NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Description of Classroom: 3rd grade class 20 students Background: Students are working on revision and have been struggling with the the use of word choice in their writing. Content Objective(s):
Students will gain a better understanding of word choice

Language Objective(s):
Students will learn about the use of word choice by making a list of alternative words they can use in place of a word and by using the words in a passage.

Nevada Standards:
5.3.3 With assistance revise drafts for: -organization -focused ideas -voice -audience -purpose -relevant details -word choice -sentence fluency

Key Vocabulary: Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
Whole group, groups, and individuals

Warm Up Activity: Introduce the activity by giving examples of synonyms for the word walk by having students call out other words they can use in place of walk Each group gets a slip of paper with one word on it The group must come up with a list of words they can use in place of their given word

Words used: -jump -talk -throw -sleep When students are done making their list have them switch their lists with another group. They will write a passage using the words on the list they receive from another group. After students are done they share they passage with the rest of the class. Lesson Sequence:
Warm up After the warm up students use the knowledge they gained about word choice to apply it to their own writing. If they have words in their writing that are repeating often they would make a list of synonyms they can use in place of those words to improve their use of word choice.

Accommodations:
All accommodations will be met.

Supplementary Materials:
Pencils, paper

Review/Assessment:
Informal assessment Students will be checked to see if they are on task. Their writing will be checked for improvement on word choice.

Reflection:
Form: 005 JDC 4/22/08

NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM EXPLANATION OF LESSON PLAN COMPONENTS

Description of Classroom:
(e.g., grade level, type of class, demographics, age range, gender)

Background:
The context of how this lesson fits into the curriculum in which you are teaching. (e.g., beginning of a unit of ___________; a review at the end of a unit on ______). Number of days of lesson. Students stage of learning relative to the content (i.e., acquisition, proficiency, maintenance, generalization)

Content Objective(s):
What will you teach?

Language Objective(s):
How will the students show you they learned it (listening, speaking, reading, writing? Tip: effective lessons integrate reading and writing.)

Nevada Standards:
Refer to Benchmarks, CEF, Power Standards, Syllabi

Key Vocabulary:
What are the powerful words that will help students understanding of content?

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

EXPLANATION OF LESSON PLAN COMPONENTS (CONTINUED)

Teaching Strategies:
(e.g., KWL, reciprocal teaching, cooperative learning, mapping, mnemonics, Blooms Taxonomy, questioning.) List all the strategies you use in your lesson sequence below.

Warm Up Activity:
Anticipatory Set

Lesson Sequence:
Presentation, guided practice, application. Your strategies may be executed in the form of activities.

Supplementary Materials:
What materials will support the lesson and increase students understanding?

Accommodations:
What accommodations are needed to support students with learning challenges or students who require advanced instruction

Review/Assessment:
Rubrics, feedback to students, observations, surveys, ticket out the door, student reflections, student response journals, quizzes, tests. How did your assessment measure your objective

Reflection:
How did your lesson go? What worked? What did not work well? What will you do differently next time? How will your assessment data affect subsequent planning?
Form: 005 JDC 4/22/08