NEVADA STATE COLLEGE

TEACHER PREPARATION PROGRAMLESSON PLAN FORMAT

Writing on magnetsDescription of Classroom:

First Grade lesson to be given on Tuesday March 10, 2015

Background:

Students will write about their predictions that they did before. We will have tested their predictions later on Monday.

Objective(s):

SW write about their predictions they made before.

Nevada Standards:1.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.1.L.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.1.L.2bUse end punctuation for sentences.1.L.2eSpell untaught words phonetically, drawing on phonemic awareness and spelling conventions.CCRA.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCRA.L.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.1.W.2Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.1.W.7Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).CCRA.W.2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.CCRA.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research. P.2.B.3 Students know magnets can be used to make some things move without being touched. E/SP.2.B.4 Students know things fall to the ground unless something holds them up. E/SKey Vocabulary:

Predictions material

Best Practices: (put an X next to those that you address in your lesson)Preparation Scaffolding Grouping Options

Adaptation of content Modeling Whole ClassLinks to background Guided practice Small groupsLinks to past learning Independent practice PartnersStrategies incorporated Verbal scaffolds Independent

Procedural scaffoldsIntegration of Processes Application Assessment

Listening Hands-on IndividualSpeaking Authentic (Meaningful) GroupReading Linked to objectives WrittenWriting Promotes engagement Oral

Strategy

Gradual release of responsibilitySet

Read “Magnets” by Anne Schriber

Lesson Sequence: Italics are for teacher notes.

1. We are going to be writing about our predictions and what we found out about what is magnetic and not magnetic.2. You will be writing a topic sentence like: Here’s what I have learned so far on magnets. Write it on the board.3. You then will write about what you have learned about magnets. Ex. I found out that string is not magnetic. Paper is not magnetic either. The metal on my desk is magnetic, I know this because the magnet stuck to it.4. You then will write a closing sentence for ex: This is what I have learned so far about what is magnetic and not magnetic. Write this on the board.5. Write one sentence on your white board about what you learned about magnets.6. When writing paper, I expect you to sound out the words your write and spell them out as you hear them. Slow down with your writing, and not rush through it or they will have to redo it. Use capitalization and punctuation when needed. 7. Give them writing paper to start their writing.8. When they are done, they will write in their journal. No reading.Supplementary Materials:

Writing paperReview/Assessment:

Student’s sentence on white board will show me that they are using the proper conventions of writing and that they have learned something about magnets. Their paper that they write will show me what they know about magnets and if they are following the proper writing conventions they have learned so far.

Reflection:

I usually send lesson plans that I felt I did the best on. Well, this time I feel that this one went horribly wrong. I have been working on making sure I clarify my directions that I mixed up my lesson plans and did a whole other days lesson. I didn’t have the students write on their predictions that they made the day before. So this lesson didn’t get done.

This is where I have started doing something new. The planning for next week lessons, I put in the directions and made sure I know what I want to teach the students, why, and the purpose of it. I will be carrying it around with me so that I can follow those directions and won’t mess up the lessons.

If I were to have done this lesson again, I would have the directions especially including stating objectives and a closure. I would have this with me so that I follow those directions and wouldn’t have messed up with what lesson I was doing.

I am hoping that with this new technique and strategy, that my lessons have more clarity and that I can teach what I am supposed to without getting flustered or doing another days work. This was a great lesson for me.

Form: 005JDC 4/22/08