Edu 310 Lesson Plan Components

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Lesson Plan Components Table

Locate three new lesson plans, each from a different content area, on the Internet or from a published source. For each lesson, describe its components, the learning styles addressed, the types of instructional strategies used and their purpose, and the use of technology within the lesson.

Title of Lesson 1: Marble Math (Grade 1-3)
Retrieve from: http://www.jumpstart.com/common/marble-math

What components are present in the lesson?

This lesson allows students to work with different benchmarks. The students can start with adding and subtracting. After they master that they can work on mutilation and division.

What components are lacking in the lesson?

This lesson does not lack much. The caterpillar may get to big when the numbers get bigger.

Which learning style(s) does this lesson address?The style is visual, because the students are able to see the numbers on the caterpillar. They are able to watch the caterpillar grow.

What direct instructional strategies are present in the lesson? Explain the purpose for each strategy identified.
There is a worksheet that the students need to complete with the teacher before going off and working on the caterpillar.

What indirect instructional strategies are present in the lesson? Explain the purpose for each strategy identified.
The students need to try and build the biggest caterpillar in the class.

What is the actual or potential role of technology?

There is potential role for technology student can use a calculator to check their math.

Spelling Activities
Learning how to recognize and spell words will help your child become a better reader. You can help your child practice reading and spelling short-vowel words. Below are some activities to help make learning fun! •Making Words : Write the following letter combinations on index cards: an, ap, at, ed, en, et, ib, ip, og, op, ug, un. Then, give your child five consonant letter cards—for example, b, c, r, d, l. Ask your child to choose a consonant card and add it to a combination card to make a word. •Sort the Cards : Write short-vowel words on note cards. Ask your child to sort the cards according to the vowel sounds. •Unscramble the Word : Give your child three letters, and ask him or her to unscramble the letters to make a word. Explain that sometimes you can make more than one word with the same three letters. For example, with the letters a, p, and n, your child can make the words pan and nap. •Rhyming Pictures : Make a list of rhyming words that end with an, ap, at, ed, en, et, ib, ip, og, op, ug, un. Ask your child to look in magazines and cut out a picture for a rhyming word. Encourage your child to find at least two rhyming words for each ending vowel-consonant combination. •Beat the Clock : Set a timer and see how many words your child can write down in one minute. Have your child write down as many words as he or she can spell with the following endings: ack, ath, est, ock, ump, and, ing, ick, ock, ish, ent. •Spell the Correct Word : Write a word for your child on a piece of paper that includes letters similar to the ending letters mentioned in Beat the Clock. Then, say a new word and ask your child to change a letter to make the new word. For example, write the word pick and ask your child to make it pack. Below are some more examples to help get you started:

Tips for Reading and Spelling Chart
Play a Guessing Game : To begin, use the word endings ack, and, ath, est, ick, ill, ing, ock, and ump to create words. Write down a blank line for each letter in the word. For example, for a four-letter word, write _ _ _ _. Ask your child to guess letters to create the word. If your child guesses a correct letter, write it on the correct line. If not, make a list of the letters missed. When your child fills in enough letters to guess the word, he or she should tell you the word and...
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