Tek/objective, staar tek/objective, and procedure/activity rough

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Create a document with What Do You Do With a Tail Like This by Steve Jerkins and Robin Page book. Create a rough draft with the following plan parts TEK/Objective, STAAR TEK/Objective, and Procedure/ Activity. Ideas for teaching each part of the lesson should be researched using various websites but should be as original as possible.

Kierra Patterson

2/23/2021

ECH 2313

You have some great information, but you did not follow the assignment description. I did not see the TEKS or STAAR objective with the location or reference number. That should be listed first and referenced in the procedure. Before you submit the final edited version go into the assignment tool and look at the heading for the assignment and then list the information under that heading. That way I know that you know what should be in each part. With the format that you submitted I have to “guess” and I don’t want to guess wrong.

What Do You Do With a Tail Like This

This assessment focuses on ECD children, aged around 5 years with no recorded health issues and having completed all vaccinations. I believe that the children conducting the activities that they are expected to. If this is your TEK objective, provide the reference or location number. My objective for this lesson based on the text are to enlighten learners about different animals and their simple characteristics, enable learners answer simple questions related to animals. Also, to assist learners categorize animals differently from domestic to wild and to enable learners understand the feeding habits of different animals

This is great information but not part of the assignment. The children to teacher ratio in this environment will be 5 to 1 and the school administration should believe that this number enhances learning. The selected methods that aid this assessment will include learning accomplishment profile and portfolio that will be used to document the child’s capabilities. The observation method selected for this role will focus on the individual child. This framework will be appropriate in understanding the abilities of the child in different contexts since the Skilled Focused Checklist will likely bring inconsistency in outcomes of the child.

STAAR TEK Objective What are these objectives?

Before presenting slogans and articulations to children, I will bring factual language into the setting. The best way to do this is to let the reserve know that I recently visited the zoo. I will then ask them to think about what animals they think I have seen at the zoo and keep in touch with them on the board. I will ask if they have been to a zoo before and what animals they have seen.

I will then use this animal cheat sheet to add animal names to the default names. I will ask the backup to repeat it after you say the animal’s name out loud. Then I will introduce the pronoun “various animals” and the articulation “This/this; like this is a lion)”. A simple way to show the contrast between one and the other is to simply hold the teaching sheet close to me and say, “This is a lion.” Then move the card away from me and say, “This is a Leopard.” I will then ask learners to think about which of the different things is important.

Materials that I will use for this illustration:

Flashcards – animals

Board games – animals

Video from the game “Knowing the animals”.

Procedure/Activity

Activity 1: Is that a tiger?

In this game, to practice animal jargon, one learner will draw an animal on the board while others guess what it is. Before playing this game, I will show the learners in groups of 3 how to answer the question, ‘is that (a giraffe)? Whenever learners have learned enough, I will welcome one to the forefront to draw animals. I will then show one of the children’s animal flashcards and give them 10 seconds to try to draw the animal. While the learner is drawing, I will have the different others count from 10 seconds together. After 10 seconds, I will encourage them to think about what kind of animal it is. While the speculative student asks, “Is it (the lion)?” the others while seated will be responding, “Actually, it’s true.” or “No, no.” Those who guessed correctly then came forward on that spot and draw the next animal.

Activity 2: Board Game

The next step is a fun printable board game for ECD learners to play in pairs. I will print this ready-made animal game and give it to any spare game. In this game, the learners will “compete with each other” as they name the animals in the pictures. Alternatives they will compete clockwise and other pairs compete anticlockwise. To play, students must first place their eraser in the initial phase. Then the children have to play with stones, scissors and paper. The leading learners in this activity will then move one space ahead while others remain. For example, one pair should ask, “What is it?” and another one might reply, “That’s an elephant.” The main team to go as far across the world as possible is the winner.

Activity 3: animal guessing game

This game involves animal guessing game where the layout of the animal is gradually revealed on the screen. Learners should try to think about what the animal is before revealing the answer. To play, I will just show the video in class and stop the video once learners are ready to find out. When guessing the animals, learners should use objective illustrative language. For example: “Is that a giraffe?”

Educational ratings based on the Objectives

This assessment can be linked to various assessment strategies such as government approved test or other evaluation equipment. The cognitive and language abilities could be challenging to note within one hour of assessment but I will use the short period to judge children’s basic abilities in this context. For instance, at age 5, I expected him to have been able to completely name different animals.

To conclude the class, I will review sentences and pronunciation and see agreement between students’ naming of animals. I will ask learners to line up at the entrance. Using the animal flashcards, I will pick one and do not show the smaller one. Then, at that point, I will ask the wrong ones to think individually about what animal card they are holding, using the key articulation, “Is that (the tiger)?” This action is a great way to learn just with each learner and see how they can interpret the animal and its behavior.

Jenkins, S., & Page, R. (2009). What do you do with a tail like this? Houghton Mifflin Harcourt.

Milestones

Goals

Texas Elements of Knowledge Skills (TEKS/Objectives)

State of Texas Assessments of Academic Readiness (STAAR )

Using TEKS/STAAR Objectives for Lesson Planning

Milestones

All children develop and progress at different rates.

Milestones describe behaviors that children exhibit.

Milestones act as benchmarks that provide information to help teachers, parents and caregivers observe development over time.

2

Curriculum Standards

Act as a guide for education in making teaching and learning decisions.

Enable teachers to know what to teach and how to assess subject areas.

General belief is that standards will lead to higher achievement.

Standards can be local, state, or national.

Two types:

Content

Performance

Content Standards

State what learners should do in subject areas (math, language, science, social studies, art, music, movement) and grade levels.

Include knowledge, skills, and dispositions toward learning that children need to develop.

Questions to ask yourself about content:

Is the content worth knowing and relevant?

Is the content accurate according to the standards of the subject areas?

Is it reasonable to teach specific skills and knowledge at this time or should it wait?

Performance Standards

Define degree to which learners have mastered a particular subject.

Performance indicators are crucial in determining what children can do in a particular content area.

Performance indicators make

it possible for teachers to

constitute what is mastery

along the continuum.

5

TEKS: What are they?

Texas learning standards to help ensure that all students meet the challenges that lie ahead of them in the future.

TEKS identify what students know and should be able to do at every grade level.

Pre-k Guidelines are the Texas learning standards for pre-kindergarten.

TEKS are made up of Goals and Objectives

Goal

Tell what to focus on for long period of time (year).

Stated in broader terms.

Objective

Tell what skill/s to focus on during the lesson to meet the goal.

Stated specifically in measurable terms.

Find the TEKS online:

Go to www.tea.texas.gov 

Move your cursor over “Academics”

Choose “Curriculum Standards”

Click on “TEKS Texas Essential Knowledge and Skills”

Scroll to bottom of page. Click on “Texas Essential Knowledge and Skills by Grade Level (Elementary)”

Select the grade level you are interested in.

Take a look at how the TEKS are organized. Use the next 2 pages as a guide to help you distinguish the TEK, Goal, and Objective.

IMPORTANT: Practice finding several TEKS/Goals/Objectives. These will be essential to your lesson planning. The colors are to help with understanding.

NOTE: TEKS are identified green. Goals = blue; Objectives = red

§110.3. English Language Arts and Reading, Grade 1, Adopted 2017.

Introduction Page – tells you what is in the section.

(a) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author’s purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.

Knowledge and skills.

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking–oral language. (TEK)

The student develops oral language through listening, speaking, and discussion (Goal).

The student is expected to:

(A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; (Objective)

(B) follow, restate, and give oral instructions that involve a short, related sequence of actions; (Objective)

(C) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; (Objective)

(D) work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and (Objective)

(E) develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.(Objective)

TRY IT! TEK/Objective Practice

Example:

Grade Level

Kindergarten

TEK

2.Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing.

Objective

(C) Identifying and producing rhyming words.

Grade Level

2nd Grade

TEK

2.Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing.

Objective

(A) demonstrate phonological awareness by: (i) producing a series of rhyming words;

Find:

Locate a TEK/ Objective from a different grade level that coordinates with the objective above.

Remember it may not be the exact wording but will have similar verbage.

Hint: Look for same TEK to get started.

Reflect:

What do you notice about both objectives? Hint: Find the minor difference.

What does this tell you about how the TEKS/Objectives are organized for all grade levels?

Answer: All grade levels build upon each other. EVERY grade level is important!

STAAR: What is it?
State of Texas Assessments of Academic Readiness

State of Texas Assessments of Academic Readiness (STAAR™) replaced the Texas Assessment of Knowledge and Skills (TAKS).

STAAR objectives are tested at grades 3–8 in different content areas. Pre-k guidelines and TEKS beginning in kindergarten lay the foundation for the STAAR objectives tested.

At high school, however, grade-specific assessments will be replaced with 12 end-of-course (EOC) assessments: Algebra I, geometry, Algebra II, biology, chemistry, physics, English I, English II, English III, world geography, world history, and U.S. history.

STAAR
Grades 3–8 Assessments
http://www.tea.state.tx.us/student.assessment/staar/ac/

Grade 3 Reading | Mathematics

Grade 4 Reading | Mathematics | Writing

Grade 5 Reading | MathematicsScience

Grade 6 Reading | Mathematics

Grade 7 Reading | Mathematics | Writing

Grade 8 Reading | Mathematics | Science | Social Studies

STAAR Test Song

https://www.youtube.com/watch?v=D5ToBQA17-0

What does the test say?

https://www.youtube.com/watch?v=pJRSD7RBQD4

Motivation for the STAAR is BIG in Texas schools.

WATCH:

REFLECT:

Since the exam is so stressful, how will you motivate children in your classroom?

TEKS and STAAR for Lesson Planning

It is important to coordinate STAAR objective with the TEK/Objective that I am teaching.

By coordinating the STAAR objective with the TEK/Objective, I can prove that I am preparing children for the test no matter what grade level I teach.

I can teach in more developmental ways with actual manipulatives and authentic, engaging activities without “pushing the paper”, i.e. worksheet.

So, what I teach is more meaningful to the children.

And, I can show administrators how learning does not have to be prepared practice STAAR curriculum/bubble in worksheets.

TRY IT!! Are you ready for TEKS? Are you ready for STAAR?

Find a TEK and objective at the grade level of your choice online at the Texas Education Agency (TEA) website.

Go to the STAAR Resources section of the Texas Education Agency (TEA) website.

Click on Assessed Curriculum

Go to the STAAR Assessment that is closest to your chosen grade and matches your content area.

PK, K, 1, 2, 3 (Choose 3rd grade STAAR)

4, 5, 6 ( Choose your same grade in STAAR)

Select the appropriate Reporting Category that matches your TEK.

Choose an objective/objectives that most closely relate to the objective you chose and what you are teaching.

Note: If you choose an objective from Social Studies no matter which grade you want to teach, you will choose Grade 8 Social Studies STAAR.

Match TEK/Objective to STAAR TEK/Objective. (see example on next slide)

EXAMPLE TEK/Objective and Coordinating STAAR TEK/Objective

TEKS/Objectives:

1st Grade Mathematics

(1.3) Number, operation, and quantitative reasoning. The student is expected to:

(A) model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences;

STAAR TEK/Objective:

3rd Grade Mathematics

Reporting Category 1:Numbers, Operations, and Quantitative Reasoning.

(3.3) Number, operation, and quantitative reasoning.

The student is expected to

(A) model addition and subtraction using pictures, words, and numbers; and Supporting Standard

 

Lesson Planning: Why?

Think about these questions…

Begin planning by following these steps:

Choose TEK and learning objective

Create a focus (attention getter)

Plan the procedure (facts to share and how I will teach them)

Plan specific teaching activities connected to what was taught

Closure/check for understanding by asking a few open ended questions

Just a Teacher …

Read:

Apply:

Reflect on the questions:

Describe the importance of using standards (TEKS and STAAR objectives) to help connect information through lesson plans?

Why is it important to use reflective practice to help plan lessons before teaching information to young children?

How can using both direct and hands-on teaching strategies create balanced lessons in your classroom?

Create:

A wordle is a visual representation of words to exemplify a topic/theme. To create a wordle manipulate the words and arrange them in a picture or graphic.

Examples:

Using 20-30 words from the poem, Chapters 3 and 4, and your notes create a wordle to describe your thoughts on using standards to plan lessons.

Your wordle should form a shape or image.

Share your wordle with a friend and keep your wordle to remind you to be DAP in working with standards.

Remember…

The effective teacher is one who is able to bring about intended learning outcome.

James M. Cooper

Side Note:
Teaching is not easy. It requires dedication to children and lots of detailed planning. Anyone who fails to plan fails the children.

Milestones

Goals

Texas Elements of Knowledge Skills (TEKS/Objectives)

State of Texas Assessments of Academic Readiness (STAAR )

Using TEKS/STAAR Objectives for Lesson Planning

Milestones

All children develop and progress at different rates.

Milestones describe behaviors that children exhibit.

Milestones act as benchmarks that provide information to help teachers, parents and caregivers observe development over time.

2

Curriculum Standards

Act as a guide for education in making teaching and learning decisions.

Enable teachers to know what to teach and how to assess subject areas.

General belief is that standards will lead to higher achievement.

Standards can be local, state, or national.

Two types:

Content

Performance

Content Standards

State what learners should do in subject areas (math, language, science, social studies, art, music, movement) and grade levels.

Include knowledge, skills, and dispositions toward learning that children need to develop.

Questions to ask yourself about content:

Is the content worth knowing and relevant?

Is the content accurate according to the standards of the subject areas?

Is it reasonable to teach specific skills and knowledge at this time or should it wait?

Performance Standards

Define degree to which learners have mastered a particular subject.

Performance indicators are crucial in determining what children can do in a particular content area.

Performance indicators make

it possible for teachers to

constitute what is mastery

along the continuum.

5

TEKS: What are they?

Texas learning standards to help ensure that all students meet the challenges that lie ahead of them in the future.

TEKS identify what students know and should be able to do at every grade level.

Pre-k Guidelines are the Texas learning standards for pre-kindergarten.

TEKS are made up of Goals and Objectives

Goal

Tell what to focus on for long period of time (year).

Stated in broader terms.

Objective

Tell what skill/s to focus on during the lesson to meet the goal.

Stated specifically in measurable terms.

Find the TEKS online:

Go to www.tea.texas.gov 

Move your cursor over “Academics”

Choose “Curriculum Standards”

Click on “TEKS Texas Essential Knowledge and Skills”

Scroll to bottom of page. Click on “Texas Essential Knowledge and Skills by Grade Level (Elementary)”

Select the grade level you are interested in.

Take a look at how the TEKS are organized. Use the next 2 pages as a guide to help you distinguish the TEK, Goal, and Objective.

IMPORTANT: Practice finding several TEKS/Goals/Objectives. These will be essential to your lesson planning. The colors are to help with understanding.

NOTE: TEKS are identified green. Goals = blue; Objectives = red

§110.3. English Language Arts and Reading, Grade 1, Adopted 2017.

Introduction Page – tells you what is in the section.

(a) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author’s purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.

Knowledge and skills.

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking–oral language. (TEK)

The student develops oral language through listening, speaking, and discussion (Goal).

The student is expected to:

(A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; (Objective)

(B) follow, restate, and give oral instructions that involve a short, related sequence of actions; (Objective)

(C) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; (Objective)

(D) work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and (Objective)

(E) develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.(Objective)

TRY IT! TEK/Objective Practice

Example:

Grade Level

Kindergarten

TEK

2.Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing.

Objective

(C) Identifying and producing rhyming words.

Grade Level

2nd Grade

TEK

2.Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing.

Objective

(A) demonstrate phonological awareness by: (i) producing a series of rhyming words;

Find:

Locate a TEK/ Objective from a different grade level that coordinates with the objective above.

Remember it may not be the exact wording but will have similar verbage.

Hint: Look for same TEK to get started.

Reflect:

What do you notice about both objectives? Hint: Find the minor difference.

What does this tell you about how the TEKS/Objectives are organized for all grade levels?

Answer: All grade levels build upon each other. EVERY grade level is important!

STAAR: What is it?
State of Texas Assessments of Academic Readiness

State of Texas Assessments of Academic Readiness (STAAR™) replaced the Texas Assessment of Knowledge and Skills (TAKS).

STAAR objectives are tested at grades 3–8 in different content areas. Pre-k guidelines and TEKS beginning in kindergarten lay the foundation for the STAAR objectives tested.

At high school, however, grade-specific assessments will be replaced with 12 end-of-course (EOC) assessments: Algebra I, geometry, Algebra II, biology, chemistry, physics, English I, English II, English III, world geography, world history, and U.S. history.

STAAR
Grades 3–8 Assessments
http://www.tea.state.tx.us/student.assessment/staar/ac/

Grade 3 Reading | Mathematics

Grade 4 Reading | Mathematics | Writing

Grade 5 Reading | MathematicsScience

Grade 6 Reading | Mathematics

Grade 7 Reading | Mathematics | Writing

Grade 8 Reading | Mathematics | Science | Social Studies

STAAR Test Song

https://www.youtube.com/watch?v=D5ToBQA17-0

What does the test say?

https://www.youtube.com/watch?v=pJRSD7RBQD4

Motivation for the STAAR is BIG in Texas schools.

WATCH:

REFLECT:

Since the exam is so stressful, how will you motivate children in your classroom?

TEKS and STAAR for Lesson Planning

It is important to coordinate STAAR objective with the TEK/Objective that I am teaching.

By coordinating the STAAR objective with the TEK/Objective, I can prove that I am preparing children for the test no matter what grade level I teach.

I can teach in more developmental ways with actual manipulatives and authentic, engaging activities without “pushing the paper”, i.e. worksheet.

So, what I teach is more meaningful to the children.

And, I can show administrators how learning does not have to be prepared practice STAAR curriculum/bubble in worksheets.

TRY IT!! Are you ready for TEKS? Are you ready for STAAR?

Find a TEK and objective at the grade level of your choice online at the Texas Education Agency (TEA) website.

Go to the STAAR Resources section of the Texas Education Agency (TEA) website.

Click on Assessed Curriculum

Go to the STAAR Assessment that is closest to your chosen grade and matches your content area.

PK, K, 1, 2, 3 (Choose 3rd grade STAAR)

4, 5, 6 ( Choose your same grade in STAAR)

Select the appropriate Reporting Category that matches your TEK.

Choose an objective/objectives that most closely relate to the objective you chose and what you are teaching.

Note: If you choose an objective from Social Studies no matter which grade you want to teach, you will choose Grade 8 Social Studies STAAR.

Match TEK/Objective to STAAR TEK/Objective. (see example on next slide)

EXAMPLE TEK/Objective and Coordinating STAAR TEK/Objective

TEKS/Objectives:

1st Grade Mathematics

(1.3) Number, operation, and quantitative reasoning. The student is expected to:

(A) model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences;

STAAR TEK/Objective:

3rd Grade Mathematics

Reporting Category 1:Numbers, Operations, and Quantitative Reasoning.

(3.3) Number, operation, and quantitative reasoning.

The student is expected to

(A) model addition and subtraction using pictures, words, and numbers; and Supporting Standard

 

Lesson Planning: Why?

Think about these questions…

Begin planning by following these steps:

Choose TEK and learning objective

Create a focus (attention getter)

Plan the procedure (facts to share and how I will teach them)

Plan specific teaching activities connected to what was taught

Closure/check for understanding by asking a few open ended questions

Just a Teacher …

Read:

Apply:

Reflect on the questions:

Describe the importance of using standards (TEKS and STAAR objectives) to help connect information through lesson plans?

Why is it important to use reflective practice to help plan lessons before teaching information to young children?

How can using both direct and hands-on teaching strategies create balanced lessons in your classroom?

Create:

A wordle is a visual representation of words to exemplify a topic/theme. To create a wordle manipulate the words and arrange them in a picture or graphic.

Examples:

Using 20-30 words from the poem, Chapters 3 and 4, and your notes create a wordle to describe your thoughts on using standards to plan lessons.

Your wordle should form a shape or image.

Share your wordle with a friend and keep your wordle to remind you to be DAP in working with standards.

Remember…

The effective teacher is one who is able to bring about intended learning outcome.

James M. Cooper

Side Note:
Teaching is not easy. It requires dedication to children and lots of detailed planning. Anyone who fails to plan fails the children.

Incorporate Lesson Concepts through Teaching

Review TEKS/Objectives

and STAAR/Objectives

Watch the entire lesson…
It is a 2nd Grade Lesson – Science/Math Content

http://www.youtube.com/watch?v=U4tQoOX8BFA

Use the slides that follow to help identify parts of the lesson and connect the information.

The only slide that does not have specific info from the lesson is the Procedure slide. For your planning with literature part 2 you will need to write out specifically what you will say during the procedure. Follow the information on the slide Procedure for writing this part.

Lessons start with goals and objectives

“Goals” should be understood to mean the long term desired learning outcomes for the lesson that will be observed.

Goals, the big picture, may be expressed in various formats and terminology and present a long term view of learning.

Objectives are the steps needed to achieve the goal expressed in action words for short term view. Find objectives in the TEKS.

It is critical, however, that goals and objectives-what the teacher wants the student to learn-be clearly distinguished from activities-what the teacher wants the students to do.

Write the TEK and objective/s -alphabet that follow the TEK that will be specifically taught.

Use the STAAR TEK/objective to support your chosen TEK/Objective. STAAR testing subjects: Math, Reading, Science, Social Studies, Writing.

State the objective as “The learner will…” or “The student will be able to…”

See the next slides for specifics on writing TEKS/Objectives and STAAR Objectives.

Lesson Plan Basics
TEK/Objectives from Video Lesson

TEKS/Objectives: Second Grade

Science

Scientific investigation and reasoning (TEK)

The Learner Will (TLW): make predictions based on observable patterns (objective)

Force, motion, and energy (TEK)

TLW: compare patterns of movement of objects (objective)

The teacher in the video called these SE (Student Expectation).

English Language Arts

Reading/beginning reading skills/phonics (TEK)

TLW: gather evidence from available sources (objective)

TLW: record basic information in simple visual formats (objective)

4

STAAR Objective
Coordinate with main TEK/Objective
5th Grade Science

Reporting Category 2: Force, Motion, and Energy (TEK)

The student will demonstrate an understanding of force, motion, and energy and their relationships. (Goal)

Force, motion, and energy. (TEK). The student knows that forces cause change and that energy exists in many forms. (Goal)

The student is expected to: (Objective)

(B) demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons. Supporting Standard

Materials

You should ask yourself the following questions before completing the material section of a lesson plan:

What items and supplies will be needed by both instructor and the students in order to accomplish the stated learning objective?

What equipment will I need to utilize as many learning models as possible (visual, audio, etc.)?

How can I use materials creatively? What can I borrow from other teachers?

Keep in mind that modeling and the use of hands-on materials are especially effective in demonstrating concepts and skills to students. Look for ways to make the learning goals concrete, tangible, and relevant to students.

The materials section will not be presented to students directly, but rather is written for the teacher’s own reference as a checklist before starting the lesson.

Materials from the video lesson:

Charts, clothespins, cutouts (crawfish), students, journals

Connections
.

How will you connect the objective to the instruction?

The connection should be made during instruction – students deserve to know why they need to learn something .

How do you make sure to connect what you are teaching in your objective to what the children already know? Think about these things that make the most meaningful connections for students: (1) past or future learning, (2) community, (3) culture, and (4) interests. Keep in mind that you do not have to connect all 4 at one time.

Connections from the video lesson:

Past or future learning/Interests: Students practice balancing objects and themselves; they discuss with others what they notice and record their observations in journals.

Future Learning: The vocabulary and activities used in the lesson will help the students explain counterweights and balance to others.

Attention Getter/Focus

The focus occurs before the lesson begins.

It is a brief attention getter.

Something that you do as the teacher to pull the student’s interest to the lesson.

Do not read a book during the focus.

Always state the objective. Tell the students what they will be doing during the lesson.

Be creative, this should be a quick, motivating activity to engage the students in thinking about the learning to take place

Focus from the video lesson:

Part of focus is missing from the video. A great focus for this lesson would be for the teacher to have the child stand on one foot and sway. She could ask, “What is wrong?”Students would reply something about balance. Then, she could ask, “What would you do to balance?” This is where the video starts (this is getting the children’s attention)…She tells the students, “What we are going think about…” (this is stating the objective)

Procedure (Instruction)

The procedure section is where you will explicitly describe how you will present the lesson’s concepts to your students. Here are a few things to keep in mind as you complete this section of your lesson plan:

Detail, detail, detail! Write this section in so much detail that another educator could teach the lesson plan the way in which you intended it to be taught.

The section will be lengthy. You will be thankful that you have spent so much time thinking about every step of your lesson.

Think about what you will do during the lesson.

List in steps how the lesson will be carried out. Write procedure in detail. (This is very important to your plan.)

Tell/Explain/Teach – Give the facts;

Scaffold/Question/Challenge Thinking

Read book here.

Use quotes and factual information during the procedure to teach a concept or skill.

It is ok to use Power Points to get information across. Power Points should be brief.

Procedure lasts approximately 15 – 20 minutes depending on the age of the student.

View the video for the instruction. See if you can determine when the teacher was teaching facts and scaffolding thinking.

Teaching Activity

The instruction section should include a Teaching Activity. This occurs after the procedure (instruction).

It is the time when the students work at independent practice or with cooperative groups to extend the information taught during the instruction.

It can be done with a partner or in cooperative groups.

Teaching Activity from the video lesson:

___________________________________________________________

The video has several teaching activities for the children:

Counterweights at the table.

Pencil/wire/clothespins

Science journals

Closure

Closure is the time when you wrap up a lesson plan and help students organize the information into a meaningful context in their minds

A brief summary or overview is often appropriate. It is not enough to say “Does anyone have any questions?”.

Look for ways to add some inside and/or context to the lesson. Ask higher level open-ended questions. Also be sure to clear up any areas of confusion.

This means bringing the lesson to an end. Restate the objective in terms of what you did during the procedure.

Use the closure as an opportunity to encourage your students and give them an idea of what they will learn in the next lesson.

Closure from the video:

“You can conclude that when you put these….. ”

The teacher in the video asked these questions:

Where did you place the counterweight to get a stable system?

If you wanted to balance a fork on its points on the edge of the table, how could you do it?

What is the trick to balancing an object on one point?

**NOTE: This teacher asked the assessment questions before the closure and had the students journal their answers.

Assessment at a Glance…

“How do you know what the students learned as a result

of today’s lesson?”

Evaluation strategies must be aligned with, and reflect, the goals of the lesson.

A plan for evaluation of student learning may include one or more formats.

Evaluation must be systematic. That is, it must provide the teacher with useful information about the extent to which the instructional goals-whether individual or group-have been met.

Evaluation strategies must be appropriate for the students. Consider students with special needs, students with limited English proficiency, etc. before creating your evaluation strategies.

Teachers typically employ a variety of evaluation strategies, self-checking materials, observing the accuracy of student responses to teacher questions, projects,etc.

“How do I need to change or adjust my teaching after I taught the lesson?”

Accommodations, Modifications & Extensions

How will you differentiate instruction to meet the individual needs of learners?

These are three different concepts.

Accommodations: accommodate the student so they will be successful (example: Seat in front of class.)

Modifications: change the curriculum, make it less challenging (example: spelling words 5 instead of 20)

Extensions: extend the lesson. What is the next logical step in the sequence of objectives (TEKS). What could the student do to extend learning. This does NOT mean more work.

Domains
Which domains are covered in the lesson and how they were covered?

Aesthetic

Affective

Social

Cognitive

Language

Physical

***Domains from Chapters 9-14

See if you can determine which domains were covered during the video lesson.

References

What references did I use?

List all websites, magazines, and books used to find research, games, videos, images, powerpoints, projects, etc. that were used for the creation of the lesson

BEWARE: Things NOT to do when planning and teaching!

Failing to prepare adequately

Relying on Whole group instruction to meet goals better addressed in Small groups

Incorporating too many routinized activities

Waiting to long to engage children in active learning

Allowing group times to go on too long!

Integrating Technology into Lessons

Technology has a positive effect on children’s learning and development if integrated into lessons properly.

Select developmentally appropriate websites and videos to integrate into lessons.

Integrate appropriate software programs to connect/compliment what is taught during the lesson time. These programs must match objectives taught in order to bring about learning outcomes.

Make sure children have ample time to explore these programs.

Topic Exploration 2 (TE 2):

Watch:

She’s wearing a Dead Bird on her head

Follow these directions:

Look at next slide. Answer each Content Connections’ reflection question in detail. Use references to support your thinking.

Then, complete create.

Write a 2 – line description.

Upload answers to the Content Connections’ reflection questions, 2-line description and a picture of your creation when submitting TE2.

By: Kathryn Lasky

https://www.youtube.com/watch?v=8kUmV2Q8Tlo

TE 2 cont’d

REFLECT: One Hundred Years Ago…Content Connections:

History – Women’s place in society – Women were not treated as equals to men. Has women’s lib and the ‘Me Too’ movements changed this? Right to vote – Which amendment to the constitution gave women the right to vote? When was it ratified?

Social Studies – Culture Fashion – Wealth and place in society were displayed through fashion. How has that changed today?

Science – Cause: Conservation – The characters in the story are real and their fight to protect the birds led to the formation of the Audubon Society and strengthened the women’s suffrage movement. Environmental issues are even more important today as the earth’s population has grown and resources have become more fragile. What environmental issues most concern you today?

Language Arts – Literature: Historical fiction – While the characters and their social behaviors are real for that time, the actual events may or may not have taken place exactly as told in the story. Artistic license may have been used, but the importance of the historical landmarks are told in a way that children can conceptually understand. Think of how you might write a story which tells of heroes of the COVID pandemic. Who would be the heroes in your story? And why?

CREATE:

Research “Birds of Texas”. Choose your favorite.

Using recyclables around your home create a hat. Create your favorite ”Bird of Texas” to sit on the top of your hat.

Write a 2-line description of your “Bird of Texas” hat.

Note: Remember to take a picture of your creative hat and include it with your TE2.

Upload answers to the Content Connections’ reflection questions, 2-line description, and a picture of your creation when submitting TE2.

19

The object of education is to prepare the young to educate themselves throughout their lives. 

 Robert Maynard Hutchins

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