Unit and Lesson Plans

Name: Christina Moran

Pima Course: EDC 291

Instructor:

Horton

Subject: ELA Listening

Topic: Animals of the East African Savanna Habitat

Grade Level: First

Duration:

60 min

List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then insert actual examples in the Appendices below the plan] Habitat journal, characteristic cards, reading book, flip chart

Purpose: This lesson will help students understand similarities and differences between Arctic habitats and the desert habitat.

Components

Description of Plan

Content Standard

• Choose one AZ standard and insert it with the number.
• Insert the previous grade level standard and consider what is the same/different before proceeding.

SL.1.1 Students will identify similarities and differences between Arctic habitats and the desert habitat.

RI.1.2 Students will identify characteristics of the grassland habitat.

W.1.2 Students will write about characteristics of the grassland habitat. 

Learning Objective

• Choose one level of complexity from Bloom’s Revised Taxonomy
• Write a concise objective that will demonstrate mastery of the standard
• Objective must be ONE simple sentence with ONE verb from the Lesson Planning Guide

Bloom’s Level: Applying

Objective: SWBAT [verb from Lesson Planning Guide goes here]…identify the similarities and differences between grassland and arctic habitats. 

Kid-Friendly (KF) Version: I can tell the difference between grassland and arctic habitats. 

Est # of Mins

10 min

Anticipatory Set

• A quick "hook" to grab the student's attention
• Activates prior knowledge of the objective
• Requires active participation from 100% of learners
• Students must interact with the KF OBJECTIVE (use red font & put in student column – choral reading is insufficient)

Teacher will (TW):

1. TW have venn diagrm prepped.
2. TW have Habitat poster 3 displayed.
3. TW will review facts about previously learning Artic habitat
4. TW review/teach new vocabulary (coexist, hardy, predators, prey)
5. Review how a venn diagram works.

Students will (SW):

1. SW turn to a shoulder buddy and say what they rember about the Artic habitit that was previously learned
2. SW share with the teacher the facts about arctic habitats.
3. SW think about the new vocabulary and pair share what they think the words mean.

• SW Tell partner how this objective connects to what we learned yesterday.

Est # of Mins

30min

Teaching-Input

• Direct instruction portion of lesson
• Using effective and varied strategies, the teacher provides information andvocabularystudents will need in order to grasp the new concept, strategy, or skill.
• Check for Understanding #1 (use green font & put in student column)

Teacher will:

1. TW tell students to listen to find out how the East Africa Savanna may be the same/or different from the Arctic and Sonoran Desert Habitats.
2. TW will read aloud “Animals of the East African Savanna Habitat” using the flip books for illustrations
3. Check for understanding
4. TW ask questions: Describe the East African Savanna
5. How is the savanna similar to the Arctic tundra?
6. What are some of the plants that live in the savanna? How do the deep roots help these plants survive in the savanna?
7. Check for understanding.
8. Review the word Hardy
9. I say you say “hardy”
10. You learned that grasses in the savanna are hardy. What else might be considered hardy? Talk to a neighbor.
11. Opposite or antonym of hardy is weak. Listen to the following examples, if I describe something that is hardy say “that is hardy,” if I describe something that is weak say “that is weak.”

Students will:

1. What is a savanna?
2. What is one thing you might see in a savanna?
3. Check for understanding #2 Are giraffes, elephants, and zebra herbivores, carnivores, or omnivores? How do you know?
4. Discuss other things that are hardy with neighbor.
5. Students will listen and say if something is hardy or weak.

Est # of Mins

20

Teaching-Modeling

• Teacher demonstrates and shows examples of what students are expected to do during Guided Practice
• Check for Understanding #2 (use green font & put in student column)

Teacher will:

1. Review that a food chain is a relationship of living things as food sources for other living things.
2. Image card 8, 10 and 11 Help students create a food chain of the East African Savanna Habitat.
3. Once created remove a card and pair share what they think will happen to the other plants and animals in the food chain.

Students will:

1. Pair share how they think the food chain will be impacted if one of the foods is removed

Est # of Mins

15

Guided Practice

• An opportunity for each student to demonstrate new learning by working through an activity or exercise with the teacher’s guidance. 
• This is the heart of the lesson and should have the most minutes assigned to it

Teacher will:

1. Display Habitat Poster 3 and note that it is a picture of the East African Savanna habitat.
2. Class discussion of the grassland habitat using characteristic cards (climate, Water, Ground, Plants, Animals, Adaptations)
3. Open journal to Savanna page
4. I will write my own sentences and draw picture to go with.
5. TW circulate around room to offer help or guidance.

Students will:

1. Class will pair share characteristics of savanna habitat.
2. Students will tell what their partner said
3. Students will open their journals.
4. Write one or two sentences about the savanna habitat.
5. Draw pictures to go with their sentences.
6. Students will share what the wrote with their tables.

Est # of Mins

3

Closure

• ALL students must engage in brief closure activity to cement learning and optimize transfer. 
• Do not introduce anything new during Closure.
• Check for Understanding #3
• Students must re-engage with the OBJECTIVE (use red font)

Students will:

1. SW turn to neighbor and tell them 3 things that they learned today.

• SW re-engage with the objective by… Tell partner how this objective connects to what we learned yesterday. What does the savanna and the desert habitat that we learned about yesterday have in common?

Show me a fist to 5 with how well you understand what we leared about the Savanna habitat.

N/A

Independent Practice

• AFTER proper closure, it is important to provide time for additional practice. It may be group or individual work in class or it might be homework.
• Do not introduce anything new during Independent Practice.

Students will:

Checks for Understanding (CFU)

• From above, list the three quick, informal strategies that students will do to show understanding of the objective.
• Identify each type of CFU (e.g., self-check, verbal check, written check).

1. What is a savanna? Verbal

    What is one thing you might see in a savanna? Verbal

2. Are giraffes, elephants, and zebra herbivores, carnivores, or omnivores? How do you know? Verbal

3. Show me a fist to 5 with how well you understand what we leared about the Savanna habitat. Visual

Assessment Options

• Describe how you will pre- and post-test students’ understanding of the objective before & after (not during) this lesson.
• Make the pre- and post- assessment identical or nearly identical so you are comparing apples with apples.

Pre- and Post-Assessment of Objective before/after lesson:  

Post: Students will write and draw about characteristics of the grassland habitat. 

Alternative Assessment Options for diverse learners: There are two students who need the written part of this lesson altered. This will be done by assisting them one on one with their writing. They will also see my answers displayed and can copy the information.

Differentiation Options

Describe how you will reach diverse learners who need scaffolding or extra challenge by varying the: 

• Content – WHAT they are learning
• Process – HOW they are learning it
• Product – WHAT they will produce to demonstrate mastery of the objective

Content – Scaffold: This lesson fits all student’s level content wise.

Content – Challenge: This lesson fits all student’s level content wise.

Process – Scaffold: The listening lesson works really well with my students levels.

Process – Challenge: The listening lesson works really well with my students levels.

Product – Scaffold: I will assist my two students who struggle with reading and writing by reading the questions out loud and allowing them to copy my answer and give me oral answers to the questions.

Product – Challenge: Students can add more details to their habitat journal

21^st Century Learning

Describe how you will incorporate technology and the 4 Cs: 

• Critical Thinking
• Creativity
• Collaboration
• Communication

Note: Not all lessons need to incorporate all of these items. Also, collaboration & communication are not synonymous.  

Technology: use of overhead

Critical Thinking:

Creativity:

Collaboration: table shares, partner talks

Communication: sharing thoughts with class

Name: Christina Moran

Pima Course: EDC 291

Instructor:

Horton

Subject: ELA skills

Topic: Review/practice

Grade Level:  First

Duration:

60 min

List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then insert actual examples in the Appendices below the plan] Reader, media board, vocabulary chart

Purpose: This lesson will help students…[finish this statement using kid-friendly language] Read and understand a story, spell words using the segmenting of sounds.

Components

Description of Plan

Content Standard

• Choose one AZ standard and insert it with the number.
• Insert the previous grade level standard and consider what is the same/different before proceeding.

RF.1.3e Read and/or write two-syllable words composed of two closed syllables, magic e syllables and/or r0controlled syllables.

RL.1.1 Ask and answer questions, orally and in writing, about “Big Day,” requiring literal recall and understanding of the details facts of a fiction text.

Learning Objective

• Choose one level of complexity from Bloom’s RevisedTaxonomy
• Write a concise objective that will demonstrate mastery of the standard
• Objective must be ONE simple sentence with ONE verb from the Lesson Planning Guide

Bloom’s level: remembering RL.1.1

Objective: SWBAT answer questions orally about the story “The Big Day.” RL.1.1

Kid-Friendly (KF) Version: I can answer questions about the “The Big Day.” RL.1.1

Est # of Mins

10

Anticipatory Set

• A quick "hook" to grab the student's attention
• Activates prior knowledge of the objective
• Requires active participation from 100% of learners
• Students must interact with the KF OBJECTIVE (use red font & put in student column – choral reading is insufficient)

Teacher will (TW):

1. TW have students dictate sound spellings to learned sounds.
2. TW give students words to segment, blend and spell (garden, answer, goldfish, moonshine, darkness, sweeter).
3. TW read objective out loud.

Students will (SW):

1. SW use white boards on the floor to write down sound spellings.
2. SW spell and segment words on their white boards.
3. SW come to the front of the room and show the correct spelling.
4. SW interact with the objective by Read it silently, then discuss what you think it means with a partner.

Est # of Mins

5

Teaching-Input

• Direct instruction portion of lesson
• Using effective and varied strategies, the teacher provides information andvocabularystudents will need in order to grasp the new concept, strategy, or skill.
• Check for Understanding #1 (use green font & put in student column)

Teacher will:

1. TW have students return to desk and pull out their reader.
2. TW will review spellings with students
3. TW will teach new vocabulary using vocab chart.
4. TW remind students to follow along with finger.
5. TW pass out monster reading fingers and remind students they are only used to follow along with reading. If they are used for anything else they will be lost.
6.  

Students will:

1. Pull out reader and tell teacher how to find which page the story is located on.
2. SW listen to new vocabulary and spellings.
3. SW put magic monster reading finger on.
4. Do you have any questions about the new vocabulary or words?

Est # of Mins

20

Teaching-Modeling

• Teacher demonstrates and shows examples of what students are expected to do during Guided Practice
• Check for Understanding #2 (use green font & put in student column)

Teacher will:

1. TW have book up on the media board.
2. TW call on students to read.
3. TW ask discussion questions. Who is the narrator telling the story? Why were the helpers scraping the side of the cliff? What steps will the bone man and his helpers take to get the T Rex bones out from the cliff? The bone man says it will take a long time to finish all of their work. Why do you think it might take such a long time? What did Kate decide to name the T. rex?

Students will:

1. SW follow along with monster fingers and read when called on.
2. SW answer discussion questions about the reading.

Est # of Mins

5

Guided Practice

• An opportunity for each student to demonstrate new learning by working through an activity or exercise with the teacher’s guidance. 
• This is the heart of the lesson and should have the most minutes assigned to it

Teacher will:

1. TW guide students through center activities. Word Work: worksheet and game, read to partner, work with teacher.
2. TW ask if there are any questions regarding the centers.

Students will:

1. SW follow direction of the centers.

Est # of Mins

5

Closure

• ALL students must engage in brief closure activity to cement learning and optimize transfer. 
• Do not introduce anything new during Closure.
• Check for Understanding #3
• Students must re-engage with the OBJECTIVE (use red font)

Students will:

1. Show me 5 fingers if you fully understand the centers. Show me a fist if you do not.
2. SW re-engage with the objective by telling their table mates 2 facts from the story. 
3. EXIT ticket before centers. Write down 2 things you that happened in the story.

N/A

Independent Practice

• AFTER proper closure, it is important to provide time for additional practice. It may be group or individual work in class or it might be homework.
• Do not introduce anything new during Independent Practice.

Students will:

1. Centers 

Checks for Understanding (CFU)

• From above, list the three quick, informal strategies that students will do to show understanding of the objective.
• Identify each type of CFU (e.g., self-check, verbal check, written check).

1. Do you have any questions about the new vocabulary or words?

2. SW answer discussion questions about the reading.

3. Show me 5 fingers if you fully understand the centers. Show me a fist if you do not.

Assessment Options

• Describe how you will pre- and post-test students’ understanding of the objective before & after (not during) this lesson.
• Make the pre- and post- assessment identical or nearly identical so you are comparing apples with apples.

Pre- and Post-Assessment of Objective before/after lesson:  The worksheet during centers is a good indication of how students are understanding new spellings and sounds.

Alternative Assessment Options for diverse learners: Help with the reading of the words on the worksheet with Karter.

Differentiation Options

Describe how you will reach diverse learners who need scaffolding or extra challenge by varying the: 

• Content – WHAT they are learning
• Process – HOW they are learning it
• Product – WHAT they will produce to demonstrate mastery of the objective

Content – Scaffold: If Khloe is not pulled for services she will work on her letters in her work book during reading and will get computer time during centers.

Content – Challenge: During centers books of a higher level are assigned.

Process – Scaffold: Allow Karter to answer the literal questions if he volunteers.

Process – Challenge: No change.

Product – Scaffold: Read the work sheet to Karter during centers if he is not pulled for services.

Product – Challenge: Centers ask more detailed and thought provoking questions on book.

21^st Century Learning

Describe how you will incorporate technology and the 4 Cs: 

• Critical Thinking
• Creativity
• Collaboration
• Communication

Note: Not all lessons need to incorporate all of these items. Also, collaboration & communication are not synonymous.  

Technology: over head.

Critical Thinking: discussion questions

Creativity: monster fingers for tracking reading.

Collaboration: talking with tablemates. 

Communication: Discussing story with class.

Name: Christina Moran

Pima Course:  EDC 291

Instructor:

Horton

Subject:  Math 

Topic:  place value

Grade Level: First

Duration: 60 min

List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then insert actual examples in the Appendices below the plan]

Purpose: This lesson will help students count to 120 in unit form using only 10’s and ones and represent numbers to 120 on a place value chart.

Components

Description of Plan

Content Standard

• Choose one AZ standard and insert it with the number.
• Insert the previous grade level standard and consider what is the same/different before proceeding.

1.NBT.2. Understands that the two digits of a two-digit number represents tens and ones.

Learning Objective

• Choose one level of complexity from Bloom’s RevisedTaxonomy
• Write a concise objective that will demonstrate mastery of the standard
• Objective must be ONE simple sentence with ONE verb from the Lesson Planning Guide

Bloom’s Level: remembering

Objective: SWBAT I can count to 120 in unit form using only tens and ones.  I can represent numbers to 120 as tens and ones on the place value chart.

Kid-Friendly (KF) Version: I can to 120 the say ten way. I can write numbers as tens and ones on the place value chart.

Est # of Mins

5

Anticipatory Set

• A quick "hook" to grab the student's attention
• Activates prior knowledge of the objective
• Requires active participation from 100% of learners
• Students must interact with the KF OBJECTIVE (use red font & put in student column – choral reading is insufficient)

Teacher will (TW):

1. TW start with application problem with students on white boards.
2. TW flash numbers students will say give number one more one less, 10 more, 10 less

Students will (SW):

1. SW complete application problem and share problem solving strategy with the class.
2. SW whisper the numbers that are one more or one less, 10 more, 10 less
3. SW interact with the objective by turning to their neighbor and explaining what the objective means or what they will be doing today.

Est # of Mins

40

Teaching-Input

• Direct instruction portion of lesson
• Using effective and varied strategies, the teacher provides information andvocabularystudents will need in order to grasp the new concept, strategy, or skill.
• Check for Understanding #1 (use green font & put in student column)

Teacher will:

1. TW have students count 10’s the say ten way.
2. TW add ones to the chart
3. TW rotate between having students count the regular way and the say ten way.

Students will:

1. SW answer the questions the say ten way.
2. SW will alternate between being called on and answering as a group
3. SW fill in place value chart on smart board and or use white boards.
4. Check for understanding by monitoring students answers and focusing on the students who struggle to see if they are getting it.

Est # of Mins

Teaching-Modeling

• Teacher demonstrates and shows examples of what students are expected to do during Guided Practice
• Check for Understanding #2 (use green font & put in student column)

Teacher will:

Students will:

1. SW will solve problems on the board.

Est # of Mins

Guided Practice

• An opportunity for each student to demonstrate new learning by working through an activity or exercise with the teacher’s guidance. 
• This is the heart of the lesson and should have the most minutes assigned to it

Teacher will:

1. TW will divide class up into the students who are totally getting it and those that are struggling.
2. Students who get it will be sent to desks to complete problem set on their own and review with table mates. They will then complete the exit ticket and play math extension games.
3. Students who are struggling will bring problem set to the floor and will work with teacher to complete.

Students will:

1. SW who understand will work independently
2. When students complete they will review with tablemates and play math extension games.

Est # of Mins

Closure

• ALL students must engage in brief closure activity to cement learning and optimize transfer. 
• Do not introduce anything new during Closure.
• Check for Understanding #3
• Students must re-engage with the OBJECTIVE (use red font)

Students will:

1. SW complete exit ticket. 
2. SW re-engage with the objective by coming back to the floor and couting the say 10 way from 100 to 120.
3. Fist to five on how comfortable they feel with using tens and ones up to 120. 

N/A

Independent Practice

• AFTER proper closure, it is important to provide time for additional practice. It may be group or individual work in class or it might be homework.
• Do not introduce anything new during Independent Practice.

Students will:

1. Homework 

Checks for Understanding (CFU)

• From above, list the three quick, informal strategies that students will do to show understanding of the objective.
• Identify each type of CFU (e.g., self-check, verbal check, written check).

1. Check for understanding by monitoring students answers and focusing on the students who struggle to see if they are getting it.

2.  SW will solve problems on the board.

3. Fist to five on how comfortable they feel with comparison concepts.

Assessment Options

• Describe how you will pre- and post-test students’ understanding of the objective before & after (not during) this lesson.
• Make the pre- and post- assessment identical or nearly identical so you are comparing apples with apples.

Pre- and Post-Assessment of Objective before/after lesson:  Pre assessment will be the previous days homework. I review it to see how well the background knowledge needed for todays lesson is understood. 

Alternative Assessment Options for diverse learners: They can all complete the homework.

Differentiation Options

Describe how you will reach diverse learners who need scaffolding or extra challenge by varying the: 

• Content – WHAT they are learning
• Process – HOW they are learning it
• Product – WHAT they will produce to demonstrate mastery of the objective

Content – I have one student who will not be able to participate. I will have her work on her own math packet and then computer for imagine learning.

Process – Scaffold: Scaffold: Students who need support will work in small group directly with teacher.

Process – Challenge: Challenge: Independent workers can work through the material and move onto extension game.

Product – Scaffold: Product is the same with direct assistance from teacher to cement learning. 

Product – Challenge: same and game when finished.

21^st Century Learning

Describe how you will incorporate technology and the 4 Cs: 

• Critical Thinking
• Creativity
• Collaboration
• Communication