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    Lessonplanformat2rst1 Autumnguevara

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    Students understand function of and use conventions of Academic Language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students will have a clearer understanding of the differences between adjectives and adverbs.

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    © All Rights Reserved
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    Lessonplanformat2rst1 Autumnguevara

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    api-294065904
    10 views3 pages
    Students understand function of and use conventions of Academic Language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students will have a clearer understanding of the differences between adjectives and adverbs.

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    Students understand function of and use conventions of Academic Language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students will have a clearer understanding of the differences between adjectives and adverbs.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    10 views3 pages

    Lessonplanformat2rst1 Autumnguevara

    Uploaded by

    api-294065904
    Students understand function of and use conventions of Academic Language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students will have a clearer understanding of the differences between adjectives and adverbs.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    of 3

    Ready,Set,TeachLessonPlanFormat#2

    Intern:

    LessonPlan#:

    AutumnGuevara
    English
    AdverbsvsAdjectives

    Subject:
    Titleof
    Lesson:

    Grade:

    2
    02.18.16

    Date:

    Standards
    TEK#
    20Aiv

    Knowledge
    OralandWritten
    Conventions/Conventions.Students
    understandthefunctionofanduse
    theconventionsofacademic
    languagewhenspeakingandwriting.
    Studentscontinuetoapplyearlier
    standardswithgreatercomplexity.
    Studentsareexpectedto:

    Skill:
    useandunderstandthefunctionofthefollowingparts
    ofspeechinthecontextofreading,writing,and
    speaking:

    adverbs(e.g.,frequency:usually,sometimes;
    intensity:almost,alot);

    StudentObjective(s)
    studentswillhaveaclearerunderstandingofthedifferencesbetweenadjectivesandadverbs

    Materials
    Teacher:

    Student:

    Worksheet
    Powerpoint

    Pencil
    Highlighter

    Vocabulary/AcademicLanguageforthislesson
    Adverb:

    awordorphrasethatmodifiesorqualifies
    anadjective,verb,orotheradverborawordgroup,
    expressingarelationofplace,time,circumstance,
    manner,cause,degree,etc
    Adjective:awordorphrasethatdescribesanoun

    Visual

    Learningstylesaddressedinthislesson
    Auditory

    Tactile

    Kinesthetic

    CollaborativeLearning
    Sizeofgroups:

    Nocollaborativegroupingisusedinthislesson

    Typeofgroups:

    LessonProcedure:
    LessonFrame:
    Wewill:Gooveradverbsandthedifferencesbetweenadjectivesandadverbs
    Wewill
    Iwill:Furthermyunderstandingonadverbs
    Iwill

    AnticipatorySet:
    PowerPoint

    InstructionalStrategy/Modeling:
    adverb/adjectivestandupactivity

    Time:
    5min

    GuidedPractice:
    2practicequestionsonboard

    Time:
    7min

    CheckforUnderstanding:

    Walkaroundandseeifstudentsneedhelp

    Time:

    IndependentPractice:

    Adverbvsadjectiveworksheet

    DifferentiationPlanforIndependentPractice:
    Group1

    Closure:

    Time:
    10min

    Group2

    Group3

    Time:

    sentenceonnotecard

    3min

    Time&MaterialsManagementandDifferentiationCheckList:
    *Use
    N/A
    forNotApplicable,ifthisdoesnotapplytoyourlesson*

    Howwillyou
    Cutdownonthetimeittakestopassoutmaterials?

    Putstudentsingroups/partners?

    Havestudentsmovetostations,orotherpartsofthe
    room?(Movingtoandfromthe
    Callonstudentstoanswerquestions?

    Managetheclassroomwhileworkingwithindividual
    studentsorgroups(ifnecessary).
    Ensurethatdifferentiatedactivities/groupsarenot
    obvioustostudents?

    Iplanto
    havethemalreadygroupedintofours
    n/a
    n/a
    onlycallonafewstudentsratherthantheentireclass
    keepaneyeoneverything
    onlymakesmallchanges

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