Daily Lesson Plan

Teacher: Brittney Cox

Lesson Date: December 9, 2021
Subject: Becoming a Teacher - Chapter 10
LDC/Unit Title: Creating a Community of Learners

CCSS/CLGs/SC Assessment Limits/Standards: CCSS.ELA-LITERACY.W.8.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.SL.8.1.D
Acknowledge new information expressed by others, and, when warranted, qualify or justify
their own views in light of the evidence presented.
Agenda: Students will think about the what if's of a
classroom, learn the lesson, and then evaluate their
previous thoughts. Students will then assess their
own previous thoughts and how they would do as a
teacher.

Students will learn the difference in classroom cultures and the importance of classroom
Lesson Objective:
management. Students will also learn how teachers can make a positive environment and the different methods
they use to be effective in their teachings. Students will begin lesson by creating their own classrooms, and
after discussing the keys to a successful classroom they will evaluate and assess their own classroom
effectiveness based on what they have learned.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT

Note: A variety of formative
assessments should be used at key
points throughout the lesson.
Get started/Drill/Do Now: Students
will begin by creating their own classroom design
Do students have all the
as if they are the teacher. The classroom must include 20 seats (can be desks, required objects in their
tables, etc), a white board, teachers desk, 2 large bookshelves, and at least one classroom? Did students
10 other activity area. For the sake of the lesson we are not thinking of money as consider the effects of their
min classroom set up?
a limit, though it often is in the classroom. Teacher will explain the classroom -teacher observes while class
should be functional and fair. works on assignment.

Teacher will tell students they must think about how they
Engage/Motivation: Did students understand the
full concept? Was the
decide how they will set up their classroom drawings. How will they arrange classroom designed to be
5 min
desks? How will they decide who sits where? Where will they as the teacher effective?
stand for their lessons? Students should create what they think will be an - Work graded on completing
the assignment effectively, not
effective classroom. just putting furniture in random
places.
Students will listen to lectures and the slide show
Whole Group Instruction: Did students write notes on
highlighted vocabulary?
presentations on Creating a Community of Learners. Taking notes on key
20
min vocabulary words highlighted and underlined during the slideshow. Assess though Q&A on
vocabulary

Independent Practice: Students

will then assess their own classrooms from the Did students assess their
classrooms from the beginning
beginning reflecting on what they learned and consider how they could make of lesson?
10
their classrooms better. Students will then answer the questions on the Did students define
min assessment, as well as the vocabulary section of assessment. vocabulary?
- paper graded on completion,
all questions appropriately
answered, and vocab
answered.
min Evaluate Understanding/Assessment:
Teacher will review the assessments submitted by students.
 Closing Activities/Summary: Teacher will discuss their own personal classroom climate. asking students Assess through Q&A
5min how they personally feel about the class and its management system. Teacher will ask students how they
could this very classroom they are in.
Lesson will teach learners to evaluate
Enrichment/Extension/Re-teaching/Accommodations:
the classroom climate of every classroom they enter, and evaluate the
different teaching methods and management for each teacher.

Resources/Instructional Materials Needed:

Slide show presentation with audio recording. Paper and Pencil to design a personal Classroom. Paper for
taking notes. Computer to answer assessment questions on.
Notes:

Structure Strategies Included in the City School/ Model of Highly Effective Literacy Instruction
Whole Group -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Questioning the Author (QtA) -Question-Answer-Relationships (QAR)
-Text annotation -Think aloud -Think/Pair/Share
Guided -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
Practice/Small group -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences
Independent Practice -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
-Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences