2857 Transworld Drive

Stockton, CA 95206
www.teacherscollegesj.edu (209) 468-4926

Lesson Plan - IMPACT

Name:

Clint Colwell

Date:

9/18/16

Learning
Objective:

Students will use google slides to collaborate on a group book report pertaining to Tuck Everlasting including scripts,
videos, pictures and essays.

Anticipatory
Set:

Students are already excited to work on their chrome books vs writing with pen and paper. Having the opportunity to act
out scenes and use creativity adds excitement. Gives the group a chance to work on different aspects that play to their
strengths as well as the opportunity to work in a team environment. Sudents will divide the 25 chapter book within
groups of 5. Each student will be responsible for 4 slides each. Two slides will be visual with pictures and drawings, two
will be either essay, video, or a combination. Students will turn in rough draft script to teacher for approval prior to
working on final project.

Instruction:

How will you build understanding? *Includes guided practice, independent practice and closure? Students have read this
book in-depth for the last three weeks. Groups have works in triads discussing reading, forming opinions, and citing
evidence.

Running Clock

Teacher Action

Student Action

Materials Needed

Assessment: How will you know students have achieved the learning objectives? What evidence will you look for and/or collect?
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2857 Transworld Drive

Stockton, CA 95206
www.teacherscollegesj.edu (209) 468-4926

Standards: ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
ELA-Literacy.RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well
as how the characters respond or change as the plot moves toward a resolution.

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Lesson Reflection Guide

CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION

STANDARD FOUR: PLANNING INSTRUCTION AND EXPERIENCES FOR ALL STUDENTS
Using Knowledge of students academic readiness language proficiency, cultural background and individual development to plan
instruction.
Establishing and articulating goals for student learning.
Developing and sequencing long-term and short-term instructional plans to support student learning.
Planning instructional that incorporates appropriate strategies to meet the learning needs of all students.
Adapting instructional plans and curricular materials to meet the assessed learning needs of all students.

REFLECTION QUESTIONS
Learning Objectives
What are some ways these objectives were appropriate for your students, including your EL and Special Populations students?
In what ways were these objectives not appropriate?
How might these objectives relate to what students have learned and what you plan to do in the future?
Anticipatory Set
What are some ways your strategies for building student interest were effective/ineffective?
What are some strategies you might use in the future?
Instruction
In what ways were your instructional strategies, activities, groupings, and closure effective/ineffective?
In the future, what are some instructional strategies, activities, groupings, and closure you might use?
What are some ways in which students were able to share their learning?
Materials
What are some ways your materials were effective/ineffective?
What are some materials you might use in the future?
Assessment
How effective were your assessment strategies in measuring the student learning objectives for all students, including any identified
distinct learners?
How might you assess student learning in the future?

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LessonPlanIMPACTInternProgram
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