What information is necessary in order to have a lesson plan that is clear and ready to use? Obviously, the content standard is a given because we are not going to spend time on something that doesn't register on the standard scale.
Nice work with your lesson plan. I liked your metaphore with the gate for phenotype! What do you think about Standard 3a. Might your students be able to predict a phenotype? If you get the opportunity to present this lesson, I would like to hear back from you regarding how it went.
Ron Hughes (Bakersfield)
Reply for Jessica, This is a nice beginning for the lesson plan. I'd like to offer a couple of suggestions. First, I would like to see a list of necessary academic vocabulary and how you are going to either introduce it or reinforce it. On "guided practice", who is doing the cross presentation, you or a student? One goal in California is that the students are "talking and interacting academically" almost as much as the teacher. Additionally, in the differentiation piece, instead of referring to "low income students" how else could you identify that group? Are they the academically struggling student or students without access to technology?
Thanks for your efforts with this. Kudos! Gayle Spencer
Gayle, thanks for the wonderful backward planning worksheet for lesson plans! It was quite helpful to do this in a room with others around to help the Scholars - especially those that are not yet teaching. Jodye
Nice outline Sara and Garrett. I really like the pedagogy for your extension activity all students autonomy to choose their activity.
What will your procedure be to facilitate the class discussionfor the academic vocabulary? Will they simply respond with theiri description of the wods or will they need to apply it to a specific situation?
On the differentiation piece, I know you have planned to use written and verbal instructions, graphics, small group work, etc.
What is the opening activity? Garrett, I think you mentioned having the students line up by hair color...would you use a graphic with this?
Again, good job!
Simina: You were clear in your lesson planning; well done. One suggestion would be to delineate how would will check for understanding as your students work independently. What will you look for specifically that will let you know they have learned what you wanted them to learn.
On the differentiation piece, it is common practice to partner a challenged student with one who accels, however, it doesn't meet the academic needs of the advanced student. Now, you might be partnering them in order to build student-leaders, but to use advanced students as "tutors" (though, I fully understand this is how we have all done it periodically) is no longer an acceptable way to partner. Can you, or anyone else, think of another way to pair students that does meet the academic needs of all?