Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

Teacher Candidate: Gabriel Ramos

Subject: Reading Check/Review
Central Focus: (Content of the lesson) Students to review main parts of
their reading
Grade Level(s):

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS,

Common Core, or Professional Learning Standards) Each
standard should correspond to one or more objective.

Date: 10/5/14
Course for which the Lesson is developed: English
Classroom Teacher:
Time allotted: 40min

Learning Objective(s):
What are the students expected to know and/or do in the lesson?
Students are expected to read the book and know how to scan QR codes.
Write out each specific objective to be met by students in the lesson.
By the end of this lesson students will be able to fully understand what their reading was
about. By taking the time to fully evaluate all the important passages.

Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is
required in a lesson plan.)
Diagnostic (Pre-): (Formal or Informal)
Formative: (Formal or Informal)
Reflective: (Formal or Informal)
Summative: (Formal or Informal)

List the Academic Language used in the Lesson.

Include vocabulary, process terms, and syntax
language.

Academic Language
Explain how the Academic Language is
scaffolded in the Lesson using Sensory, Graphic
and/or Interactive supports.

Describe the Evidence that Students know and use

Academic Language appropriately:

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

Procedures: List in sequence the actions taken by teacher and students throughout the lesson.
A. Engage Students: (Diagnostic/Pre-Assessment must be included here.)
A QR code will be posted on the door so that students can scan as they walk in. The QR code will lead them to a online quiz to complete in the opening
minutes of class.
B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand):
Students would know in advance to have all their reading done before coming to class because today would be a review day/ reading check before final
assessment. Students will then walk around the class room finding QR codes that will lead to a google doc that will have a paragraph of the reading
and asked to write down
Main topic
Speaker
What the author is trying to say
Key word or quotes
C. Instructional Sequence: (include technology this is a technology class)
1. Scan first QR code using phone or Ipad on classroom door
2. Take online quiz of final reading assignment
3. Gather into groups of 3
4. Each group will start at a different QR code
5. After a few minutes students will then rotate to next QR code

D. Explain: Each QR code will lead to a google doc that will have an important passage of the book written down, instead of having the students
turn to a specific page and look for the paragraph. The students are to rotate stations around the classroom scanning different QR codes that
lead them to different sections of the book. One person will switch scanning the code in every group.
E. Extend/Expand/Elaborate: Each QR code will lead to a google doc that will havea section of the book, then student on a separate sheet of
paper will need to write down the key notes from the passage.
F. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) I will be walking around the class room
making sure the QR codes are working and students understand how to use them. Then start to question groups on their specific paragraph making
sure everyone has read and understands what is going on in the reading. Also monitoring that all students are participating taking turns
scanning the codes and that not just one person is answering all the questions.

G. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming
groups?)
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

Students will be asked to get into groups of 3 for this assignment.

H. Closure: Explain how the purpose of the Lesson is clearly restated by students & Evaluate (Objectives and Assessment include your
summative assessment here) The purpose of this lesson is to review the book the students were asked to read in their lit circle. The QR codes
will lead to important passages that will either be on the test or writing assessment.

Lesson Plan Details

Instructional Materials:
Power point explaining what to do
Use of Technology: Using Ipad or phones to scan QR codes

Safety in the Physical Environment:

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.