Professional Documents
Culture Documents
Monmouth University
School of Education
Department of Curriculum and Instruction
Lesson Plan
Teacher Candidates Name: Jaclyn Fortuna
Context:
2
5.4.2.F.1 Observe and document daily weather conditions and discuss how the
weather influences your activities for the day.
CEC Standards:
A. Maintaining challenging expectations for individuals with exceptionalities to
develop the highest possible learning outcomes and quality of life potential in ways
that respect their dignity, culture, language, and background.
C. Promoting meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities.
L. Participating in the growth and dissemination of professional knowledge and
skills.
II. Learner Outcomes (goals) & Assessments (include informal and formal):
1. SWBAT differentiate the four seasons and their characteristics.
2. SWBAT describe when the seasons occur in New Jersey by their months.
a. Essential Questions:
1. How does our country break up the months by the four seasons?
2. What are the four seasons and their characteristics?
b. Enduring Understandings:
1. Students will understand the four seasons and the when they occur
throughout the year.
2. Students will be able to determine the sequence of the four seasons.
III.Procedures (include anticipatory set, procedure, guided practice, and
independent practice):
Be sure to use only evidence-based practices and cite the source.
Include strategies to enhance language development and where you are teaching
communication skills.
Anticipatory Set: (2 minutes) I will introduce the topic by asking the question to
the class, Can anyone tell me what the four seasons are? Then I will ask them if
anybody knows the order of the seasons that we have in New Jersey. It will then be
explained that we will be learning about the four seasons (spring, summer, fall,
and winter) through a virtual field trip. (Clark, M. & Kamhi, A. 2014).
Procedure (2 minutes): Since students will be learning through the VFT I will
demonstrate how to access the VFT on their chrome books.
3
Guided Practice (2 minutes): Once we reach the homepage of the VFT I will
walk them through the layout of the VFT and how they can access the Four
Seasons tab.
Independent Practice (20 minutes): Students will explore the Four Seasons tab
and sing along to the song 4 Seasons in a Year. This tab breaks down each season
and gives a paragraph describing each season. (Zhao, Y., Pugh, K., Sheldon, S.,
Materials:
Chrome books
Lined paper
Pencil
4
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom
technology innovations. Teachers college record, 104(3), 482-515.
Kagan, S. (1989). The structural approach to cooperative learning. Educational
leadership, 47(4), 12-15.
Monmouth University
School of Education
Department of Curriculum and Instruction
Lesson Plan
Teacher Candidates Name: Jaclyn Fortuna
Context:
VIII.
formal):
1. SWBAT differentiate the different types of weather.
2. SWBAT describe the current weather outside and the forecast for the
next 5 days by using weather.com
b. Essential Questions:
1. What are the different types of weather that we experience in New Jersey?
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2. How can we determine what the weather is like outside?
c. Enduring Understandings:
1. Students will explain the different kinds of weather.
2. Students will be able to determine the different kinds of weather by
looking outside and researching on weather.com
IX.
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X. Accommodations for diverse learners and students with special needs
(include suggested adaptive and assistive tech/software/web-supported
learning with specific skill areas):
ELL: I will provide a vocabulary list of words that the student will may need during
the VFT.
Hearing Impaired: In order for the student to follow along with the song I will
provide a sheet with lyrics from the song.
XI.
Materials:
Chrome books
Lined paper
Pencil
8
Monmouth University
School of Education
Department of Curriculum and Instruction
Lesson Plan
Teacher Candidates Name: Jaclyn Fortuna
Context:
9
CEC Standards:
A. Maintaining challenging expectations for individuals with exceptionalities to
develop the highest possible learning outcomes and quality of life potential in ways
that respect their dignity, culture, language, and background.
C. Promoting meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities.
L. Participating in the growth and dissemination of professional knowledge and
skills.
XIV.
formal):
1. SWBAT differentiate the types of precipitation.
2. SWBAT describe the kinds of precipitation based on the water
droplets, snowflakes, or ice crystals.
b. Essential Questions:
1. How can we tell which precipitation we are experiencing by analyzing the
vapor falling from the sky?
2. How do the different precipitations form?
c. Enduring Understandings:
1. Students will understand the types of precipitations.
2. Students will be able to determine the types of precipitation by
analyzing the precipitation falling from the sky.
XV.
10
Guided Practice (2 minutes): Once we reach the homepage of the VFT I will
walk them through the layout of the VFT and how they can access the Types of
Precipitation tab.
Independent Practice (20 minutes): Students will explore the Types of
Precipitation tab. They will read the paragraph describing each precipitation and
then watch a short video on each one. (Zhao, Y., Pugh, K., Sheldon, S., & Byers,
J. L., 2002)
Assessment (5 minutes): I will bring the class back together and describe a kind
of precipitation and they will have to discuss with their partner, which one they
think I am talking about. Student will raise their hands and share their answers.
(Kagan S., 1989).
XVI.
needs (include suggested adaptive and assistive tech/software/websupported learning with specific skill areas):
ELL: I will provide a vocabulary list of words that the student will may need during
the VFT.
Hearing Impaired: In order for the student to follow along with the videos I will
provide them with a little excerpt that they will read prior to watching the video. I
will turn on the subtitles to each video so that they can read and follow along with
the video.
XVII.
Materials:
Chrome books
11
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom
technology innovations. Teachers college record, 104(3), 482-515.
Kagan, S. (1989). The structural approach to cooperative learning. Educational
leadership, 47(4), 12-15.
Monmouth University
School of Education
Department of Curriculum and Instruction
Lesson Plan
Teacher Candidates Name: Jaclyn Fortuna
Context:
12
Duration: (provide overall time for class session AND include timing for each
section of the lesson below)
XIX.
formal):
1. SWBAT describe the different types of dangerous weather.
2. SWBAT explain what happens during dangerous weather and what
people need to do to stay safe.
b. Essential Questions:
1. What are the four different types of dangerous weather?
2. What can we do to stay safe during dangerous weather?
3. When do these dangerous weathers occur (during the summer/winter)?
c. Enduring Understandings:
1. Students will understand the different types of dangerous weather.
2. Students will be able to determine what to do during each kind of
dangerous weather.
13
3. Students will be able to understand what causes these types of
weather.
XXI.
needs (include suggested adaptive and assistive tech/software/websupported learning with specific skill areas):
ELL: I will provide a vocabulary list of words that the student will may need during
the VFT.
Hearing Impaired: In order for the student to follow along with the videos I will
provide them with a little excerpt that they will read prior to watching the video. I
14
will turn on the subtitles to each video so that they can read and follow along with
the video.
XXIII.
Materials:
Chrome books
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom
technology innovations. Teachers college record, 104(3), 482-515.
Kagan, S. (1989). The structural approach to cooperative learning. Educational
leadership, 47(4), 12-15.
Monmouth University
School of Education
Department of Curriculum and Instruction
15
Lesson Plan
Teacher Candidates Name: Jaclyn Fortuna
Context:
16
C. Promoting meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities.
L. Participating in the growth and dissemination of professional knowledge and
skills.
XXVI.
formal):
1. SWBAT differentiate the different types of clouds. (stratus, cirrus,
cumulous, nimbo)
2. SWBAT classify the different types of clouds based on the ones they
witness on a day to day basis.
b. Essential Questions:
1. How do meteorologists classify clouds?
2. Why are there different types of clouds?
c. Enduring Understandings:
1. Students will understand the four types of clouds.
2. Students will be able to determine the different types of clouds by
looking at a picture.
XXVII.
17
Independent Practice (30 minutes): Students will explore a tutorial on cloud
types with their chrome books. Students will be given an activity sheet that they
will need to fill out during the video. We will then discuss the different types of
clouds and their characteristics. (Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L.,
2002)
Assessment (25-30 minutes): Students will work individually on creating clouds
by using a piece of paper and cotton balls. (Kagan S., 1989).
XXVIII. Accommodations for diverse learners and students with special
needs (include suggested adaptive and assistive tech/software/websupported learning with specific skill areas):
ELL: I will provide a vocabulary list of words that the student will may need during
the video.
Hearing Impaired: In order for the student to follow along with the video I will put
the subtitles function on.
XXIX.
Materials:
Chrome books
Lined paper
Pencil
Activity worksheet
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom
technology innovations. Teachers college record, 104(3), 482-515.
Kagan, S. (1989). The structural approach to cooperative learning. Educational
leadership, 47(4), 12-15.
18
19
20
Monmouth University
School of Education
Department of Curriculum and Instruction
Lesson Plan
Teacher Candidates Name: Jaclyn Fortuna
Context:
21
5.4.P.F.1 Observe and record weather
5.4.2.F.1 Observe and document daily weather conditions and discuss how the
weather influences your activities for the day.
CEC Standards:
A. Maintaining challenging expectations for individuals with exceptionalities to
develop the highest possible learning outcomes and quality of life potential in ways
that respect their dignity, culture, language, and background.
C. Promoting meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities.
L. Participating in the growth and dissemination of professional knowledge and
skills.
XXXII.
formal):
1. SWBAT understand what a meteorologist.
2. SWBAT know how to read a thermometer.
b. Essential Questions:
1. What is a meteorologist?
2. How can we tell the degrees outside by reading a thermometer?
c. Enduring Understandings:
1. Students will understand what a meteorologist is.
2. Students will be able to determine the temperature outside by
reading a thermometer.
XXXIII. Procedures (include anticipatory set, procedure, guided practice,
and independent practice):
Be sure to use only evidence-based practices and cite the source.
Include strategies to enhance language development and where you are teaching
communication skills.
Anticipatory Set: (2 minutes) I will introduce the topic by showing the students a
thermometer and asking them if they know what it is. I will also ask them if they
know what a meteorologist is and what he or she does. (Clark, M. & Kamhi, A.
2014).
22
Procedure (2 minutes): I will call up students to see if anybody knows how to
read a thermometer.
Guided Practice (2 minutes): As the students attempt to read a thermometer I
will help guide them into showing them how to read it.
Independent Practice (30 minutes): Students will explore a tutorial on how to
read a thermometer with their chrome books. I will also show them a video of
ABCs Bill Evans to show them what a meteorologist does. (Zhao, Y., Pugh, K.,
Thermometer
Chrome books
Lined paper
23
Pencil
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom
technology innovations. Teachers college record, 104(3), 482-515.
Kagan, S. (1989). The structural approach to cooperative learning. Educational
leadership, 47(4), 12-15.
Monmouth University
School of Education
Department of Curriculum and Instruction
Lesson Plan
Teacher Candidates Name: Jaclyn Fortuna
Context:
24
Students will be sent home with a journal that they are supposed to fill out with
their families.
Unit Title: The Weather Channel
Lesson Title: Student Project: Being a Meteorologist!
Tentative Date: September 29-30- October 3, 2016/30 minutes
Duration: (provide overall time for class session AND include timing for each
section of the lesson below)
XXXVII. Standards (NJCCCS, CCSS, NJPST, and/or CEC):
K-ESS2-1. Use and share observations of local weather conditions to
describe patterns over time. [Clarification Statement: Examples of qualitative
observations could include descriptions of the weather (such as sunny, cloudy,
rainy, and warm); examples of quantitative observations could include numbers of
sunny, windy, and rainy days in a month. Examples of patterns could include that it
is usually cooler in the morning than in the afternoon and the number of sunny
days versus cloudy days in different months.] [Assessment Boundary: Assessment
of quantitative observations limited to whole numbers and relative measures such
as warmer/cooler.]
5.4.P.F.1 Observe and record weather
5.4.2.F.1 Observe and document daily weather conditions and discuss how the
weather influences your activities for the day.
CEC Standards:
A. Maintaining challenging expectations for individuals with exceptionalities to
develop the highest possible learning outcomes and quality of life potential in ways
that respect their dignity, culture, language, and background.
C. Promoting meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities.
L. Participating in the growth and dissemination of professional knowledge and
skills.
XXXVIII.
formal):
1. SWBAT use the knowledge from this unit to create a group project to
predict a week of weather.
2. SWBAT be assessed through this project on what they learned from
this unit on weather.
b. Essential Questions:
25
1. What will the weather be like this week? Create a 7-day forecast with your
group members.
c. Enduring Understandings:
1. Students will use research to predict the weather for the week.
2. Students will be able to demonstrate what a meteorologist does in
front of the class.
XXXIX. Procedures (include anticipatory set, procedure, guided practice,
and independent practice):
Be sure to use only evidence-based practices and cite the source.
Include strategies to enhance language development and where you are teaching
communication skills.
Anticipatory Set: (2 minutes) I will introduce the project by reviewing what we
have learned throughout this unit.(Clark, M. & Kamhi, A. 2014).
Procedure (2 minutes): I will explain to the student how we will be using the
content that we have learned throughout this unit to help complete this project.
Guided Practice (2 minutes): I will display a model of the seven-day forecast
that previous students have completed.
Independent Practice (30 minutes): Students will be broken into groups and
use this time to complete research to begin the project. Students will have
different roles that they would need to complete in order to create this project.
(Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L., 2002)
Assessment (the rest of the year): Students will display their projects. (Kagan
S., 1989).
XL.
needs (include suggested adaptive and assistive tech/software/websupported learning with specific skill areas):
ELL: I will provide a vocabulary list of words that the student will may need during
the video.
Hearing Impaired: Student will be supplied with technology that they may need
to assess them to complete research and conduct this project.
26
XLI.
Materials:
Thermometer
Lined paper
Pencil
Markers/crayons
Poster board
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom
technology innovations. Teachers college record, 104(3), 482-515.
Kagan, S. (1989). The structural approach to cooperative learning. Educational
leadership, 47(4), 12-15.
NewscastPresentationandPlanning:BeingaMeteorologist!
TeacherName:Ms.Fortuna
StudentName:________________________________________
27
CATEGORY
Research
Group
researchedthe
subjectand
integrated3or
more\"tidbits\"
fromtheir
researchinto
theirnewscast.
Group
researchedthe
subjectand
integrated
2\"tidbits\"from
theirresearch
intotheir
newscast.
Group
researchedthe
subjectand
integrated
1\"tidbit\"from
theirresearch
intotheir
newscast.
Eitherno
researchwas
doneoritwa
notclearthat
groupusedit
thenewscast.
Graphics
Graphicsinclude
someoriginal
materialandare
clearlyrelatedto
thematerial
being
preesented.
Graphicsare
clearlyrelatedto
thematerial
being
preesented,but
noneare
original.
Graphicsinclude
someoriginal
materialbutare
onlysomewhat
relatedtothe
materialbeing
preesented.
Graphicsare
relatedtothe
materialbein
presented.
Speaksclearly
Speaksclearly
anddistinctlyall
ofthetimeand
mispronounces
nowords.
Speaksclearly
anddistinctlyall
ofthetimebut
mispronounces1
ormorewords.
Speaksclearly
anddistinctly
mostofthetime
and
mispronounces
nowords.
DoesNOTsp
clearlyand
distinctlymo
ofthetime
AND/OR
mispronounc
morethan1
word.
GroupWork
Thegroup
functioned
exceptionally
well.All
members
listenedto,
sharedwithand
supportedthe
effortsofothers.
Thegroup(all
members)was
Thegroup
functionedpretty
well.Most
members
listenedto,
sharedwithand
supportedthe
effortsofothers.
Thegroup(all
members)was
almostalways
Thegroup
functionedfairly
wellbutwas
dominatedby
oneortwo
members.The
group(all
members)was
almostalways
ontask!
Somemembe
ofthegroup
wereoftenof
taskAND/OR
wereovertly
disrespectful
othersinthe
groupAND/O
weretypicall
disregardedb
othergroup
28
Attire
almostalways
ontask!
ontask!
Very
professional
clothingand
accessories.
Businesscasual
look.
members.
Cleanand
attractivestudent
look.Attiredoes
notdetractfrom
credibilityof
presentation.
Sloppy
appearance
whichdetrac
fromcredibil
ofpresentatio
29
Included in the Unit/Lessons
Component
Lessons connect to other disciplines
A lesson database where you could find more lessons about
this topic/unit
Multimedia software that is learner-centered
Specific Page
Number(s) in
Unit
1,4,7,10,13,17,
20
2,5,8,11,14,18
2,5,8,11,14,18
16
2,5,8,11,14,18
2,5,8,11,14,18
11
3,6,9,12,15,19
3,6,9,12,15,19,
22
20-22
2,6,9,11,14,18,
21
1-12