Before you begin to plan your lesson, it is very important that you have a solid understanding of the ELA standards. The best way to do this is to become familiar with how standards are “unpacked”. What this means is that each standard you teach is broken down into essential pieces for the teacher. Most states have great unpacking documents that thoroughly describe what each standard means a student will know, understand and be able to do. The unpacking of the standards done in this document is an effort to answer a simple question What does this standard mean that a student must know and be able to do? and to ensure the description is helpful, specific and comprehensive for educators.
Even though Alabama’s literacy standards can be found in ALEX, the organization and numbering will confuse you for this assignment. This is why I want you to use North Carolina Unpacked ELA Standards and/or South Dakota Unpacked ELA standards to correctly write your standards and objectives.
Use the template for your area of certification to write your Lesson Plans.
I have also included several research based activities to use as your pre, during and after reading activities. Remember, your Anticipatory Set is the time where you “hook” your students with an engaging activity that gets them interested in the activity. The Closing activity is the time to allow for students to reflect and express what they’ve learned.
*** Important Information about certain parts of the lesson plan that you need to review closely to help you understand and do it correctly*****
1. Time for your lesson on paper must equal to at least 60 minutes
2. Academic Language – go back and review all resources pertaining to how academic language fits into your lesson plans. There are 4 demands under academic language—-(Function = the verb within your standard) (Vocabulary = the specific CONTENT vocabulary students need to know – not just the story words) (Syntax = all the visuals provided for the students) (Discourse = all the ways the students are given opportunities to speak and write about the function/standard).
3. When it asks you to describe your academic language SUPPORTS, that means to give examples of each activity/opportunity you give students the opportunity to do to practice the FUNCTION, to practice the VOCABULARY, to use various visuals (SYNTAX) to practice the standard and all the ways you give students to read, speak, or write about the standard (DISCOURSE). You want to write it using two columns — the first column should be each of the four demands listed vertically and then the 2nd column will be your supports for each demand.
LANGUAGE DEMAND SUPPORTS
Function – put the verb found in your standard list all the ways and things you’re giving students to help them practice this function
Vocabulary – list all the vocabulary for the standard (not story words) list all the ways students get to practice, use, etc.. the vocabulary (Ex. Beginning, middle, end, retell, character, etc)
Syntax – all the visuals you provide the students to help them with the function and vocabulary List all the visuals…………..
Discourse – all the ways you give students to read, speak, or write about the function and vocabulary List those here
4. The anticipatory set is a HOOK, closure is a time for reflection
5. You MUST have at least 1-2 informal assessments that you will do DURING your lesson. Remember, these are what is referred to as “QUICK CHECKS FOR UNDERSTANDING” — they CAN NOT be participation, observation, etc… Do your research on the difference between formative and summative (informal and formal).
6. you will only have ONE summative assessment and it should be your post-test. Pre-K usually has some sort of checklist
7. For technology – DO NOT put no technology will be used. If you don’t have access to any technology, MAKE IT UP
8. Modifications and Accommodations — ONLY students with a 504, ELL or IEP can be given modifications and or accommodations and these MUST BE per that students’ plan. If you do not have any students with one of these plans, then you need to make something up and it must MATCH who/what you’ve got on the chart in Part A Context for Learning
The standard needs to be Preschool are Kindergarten
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