UMF Secondary Education Lesson Plan/Learning Event Template Name: Kyle Strine Program: Secondary Education Course: Practicum (EDU 222, EDU 223, SED 220) Lesson Topic / Title: Le Petit Prince - Ending Debate/Discussion Lesson Date: (Or the learning event # in your Stage 3 unit sketch out of how many learning events) #5 Lesson Length: (Total # of classes and # of minutes per class) 1 class; 80 minutes Grade/Grade Range: 10th-12th Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning experiences and performance tasks that support learners in reaching rigorous curriculum goals based on content standards and desired understandings . Learning Objective(s) (Write learning objectives that are clear, attainable, measurable, observable and age/content appropriate. They may be from Stage 1 and/or they may be more detailed ones specific to this lesson. They must align with targeted standards and conceptual understandings. If you have any additional objectives for particular students related to IEP goals, you can include those here too.) I can exchange information in conversations on familiar topics and some researched topics, creating sentences and series of sentences and asking a variety of follow-up questions. I can exchange preferences, feelings, or opinions and provide basic advice on a variety of familiar topics, creating sentences and series of sentences and asking a variety of follow-up questions. Instructional Decisions / Reasoning (In bulleted form, identify your reasoning or why you chose these objectives. How are they content, age and lesson topic appropriate?) They should be able to talk about the story and be familiar with it at this point. This ties into the interpretation standard. Content Standard(s) (Identify the relevant content standards (CCSS, MLR, ISTE, other) and discipline specific standards (mathematical practice, ELA literacy, anchor, cross-cutting, other). Align objectives with content- and discipline-specific standards.) B2 - Students explain how historical artifacts and literature reflect the perspectives of a culture(s) in which the target language is spoken. C1 - Provide examples of information gathered through target language resources that are applied in other Instructional Decisions / Reasoning (In bulleted form, why did you choose these standards?) The book itself is rich with history, so it’ll be helpful to add historical standards. This also ties in to historical standards.
Learning Results content areas. C2 - Interpret short prose, poetry, or plays in the target language that reflect the culture(s) in which the target language is spoken and make connections to the viewpoints of the culture associated with the target language(s).
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- Spring '20
- Summative assessment