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Design a lesson plan that focuses on either an ELAR Decoding or Comprehension skill.  The topic / skill must be aligned to the designated grade-level TEKS and follow the given format.  When designing this student-focused learning experience, be sure to incorporate your Christian worldview as you consider your instructional focus, appropriate learning activities, and expectations for all students.  For example, in Matthew 28:19, we are commanded to “Go ye therefore and teach all nations” there is no better representation of “all nations” than today’s classroom.  The diversity crosses numerous cultural boundaries, and as Christian educators, we are called to teach all children, just as Christ commanded and modeled for us when He said, “Suffer the little children to come unto me…”  Remember to include your response to / connections with this or another relevant scripture. READ Lesson Plan Format Title of Lesson: This should be short, to-the-point, “catchy” and instantly grab your students’ interest / attention Date: Date that plan is being written Author(s): UHCL Student’s name School District: Your Choice ISD Mentor Teacher: Mr. Know-it-All Campus: Ideal Elementary School Subject Area: Lesson Content: ELAR or Reading/Decoding Skills, for example Reading / Contractions Grade/Level: 2nd grade Student Population: The information in this section basically paints a word picture of the demographics of your classroom. How many males /females? Is the class heterogeneously grouped? Are there ELLs, GT students, students with IEPs, other special needs or otherwise identified? Be concise but thorough. Component Detail Materials/Resources In this section, identify all materials / resources that the Teacher and the Students will need to successfully teach and complete this lesson. I suggest having two separate sections / columns. Remember that videos, guest speakers, artifacts, books (including author & illustrator as appropriate), markers, paper, etc. should all be included. Safety (If not appropriate to the lesson, give maximum points.) At the very least, include the statement, “Students are expected to follow established classroom rules.” If you are using scissors, that would necessitate an additional specific safety statement. The same would be true for Internet safety if you have students researching online. TEKS/STAAR (Texas Essential Knowledge and Skills) ELPS (English Language Proficiency Standards) In this section, you should copy and paste directly from the ELAR TEKS website provided in Course Resources. Be sure to include the section title—content area and grade level, year of adoption, TEKS section, and specific lesson objectives. NOTE: Only list the TEKS that you are directly teaching in the lesson. For example: §110.4. English Language Arts and Reading, Grade 2, Adopted 2017 b) Knowledge and skills. (2)  Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: (B)  demonstrate and apply phonetic knowledge by: (iv)  decoding compound words, contractions, and common abbreviations; §74.4. English Language Proficiency Standards. (c) Cross-curricular second language acquisition essential knowledge and skills. (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: (iii) using negatives and contractions correctly; Instructional Objective(s) Using the Bloom’s Taxonomy verbs (see Course Resources), create at least two measureable, observable statements that identify exactly what the students will be expected to do as a result of participating in this lesson. For example: Given a list of 10 sets of words, the student or learner will (TSW / TLW) match the contraction with the correct corresponding set of words with 80% accuracy. Given a list of 10 contractions, TSW choose 5 to correctly use in complete, original sentences. NOTE: These objectives must align with the identified grade level, the cited TEKS, and the Assessment. Anticipatory Set This is the “hook” or focus activity with the purpose of getting students engaged / interested in the lesson to be taught and to activate prior knowledge. This is NOT the lesson Introduction and it should not use the actual lesson materials. It should be a brief, 5 – 7 minute max activity. It could include a short video clip, a short hands-on motivating activity, a demonstration, having students examine an arti–something that effectively leads into the lesson. It should NOT be a worksheet! Input or Procedure (Instruction) I DO This section and the section below involve the teacher introducing the lesson and explaining the expectations. In addition, the teacher should model as well as explain so that the students have a thorough understanding of what is expected. Teacher think-alouds are also helpful so that students can better understand the related thought processes involved. Should be written in sequenced list format, bulleted or numbered. Check for Understanding questions: Include at least two with anticipated responses. Input or Procedure (Modeling) I DO See above information. Check for Understanding questions: Include at least two with anticipated responses. Guided Practice WE DO This section should describe how the teacher will be monitoring student understanding and progress as they work with peers to practice what has just been taught. This can be a whole class, small group, or a partner activity that is based on the lesson objectives and allows students to practice what they have just been shown. Teacher provides guidance, feedback, and redirection as he/she moves throughout the classroom. Independent Practice (Independent of Teacher) YOU DO In this section of the lesson, students are provided with a slightly different but related activity to complete individually, without teacher input as they work through it. This will allow the teacher to determine whether additional instruction is needed prior to the Assessment phase of the lesson. Teacher may still circulate room to observe but does not provide guidance or feedback regarding accuracy. Students are encouraged to do their best to complete the given task independently. Assessment This should be an activity that informs the teacher as to individual student mastery of the stated objectives. It is not necessary that an assessment always be in the form of a test nor must it always be a written activity. Performance-based activities or projects are also acceptable. NOTE: The assessment MUST align with the TEKS and the stated Instructional Objectives. Reteach This section of the lesson involves additional teacher-directed instruction for students who were not able to demonstrate mastery during the lesson. It MUST include a different learning activity with different learning materials / procedures. NOTE: This is NOT a student / peer- tutoring activity nor a self-directed computer-based activity. Enrichment Extension This section of the lesson includes an activity designed for those students who complete the planned lesson activities quickly and with little to no difficulty. It should challenge this student population at higher levels of Bloom’s Taxonomy and critical thinking. NOTE: This is not a homework assignment and MUST be related to the lesson objectives. Closure During the lesson closure, students should be asked to share what they have learned during the lesson. This can be done as a large-group discussion, an exit-ticket activity or any other related activity. NOTE: This is NOT a time during which the teacher tells the students what they have learned. 4

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