Lesson Plan

Jasmin Senn
EDU 201
5 November 2018
Dr. Ce Isbell
I. Describe the Class

The class is a college EDU201 course that consists of 25 students. Within this class, there are

two students with learning disabilities, five second language learners, and two gifted students.

The class is laid out in rows, containing a total of 30 desks. This is so the students can work

individually, or create their own groups by rearranging the desks.

II. Subject/Skill:

The subject is EDU 201 – Introduction to Early Elementary. Within this course, students will

master skills and grasp concepts needed to prepare them for their future career as a teacher. The

lesson being introduced covers multicultural education, instructional materials, and strategies.

III. Objective(s)

Students will learn what multicultural education is, as well as the instructional materials and

strategies used in the classroom by completing several activities to demonstrate 80% mastery of

understanding.

IV. Procedures: For a Direct Instruction Lesson

1. State the objectives and orient student to the lesson:

Students will be provided with an overview of the entire lesson. A visual lesson schedule will be

posted on the board listing the sections that will be covered in the lesson starting with learning

objectives to the final assessment (e.g., I. Objective, II. Introducing Topic, III. Vocabulary).

2. Review Prerequisites:

Prerequisites will be posted on the board as well, providing information on what students should

already know to be successful in this lesson. The listed prerequisites state that the students
should have a clear understanding of I. How to use ABCD cards for participation, II. How to

effectively memorize information and take notes that will lead to mastery in the final assessment,

III. Diversity in the classroom (gifted, disabled, race, ethnicity).

3. Modeling:

The teacher (myself) will demonstrate and explain this lesson by using a slide show and will

require participation from the students throughout the lesson (ABCD answer cards).

4. Conducting Learning Probes/Guided Practice:

After introducing the topic and learning objective, the teacher (myself) will go into vocabulary.

Once the vocabulary section is fully covered, any questions will be answered and students will

be given the opportunity to receive a better understanding. Depending on the amount of

vocabulary terms, one or two quick check assessments will be incorporated in between to check

for understanding. The assessments will contain 2-4 questions to make students are

following/grasping the concept before continuing.

5. Independent Student Practice:

All students will engage in two quick check assessments throughout the lesson. As stated above,

the first quick check assessment will be assigned to check understanding of vocabulary. From

there, the teacher (myself) will continue with the lesson and cover information from the text:

This includes teacher strategies and important facts. After that section is fully covered, a second

quick check assessment will be assigned to check for understanding of the in-text information.

Each student will be required to participate with ABCD cards while they answer 2-4 questions in

each quick check assessment.

The materials needed for this lesson are rather simple. Each student will need paper to take notes,

a pen or pencil, and their ABCD answer card. The teacher will provide loose paper to take the

final assessment, a PowerPoint to visually cover the entire lesson, a link to a video that helps the

students better understand the lesson, and the course text book.

VI. Grouping Structures

Upon completion of both the assessments, students will begin activities in pair share and as a

class. The first activity will involve a quick video that further demonstrates the purpose of the

lesson. After watching the video, students will be asked to pair share their thoughts of what they

just watched and explain how it connects to the lesson. Next, one student in every pair will share

with the class what they discussed, helping to provide a series of viewpoints.

VII. Modifications

Instruction for the three subgroups (English language learners, gifted, and disabled) will

differentiate. To help aid English language learners, more group work and visual presentations

will be incorporated in the classroom. Disabled students will be provided with constant oral

instruction and short activities whenever possible. Gifted learners typically grasp concepts and

learn quicker than average students. To prevent boredom, implement fun and equally challenging

activities for the entire class.

VIII. Assessment

Assessing student progress/culminating or closing activity: Students will take a final assessment

to demonstrate understanding of the lesson and mastery will be achieved at 80 percent. In this
assessment, students will be asked to answer questions regarding covered vocabulary and

information from the textbook. The assessments will be collected and graded, then the average

class score will determine if mastery was met as well as the learning objective.

Distributed Practice and Review: Homework will be introduced and reviewed as a class to

provide further practice of the lesson. This will help provide feedback on the lesson and will also

determine which students fully understood the lesson, and which students did not.

IX. Closure

In closing, objectives will be reviewed and homework will be assigned to the class. Students will

be asked to write a short essay about multicultural education in America and include at least one

of the vocabulary words listed in the lesson (this includes their own views on the topic). Finally,

the class will be presented with a brief preview of the next lesson.