Lesson+Plan+1

__Lesson Plan 1__

Vincent Moceri EDU 321

ideas within and across texts to create a deeper understanding; including a narrative to an informational text, a literature selection to a subject area text, and an historical event to a current event. || awareness by engaging with learners of other cultures || 2) The student will read the text aloud to the teacher. ||
 * Unit Title || Reading ||
 * Lesson Title || The Three Bears ||
 * Subject Area || Comprehension ||
 * Grade Level || 3rd Grade ||
 * GLCEs/CCRS || R.CM.03.03 compare and contrast relationships among characters, events, and key
 * METS-S/NETS-T || Communication and Collaboration: Develop cultural understanding and global
 * Essential Questions || Does the student comprehend the theme of Three Little Bears? ||
 * Objectives || Student will read The Three Bears and be able to restate what happens in the story paying attention to close detail. ||
 * Tools and Resources || Textbook: //The Three Bears// ||
 * Rationale || I am doing this lesson so that the student will be able to use comprehension skills in real life applications. Understanding reading is an important academic tool for research. ||
 * Methods of Instruction || This assignment will be visual and tactile. It will be done as a whole group. ||
 * Anticipatory Set || There will be prompts and questions in the lesson. This work will check the students comprehension of the book. ||
 * Beginning of Lesson || 1) The student will look at the illustrations before reading the text.
 * Middle of Lesson || 1) As the student is reading aloud, he or she will be asked questions by the teacher. ||
 * End of Lesson || 1) The student will be given a list of questions to answer that relate to the reading from the book or source. ||


 * Unit Title || Reflection and Social Implications ||
 * Lesson Title || The O-Zone Layer ||
 * Subject Area || Earth Science (Ecology) ||
 * Grade Level || 5th Grade ||
 * GLCEs/CCRS || **S.RS.05.17 ** Describe the effect humans and other organisms have on the balance in the natural world. ||
 * METS-S/NETS-T || Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Demonstrate personal responsibility for lifelong learning. ||
 * Essential Questions || Is the O-Zone layer affected by pollution? ||
 * Objectives || The student will be able to give an opinion about whether the O-zone layer is affected by pollution through research, reading, speaking, and writing. The paper must include examples that are specific to the topic and the facts must be accurate. ||
 * Tools and Resources || textbooks

Internet

library

teacher

and fellow peers to explain with their opinion. ||
 * Rationale || I am choosing to do this lesson because students need to discover if the O-zone layer is depleting due to pollution. ||
 * Methods of Instruction || The students will do hand's on research through textbooks working by themselves. The assignment can be auditory and visual. ||
 * Anticipatory Set || The students will answer questions such as:

1) Do car fumes harm the O-zone layer?

2) Does factory smoke harm the O-zone layer?

3) What can we as a society do to stop pollution? ||
 * Beginning of Lesson || The student will find information in textbooks and from computer sources to answer the questions. ||
 * Middle of Lesson || Next, the child must write an argumentative essay based on their primary and secondary research findings. The student must answer the question thoroughly and depict knowledge of the subject. ||
 * End of Lesson || Lastly, the student will present the material to the classroom using auditory and visual techniques. ||

Reflection and Social Implications
 * **//__Scale__//** || 4 || 3 || 2 || 1 ||
 * Search and Answer || The student answered the questions with superior knowledge. || The student answered the questions with above average knowledge. || The student answered the questions with average knowledge. || The student did not answer the questions. ||
 * Thesis || The student juxtaposed an argument topic with all facts stated correctly. || The student juxtaposed an argument topic with most facts stated correctly. || The student juxtaposed an argument topic with few facts stated correctly. || The student juxtaposed an argument topic with no facts stated correctly. ||
 * Presentation || The student presented the material to the classroom using excellent auditory and visual techniques. || The student presented the material to the classroom using above average auditory and visual techniques. || The student presented the material to the classroom using average auditory and visual techniques. || The student presented the material to the classroom using little auditory and visual techniques. ||