the lines for column addition, long division, and regrouping problems. using special resources such as reading material that is consistent with students' reading levels and learning styles, and videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth Examples of the individualized accommodations that may be identified in the IEP include the following: · **Guided Practice (Teacher Instructional Indicator #10)** // You will be the //// guide //// in this part. You will be guiding the students through some text. What text (you might have to make it) or ? are you using here? [Remember that the text can be book, electronic, environmental, etc. or a combination of such //// .] What **one or two strategies** are you using to keep the television in the reader active //// ? //
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** // This part can be assessed in the development of prior knowledge (schema) and motivation found in the next part. //
 * 2) **Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.**
 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)** (Do not put anything here!)
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions
 * // This can be the same for all of the lessons plans of the group. //**

// What discussion questions are you using in the Grand Conversation? Write at least **two questions** for each level of Bloom’s taxonomy. You might even want to connect the Bloom’s with Gardner’s Intelligences. A personal writing should be here or in the closing to wrap up the lesson. //

· // What //**// active inquiry //**//, **collaboration**, and **supportive interaction** activities //// can be developed to help with active participation in speaking, writing and media communication? // · // What activities will the students be doing alone or with a partner(s) to summarize the learning of the day? // · // Each of these activities must have a //**// rubric //**// attached. //// Look in Rubistar for ideas. These rubrics must be complex and identify the points that match the objectives which were stated above. //
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

// What //// activities are you using to summarize //// and wrap up this day’s lesson and apply it to the previous or the next day’s lessons? [This is a prime place for text to self, text to text, and text to the world activities.] // // What are the suggested assessments? This must be directly tied to the objectives!!!!! Summative or formative? Every independent strategy must have **a rubric**. The rubric will be built from [] //
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

// List everything which is needed for this lesson. If a book is needed, please give the book in APA format. What other electronic, written, oral history, etc. are used and can be used as a resource? What are all of the resources needed to make this unit work? // // What other things as centers, extended activities into other content areas, activities, home extensions [Notice that the word homework is not used], etc. can be used here? // // nonverbal and media communication? Are there many opportunities for speaking, writing, and media communication? //
 * 5.** **Resources and Materials**
 * 6.** **Supplementary/Enrichment Activities**