Name:Tameaka White, Tracey Brown, Manda Jackson Grade Level/Content: 4th Date: 7/16/2010
4
5 E’s
Elaboration
Time
2
5 E’s
3
DTA
Teacher-Monitored Activities: What will students do together to
use new concepts or skills? How will you assist students in this
process?
The teacher will put students in groups of 5.
Each group will be given a bag of leaves.
Students will be assigned to go to (prearranged) stations and answer questions that
will lead to students to the next station.
Eventually the students will end up at the
last station which will identify the tree from
which the leaf came from. (The students
will follow the guidelines from the
worksheet on pg. 2) SEE
http://dnr.wi.gov/org/caer/ce/eek/veg/treeke
y/index.htm
Focusing
Student
Attention
Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand
and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?
Guided Practice
4
DTA
5 All Models
Evaluation
CLOSING
Time
The students will review characteristics of a leaf. The students
will be given a bag of leaves. The students will group the leaves
as they choose and discuss their groups.
The teacher will define and explain dichotomous,
coniferous and deciduous trees. The teacher will
locate the trees on a map. The teacher will discuss
how to classify trees by their types of leaves.
The teacher will model the steps used to identify
the type of tree particular leaves come from.
Assessment
Time
DTA
Teacher Directed Activities: How will you aid students in constructing
meaning of new concepts?
How will you introduce/model new skills or procedures?
Warm-Up: How will you engage students in learning? How will you connect the lesson to
their prior knowledge?
Exploration
5 E’s
2
The students will explain how plants and animals
can be grouped according to observable features
in order to classify trees according to leaves.
 indicates part of every lesson
Introductory and/or Developmental
Activities
3
Explanation
HEART OF THE LESSON
Time
Independent
Activities and/or
Meaningful-Use
Tasks
Engagement
OPENING
Time
DAILY LESSON PLANNER
Statement of Objective: What should students know and do
1 5 E’s 1 DTA
as a result of the lesson?
Journal Writing: The students will describe the steps they used to identify their tree. Then have the students write a
summary and draw a picture based on the characteristics that were used to find the type of tree.
Ongoing Assessment: How will you monitor student progress throughout the lesson?
The teacher will monitor that students are moving properly from station to station.
Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?
The teacher will evaluate student responses to their summaries.
Name:
Time
Grade Level/Content:
6 All Models
Closure
Date:
Closure Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for tomorrow’s lesson?
What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?
Each group will present their summary and drawing to the class. The students will be assigned to research any
additional information about their tree that was not given as a homework assignment.
Prince George's County Public Schools
Revised
June 2003
Grade Level/Content:
Date:
André Name:
Hornsby,
DAILY LESSON PLANNER - RESOURCE PLANNER
Ed.D.
Text Resources
Technology Resources
Chief
Cooperative Groupings
How will various forms of text (e.g., print, video,
How can the use of technology enhance the learning
What cooperative structures will facilitate
Writing Opportunities
Executive
etc.) be used to help learners develop a deeper
experience? What tools may be accessed to further
learning? How will students be involved in group
How will students have an opportunity to further
understanding of the key concepts and skills? What
develop students’ skills in using technology as an
Officer
processing? How will students work with one
extend their thinking through writing?
text resources can be utilized to assist learners in
enhancing literary experiences?
integrated part of their learning? How can information
literacy skills be integrated with instruction?
another during the unit?
Hands-On Experiences and/or
Manipulative Usage
What hands-on experiences and/or manipulatives
will be used to help students develop an
understanding of key skills and processes for
investigation?
Individualized Instruction
How will the lesson need to be adapted for students
with special needs (i.e., special education, talented
and gifted, ESOL/language minority)? In what ways
will you vary the modalities of learning to ensure that
ALL students have an opportunity to learn?
Material Resources
What materials will need to be prepared before
each lesson in order to ensure the unit goes
smoothly? What library media resources are
available to enhance your lessons?
Prince George's County Public Schools
Other Planning Considerations
What else should be considered when planning and
delivering this lesson? What reminders should you
record for yourself? What are the time constraints
and considerations for this lesson?