segment plan framework
SEGMENT PLAN FRAMEWORK
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SEGMENT PLAN OUTLINE
NAME:_____________________________ DATE:__________________
- SUBJECT:
- UNIT PLAN TITLE:Describe 4 to 6 connected segments of learning
SEGMENT PLAN TITLE: Describe one segment of learning (A set of 3–5 lessons that build one upon another toward a learning goal, with a clearly defined beginning and end.)
- PRE-ASSESSMENT OF STUDENTS KNOWLEDGE AND SKILLS:
Determine level of academic language and/or communication needs of the general population and your Focus student, as it relates to their background and their ability and level of English Language Learning. Describe the results of prior learning of other segments and their level of comprehension or composing based on formal and informal assessments you used to gather data. Include reference to related skills.
- STUDENTS’ PERSONAL INTERESTS/CULTURAL/COMMUNITY ASSETS:
Summarize data for the entire class, groups and focus students. Indicate the area to be reflected in your segment of lessons.
- CENTRAL FOCUS:
What is the important understanding and core concept(s) that you want students to develop within the lesson? The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the learning segment
- COMMON CORE STANDARDS:
What State Learning Standards will be addressed during the lesson? (include the standard’s number, text, and link)
- INSTRUCTIONAL LEARNING OBJECTIVES:
What will the students know and be able to do by the end of the lesson? (use observable language related to the standards, with measurable verbs and provide assessment outcome data.)
- ESSENTIAL LITERACY STRATEGY:
Clearly describe the strategy to be taught and literature used to improve comprehension or composing. The essential literacy strategy, related skills, and language.
- LANGUAGE FUNCTION: Choose one from bloom’s taxonomy. This active verb tells what students will do with the Essential Literacy Strategy.
- LANGUAGE DEMANDS: RELATED SKILLS
However,You must teach instructional and contextual vocabulary as an aspect of academic language.What language (syntax and discourse) skills will students be expected to utilize when demonstrating their understanding and skills related to the lesson objectives?
- VOCABULARY: LIST
1.Content: words and/or phrases
2.Instructional: words and/or phrases
Choose 1 and/or 2: Syntax and/or Discourse
- SYNTAX: Based on a pre assessment, decide on the need to teach a skill
related to teaching the essential literacy strategy and language demand: The
use of sentence structure, grammar, punctuation, spelling, transition words
related to the language function, etc.
- DISCOURSE: Written or oral to show language acquisition.
- KEY LEARNING TASK(S) Provide a brief description of the 3 to 5 sequential lessons which build upon each other.
Lesson 1 Title:Describe what you will model, and students will watch and then participate in helping you complete the model.
Lesson 2 Title:Describe what students will practice while you help them.
Lesson 3 Title: Describe what students will do while you watch them. This last lesson is an assessment of their ability to independently demonstrate their ability to use the Essential Literacy Strategy and related skill(s). it will indicate whether your segment of learning was successful. Note that some class may need more than one practice lesson. Consider one or two additional practice lessons before the last lesson.
Lesson 4 Title: Optional
Lesson 5 Title: Optional
| Resources and Materials |
| Resources:
What books, handouts, digital resources, guest experts, library, field trip locations, etc. will you use?
Materials: What materials will be needed (worksheets, games, projector, Smartboard, paper, pencils, art supplies, cards, post-its, etc.)
Sources: If ideas in this lesson were based on work from others, acknowledge your sources here.
NOTE: Attach and/or embed any relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson. |
| Prior Academic Learning and Prerequisite Skills |
| Prior Academic Learning and Prerequisite Skills:
What prior knowledge and skills do students need to build upon in order to be successful in this lesson?
Misconceptions: What are common misconceptions regarding the concepts addressed in this lesson?
|
UNIVERSAL DESIGN FOR LEARNING & DIFFERENTIATED INSTRUCTION
- WHOLE CLASS – Universal Design For Learning strategies
- GROUPS – Universal Design for Learning strategies
- FOCUS STUDENTS:
Differentiated accommodations, modifications, and supports for classified, ELL,
struggling/gifted students
| Lesson Plan One Details
Write a detailed outline of your lesson, includinginstructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand it well enough to use it. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline. |
||
| Beginning the Lesson/Introduction
Minutes [ ] How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related to the topic?
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
|
What Teacher Will Do: | What Students Will Do: |
| Introducing New Content/Skills
Minutes [ ] How will you introduce and explain the new information or skills so that students will understand both the how and the why?
|
What Teacher Will Do: | What Students Will Do: |
| Guided Practice
Minutes [ ] How will students be supported as they practice the new skill or interact with the new content?
Formative Assessment: [see the Assessment Guide below for further assistance] How will you monitor learning/check for understanding during these activities?
|
What Teacher Will Do:
|
What Students Will Do: |
| Independent Practice
Minutes [ ] How will students practice the new skill or interact with the new content independently?
Formative Assessment: [see the Assessment Guide below for further assistance] How will you monitor learning/check for understanding during these activities?
|
What Teacher Will Do: | What Students Will Do: |
| Closing the Lesson
Minutes [ ] How will you restate, clarify key concepts, extend ideas, check for understanding?
How will you engage students in reflection on how the content/skills learned today can be used as readers/writers/learners?
Summative Assessment: [see the Assessment Guide below for further assistance] How will students share or demonstrate the extent to which they met the lesson’s learning objectives?
|
What Teacher Will Do: | What Students Will Do: |
| Accommodations/Differentiation | ||
| Students with Special Needs or IEPs:
What will you do to differentiate instruction to meet special needs or accommodate students’ special needs or IEP requirements?
English Learners: What will you do to support students whose first language is not English? |
||
| Lesson Plan Two Details
Write a detailed outline of your lesson, includinginstructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand it well enough to use it. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline. |
||
| Beginning the Lesson/Introduction
Minutes [ ] How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related to the topic?
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
|
What Teacher Will Do: | What Students Will Do: |
| Introducing New Content/Skills
Minutes [ ] How will you introduce and explain the new information or skills so that students will understand both the how and the why?
|
What Teacher Will Do: | What Students Will Do: |
| Guided Practice
Minutes [ ] How will students be supported as they practice the new skill or interact with the new content?
Formative Assessment: [see the Assessment Guide below for further assistance] How will you monitor learning/check for understanding during these activities?
|
What Teacher Will Do:
|
What Students Will Do: |
| Independent Practice
Minutes [ ] How will students practice the new skill or interact with the new content independently?
Formative Assessment: [see the Assessment Guide below for further assistance] How will you monitor learning/check for understanding during these activities?
|
What Teacher Will Do: | What Students Will Do: |
| Closing the Lesson
Minutes [ ] How will you restate, clarify key concepts, extend ideas, check for understanding?
How will you engage students in reflection on how the content/skills learned today can be used as readers/writers/learners?
Summative Assessment: [see the Assessment Guide below for further assistance] How will students share or demonstrate the extent to which they met the lesson’s learning objectives?
|
What Teacher Will Do: | What Students Will Do: |
| Accommodations/Differentiation | ||
| Students with Special Needs or IEPs:
What will you do to differentiate instruction to meet special needs or accommodate students’ special needs or IEP requirements?
English Learners: What will you do to support students whose first language is not English? |
||
| Lesson Plan Three Details
Write a detailed outline of your lesson, includinginstructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand it well enough to use it. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline. |
||
| Beginning the Lesson/Introduction
Minutes [ ] How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related to the topic?
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
|
What Teacher Will Do: | What Students Will Do: |
| Introducing New Content/Skills
Minutes [ ] How will you introduce and explain the new information or skills so that students will understand both the how and the why?
|
What Teacher Will Do: | What Students Will Do: |
| Guided Practice
Minutes [ ] How will students be supported as they practice the new skill or interact with the new content?
Formative Assessment: [see the Assessment Guide below for further assistance] How will you monitor learning/check for understanding during these activities?
|
What Teacher Will Do:
|
What Students Will Do: |
| Independent Practice
Minutes [ ] How will students practice the new skill or interact with the new content independently?
Formative Assessment: [see the Assessment Guide below for further assistance] How will you monitor learning/check for understanding during these activities?
|
What Teacher Will Do: | What Students Will Do: |
| Closing the Lesson
Minutes [ ] How will you restate, clarify key concepts, extend ideas, check for understanding?
How will you engage students in reflection on how the content/skills learned today can be used as readers/writers/learners?
Summative Assessment: [see the Assessment Guide below for further assistance] How will students share or demonstrate the extent to which they met the lesson’s learning objectives?
|
What Teacher Will Do: | What Students Will Do: |
| Accommodations/Differentiation | ||
| Students with Special Needs or IEPs:
What will you do to differentiate instruction to meet special needs or accommodate students’ special needs or IEP requirements?
English Learners: What will you do to support students whose first language is not English? |
||
NOTE: Each lesson plan is a short version of the segment plan. For example, each lesson should include only the standard(s) and objectives relative to that particular lesson. Be certain to include a closing activity in each lesson plan.
Also, Language Demands and Assessments may be different in each lesson plan. The Key Learning Task in Lesson 1 may be to model the ELS and to teach vocabulary. In Lesson 2 this may no longer be necessary because the emphasis is on having students practice what you modeled.
*Segment framework design adapted from D
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