Learning-Focused Strategies Extending Refining Lesson Plan:​ ​EATS
Teacher : ​Marcus Simon Wilkes ​ Unit: ​Electrical Safety, Theory, Planning, & Installation (AFNR-AMTI 7)
Class: ​Agriculture Mechanics I, Second Period (Lesson Two Basic Electrical Theory)
ESSENTIAL QUESTION​:
What are the MOST important
concepts or skills?
What are the basic components of electricity that make it work?
With key questions if
necessary.
Activating Strategy​:
How will you activate your
lesson or link to prior
knowledge?
(Examples: KWL, work maps,
Wordsplash, etc.)
To activate and link prior knowledge I will have a Rod Wave (Popular HipHop/R&B
Singer) video loaded on the smart board ready to play. When the students are settled I
will begin the video , which will get them excited, after a minute of the music video I will
cut the power to the classroom. This will cause the students to get sad over not seeing
the remainder of the video. I will use this show them the importance of electricity and
relate their prior knowledge of how electricity is delivered to power a device
AND/OR
Planned Supports (if applicable): ​Planned supports will not be needed for this activity
ACCELERATION
STRATEGIES​: A content map for this unit will be given to the students so they can see where the
(Focus on content maps and
key vocabulary for next
lessons)
lessons within the unit will ultimately take them. They will also be provided a key
vocabulary sheet broken down by each lesson so they can pace their learning of the
vocabulary.
TEACHING STRATEGIES​: This lesson will be taught utilizing collaborative groups and student based research.
What instructional strategies
will you use in your lesson?
(Examples: graphic organizer,
distributed guided practice,
distributed summarizing,
collaborative pairs)
Students will research one of three topics utilizing Google and the Georgia Ag Ed
Website. The topics they will be researching will be:
1.
2.
3.
Theory of Electricity
Two Types of Electricity AC/DC
Explaining VOLTS, WATTS, AMPS, OHMS
Students will be grouped so that each of my kinesthetic/tactile learners have a counter
balance from the auditory or visual side. CK (tactile) will be paired with JP (visual), JD &
BD (tactile will be paired with IM (visual), and JC (tactile) will be paired with TT
(Auditory). These groupings are meant to utilize the tactile learners hands on skills which
will be good at putting together and presenting the presentation with their counterparts
skills of researching, whether that is through audio or visual research like youtube.
Students will draw straws to select the topics. The longest straw will get to decide first.
The students will be putting their research into a powerpoint or nearpod presentation for
them to teach to the class. The students must incorporate the following aspects into
their research and presentation;
A lesson plan outlining exactly what the group will teach and how the information will
be taught
A Nearpod or Powerpoint of at least twelve slides
Notes containing the information the class will be responsible for (these can be printed
and given to the class, written on the board, or part of the PowerPoint). A copy of the
notes will be turned in.
The group must also prepare an assessment for the class. This assessment can be written
or oral, but should me that the class understands and has retained the material being
taught.
A rubric will be utilized to assess the students competency in the components above.
Students/Groups who score less than an 80/100 will have to participate in the
re-teaching focus.
Planned Supports: Planned support needed for this activity will address my one student
CK with mild ADHD. She will be working with a partner that has done well in the past with
keeping her focused on the activity. Secondally the presentation aspect and self
research are activities that suit her kinesthetic learning style.
SUMMARIZING
STRATEGIES​:
How will students summarize
what they are learning during
the lesson and at the end?
(Examples: Ticket out the Door,
3-2-1, etc. Answer the EQ)
RE-TEACHING FOCUS
AND STRATEGY
(if necessary)
The summarizing strategy that will be used for this lesson is 3,2,1. The students will provide
3 things that they learned from the lesson, 2 things that they would like to see more time
spent on, and 1 thing that they already knew or have a strong understanding of after
the lesson. This will allow me to assess their 3,21, and incorporate or exclude some
information from the upcoming lessons.
The reteaching focus will be given to students who score less than an 80 on the group
activity rubric. The reteaching focus will be held on the Friday proceeding the lesson,
students who need the remediation will be grouped together to complete a set of
guided notes based off of a prepared powerpoint. The students who do not need the
remediation will be able to participate in the Hands On Free Friday activity during this
time.
Planned Supports: If my student with mild ADHD qualifies for the re-teaching focus, she
will be allowed to work with a partner to complete her guided notes. I will also
incorporate mini breaks so she does not get overwhelmed with the material.