How to Design Instructional Plan-Reading?
Instructional Plan
Grade Level: 1
Subject(s): English Language Arts School: Florida
Date: Theme/Title: I See the Tree-Vowel Team/ ee/
Part 1 Instructional Plan
PLANNING
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| Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s). | Florida Standards LAFS.1.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. Know the spelling-sound correspondences for common consonant digraphs. Decode regularly spelled one-syllable words. Know final -e and common vowel team conventions for representing long vowel sounds. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Decode two-syllable words following basic patterns by breaking the words into syllables. Read words with inflectional endings.
LAFS.1.RF.3.3: Know final -e and common vowel team conventions for representing long vowel sounds. LAFS.1.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |
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PLANNING
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| Learning Outcomes/SMART Goals What will students learn? | Instructional Time: 1 Hour (s) 30 Minute (s). Keywords: Team Vowels, /ee/ee/Tree Phonics. In this lesson, students will identify the vowel team /ee/ through classroom connections, media connections, and real world connections. The students will develop a class-made /ee/ tree in which the students will increase their vocabulary with a variety of /ee/ words.
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PLANNING
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| Learning Objectives (at least two) What will students do? All objectives must be measurable. | The students will know and apply grade-level phonics and word analysis skills in decoding words with the /ee/ vowel team. The students will; have the guidance and support from the teacher, recall information from the double /ee/ guided practice tree and YouTube video to complete the Double EE Tree Activity Worksheet. The students will participate in collaborative conversation with diverse partners to make classroom and real world connections about words that have the vowel team /ee/.
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PLANNING
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| Bloom’s Revised Taxonomy Which level(s) of Bloom’s Revised Taxonomy are targeted? Make sure that you reach the higher levels of Bloom’s Taxonomy (Evaluating and Creating). | ☐ Remembering ☐ Understanding
☐ Applying
☐ Analyzing
☐ Evaluating
☐ Creating |
PLANNING
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| Real World Contexts | How will the teacher present the concept or skill to students? The "Hook": The teacher will have all students sit in clear view of central board/television screen connected to the computer. The teacher will ask the students to remember a minimum of one of the words presented in the video clip they are about to watch. The teacher will present the two- minute /ee/ YouTube video. Once the video is complete, the teacher will ask the students what the students think today's lesson will be about. The teacher will move the students' focus to the large tree drawn on the chart paper and introduce the class' double /ee/ tree. The teacher will take four blank leaf cutouts and announce the following four words. (bee, meet, jeep, queen) The teacher will ask the students if they hear the long e sound. Then ask if they know what letters (vowel team) make the long e sound in these words. Say each word and check for understanding (thumbs up, sideways, down) and address misconceptions or understanding. As each word is, approve; by the students, the teacher will write the word (underlining /ee/) on the leaf cut out and stick it on the tree using tape. After all four words are on the tree announce to the students that is it their turn to do the same.
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METHODOLOGY
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| Learning Experience/ Activity | What activities or exercises will the students complete with teacher guidance? The teacher will instruct students to meet with their partner (elbow partner - student who sits next to the student at the table). The students will discuss other /ee/ words to add to the class tree.
Classroom connection: The students will receive a leaf for the Double EE Tree “Leaf Template”. Students will be instruction, to pair up with their partner to write one double /ee/ word on each leaf. Prior to the lesson, the teacher will place objects or signs around the room to help stimulate the students. Green writing markers or crayons, bumble- bee, see the stop sign, quiet while the queen is working, etc. Once the students have written the double /ee/ word on the leaf, the teacher will call on the students to announce the words. As a class, the students will use the thumbs up, sideways, or down to decide if each word is correct. At this time, the teacher will evaluate the opinions of the students as well as the pair of students and their words for misconceptions and/or understanding.
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Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson? The students will fill each of the six blank lines with a double /ee/ word discussed in the guided practice. Once complete, the student will write a simple sentence using a minimum of two double /ee/ words. The worksheet will be submitted for teacher review and grading at the end of the lesson.
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| Whole to individual activity: The students will give their own double /ee/ tree with blanks leaves. The students will write a double /ee/ word discussed in the guided practice on each of the six leaves. Once complete, the students will write a simple sentence using a minimum of two double /ee/ words. The worksheet will be submitted for teacher review and grading at the end of the lesson. |
| Exit Ticket: The students will list as many /ee/ words as the student can think of independently. |
Complete Part 2 Instructional Plan
| 2. METHODOLOGY |
| Instructional Strategies What instructional strategies/methods will you use? Connect each strategy and method back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity.
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| Constructions Standard: Objective: | ☐
| Nonlinguistic Representations
Standard: Objective:
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| Cooperative Learning Standard: Objective: | ☐
| Peer Editing Standard: Objective: | | ☐
| Discovery Standard: Objective: | ☐
| Practice/Drill Standard: Objective: | | ☐
| Discussion/Questioning Standard: Objective: | ☐
| Practicum Standard: Objective: | | ☐
| Experiment Standard: Objective: | ☐
| Problem Solving Standard: Objective: | | ☐
| Field Study Standard: Objective: | ☐
| Questions, Cues, and Advance Organizers Standard: Objective: | | ☐
| Graphic Organizers Standard: Objective: | ☐
| Reflection/Response Standard: Objective: | | ☐
| Generating and Testing Hypothesis Standard: Objective: | ☐
| Reinforcing Effort and Providing Recognition Standard: Objective: | | ☐
| Homework and Practice Standard: Objective: | ☐
| Reporting Standard: Objective: | | ☐
| Identifying Similarities and Differences Standard: Objective: | ☐
| Role-playing Standard: Objective: | | ☐
| Independent Learning Standard: Objective: | ☐
| Setting Objectives and Providing Feedback Standard: Objective: | | ☐
| Journal Standard: Objective: | ☐
| Simulation Standard: Objective: | | ☐
| Laboratory Standard: Objective: | ☐
| Summarizing and Note Taking Standard: Objective: | | ☐
| Lecture Standard: Objective: | ☐
| Viewing/Listening/Answering Standard: Objective: | | ☐
| Library Research Standard: Objective: | ☐
| Other (Please specify) : Standard: Objective:
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| Why did you choose these instructional strategies/methods? What levels of Bloom’s Taxonomy did your students reach? Explain the activities that support these areas of Bloom’s Taxonomy. Use the literature provided in course resources and/or outside resources to support your reasoning for each strategy.
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| How will you group students for instruction (individual, small group, large group, or whole class)? Explain your rationale. |
MATERIALS
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| Materials Used T = FOR TEACHER S = FOR STUDENT Include at least one digital material. | | T | | Materials used | T | | Technology utilized | | ☐
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| ☐ | ☐ | Cassettes/CDs | | ☐
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| ☐ | ☐ | Graphing or Scientific Calculator | | ☐ | ☐ |
| ☐ | ☐ | Slides | | ☐ | ☐ |
| ☐ | ☐ | Tape Recorder | | ☐ | ☐ |
| ☐ | ☐ | VCR/TV/DVD/Laser disc | | ☐ | ☐ |
| ☐ | ☐ | Assistive Technology | | ☐ | ☐ |
| ☐ | ☐ | Cell Phone/Mobile Device | | ☐ | ☐ |
| ☐ | ☐ | Digital/Video Camera | | ☐ | ☐ |
| ☐ | ☐ | Concept Mapping Software | | ☐ | ☐ |
| ☐ | ☐ | Social Networking | | ☐ | ☐ |
| ☐ | ☐ | Virtual World (e.g., Second Life) | | ☐ | ☐ |
| ☐ | ☐ | Interactive Gaming | | ☐ | ☐ |
| ☐ | ☐ | Interactive White Board (e.g., SMART Board) | | ☐ | ☐ |
| ☐ | ☐ | Distance Learning/Webcast | | ☐ | ☐ |
| ☐ | ☐ | Computer Software | | ☐ | ☐ |
| ☐ | ☐ | Weblog (Blog) | | ☐ | ☐ |
| ☐ | ☐ | Wiki | | ☐ | ☐ |
| ☐ | ☐ | Internet Research/Website | | ☐ | ☐ |
| ☐ | ☐ | Podcast/Vodcast | | ☐ | ☐ |
| ☐ | ☐ | E-mail | | ☐ | ☐ |
| ☐ | ☐ | Presentation Software (e.g., PowerPoint) | | ☐ | ☐ |
| ☐ | ☐ | Virtual Field Trip | | ☐ | ☐ |
| ☐ | ☐ | Interactive Gaming | | ☐ | ☐ |
| ☐ | ☐ | Other (Please specify):
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| Why did you choose these materials?
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ASSESSMENT/EVALUATION
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| Assessment Options | | ☐
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| Application Exam Standard: Objective: | ☐ | ☐ | Objective Test Standard: Objective: | | ☐
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| Concept Mapping Standard: Objective: | ☐ | ☐ | Observation Standard: Objective: | | ☐ | ☐ | Parent Evaluation Standard: Objective: | ☐ | ☐ | Contract Standard: Objective: | | ☐ | ☐ | Peer Evaluation Standard: Objective: | ☐ | ☐ | Checklist Standard: Objective: | | ☐ | ☐ | Self-Evaluation Standard: Objective: | ☐ | ☐ | Performance Task Standard: Objective: | | ☐ | ☐ | Inventory Standard: Objective: | ☐ | ☐ | Portfolio Standard: Objective: | | ☐ | ☐ | Quantitative Scale Standard: Objective: | ☐ | ☐ | Rating Scales Standard: Objective: | | ☐ | ☐ | Rubric Standard: Objective: | ☐ | ☐ | Scored Discussion Standard: Objective: | | ☐ | ☐ | Journal Standard: Objective: | ☐ | ☐ | Problem-Solving Assessment Standard: Objective: | | | | | ☐ | ☐ | Other (Please specify): Standard: Objective:
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| Why did you choose this assessment(s)? How do the chosen assessment(s) help you determine if your students met the goals/objectives? In your answer, provide a rationale for each assessment you plan to use and its connection with each of your standard(s) and objective(s). Be sure and link each assessment piece to a specific objective. Make sure you collect student work samples that can be included as appendices. What do your pre-assessment, formative assessments, and summative assessments tell you about the learning of your group of P-12 students? |
| How will you use this assessment data to inform your instruction? Use current literature (within the last five years) to support your rationale. |
LEARNERS
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| Differentiation Address multiple intelligences and/or learning styles when writing your response. | How will you differentiate curriculum to meet diverse student needs? List and explain at least two ways that you differentiated the curriculum to meet diverse student needs. |
| How will you differentiate instruction to meet diverse student needs? List and explain at least two ways that you differentiated the instruction to meet diverse student needs. |
| How will you differentiate assessment to meet diverse student needs? List and explain at least two ways that you differentiated the assessment to meet diverse student needs. |
| 5. LEARNERS |
| Diversity | How will you address the needs of diverse students (e.g., IEP, 504, readiness level, cultural/linguistic background)? Choose one diverse population and explain how you addressed their special needs.
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| Student Work Samples | As you implement your Instructional Plan with a group of P-12 students, collect pre-assessment data to help you create your plan, formative assessment data so you can make sure your students are reaching your Learning Outcomes and Objectives, and summative assessment data so you have evidence of student mastery. |
