EDTPA Lesson

Embed or link this publication

Popular Pages


p. 1

touro college lesson plan edtpa aligned -1 touro college graduate programs in education and special education instructions to students the following lesson plan may be used for a planning/instruction document in courses preparing teacher candidates for the edtpa as well as in the practicum students in the second literacy courses should not use this lesson plan as they will be using materials for completion of the entire special education tpa the information to be entered below will be only for simulated lesson presentations with the exception of lesson presentations for practicum for which information on actual children cooperating teachers etc will be used for simulated lessons candidates will create the information to be entered on the proposed class for the presentation students doing simulated lessons will not enter information for items that require information on actual children teacher candidates name erin rock course title teaching math science and technology if general and special education gr 1-6 course and section edse 603 semester summer 2013 touro professor professor stein lesson title sink or float grade levels 1 type of class inclusion class students may wish to search the following website to view content based common core aligned lessons which have videos ds 6/4/13 1:47 pm deleted https www.teachingchannel.org http www.sharemylesson.com https www.khanacademy.org touro lesson edtpa aligned lesson plan 1 page 1

[close]

p. 2

touro college lesson plan edtpa aligned -1 general context textbook or instructional program referenced to guide your instruction if any use apa citation standards ­ click here citation if this lesson is part of a practicum course please list your cooperating teacher and any adults in the classroom who support the learning process cooperating teacher ms rock list the names and title of any educational support personnel describe how ability grouping or tracking if any affects your planning and teaching of this content the children will be grouped based on ability for example i wouldn t put all of my struggling students together by pairing a struggling student with a student who knows the content can be very beneficial to both students i believe that students can learn from one another list any other special features of your school or classroom that will affect the teaching of this lesson there is enough space for children to be working in groups and using as many manipulatives as possible information about students and their learning needs total number of students males females students with special number of accommodations and/or pertinent iep objectives needs category students students with ieps 4 1 child will have alternate means of assessment word processors oral or taped feedback 2 provide checklists graphic organizers and/or outlines 3 offer reduced quantities of problems or questions 4 provide hands on materials they can use to ensure that the students with needs will understand learning concepts english language learners touro lesson edtpa aligned lesson plan 1 page 2

[close]

p. 3

touro college lesson plan edtpa aligned -1 gifted 504 autism or other severe disabilities focused learners for 1 to 2 learners complete the chart below if your lesson is limited to 1 to 2 students in the edtpa for special education teacher candidates will use 1 to 2 focused learners focus learner 1 describe the student special needs category if known list iep annual goals how is this lesson designed to meet the needs of this student focus learner 2 describe the student special needs category if known list iep annual goals how is this lesson designed to meet the needs of this student information about the lesson common core standard or nys p-12 common corse standard refer to appropriate nys common core standards as appropriate throughout the lesson plan and other tpa work standard 4 science the physical setting-students will understand and apply scientific concepts principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science focus question big idea why do some objects sink why do some objects float touro lesson edtpa aligned lesson plan 1 page 3

[close]

p. 4

touro college lesson plan edtpa aligned -1 outcomes learning targets or focus at the end of the lesson the student will be able to list each with the method of assessment 1 the learner will be able to predict what objects will sink and what objects will float 1.1 describes orally his/her predictions 1.2 documents physically his/her predictions 1.3 deduces orally why something might sink or float 2 the learner will be able to test physically the materials provided 2.1 questions orally why things sink or float 2.2 participates in group discussions and experiments 3 the learner will be able to identify what materials floated and what objects sank 3.1 describes orally what he/she experimented 3.2 categorizes physically materials as sinkers or floaters 3.3 draws representations of what they observed academic language related to the lesson ­ for the special education tpa it is not academic language but language and communication that is the additional area academic language the language of education that is different from everyday spoken language the content specific terms ex compose decompose integer phonemic awareness and the process terms ex theory hypothesis evaluate that enable a student to be successful in the particular content area language/communication is a broader term relating to language and communication used to access and demonstrate learning in a curricular area see similarities and differences between academic language general education tpa and language/communication special education tpa this teaching experience is designed to introduce the students to the concept of sinking and floating objects do not sink because of their size they sink because they are less dense than the liquid they are placed in if an object has more density than the liquid it will float and the object is said to be buoyant some objects have buoyancy and some do not objects that are buoyant will float and objects that are not buoyant will sink when an object is put into water it pushed a certain amount of water away and displaces it if the weight of the displaced water is heavier than the object placed in the water then the object will float if the object that is being tested is heavier than the weight of the displaced water it would sink if an object has air in it it will most likely float but if the object has no air in it the object will sink when the conditions of the water/liquid being used are changed such as the temperature of the liquid this will affect the density of the water/liquid and will ultimately change the results of the sink or float experiment prior learning/prior thinking how have learners encountered related content before either through experience in daily life or prior instruction what related content have the students learned that has laid a foundation for this lesson what errors in understanding or thinking i.e misconceptions might learners bring to the classroom i will link my lesson to an experience in daily life i will have the students think about the time when they were younger playing with toys in the bathtub a lot of the toys children play with in the bath float in the water so they can play with them this may be a misconception for the children because they will think that everything floats in water the children have learned to classify and sort in mathematics so they can apply this concept when thinking about what will float and what will sink touro lesson edtpa aligned lesson plan 1 page 4

[close]

p. 5

touro college lesson plan edtpa aligned -1 lesson implementation anticipatory set/elicit prior knowledge how will you get students to activate their prior associations ideas or connections to your lesson the hook that gets the students excited and eager to participate in the lesson a short statement question or example that relates to the topic and to the interests/prior knowledge of the students leads into the focus statement or learning targets time frame the length of the set induction activity is approximately 5 minutes instructional materials a picture of a boat above water and a picture of a boat sinking activity procedure first invite all students to the rug area and instruct them to take a seat then ask the students to close their eyes and imagine what it would be like if they were on a boat ask them the question will the boat sink or will the boat float then ask the students to open their eyes encourage the students to share what they envisioned while on a boat ask how many of you have actually been on a boat before and how many of you have seen a real boat in the water allow each student to have a turn sharing their experiences focus/purpose statement a short simple statement by the teacher using student-friendly language that tells the students what they will be doing during the lesson and why it is important explain the big idea or goal today we will learn about how some objects are buoyant and they will sink procedures this is the heart of the lesson plan in this section explain the logical sequential steps you will follow as you teach explain what you will say and do to ensure student thinking and learning what strategies activities and examples will you incorporate into your lesson how will you transition children from one segment of the lesson to another segment what questions will you ask during each portion of the lesson what technology or materials will you be using and how will you use them look at the lesson planning checklist on pages 4-5 as well as any special requirements for particular content disciplines engagement activity read aloud and demonstration time frame 25 minutes procedure -the students will remain on the rug or circle area after the anticipatory set activity the teacher should then introduce the book the magic school bus ups and downs by joanna cole -then the teacher should ask what the students think this book is going to be about -after the students make predictions about the book then the teacher should give a small introduction to the book in this book there is a class just like ours this class however has a special teacher named ms frizzle who likes to take the children on adventures to discover and learn about new things she takes the class in her magic school bus this time the class goes on a field trip to discover and learn about why some things float and why some things sink let s read the story to find out what type of adventure this class is going to have then the teacher should begin to read -throughout the story the teacher should ask questions in regards to important information after it was read to check for recall touro lesson edtpa aligned lesson plan 1 page 5

[close]

p. 6

touro college lesson plan edtpa aligned -1 after reading the story explain what the next activity is going to involve then demonstrate what you expect them to do -run through all the materials and what they are called -show the students how to make predictions and explain that when we make a prediction it is called a hypothesis -then pick one test material and demonstrate on how you want them to test the materials -then show them how you want them to document the results on the did it sink or float chart -the teacher will then pass out the science journals -the teacher will then give each student a did it sink or float charts and ask them to glue their charts into their science journals -then the teacher must break the students into 5 groups of four and place them at their stations where there will already be a tote filled with water and all test materials differentiation click here how will you differentiate for different levels of ability and/or different levels of content knowledge how will you use different strategies for learning are there any strategies you will use that make use of cultural factors what are those strategies i can differentiate by adding or revising visual scaffolding during the lesson such as charts or graphic organizers closure at the conclusion of the lesson closure is the time to help the students organize the information that has been presented to aid their retention the students should do the thinking and discussion rather than the teacher the teacher can engage them in a short review by posing questions the students should be given a chance to personally reflect on the lesson to share their ideas with others and with the class as a whole closure set activity time frame approximately 10 minutes activity procedure -the students will come back to the circle area -we will look at our charts and compare the results from all the groups -if there is a case where one group got on result and another group got a different result we will test the object again -then we will fill in the graph which depicts how many of our objects sank and how many of our objects floated -we will discuss our predictions and results and infer why some of our predictions were wrong and some of them were right -then students will be given the slip of paper with the science journal question of the day and will be instructed to glue it into their science journal -the teacher will have the question written on the board and read it aloud -the teacher will then read the answers a-c and instruct students to circle the one they think is true -students will then go to science centers materials and resources what items will you need to successfully complete the lesson what materials manipulatives books office supplies and other items will be needed for the lesson -a picture of a boat above water a picture of a boat sinking the book the magic school bus ups and downs by joanna cole class hypotheses chart marker -5 small plastic totes to be filled with water touro lesson edtpa aligned lesson plan 1 page 6

[close]

p. 7

touro college lesson plan edtpa aligned -1 objects to test paper clip ruler apple ball plastic button and a pencil classroom management what management approaches are in place that you will follow what problems do you anticipate and how do you plan to effectively deal with them example if you know a student has a tendency to blurt out an answer before being called upon what will you say and/or do if this happens what might you do in advance of the problematic behavior s occurrence i will remind the students of the rules we made together when working in groups if i had a student that had a tendency to blurt out an answer before being called upon i would positively reinforce the child by saying great answer but next time please raise your hand in advance i will prepare a cup filled with labeled popsicle sticks of every child s name this will enhance the level of student participation because everyone will get a chance to say something if one of my students was being problematic i would give them the job of picking out the next popsicle stick this will give them an authoritative role and activate their engagement assessment formative and summative assessment before the lesson gathering information about student knowledge and readiness how will you identify students academic development and social/emotional development including strengths experiences and interests to help students reach the learning objectives students will be presented with a wide variety of materials some that sink and some that float when presented with the materials each student will predict which materials they think will float and which materials will sink the students will also be asked to test the materials to find out if their hypothesis was correct or not the students will be asked to group the materials into two categories sinkers and floaters pre-assessment that may be used for the special education tpa baseline data must be presented touro lesson edtpa aligned lesson plan 1 page 7

[close]

p. 8

touro college lesson plan edtpa aligned -1 touro lesson edtpa aligned lesson plan 1 page 8

[close]

p. 9

touro college lesson plan edtpa aligned -1 during the lesson how will you know if your students understand the lesson while you are teaching how will you provide feedback during the lesson that helps the student understand what s/he did well and helps the student improve his/her work or understanding how will you judge differing depths of student understanding guided practice time frame approximately 15 minutes procedure -the teacher will instruct the students to work as a team and test on object at a time the students will carefully place one item at a time in the water then they will mark on their chart if the object sank or if it floated -the students will then remove the item -they will continue to do the first four steps until they have tested every object and documented the results of their charts after the students have completed testing all the objects they go onto the check for understanding activity touro lesson edtpa aligned lesson plan 1 page 9

[close]

p. 10

touro college lesson plan edtpa aligned -1 informal formative assessment this may include guided practice independent practice questioning structured observations etc i will determine whether students have or have not mastered the objectives for this lesson through observations the work in the science journals and whether they were able to answer the following question in the science journal why do you think things float circle one a they are light b they contain air c they are small formal formative assessment for the special education tpa daily assessments must be presented -the teacher will read aloud the directions for the worksheet and explain them to the students -then individually the students will cut out the pictures on the bottom of the worksheet and place them in the correct position either on top of the water if the object floats or in the water if the object sinks -after they have placed the pictures the students need to raise their hand so that it may be checked by the teacher after the teachers checks it and if it is correct they may glue down the pictures if a student should place a picture in the wrong spot then they will be instructed to look at their did it sink or float chart and fix it -after they fix it and it is checked they may glue the pictures down when they are done they will glue the worksheet into their science journal and sit quietly until everybody else is ready to move on touro lesson edtpa aligned lesson plan 1 page 10

[close]

p. 11

touro college lesson plan edtpa aligned -1 at the end of the lesson how will assessments provide evidence of student learning relative to the objectives for the lesson how will you differentiate assessments for students having difficulty demonstrating their learning as well as those needing greater challenge how are the assessments aligned to clearly defined benchmarks or criteria for student performance assessments allow the teacher to see if students met the objectives if the objectives were not met the teacher knows he/she has to go back and reteach concept if a small percentage of children are having a hard time the teacher can sit with them in a small group while the others are independently working summative or final assessment is required for the tpa touro lesson edtpa aligned lesson plan 1 page 11

[close]

p. 12

touro college lesson plan edtpa aligned -1 touro lesson edtpa aligned lesson plan 1 page 12

[close]

p. 13

touro college lesson plan edtpa aligned -1 lesson planning checklist does the plan logically lay out what you will say and do comment yes it is clear what methods and strategies will be used to achieve the objectives stated did you include specific questions you will ask to invite guide and develop students thinking throughout the lesson comment yes each part of the lesson has different questions to be answered what strategies will you use comment i will use different strategies for each part of the lesson both informal and formal observation will be used differentiation is key when planning lessons like these accommodations will be made for those students with special needs have you included how you will set expectations for student behavior before and during the lesson picking up materials collaborative work time listening behaviors moving from one place/activity to the next etc comment i think i made it clear what was happening when during the lesson i allowed the children to work collaboratively in groups i gave the example if i had a child speaking out before being chose i would give that child a job to encourage their active participation in the lesson in a good way if students work in groups have you included how you will group them and why that approach is appropriate to their learning needs comment yes i will group them based on ability not putting the children with the same ability together have you specified how you will ensure students understand the academic language needed to succeed during this lesson or the place of language and communication in the lesson comment yes i have used content language in which the children understand i used terms that the children understand if i used a new term i would have stopped and defined term what content-specific vocabulary will you introduce and how will you introduce it comment i will introduce terms that will be used throughout the lesson to understand the concept being taught do you plan for guided work so that students must use the ideas/skills they learn comment yes time was allotted for children to get to explore and be hands on with the material being taught do you plan for students to independently work with or apply the ideas/skills comment yes they will answer questions and make predictions independently the practice will be completed in groups touro lesson edtpa aligned lesson plan 1 page 13

[close]

p. 14

touro college lesson plan edtpa aligned -1 do you include how you will differentiate for the varying needs of diverse students gifted/remedial ell social/emotional comment yes accommodations will be made for those students how will you collect evidence of students thinking and learning formative assessments during the lesson comment the formal assessments will be collected at the end of the lesson to ensure student understanding reflection ­resources for simulated video lessons and planning which are aligned with edtpa skills can be fould on dr lehrer s web site and in a special blackboard shell edtpa made easy for touro students and http ronaldlehrer.com/touro/tourowebed/tpasimulatedvideo.htm additional resources can be found in the touro blackboard shell edtpa made easy touro students may login to blackboard at http bb-tc.touro.edu helpful videos on the simulated lessons reflection commentary in your reflection on the lesson address each of the following 1 how well you focused on student thinking and learning comment i think i gave the students enough time to think about and explore new concept 2 what was working what was not working for whom why comment the only thing i think did not work may have been the number of materials tested in water some students were playing around with materials instead of testing them next time i would maybe limit the number of materials being tested 3 use specific examples of students work actions or quotes to support your claims comment the students looked like they were really enjoying testing the different materials they were very curious to find out what was going to sink and float 4 what missed opportunities for student learning are you aware of comment i am unaware of any touro lesson edtpa aligned lesson plan 1 page 14

[close]

p. 15

touro college lesson plan edtpa aligned -1 5 if you could do the lesson again what might you do differently to take advantage of missed opportunities to improve the learning of the students you taught comment as stated above i would limit the number of objects being tested to lessen the distraction level 6 if you had the opportunity what would you teach next to build on this lesson comment next i would teach the children what would happen if the liquid was changed for example if we changed the water to club soda will we have the same results what makes it different the same link your discussion to readings related to your methods and content using appropriate and accurate quotes from readings as you analyze and evaluate your work cite your quotes in apa style click here these are a diverse lot of instructional strategies for a mixed bag of difficulties strategies tailored to particular youngsters and it is a partial listing at that if the goal is for these youngsters to fit in such an array of adaptations and alterations is unnecessary garnett k 2010 thinking about inclusion and learning disabilities a teachers guide pp 7-12 division of learning disabilities of the council for exceptional children touro lesson edtpa aligned lesson plan 1 page 15

[close]

Comments

no comments yet