Lesson plan:lesson sequence

Lesson plan:lesson sequence

This assignment is to build your lesson sequence. You will be building the lesson sequence for the lesson (KINDERGARTEN Speaking). To date you have identified the standards and content and language objectives. Now it is time to build the lesson. The lesson sequence delineates how the lesson will progress. Make sure to include teacher actions and student actions along with the estimated timeline. Explicit lesson plans allow anyone to teach them and include differentiation and assessment of student progress toward objectives. Include activities for early finishers. You will need to make sure to incorporate your language framework and appropriate strategies for supporting your ELLs. I will be looking for all of the SIOP components to be present in your lesson. You do not have to include every feature, but do include as many as are appropriate for your lesson. I recommend the following:
1. Write your lesson sequence incorporating all of the above.
2. Use the SIOP check off sheet in the resources to review your lesson to determine whether or not you are including the necessary components.
3. Make revisions and additions to your lesson sequence as you determine needs from the check off sheet.
4. This lesson sequence should fully support your standards and objectives. Make sure that all activities and strategies are carefully aligned to those identified for this lesson.
When I review your lesson sequence, I will be looking to see that you have chosen strategies and activities that support your objectives and standards. You will need to make sure that you are building both language and content throughout your lesson.
KINDERGARTEN Speaking:
Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. Many speech errors are observed. (bear, brown)
Communicate supported ideas across the subject areas using oral, visual, written, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, written, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); use language appropriate to topic, context, audience, and purpose (1996 Language); and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery).
Proficiency Level: Beginning
Listens to stories and tries to make sense of the new sounds of the English language

Is this the question you were looking for? If so, place your order here to get started!