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Teacher Candidate Catherine Leber

Name:
Grade Level: 4th
Subject: Reading
Date:

Millicent Atkins School of Education: Common


Lesson Plan Template

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

4.RL.4 Determine the meaning of words and phrases as they are used in a text,
including those that allude to significant characters found in mythology (e.g.,
Herculean).

List the Learning Objective(s) to be addressed in this lesson. Use the


following format: Students will be able to

Students will be able to understand what an idiom is along with be able to


identify regularly used idioms from their daily lives.

Describe how the objective is relevant to students lives.

Idioms are used within most peoples daily lives, and it is good for students
to understand them as a part of our language and for their writings and
readings.

List the words relevant to the content area that you will either introduce
and/or review during your lesson.

Idiom, icebox, meringue


List the materials you will need to teach the lesson.

Amelia Bedelia, white board, markers, SMARTBoard/computer with lesson,


paper, and pencil

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.

Teacher will ask each student to get out a piece of paper and a pencil.
From there, the students will be asked to write the real meaning of 5
different idioms that the teacher reads from the list that the students will
be learning throughout the lesson.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if


applicable)

Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-


assessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).

This will be the beginning of the lesson, but the students have learned
about figurative language in previous lessons.

Create and insert a table/chart/graph that shows the pre-assessment data


results. (if applicable)
Insert an image of your table/chart/graph here.
Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.

The students will learn the correct meanings of the idioms that were asked
within the pre-assessment through the use of Amelia Bedelia and the
activities done together.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment


you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.

Is your post-assessment included at the end of this lesson plan?


The post assessment includes the students correctly using the idioms that
were taught within the lesson in 5 sentences (1 idiom per sentence, and
the sentences do not have to correlate).
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which
provides a model of the desired outcome.

Is your key included at the end of this lesson plan?


The key to the post assessment is simply the teacher reading through the
idioms and making sure they are used correctly to assess if the skills need
to be retaught.

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.

The teacher will use SmartBoard to enhance upon the skills learned
through the mentor text of Amelia Bedelia.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information
(Task I).

Students IEPs will be followed as well as any students with visual or


hearing impairments will be seated towards the front of the class to
accommodate to their specific needs. Also, to accommodate for students
with short attention span, students with trouble paying attention will sit
somewhat separated from the more distracted part of class room as well as
while working on independent practice, student will have a timer in which
they are required to work for 5 minutes before being allowed to take a
short break before focusing in again.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

Teacher will be asking questions to keep students engaged throughout the


reading of the book as well as having think-pair-share groups discussing
different ideas throughout the lesson to keep the students intrigued in the
happenings of the lesson. While the students are writing their idiom
sentences, the teacher will be walking around answering questions and
keeping students on task.
LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
The teacher will gain the students attention by using a common call back
or clapping sequence. From there the teacher will list off random idioms
and ask the students if they know what they mean. From there, the
teacher will introduce her students to a miss Amelia Bedelia and her
interesting first day at her job. Throughout reading the book, the teacher
will ask students if the idioms within the books mean what Amelia takes
them as along with explaining the definition of words or phrases the
students may not quite be familiar with (what meringue or an ice-box is).
The teacher will describe that an idiom is something that is a common
phrase that doesnt mean what it says directly, its a form of figurative
language which is different from literal language. Literal language means
exactly what it says; figurative language means something else (like a
metaphor or simile to connect to past knowledge).

Describe how you will communicate (to students) how the objective is
relevant to their lives.
From there, the teacher will ask the students different idioms that would be
more common to their lives such as its raining cats and dogs or a
picture is worth a 1000 words. From there, the teacher will display the
SmartBoard lesson to teach the students the figurative meanings of
common idioms used in todays society.

Describe what instructional strategies you will use to


model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
The teacher will use Blooms Taxonomy of Learning with the students
having learned different forms of figurative language already, and we are
building upon those skills.

Describe how you will check for students understanding before moving on
to guided practice.
While teacher is listing of the common idioms that the students had
probably heard, the teacher will check for understanding by having the
students write the meanings in their own words. As well as while going
through the SmartBoard Lesson after reading the story, the students will
write down their answers before revealed through the lesson.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
The teacher will continue to go through the SmartBoard lesson through this
while engaging students before the answer is revealed to participate in
think-pair-share to keep students on task and involved in the lesson to
think before the idioms true meaning is revealed.

Example of the slide


used to teach idioms
with students being
able to guess the
meaning before it is
revealed.

Describe how you will check for students understanding before moving on to independent
practice.
The teacher will also have a list of idioms that were discussed throughout
the lesson to check for understanding by having the students participate in
group responses when the teacher reads them allowed. This provides
information on the understanding of the class, but it will also allow those
students who may not be sure of a few to think before responding with the
class as a whole to not make them nervous of having the wrong answer
and standing out.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
Students will write 5 sentences using idioms covered in class to show
understanding of the idioms figurative meaning. Along with the sentences,
students are required to draw a picture of the idiom to show visual
understanding of what the idioms mean as well.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small
group, etc.).
Teacher will prompt students to finish the sentence they are on for their
independent practice. While students are putting away their independent
practice, teacher will gain attention by using a call back. The teacher will
discuss again what an idiom is along with the difference between figurative
language and literal language. Before students are allowed to leave, the
teacher will have the students provide her/him with an exit slip of what
they think the definition of an idiom is along with their favorite idiom and
its meaning.

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Insert an image of your table/chart/graph here.

Description:
REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

List and describe two ideas for redesign you would make if you were to teach this lesson
again.