25 Jul Because you are certifying or hoping to certify in a content area that includes the Science of Teaching Reading standards, you must provide evidence through yo
Because you are certifying or hoping to certify in a content area that includes the Science of Teaching Reading standards, you must provide evidence through your lesson planning projects that you know and are able to apply the STR standards. Therefore, you must do the following:
Lesson Plan 1 MUST be a lesson plan that uses an English/Reading/Language Arts TEKS that addresses one of the following literacy domains: Phonics; Phonemic Awareness; Comprehension; or Fluency. Vocabulary instruction must be embedded in the plan as well. You must use this lesson plan format (Literacy plan attached) to ensure you are meeting the instructional planning requirements that include the STR.
2. Lesson Plan 2 may also be literacy, or you may choose any other standard in any other content area you wish. Vocabulary instruction must also be embedded in the plan, regardless of the content area and standard you choose. You may use the traditional Texas Teachers' Lesson Plan document (Template plan attached) for this plan.
You may download the 700.4PBP Rubric Download 700.4PBP Rubric here to understand the expectations of the project.
NO PLAGIARISM!!! ORIGINAL WORK
TEXAS TEACHERS LESSON PLAN FORMAT
LITERACY SPECIFIC PLAN (SUBMITTED FOR LESSON PLAN 1)
INSTRUCTIONS: Complete all portions of the lesson plan. Within the Instructional Steps, note the following items as indicated below to facilitate identification of the required elements.
Use of Groups Blue or Aqua
Critical Thinking or Problem Solving Pink or Magenta
Learning Modalities used Underlined
NAME: SUBJECT/GRADE: __________________________________
CERTIFICATION AREA: _______________________________
STR FOCUS AREA: PLEASE HIGHLIGHT IN YELLOW WHICH OF THE MAIN PILLARS OF LITERACY INSTRUCTION YOUR PLAN FOCUSES ON
PHONOLOGICAL/PHONEMIC AWARENESS PHONICS FLUENCY COMPREHENSION
***NOTE: VOCABULARY MUST BE INCLUDED IN ALL AREAS OF FOCUS
TEKS OR PRE-K GUIDELINES:
LEARNING OBJECTIVE(S): The student will
ASSESSMENT:
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MATERIALS and SETTING What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, science lab? |
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KEY VOCABULARY and ACADEMIC LANGUAGE What vocabulary terms must students know to understand the concept being taught? **Include specific method for working with vocabulary ex: Marzano, Frayer model, Greek/Latin roots |
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FOCUS ACTIVITY What activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity |
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CONNECTION TO PRIOR LEARNING OR REAL WORLD This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson. |
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OBJECTIVE STATEMENT (including a performance behavior) This is what you say to students about what students will learn today, and how they will show they have learned the content (that is the performance measure) |
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PURPOSE OF LEARNING Why do students need to learn this today? This should be written in what you will say to students and should include both why it is important to the content and why it is relevant in their lives. |
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INSTRUCTIONAL STEPS Include: · Step by step instructions · Key points · Directions to give · Small group instructional plans · Differentiated Station Activities |
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LITERACY STRATEGIES USED **Specifically identify ways you are implementing literacy instruction! |
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STUDENT USE OF TECHNOLOGY |
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CLOSURE Review: How will you cement the learning that has taken place in this lesson?
Connect to future learning: How will what students learned today help them in upcoming lessons? |
The Reflection
Answer each of the following questions in the text box provided. Your answer should be written in complete sentences and be at least one and no more than three paragraphs per question.
1. Explain how the instructional strategies chosen help make the subject matter more accessible to students. For example, how did the strategies you chose facilitate learning for your EL students or your students who are below grade level?
2. Explain the criteria used to group students (size of group, specific characteristics and needs of group members, etc).
3. Explain how this lesson plan supports what we know about how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills?
4. How will you encourage a growth mindset and, thus, persistence, throughout this lesson?
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TEXAS TEACHERS LESSON PLAN PROJECT FORMAT
INSTRUCTIONS: Fill out all portions of the lesson plan. Within the plan note the following items as indicated below to facilitate identification of the required elements.
Use of Groups Blue or Aqua
Critical Thinking or Problem Solving Pink or Magenta
Learning Modalities Underline
NAME: SUBJECT:
CERTIFICATION AREA: _________________________________________________________________
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:
LEARNING OBJECTIVE(S): The student will
ASSESSMENT/PERFORMANCE MEASURE:
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MATERIALS and SETTING What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, science lab? |
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KEY VOCABULARY and ACADEMIC LANGUAGE What vocabulary terms must students know to understand the concept being taught? |
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FOCUS ACTIVITY/ANTICIPATORY SET What activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity |
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CONNECTION TO PRIOR LEARNING OR REAL WORLD This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson. |
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OBJECTIVE STATEMENT (be sure to include the performance measure) This is what you say to students about what students will learn today, and how they will show they have learned the content (that is the performance measure) |
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PURPOSE OF LEARNING Why do students need to learn this today? This should be written in what you will say to students and should include both why it is important to the content and why it is relevant in their lives. |
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INSTRUCTIONAL STEPS Include: Step by Step Instructions Key Points Directions to give |
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LITERACY STRATEGIES USED |
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STUDENT USE OF TECHNOLOGY |
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CLOSURE: Review: How will you cement the learning that has taken place in this lesson? Connect to future learning: How will what students learned today help them in upcoming lessons? |
REFLECTION QUESTIONS: Answer each of the following questions in the text box provided. Your answer should be written in complete sentences and be at least one and no more than three paragraphs per question.
1. Explain how the instructional strategies you chose for this lesson help your students learn the material. Consider the diverse learning needs in a typical classroom, including your students who are below grade level or English learners.
2. Explain what criteria you will use to group students. Include things such as group size, learner characteristic, special needs of specific students, etc.
3. Explain how this lesson plan supports what we know about how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills
4. How will you encourage persistence and a growth mindset throughout this lesson?
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CRITERIA RATINGS
STRATEGIES FOR INSTRUCTION Standard 1: Instructional Planning and Delivery A. Teachers design clear, well organized, sequential lessons that build on students’ prior knowledge. ii. Teachers effectively communicate goals, expectations, and objectives to help all students reach high levels of achievement. iii. Teachers connect students’ prior understanding and real-world experiences to new content and contexts, maximizing learning opportunities. C. Teachers design lessons to meet the needs of diverse
EXPERT: 20 pts PROFICIENT: 16 pts DEVELOPING: 12 pts NOVICE: 8 pts
Explicit and detailed opportunities for authentic engagement through an anticipatory set, student collaboration, and/or writing activities.
Meaningful opportunities for authentic engagement through an anticipatory set, student collaboration, and/or writing activities.
Adequate opportunities for authentic engagement using an anticipatory set, student collaboration, and/or writing activities.
Limited opportunities for authentic engagement through an anticipatory set, student collaboration, and/or writing activities.
Small group instruction fully supports learning objectives, activities and outcomes.
Specific evidence of planning for small group instruction (content for different groups, mini- lesson objectives, etc.) where applicable.
Adequate evidence of planning for small group instruction (content for different groups, mini- lesson objectives, etc.) where applicable.
Instructional examples, teacher modeling, or other input is not aligned with objective or lesson activities.
Instructional examples, teacher modeling, or other input is detailed and explicitly supports the objective and lesson activities.
Instructional examples, teacher modeling, or other input is specifically aligned with objective and lesson activities.
Instructional examples, teacher modeling, or other input is adequately aligned, but may lack detail or be loosely supportive of the objective and lesson activities.
Explicit evidence of activities that require critical thinking or problem solving are expertly aligned with the lesson objective.
Activities that require critical
thinking or problem solving
are in place and align well with
the objective.
Activities that require critical thinking or problem solving are inferred but may lack detail or alignment with objective.
Activities that require critical thinking or problem solving are lacking or not included. No apparent alignment with the objective.
Multiple strategies for learning lesson content, utilizing at least three different modalities, are available to students. May include nontraditional activities, or assessments.
Strategies for learning lesson
content include at least three
different modalities, used
appropriately.
Strategies for learning lesson
content include at least two
different modalities used
appropriately.
Lack of strategies for learning
lesson content or strategies used
inappropriately.
learners, adapting methods when appropriate. iii. Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. E. Teachers promote complex, higher- order thinking, leading class discussions and activities that provide opportunities for deeper learning
ii. Teachers provide opportunities for students to engage in individual and collaborative critical thinking and problem
solving.
CRITERIA RATINGS
LITERACY STRATEGIES Standard 2: Knowledge of Students and Student Learning C. Teachers facilitate each student's learning by employing evidence-based practices and concepts related to learning and social-emotional development.
iii. Teachers apply evidence-based strategies to address individual student learning needs and differences, adjust their instruction, and support the learning needs of each student.
Standard 3:
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
* Literacy components (comprehension, text structures, opportunity for written response, etc.) are detailed and enhance the lesson content along with literacy development, where appropriate.
* Literacy components (comprehension, text structures, opportunity for written response, etc.) are present in all appropriate areas.
* Some Literacy components (comprehension, text structures, opportunity for written response, etc.) are present where appropriate.
* Literacy components (comprehension, text structures, opportunity for written response, etc.) are minimal or may not be present.
* Detailed information about required vocabulary for lesson, detailed and specific indication of direct or indirect vocabulary instruction.
*Specific information about required vocabulary for lesson, adequate indication of direct or indirect vocabulary instruction.
* Adequate information about required vocabulary for lesson, some indication of direct or indirect vocabulary instruction.
* Limited information about required vocabulary for lesson, little or no indication of direct or indirect vocabulary instruction.
*Detailed and specific supports (graphics, animations, examples, etc.) for academic language included.
*Meaningful supports (graphics, animations, examples, etc.) for academic language included.
*Some supports (graphics, animations, examples, etc.) for academic language included.
*Minimal supports (graphics, animations, examples, etc.) for academic language included.
*Materials presented are specifically intended for reading level of the students, with consideration given to students below level.
*Materials presented are specifically intended for reading level of the students.
*Materials presented are appropriate for reading level of the students.
*Materials presented may not be appropriate for reading level of the students.
Content Knowledge and Expertise
B. Teachers design and execute quality lessons that are consistent with the concepts of their specific discipline, are aligned to state standards, and demonstrate their content expertise.
iii. Teachers promote literacy and the academic language within the discipline and make discipline- specific language accessible to all learners.
*Writing requirements (if present) are explicitly matched to the level of the students and enhance the learning and engagement of the lesson content.
*Writing requirements (if present) are meaningful and well matched to the level of the students.
*Writing requirements (if present) are appropriately matched to the level of the students.
*Writing requirements (if present) are not well matched to the level of the students.
CRITERIA RATINGS
USE OF TECHNOLOGY Standard 1: Instructional Planning and Delivery E. Teachers promote complex, higher-order thinking, leading class discussions and activities that provide opportunities for deeper learning iii. Teachers incorporate technology that allows students to interact with the curriculum in more significant and effective ways, helping them reach mastery.
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Explicit evidence of integration of technology with pedagogy and content (TPACK) and alignment with ISTE standards.
*Appropriate evidence of integration of technology with pedagogy and content (TPACK).
*Some attempt of alignment with ISTE standards and/or TPACK integration.
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