Writing Assignment Paper: Daily Lesson Plan Format

Daily Lesson Plan Format

Standard (Common Core/ Early Learning):
Comparing and contrasting

Title: Reading_______________________
Week of: __1__________________
Submitted by: ________________

Objective/Skills to be covered: By the end of the lesson the learner should be able to; a. Understand that to compare is to recognize how similar things are and to contrast is to realize how different they are.
b.make distinctions between characters in a fable from the story details.
c.Understand that keywords are sometimes used to compare and contrast by authors.

Literary Work/Story: The Donkey and The Dog. Short story
Author: (Aesop Joan). Year:(1987)
City, State: India

Warm-up (Fingerplay/Song):
Procedure (Step-by-Step): (Guided Instruction)
1)Ask a student to describe a donkey and how different it is from a dog.
2)Give the definition of the two terms,compare and contrast to the students as doing this helps the learner understand the characters of the story better.
3)Teacher distributes the fable and instructs the students to read,comparing and contrasting the donkey and the dog as they fill out the compare and contrast diagram.
4)A discussion on the important ways in which the two animals are different and alike and how comparing and contrasting enhanced the understanding of the fable.

Key Questions: (Bloom’s Taxonomy)
1)Differentiating
2)Defining
3)Reading
4)Comparing and Contrasting

Assessment Question: Teacher asks the students to list key words used for comparing and contrasting by writing them down.

Closure Statement: Learners were able to list the Key words hence the lesson objective achieved.

Accommodations made to provide: Teacher allowed a student who was feeling unwell to list her key words orally.
Additional assistance: The teacher ended with a short review of the words listed by students.
More rigorous challenge: Learners to compare and contrast the two animals.

Extension Activity: (Independent Activity) Challenge the students to compare and contrast two donkey breeds and write their findings on the compare and contrast diagram

Mentor’s Teacher’s Signature: ____________________________ Date: ___________

Materials Needed:
* A dictionary
* The donkey and the Dog fable
* Compare and contrast Diagram

Domain(s) covered:
Reading and writing

Lesson plan 2
Daily Lesson Plan Format

Standard (Common Core/ Early Learning):
Understanding Diversity

Title: __Reading_____________________
Week of: _2___________________
Submitted by: ________________

Objective/Skills to be covered: Given the reading of the story, the student should be able to: a. identify one thing that makes them different from the rest and one thing about themselves that is similar to others.

Literary Work/Story : The Money Tree
Author: Sarah Stewart,
(Year Published):1991
Publisher: Farrar, Straus and Giroux 

Warm-up (Finger play/Song): Song related to the topic
Procedure (Step-by-Step): (Guided Instruction)
1)Teacher asks the learners if any of them feels special and then explains the activities of the lesson.
2.Teacher asks one of the learners to read the story loud.
3)The teacher will ask stimulating questions during reading. ‘who here likes singing?’
4)An involvelvement class discussion of similarities and differences among the children and end with singing a song related to the topic.

Key Questions: (Bloom’s Taxonomy)
1)Explaining the activities of the lesson
2)Reading the story
3)Questioning
4)Discussion

Assessment Question: Teacher asks the learners to write down their likes and dislikes on a piece of paper and give it to him.

Closure Statement: Learners wrote down their likes and dislikes hence the lesson objective achieved.

Accommodations made to provide: A learner who was found inattentive was asked to stand up during the lesson.
Additional assistance:
More rigorous challenge: Learners to look for more songs with the same theme and discuss among themselves.

Extension Activity: (Independent Activity)
The learners are supposed to identify unique features from their colleagues and note them down.

Mentor’s Teacher’s Signature: ____________________________ Date: ___________

Materials Needed:
* I am special You are special too story
* The song ‘I am special and I know it’

Domain(s) covered:
Reading and writing

Lesson plan 3
Daily Lesson Plan Format

Standard (Common Core/ Early Learning):
Self Regulation

Title: Reading_______________________
Week of: __3__________________
Submitted by: ________________

Objective/Skills to be covered: By the end of the lesson the learner should be able to: understand self control and self sacrifice strategies and also recognize own feelings.

Literary Work/Story: Harry potter and the chamber of secrets
Author: J.K. Rowlings
Year Published: (1998)
Book. City, State: UK: Bloomsbury

Warm-up (Finger play/Song):
Procedure (Step-by-Step): (Guided Instruction)
1)Teacher asks the learners if they have heard of Harry potter before.
2)Distributing the story books to the learners.
3)one students reads the story loud followed by a discussion of the importance of use of non-human and nonliving characters.
4)Discussion of characters in the story laying emphasis on self sacrifice and personal identity.

Key Questions: (Bloom’s Taxonomy)
1)Brainstorming
2)distributing learning materials
3)Reading
4)Discussion

Assessment Question: Teacher asks each student to name at least one virtue of self sacrifice and self regulation learnt.

Closure Statement: The lesson objective was achieved as the learners answered the assessment test correctly.

Accommodations made to provide:
Additional assistance:
More rigorous challenge: Learners to describe what they think self regulation is referring to what has been learnt

Extension Activity: (Independent Activity)
The students to read any other novel written by JK Rowlings and write down the lessons learnt from the novel.

Mentor’s Teacher’s Signature: ____________________________ Date: ___________

Materials Needed:
The Novel

Domain(s) covered:
Reading and writing

characters
lesson plan 4
Daily Lesson Plan Format

Standard (Common Core/ Early Learning):
Physical Development

Title: Reading_______________________
Week of: __4_________________
Submitted by: ________________

Objective/Skills to be covered: By the end of the lesson the learner should be able to a. Read and understand the story. b. Identify the stages a tadpole undergoes to become a frog.

Literary Work/Story : From Tadpole to Frog
Author: Gerald Legg.
(Year Published) :1998
City, State: Tandem Library

Warm-up (Finger play/Song):
Procedure (Step-by-Step): (Guided Instruction)
1)Teacher asks the learners to describe a frog.
2)Teacher reads the story as the learners listen while identifying the different stages.
3)Discussion of the lifecycle of a frog as per the story.
4)Teacher summarizes the story and ends the discussion.

Key Questions: (Bloom’s Taxonomy)
1)Describing
2)Reading and listening
3)Discussing
4)Summarizing

Assessment Question: Teacher asks the learners to describe the lifecycle of a frog in writing and marks before leaving the classroom.

Closure Statement: Lesson objective achieved.

Accommodations made to provide:
Additional assistance:
More rigorous challenge: Teacher asks learners to list differences between a frog and a tadpole.

Extension Activity: (Independent Activity)
The learners are to look for a novel with the lifecycle of an ant and describe its lifecycle in writing.

Mentor’s Teacher’s Signature: ____________________________ Date: ___________

Materials Needed:
* The Novel

Domain(s) covered:
Reading and Writing

Lesson plan 5
Daily Lesson Plan Format

Standard (Common Core/ Early Learning):
Story Telling

Title: Reading_______________________
Week of: __5__________________
Submitted by: ________________

Objective/Skills to be covered: By the end of the lesson the learner should be able to: a. Understand how to start and end a story. b. Listen appropriately c. Know when to interrupt

Literary Work/Story: The Snow Cat
Author: Holly Webb