Daily Lesson Plan

Teacher: Sarah Acosta

Lesson Date: 4/8/17
LDC/Unit Title: Addressing Learners Individual Needs (Ch. 9)
Subject: How Do Students Needs Change as They Develop?

CCSS/CLGs/SC Assessment Limits/Standards: (What are the skills being taught? Which Agenda: (What is the snapshot of my class flow?)
standards are being specifically addressed in this lesson?)
Interactive lecture: How Do Students Needs
Principal 1- Knowledge of Subject Matter Change as They Develop
Principal 2- Human Development and Learning
Principal 3- Diversity in Learning -Piaget: Cognitive Development
Principal 4- Variety of Instructional Strategies -Erikson: Psychosocial Development
Principal 5- Motivation and Management -Piaget: Moral Development
Principal 7- Instructional Planning Skills -Kohlberg: Moral Development
Principal 8- Assessment -Carol Gilligan: Moral Development
-Character Education
-Maslow: Hierarchy of Needs
-What Teachers Can do to Help Children and
Adolescents Development

Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)

Be able to understand and explain the developmental theories

Understand the cognitive, psychosocial, and moral differences among ages and thus how it affects their capabilities and
thinking
Be able to provide examples of how these theories can be used to guide learning experiences in and out of the classroom
Be able to apply knowledge to help students develop

TIME INSTRUCTIONAL SEQUENCE FORMATIVE

ASSESSMENT
Note: A variety of formative
assessments should be used at key
points throughout the lesson.
Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?) Engage/Motivation
min Activity (brainstorm and prior
knowledge)
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there -Prior knowledge-vocab
vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?) -Brainstorm
min

Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], -Activate prior knowledge
shared reading, shared writing, discussion, writing process.) (vocab)
-Relate to prior knowledge
min (homeostasis comparison)
-Popcorn reading
-Discussion/collaboration
-Read aloud
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, -Shoulder partners
min student conferencing, re-teaching or intervention, writing process) -Groups (explain)
Independent Practice: (individual practice, discussion, writing process.) -Guided Notes
min -Journal
Evaluate Understanding/Assessment: (How will I know if students have achieved todays objective?) -Matching
-Have students explain &
min give examples
-Journal

min Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?) -Popcorn reading (how to
 apply)
-Give journal assignment
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?) -use visuals
-emphasize important note
(bold/color)
Some students with a disability have difficulty maintaining attention, following ideas, and -define new vocab
interpreting information that is presented orally. Ex. ADHD; learning disabilities -guided notes
-different activities
-collaboration
-structure and organization

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

-computer
-projector/ projector screen
-my PowerPoint (flash drive)
-whiteboard/ whiteboard markers
Notes:
Students will need their books.

Structure Strategies Included in the City School/ Model of Highly Effective Literacy Instruction
Whole Group -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Questioning the Author (QtA) -Question-Answer-Relationships (QAR)
-Text annotation -Think aloud -Think/Pair/Share
Guided -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
Practice/Small group -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences
Independent -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
Practice -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences