Mock Lesson Plan

Below is a mock lesson plan I drew up for an education class I took in 2015.

Central State University
College of Education
Department of Professional Education

Lesson Plan Title: Sequencing and Summarizing_____________

Date:_________________ Number of Days Covered: 3________________

Subject: English__________           Grade Level: 4th Grade______________

Standards Addressed: (Common Core Standards/ National Content or District Curriculum Standards)

R.I.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why based on specific information in the text.

Specific Observable/Measurable Learning Objectives: (Use Bloom’s Taxonomy to ensure higher levels of thinking are required. Students will complete or master at what level of proficiency?)

Day 1:
100% of students should be able to summarize important events from their own life in a timeline with 80% accuracy.

Day 2&3:
100% of students will be able to summarize what did X book say about George Washington Carver, why is he important, give examples from his life, and examine the role he played in the development of our country with 75% accuracy.

Connections: Identify instructional connections between past, present and future instruction.

Evaluation of Student Learning: What evaluation strategies will you use? How does evaluation align with goals? What sort of measurable data can be collected from your assessment?

Day 1:
Timeline papers will show wether or not students have understood the concepts introduced and where more attention will be needed when introducing the second part of the lesson.

Day 2:
Question & Answer session about famous historical figures. Evaluation aligns with goals by introducing the topic to students. Measurable data that can be collected from your assessment includes number of students aware of particular historical figures.

Day 3:
Final papers/presentations will be reviewed to ensure students have grasped the lesson or not, and where there are weak areas requiring support.

Required Materials for Lesson: (List materials to be used and where materials are located. How much time will be needed to set up the lesson?)

Day 1:
Sheets of colored paper, and colored pencils to be provided for each group

Day 2:
Books to be taken from library:
In the garden with Dr. Carver / Susan Grigsby ; pictures by Nicole Tadgell.

A picture book of George Washington Carver / David A. Adler ; illustrated by Dan Brown.

The little plant doctor : a story about George Washington Carver / by Jean Marzollo ; illustrated by Ken Wilson-Max.

George Washington Carver / by Lynea Bowdish.

Day 3:
Projector to be used if needed by those doing presentations.

Student’s Background/Prior Knowledge/Experience: (Pre-Assessment; How will I access their prior knowledge?)

Prior knowledge will be accessed by the Q&A session which will include the following questions:

Day 1:
Do you remember when you were born? Can anyone tell us about the first time they rode a bike? Were any siblings born after you? Do you know what a timeline is? Can you summarize your life up to now and put it in sequential order (list events in the order they occured) so that people in the future will know what a great and kind person you were?

Day 2:
Who can name the first president? Do you know any historical figure with a  similar name? Have you heard of Washington Carver? Do you know anything special about him? What is a scientist?

Main Ideas: (I can statement or summary of the main points of the lesson)
Day 1:
I can list specific details of past events.
I can summarize past events.

Day 2:
I can summarize a historical text.
I can give you the main details of a historical text.
I can describe specific details of a historical text.

New Vocabulary: List new words and how you will introduce them, especially academic vocabulary.

Day 1:
Timeline, Sequence, Summarize (Mentioned in introduction Q&A)

Day 2:
Scientist (Mentioned in introduction Q&A)
Slavery, Freedom, Segregation (connected to introduction on George Washington Carver’s life)
Braille (will be mentioned in video)

Motivational Strategy/Anticipatory Set for Lesson: (How will you “hook” students interest?)

Day 1:
Each of us are unique and important for different reasons. Some of us are able to run backwards really fast! Some of us can curl our tongues! Some of us can name every president and which state he came from! Today we are going to go over some of the events in our lives that make us important to the world so that future generations will get to know us.

Day 2:
The ‘hook’ will be a Youtube video on a young inventor.

Day 3:

Content: Step-by-step Procedures: Time allocation for each activity-

Day 1:
20% introduction of lesson and instruction, 30% drafting of timelines, 40% final timelines, 10% checking over by teacher and prep to depart.

Day 2:
10% Youtube video: on the 7th grader who invented a braille keyboard made from legos, 20% Q&A session, and 20% introduction of Lesson. 50% for research, and drafting of first paper/presentation.

Day 3:
10% Teacher instruction, 70% students presentations and final papers to be turned in, 20% clean up and prep for departure

Instructional Strategies to Be Used- Be Specific: What learning Activities Will be Used- Be specific Questions to Extend Student Thinking and sample responses (Higher Order Thinking Skills) Group learning; Peer teaching; Direct

Day 1:
Direct Instruction, Group learning, and Peer Teaching
List a number of events that happened in your life. Identify events on that list that are important and write them down. State why those events are important.

Day 2:
Group Learning & Direct Instruction
What did X book say about George Washington Carver? Why is he important? Can you give examples from the lives of this individual to support this statement? What role did he play in the building of our country?

Day 3:
Peer teaching
Students will turn in assignments.

Differentiated Instructional Support: (What modifications/accommodations are required to meet needs of various students? Not just students on IEPs. Include gifted, distractible, etc.)

5 IEP (1 ADD/Low reader, 2 ADHD, 2 Low readers)

Day 1:
Low readers and students with ADD/ADHD will be paired with empathetic student buddies who are reading on grade level to help with producing their own personal timelines. In addition the teacher will ensure to rewrite the instructions in bulletin form on the board and go around helping students individually with spelling, etc.

Bulletin Form:
* Make a list of important events in your life:  First day of school, Birth, First Tooth Lost, Learned to Ride a Bike, First Friend, etc.

* Put above items in order from first to last on a sheet of colored paper (time line)

* Briefly write an explanation under each event, stating why that event was important in your life

* Have your partner check your list (timeline)

* Inform teacher when you are done

Day 2:
A variety of historical texts across grade levels for those reading under grade level as well as above will be provided (See: Books listed in required materials). Instructions will be repeated in a clear and concise manner for the benefit of those students with ADD/ADHD, as well as written on out on the board, and they will be provided with one-on-one attention given to help with spelling, organizing information, and time management.

Day 3:
Presentation of learned material to show understanding of key concepts will be done either orally (a play, speech, etc.) or in written form (essay, short story, poem, timeline, etc.) depending on the strengths and weaknesses of the student. Short report cards with specific praise for areas of improvement or outstanding performance will be sent home with those students on IEPs.

Integration of Technology: (If not used, why is it impossible or unnecessary; google for examples)

Youtube video, Internet can also be used for research, Projector to be used for presentations if needed

Homework or Home Connections: (If there is no homework, will information about the unit of study or work be sent home?)

Day 2:
Worksheet on George Washington Carver and selected book will be sent home with students to go over, and production of final paper/presentation to be done at home.

Day 3:
Feedback to be sent home with student.

Closure: (How will you end the lesson and transition to the next activity?)

Student Learning Based on Data: (What does your data tell you about student learning? In terms of what they have learned, what will you do next for the whole group or individual students?)

Reflections/Self Evaluation:

a) Effectiveness of Lesson: (How effective was your lesson? What went well? what did not go so well? did you feel the students were engaged and developing new learning? Were your teaching/learning strategies appropriate? How did they encourage new learning? What parts of the lesson did the students seem to really enjoy? What parts of the lesson need improvement with regard to planning or delivery?)

b) Effectiveness of teacher: (Describe your strengths and areas that need improvement. Document your development as a teacher.)

c) Next Steps to Consider: (Do you need yo re-teach any part of the lesson and how will you teach it differently? Would you change any part of the lesson? If so, how? What do you need to address in your next lesson?