Daily Lesson Plan
Name John Penewit
Unit Topic: Sea Turtles Lesson Number: 10 Date: 11/23/09 Lesson Title: Sea Turtle Report | ||||||||
State Standard: Writing Applications: Expository Writing: Research Reports/ Multi-media Presentations (4-HS): Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.
NET Standards 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
Benchmarks: -EL.04.LI.04 -EL.04.RE.02 -EL.04.RE.01 -EL.04.WR.25
Objectives: -SWBAT find information on sea turtles using a computer -SWBAT paraphrase information they have found in their research | ||||||||
Materials: -Student pens or pencils -Whiteboard markers -White board eraser -Sea Turtle Report Graphic Organizer -Student Sea Turtle Report Graphic Organizers -Encyclopedias -Turtle books -Several Internet research articles about different types of sea turtles printed -27 writing templates for final copies of turtle reports -27 green 8 1/2x11 papers for turtle reports -27 white 11x17 papers for turtle reports -Planet Earth sea turtle video from videodownload.com | ||||||||
Anticipatory Set: Time 1-5 min Explain that they will be finishing their sea turtle reports. | ||||||||
Learning Activities: Time 65 min *Before class begins, set chairs in front of the board to set the stage and so that students cannot lean against the board. A. Anticipatory set B. Have outline written on board, explain to class 1. Work on sea turtle reports 2. Closure C. Have the students work on their sea turtle reports. Have them use the sea turtle graphic organizer and begin writing their rough and final drafts. 1. Check to make sure their interesting facts are more than common knowledge. The facts need to be things they have researched. Also, if something is already listed in another category, they can’t use it twice. a. An example of an interesting fact is that sea turtles travel thousands of miles to return to the same place they were born to mate and lay their eggs. b. An example of what I’m not looking for is what color their turtle is. 1. They should have 5 paragraphs: Introduction, conclusion, interesting facts, life-cycle and reasons that turtle is endangered. 2. They should draw a picture of their turtles in their natural environments. 3. They should write a rough draft and have the teacher correct it for errors and then write their draft. 4. Have model final copy made for students to see. The writing template is pasted onto the green paper, which is pasted onto the white paper. On the side of that on the white paper will be their drawing. 5. If students have finished the report, have them read their books or work on other projects. D. Show students sea turtle video from videodownload.com. | ||||||||
Closure: Time 5 min Tell the students to begin finishing up and put their things away when there are about 3-5 minutes left. After, have them put their reports and other things away. Tell them they need to finish the project by the following day for me to grade it. I will ask them to again tell me ways how they can help the plight of sea turtles. *Possible answers: -Don’t buy plastic bags -Don’t litter -Don’t let your dog or cat loose at the beach -Teach others about the plight of the sea turtles -Don’t build your house near the beach -Don’t buy jewelry or other things made from sea turtle shell -Don’t buy food made from sea turtles -Don’t disturb areas that are protected reservations for sea turtles. | ||||||||
Management Concerns Addressed: The information I have printed for the sea turtle reports may be confusing or overwhelming so I have highlighted important information for them. I am concerned that many of the students won’t finish by the end of the period. To address this I will have them take the assignment home to work on it. | ||||||||
Assessment: Time: 5 min Their assessment will be their reports. | ||||||||
Adaptations: (ESOL,TAG, Special Needs, Other) There are six ELLs in my class and few students with low reading levels. I will use visual aids such as outlines and written instructions on the board to give them another way to understand what I want. This outline will be concise and written in different colors to give emphasis to the important parts and so that it is easily readable. I will also try to speak clearly and concisely during the class. One student has trouble staying focused so I will use sticky notes to show him where his place is when he is reading. Another student has autism and has trouble with writing clearly. To help him we will allow him to type out his report. Another student has emotional anxiety and to help both he and the student with autism to cope with working for long periods, they will be given periodic breaks. | ||||||||
Lesson Evaluation: I will be able to evaluate how well the lesson went through the quality of their reports. | ||||||||
Lesson Reflection: Today’s lesson was fun and simple. The students continued to work on their sea turtle reports. I didn’t have to do much teaching because they already knew what they needed to do. I just reminded them of the objectives for the lesson, the order in which they needed to do their report and what to do if they finished early. After they didn’t have any questions left, I released them to their work.
I’ve been trying to make my outlines more clear by using different colors to highlight the main topics or things of importance. I’ve also tried to make them more concise but still comprehensive so that they are easier to understand at a glance. The students for the most part seem to be more informed of what I’m looking for and I have been getting less questions. However, they could be asking the other teachers in the room or their classmates for help without me knowing about it. I think having a more simplistic outline is good too in that it is less intimidating. Some of the students have a hard time focusing on reading for long periods so this is important in that it’s approachable for them too.
The students seemed to be interested in the report and the quality of work has been impressive. I’ve found that other students want to always be done and work as quickly as they’re able whenever they have new assignments. This often produces work that is disorganized and lacking necessary details. Still others are naturally good writers and organizers and are able to finish their assignments quickly but while retaining quality as well. I sometimes have a hard time trying to motivate the students who try to rush through their work to slow down but through this assignment, they have been doing a good job.
About half of the students had finished their projects by the end of the period, which means that some of them had to do other things. Most of them have finished their newspaper reports and even the extra reading I assigned. The homeroom teacher had the students working on their past assignments as well. A few students had finished everything and were able to free read. I had one student explore more research on the green sea turtle, her choice for her report. She seemed to enjoy this and what she found was interesting. She was able to see a small video of the turtles too.
I sensed that the students were a little squirrely today and I had to remind them to work quietly and to stay on task. I think they were coming off of the weekend and they know that in three days they’ll be on a four day vacation. They worked hard though and I was happy with their progress.
It’s hard to believe that the two weeks are over. The students have done an incredible job of acclimating to my teaching style and lessons and they seem to have enjoyed what I’ve taught. It’s hard to believe it’s already over. |
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