Lesson Planning Paper Example: The Cause and Effects of Global Warming

Lesson summary and focus: During the lesson period, the students are expected to learn the cause and effects of global warming with the Polar Bear as the case study.

Classroom and student factors: 4 students are ELL

2 students are from high economic status

15 students are from middle economic status

13 students are from low economic status

19 students are white

5 students are Hispanic

19 students are reading above grade level

National / State Learning Standards: Explain the existing relationship between series of historical events, scientific philosophies or steps in technical techniques in a text, while applying language that pertains to time, sequence and cause effect.

Specific learning target(s) / objectives:

Students are expected to learn the cause and effects of global warming

The success of the lesson will be evaluated when students are able to create graphic organizer to define the existing events that lead to the outcome of global warming Teaching notes:

Students have access to information text on polar bears

Agenda:

Read on the habitats of polar bears

Generate cause and effect chart

Rally Robin sequencing discussion Formative assessment:

3-2-1

3 things discovered from the class

2 fascinating things

1 question arising

Fist to five: Ease of retelling the whole story

Academic Language: Key vocabulary:

Tier 2-

Clambers

Sniffs

Chucked

Snuggled

Rose

Degrees

Perturb

Tumbles

Subsist

Snug

Lard

Tier 3-

Cocker Spaniel

Guinea Pig

Artic

Function:

Students are expected to demonstrate the understanding through a completion of some graphic organizer that defines the events leading to the outcome of the final incident, global warming using pictures and words.

Form:

Mix- n- Match card.

Students cooperate within their groups to match the cause and effects sequence

Instructional Materials, Equipment and Technology: 12 x 10 construction paper

Grouping: Non-readers are expected to complete the pictures only

Grade level students are expected to incorporate the words provided

The above grade level students will write three or four sentences on the reason why they believe the causes suggested causes that effect

II. Instruction

A. Opening

Prior knowledge connection: Students will form groups of pairs of five where they will discuss what they know about the habitat of polar bears

Anticipatory set: The group members are expected to share their prediction about the book.

B. Learning and Teaching Activities (Teaching and Guided Practice):

Academic Language Function Lesson

I Do Students Do Differentiation

Read where Do Polar Bears live?

Form a framework of how to fill out the cause and effect organizer

Teacher model correct order of the text Students will find terminologies

Students will design graphic organizers

Students write text in correct order-cause effect At least three non-reading students will draw pictures

Assist the grade level students to provide the key words

Above grade level students are expected to form at least three sentences on why they believe the cause suggested cause the effect.

III. ASSESSMENT

Summative Assessment: Students will make a 4 square to show understanding of the story Differentiation:

They are expected to partner up with their groups with the below grade level students and work together on the 4 square

Closure:

The instructor or the teacher should review the learning target and students will self-assess whether they understand cause and effect.

Homework: Read a story that involves cause and effect within the story and retell another student what the cause and effects are within the story.

The aspect of augmentative and alternative communication has made significant changes in the last 5 decades. Currently, numerous unaided communication systems rely on the user's body to rely on the intended message such as sign language, or aided systems that need the application of tools or equipment in addition to user's body language (Parette, Brotherson & Huer, 2012). These aided systems vary in complexity from the low-tech pencil and paper systems to high tech speech recognition devices. However, the aided and unaided systems are often not included in some learning concepts such as for cause effects. Teachers use them in combination much like a pair of speech and gestures, body language and facial expression to express the idea, thought, and wants.

The use of traditional component of instructional design and technology has become increasingly significant in the teaching profession. These approaches can be used as mode of communication since they have a high potential for engagement and instruction which includes providing access to different materials that have been otherwise difficult to use (Bailey et al., 2013). However, lack of knowledge of the technological approaches to teaching can negatively influence the learning process and change the timeline set for the lesson plan. Subsequently, the collaborative teaching model can be applied to support growth of teacher candidates since it assists teachers recognizing their power to engage with students through the instructional design models and decisions. Digital videos can be used to capture and sustain their engagement and ensure that the teacher recognizes the impact technology has in the early stages of their profession and understand the significance of engagement, with or without technology.

References

Bailey, R., Stoner, J., Parette, H., & Angell, M. (2013). AAC Team Perceptions: Augmentative and Alternative Communication Device Use. Education and Training in Developmental Disabilities, 41(2), 139-154. Retrieved from http://www.jstor.org/stable/23880176

Parette, H., Brotherson, M., & Huer, M. (2012). Giving Families a Voice in Augmentative and Alternative Communication Decision-Making. Education and Training in Mental Retardation and Developmental Disabilities, 35(2), 177-190. Retrieved from http://www.jstor.org/stable/23879942