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Lesson plan template 1

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Lesson plan template 1. Learner level (beginner, intermediate, advanced – and its degrees such as ‘lower’ or ‘mid’ or ‘upper’): 2. Learning goals for the lesson (i.e., what would you like to accomplish by the end of the lesson): 3. Learning outcomes for the lesson (i.e., what will the students be able to do by the end of the lesson): 4. Assessment (i.e., how will you assess how well the students are able to do what you outlined under student learning outcomes): 5. Language focus (i.e., what particular grammar or vocabulary will you be focusing on): 6. Communicative function(s) (i.e., what language functions will you be focusing on): 7. Situation(s) (if applicable - i.e., what situational language use are you going to focus on): Lesson plan template Learning goals for the lesson: Learning outcomes for the lesson: Assessment (if applicable for the lesson): Language focus of the lesson (what grammar and/or vocabulary): Communicative function(s): Situation(s): Class setting: w/c = whole class; i/w = individual work; p/w = pair work; g/w = group work; Technology: canvas, moodle, youtube, google forms, GIS, etc. Interaction (who is given the turn): T = teacher; S = one student; Ss = more than one student; # 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. … Activity Homework: Goal Time Procedures Class setting Notes Lesson Plan Template – Integrated Health Teacher Name Date Content standard(s) addressed: Subject/Grade/Time needed Materials needed: Health standard(s) addressed: Learning Objective (what will students know/be able to do as a result of this lesson?) Assessment of learning (how will you evaluate?): Criteria: Agenda (what’s posted on board/what are students doing? –this is your activity section): Instructional Notes (what is teacher doing?): Language Development—what aspect(s) of your lesson may support English language learners (who are not fluent in academic English yet) Context – where might this particular lesson fit in with a larger unit of study? Lesson Plan – Integrated Health Teacher Name: Date: Subject/Grade/Time needed: • Visual & Performing Arts • Grade 5 • 2 hours (1 hour for class discussion and visual arts activity; 1 hour for commercial prep and performance) Content standard(s) addressed: Materials needed: Visual Arts, Grade 5 • Creative Expression 2.5 Assemble a found object sculpture (as assemblage) or a mixed media twodimensional composition that reflects unity and harmony and communicates a theme. For visual arts activity: Newspapers; magazines; art supplies, including poster board, colored paper, markers, glue, scissors, etc. 2.7 Communicate values, opinions, or personal insights through an original work of art. Theatre, Grade 5 • Creative Expression 2.3 Collaborate as an actor, director, scriptwriter, or technical artist in creating formal or informal theatrical performances. • Aesthetic Valuing 4.2 Describe devices actors use to convey meaning or intent in commercials on television. Health standard(s) addressed: Health Education Standard 2: All students will demonstrate the ability to analyze internal and external influences that affect health. Content area: Nutrition and Physical Activity • 5.2.3.N Describe the influence of advertising and marketing techniques on food and beverage choices. Health Education Standard 4: All students will demonstrate the ability to use interpersonal communication skills to enhance health. For commercial performance: Pencil; paper; at least 10 different products (e.g. soup can, toothpaste, cereal, make-up, soda, etc.) Optional: • Handout of “Ten Different Kinds of Appeals” or have it displayed (see “Appendix A” below) • Props and costumes for commercial performance Content area: Nutrition and Physical Activity • 5.4.1.N Use communication skills to deal effectively with influences from peers and media regarding food choices and physical activity. Learning Objective 1. Students will be able to describe the influence of advertising on food and beverage choices by explaining media’s use of different kinds of appeals. 2. Through a visual arts collage, students will be able to communicate themes and opinions regarding influential media. 3. Students will be able to identify and present devices actors use to convey meaning or intent in commercials by creating their own commercial performances. 4. Through class discussions, students will be able to communicate the skills needed to deal with influences from media regarding food choices and physical activity. Assessment of Learning Criteria: There will be three methods of assessment: 1. Class discussion participation • An informal assessment of all students in the classroom to see if they understand the different kinds of appeals and how advertisements influence our food choices and physical activities. The teacher will try to elicit a response from students who may not be actively participating. 2. Group visual arts collage • As groups are putting together the collage, the teacher will walk around the classroom to monitor student participation in the project. Also, when students are presenting, the teacher will try to give all students a chance to speak about their collage. 3. Group commercial presentation • By assigning roles (actor, director, script writer), the students are held accountable for their participation in the commercial. Both the group collage and commercial will have a rubric that will assist in grading. Criteria will be rated on a scale from 1-4. Each group will receive an overall grade, but any student who shows lack of participation may have points deducted. Agenda/Learning Activity/Procedure 1. Ask students to name their favorite advertisements. Discuss what they like about the ads they named (e.g. students might mention humor, ads that are visually interesting, a jingle they remember, info they learned, etc.). Remind students that Instructional Notes (what is teacher doing?): 1. During the initial discussion about favorite advertisements, the teacher is moderating the discussion as well as writing examples on the board. The teacher also provides his or her own personal experiences with products they have been disappointed in, 2. 3. 4. 5. 6. 7. the purpose of advertising is to sell a product. Then ask students if they have ever bought an advertised product and been disappointed. As a teacher, share your own experiences (especially those related to food or health products). Write some of these examples on the board. Explain that advertisers use a variety of techniques to convince buyers that certain products and services are more desirable than others. The advertising industry uses “Ten Different Kinds of Appeals” to be convincing (see “Appendix A” below). Review the examples of advertisements from the board, and ask students to identify and describe which of the different appeals particular ads use. Create groups of 3-4 students, and give them old magazines, newspapers, and art supplies. Have them cut out ads and write down jingles/slogans for various food and health products. These can include medications, services by dentists and plastic surgeons, gyms and exercise equipment, etc. Have them glue the ads and slogans onto a poster board and decorate their work to make a collage. Have each group present their collage to the class. Work with the class to find claims in the ads that utilize one of the “Ten Different Kinds of Appeals”. Ask students how such ads might be dangerous to a person’s health and how it relates to the choices they make. Organize students into new and different groups of four (two actors, one script writer, and one director) so they can create and present their own commercials to the class. Have each group randomly pick an item to sell (e.g. soup can, toothpaste, etc.), as well as randomly select 2 out of the 10 different appeals that they must incorporate into their commercial. Give students at least 20 minutes to organize, write, and practice their commercials. When students perform their commercials 2. 3. 4. 5. 6. 7. especially a food or health product. (For example, trying a particular restaurant because of an ad, but being disappointed by the food and service.) The teacher displays and goes over each of the “Ten Different Kinds of Appeals”, providing examples for each. The teacher facilitates the discussion that ads discussed at the beginning of the lesson can be related to the different kinds of appeals. The teacher will hand out all the materials for the collage, and walk around the classroom to assist students in finding advertisements. Also, the teacher will moderate voice level and classroom behavior. When each group is presenting their collage, the teacher will conduct a classroom discussion on the ads chosen and ensure that all group members have a chance to speak. The teacher will organize students into new and different groups for their commercial presentations. If an English language learner or student with a disability has a specific role they are more comfortable with (actor, script writer, or director), the teacher will try to accommodate that student by assigning him or her the preferred role. As groups are practicing their commercials, the teacher will provide feedback and answer any questions students might have. The teacher will lead the discussion after each group has presented their commercial, creating a positive and supportive learning environment. in front of the class, have their classmates point out which appeals were used and how that might influence a person’s choice of food or healthy activities. Language Support: 1. Before the lesson, students who are English language learners will work with the teacher or instructional aide to learn about each of the ten different kinds of appeals. Videos, realia, and visual examples will be provided for each of the appeals. During the lesson, students will be given a handout of the appeals with visual supports. 2. Prior to working on the commercial presentation, students who are English language learners or who have a disability will be asked if they are comfortable will a particular role (actor, director, or script writer). The teacher will try to accommodate all of the student’s preferred roles. 3. Students will be given newspapers and magazines in their native language. Ask families to provide these materials ahead of time. 4. Also, ask families and students for examples of commercials, advertisements, jingles, or slogans in their native language. If students feel comfortable, have them present an example of an ad in their native language and explain its relevance to the appeals. Context – where might this particular lesson fit in with a larger unit of study? This particular lesson could fit in with a larger English Language Arts or Social Studies lesson on the broader influence of media, and how it effects our choices on where we live, where we go on vacation, what cars we drive, etc. The unit would cover how media affects body image and self-esteem, gender roles, and attractiveness (Growth Standard 2.1.G). There would be a discussion of how not only advertisements, but also movies and TV shows influence our buying decisions. This lesson could also be connected to a unit on the advent of television and its influence in the United States during the 1950s and 60s, and how that is related to today with the prevalence of the internet and cell phones. Appendix A “Ten Different Kinds of Appeals” 1. Bandwagon appeal – tries to convince consumers that everyone else wants a particular product or service and they should too. 2. Brand loyalty appeal – tells consumers that a specific brand is better than the rest, and that they would be cheating themselves to use anything but this brand. 3. False image appeal – attempts to convince consumers that they will give a certain impression if they use the product. 4. Glittering generality appeal – contains statements that greatly exaggerate the benefits of the product. 5. Humor appeal – uses a slogan, jingle, or cartoon to keep the consumer’s attention. 6. Progress appeal – tells consumers that a product is newer and better than one formerly advertised. 7. Reward appeal – tells consumers that they will receive a special prize or gift if they buy a product. 8. Scientific evidence appeal – the scientific evidence appeal gives consumers the results of survey or laboratory tests to instill confidence in a product. 9. Snob appeal – convinces consumers that they are worthy of a product or service because it is the best. 10. Testimony appeal – includes a promotion by a well-known person who says that a product or service is the best one for the consumer. TE 280 Lesson Plan: Stephanie Mansfield Teacher Name: Subject: Biology Date: Grade: seventh grade Time needed: Lesson should be delivered in three class periods or about 3 hours Content standard(s) addressed: Materials needed: Students will need “Structure and Function in Living Systems materials to take notes: pen or pencils and 5. The anatomy and physiology of plants paper. They will also need materials to and animals illustrate the complementary make a poster: butcher paper and markers. nature of structure and function. As a basis The teacher will need to prepare a power for understanding this concept: point with information about STDs and a. How the reproductive organs of STIs. When discussing the topics, the the human female and male teacher should talk about the symptoms generate eggs and sperm and and stress the difference between STDs and how sexual activity may lead to STIs. Be sure to also talk about how STDs fertilization and pregnancy.” and STIs can be spread through oral sex. Health standard(s) addressed: There should also be a question box for any “Nutrition and Physical Activity additional questions for students. At the Standard 1 Essential Concepts end of day 1 when teacher lectures on 1.4. G Define sexually transmitted STDs and STIs, each student should have diseases (STDs), including human to summit a question or a comment in the immunodeficiency virus (HIV) and box for class discussion. acquired immunodeficiency syndrome (AIDS). 1.7. G Recognize that everyone has the right to establish personal boundaries.” Learning Objective: Students will be able Assessment of learning: Students will be to distinguish the difference between given a pre-test in order to assess what they Sexually Transmitted Disease (STD) and already know. Then, the lesson will be Sexually Transmitted Infections (STI). taught by the teacher and the use of a They will learn how to avoid an STD and PowerPoint. After the lesson, all students STI. Concurrently with learning how to will be divided up into groups where they avoid them, the students will understand will construct a poster. Furthermore, the the importance of using condoms and the posters will demonstrate how well they moral reason for being honest with sexual understand the information that was partners. However, the students will also previously presented. After completing the learn how and what treatment can be used posters, the posters will be displayed. Then to cure or treat an STD and STI. Students a post-test will be given and graded. The will also gain the experience of speaking in post-test will measure what the students front of the class. now know. If the lesson was successful, they should be more informed than the previous pre-test. Another way to evaluate student learning is by observing the complexity of the classroom discussion. Agenda (what’s posted on board/what are Instructional Notes: This lesson is to help students doing? –this is your activity the students gain the knowledge of how to section): For the first hour, the students will be given a pretest, which will determine what students already know and common misunderstandings about STDs and STIs. Within this hour, the teacher will use a power point, which will help the students learn by discussing about STDs and STIs. During the power point, students should be taking notes. In the second hour, the students will be divided into groups and given materials to construct a poster. Each student will be given a specific diesis and a large piece of butcher paper with markers, so that a poster can be constructed. The poster should have that is relevant to the information that has been given on the class power point. It should be neat and clear enough for anyone to read because they will then display the posters on the walls of the classroom. The third class will be an open class discussion about the topic, and the posters will be posted on the walls. The final step to this lesson is giving a post-test to ensure that the students have learned. Language Support: In this lesson, there is to be group work. This will provide English learners the opportunity to participate in jigsaw work. The use of jigsaw and groups is a technique that supports collaborative learning among peers by encouraging students to work together. When students work together they learn together. protect themselves and recognize the differences between STDs and STIs. They will also learn how to treat them and cure them, if possible. Then, the students will learn the danger and effects these can have. After the lesson, the students will be divided into groups, and each group should be no more than four people and no less than two. The groups will be assigned a topic that was discussed in class and make a poster. The poster should consist of the following questions which will be answered: What is the name of the STD or STI your group has been given? Is this a STD or STI? What treatment can be used? Is there a cure? What are the Symptoms in both males and females? These posters are made to reinforce the information again to students and also to spark a class discussion and answer any questions. Context: This lesson is will have met standards in both content and health. It should be taught a long side when discussing human anatomy and reproduction.