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Lesson Plan 3

Tara Kogelschatz

Published on November 25, 2014

cloud type and type of precipitation on a daily basis over a period of weeks. Health and Wellness: Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. 2.8.1 Make requests to promote personal health. 2.8.2 Encourage peers to make positive health choices. Instructional Objectives which are Aligned with Core/Academic Standards 1. Students will be able to demonstrate understanding of the compare and contrast strategy by comparing and contrasting the weather in Chewandswallow to the weather in their local community after reading Cloudy With A Chance of Meatballs. 2. Students will be able to identify healthy eating choices given multiple food options. 3. Students will be able to accurately read the temperature on a thermometer. Assessment of Student Work (Attach your student-ready assessment tool or describe specifically how student achievement of each objective will be measured and documented.) Formative assessment (Informal and formal, occurring before, during, and after instruction to assess student understanding and to inform and adjust instruction): 1. Pre-Assessment: The teacher candidate will ask students what types of weather are observed outdoors to assess the necessary prior knowledge. The teacher candidate will also show the students the cover of the book prior to reading the story and ask the students to make predictions about what they think the story will be about. 2. Assessment during lesson: Ask students questions such as: − “What do you think it would be like to live in a place where food really did come from the sky?” − “Would you like to live in a place like this? Why or why not?” − “How is the town of Chewandswallow different from our town?” 3. Post - Assessment: The teacher candidate will have students read the thermometer every morning and chart the temperature. The teacher candidate will then have the students determine if the temperature is warmer or cooler than the previous readings. Adaptations, Accommodations, Modifications (required): (Describe academic, behavioral, physical adaptations implemented to develop differentiated instruction to meet individual needs. Use student’s initials only to identify for whom the adaptation is intended.) 1. For ELL a student, he/she will be placed with a bilingual buddy for completion of the assignment. 2. For an ADHD student, he/she will be seated near the teacher for redirection purposes. 3. For a Gifted/Talented student. He/she will be given a non-local town to compare and