Name: __Josue Ayala______________________________    Date lesson taught:____12/5/2020__________

 

 

Content Area:

Course Title & Grade Level:

Standards:  page38image2442821616

SS.6.2. Identify the relationship between factual statements and opinion statements in an inquiry.

 

Objectives:  

 

Content— Student’s will be able to read statements and analyze them as factual or opinion statements. Student’s will use their understanding of what a fact and an opinion is and be able to decipher which statements are true and which ones are not. We will use questions that are referring to important concepts that they have learned in class.

 

Language— Students will be able to understand the difference between a statement that can be proven to be true and a statement that refers to a judgement or belief about something.

 

Student-friendly— I can differentiate the difference between facts and opinions by taking my time and analyzing if it can be proven or not.

Assessment:  Students will have to complete an eight-question quiz that test their knowledge on what a fact or an opinion can be. I will know that a student has understood the difference between the two when he or she gets a passing grade on the quiz. The quiz does include two questions that are made to seem silly in order to understand their thought process.

Proactive Management: Students will be expected to listen quietly as I give them a lecture on what is a fact and an opinion. They are also required to make a comparison chart that helps them further differentiate fact from an opinion. They will be able to use this comparison chart when they are talking the quiz. 

 

Instructional Strategies: Two instructional strategies that will be included in the lesson are direct instruction and cooperative learning. I believe that these two strategies further the thinking of the students. It gives them a chance to hear the material from the instructor but also gives them the chance to ask their group questions.

 

Note Taking Strategy:  Students will be using Cornell’s Two-Column Notes.

Questions:  How can you differentiate fact versus opinion? What are key components of a fact? What are key components of an opinion.

 

Anticipatory Set:  Bell work and write the agenda for the day on their agendas.

The Lesson: Outline of procedures including content, UDL, transitions, directions, pacing (provide estimated time), questions, check for learning, etc. Think detailed “sub-plan”. Your plan should be easy to read and reference while teaching. Avoid writing paragraphs.

1)     Bell work and Agenda - 5mins

2)     Lecture slides

3)     Fact or Opinion Examples

4)     Group worksheet GGR Framework -Cooperative

5)     Quiz over Fact or Opinion GGR Framework- independent

6)     Conclusion of class

Closure:  I will review the quiz questions for further understanding.

Procedural— Be quiet in there seats.

Content Summary— Students should be able to differentiate and use the literacy skills to understand what is a fact and what is an opinion.

References: Department of Education

 

Lesson Plan Reflection (required):

1)     Highlight Culturally Responsive Teaching (CRT) components within your lesson.

Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson. How did you demonstrate high expectations, make learning relevant, and motivate students?

 

I will demonstrate high expectations by asking the students to follow along with me in the activity. For the formative to work in the end it will be important for students to follow the necessary instructions. Learning how to read a map is still something that can help the students navigate. Students play video games and navigation is key. I plan to motivate the students by asking them to do their best work during the activity. I understand that some students will not be able to get all of the instructions at once, I will be responsive in having everyone on the same page.

 

2)     Italicize Universal Design for Learning (UDL) components within your lesson.

Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components (representation, action & expression, engagement) of your lesson. How did you differentiate to meet the needs of ALL learners?

 

I plan my lesson to be a representation for everyone. I will verbally be detailing the instructions but also visually. This way I can accommodate students that learn different. My instruction will take about thirty mins giving time for everyone to have the ability to finish the activity on time. For students who are in the back of the classroom, they are going to be able to see the smart board be able to follow along. The students will be engaged due to the hands on activity that will be use to explain the concepts.