Name: __Josue Ayala______________________________ Date lesson taught:____12/5/2020__________
Content Area: |
Course Title & Grade Level: |
Standards: 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.