school of education written lesson plan - margot hyland… · school of education written lesson...

School of Education WRITTEN LESSON PLAN Service *Leadership*Competence*Character

Teacher Candidate – Shirley Bocian, Stacey Barber, Margot Hyland School – Seattle Pacific UniversityMentor Teacher – University Coordinator – Tracey WilliamsGrade/Subject – 10th Grade Language Arts/ Health Lesson Title – Advertising Nutritional Food Date – November 22, 2010 Co Teaching Lesson – Yes No x If yes, check the appropriate method: If no, check if this is during your time to solo in the classroom -

One Teach, One Observe (lead) One Teach, One Drift (lead) Station Teaching Parallel Teaching Supplemental Teaching One Teach, One Observe (observe) One Teach, One Drift (drift) Alternative Teaching Team Teaching Learning Targets

EALR 2: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely.

EALR 3: The student analyzes and evaluates the impact of real-life influences on health.

Writing 2: The students will write in a variety of forms for different audiences and purposes.

Health:2.1.1 Evaluates dimensions of health and relates to personal health behaviors.

• Concludes how personal wellness is negatively affected when an element(s) of dimensions of health is neglected.

• Critiques health and fitness data to make predictions and recommendations for lifelong wellness.

3.2.1 Evaluates health and fitness information, products, and services.

• Evaluates the accuracy and usefulness of health information and products.

Writing:2.1.1 Applies understanding of multiple varied audiences to write effectively.2.3.1 Writes in a variety of forms/genres.

Students will be able to understand the parts of a nutrition label.Students will compare and contrast food labels in order to make healthy food choices.Students can use persuasive writing to advertise to an audience.Students can use rhyme to create an original jingle.

Assessment – What will students do to demonstrate competence specific to learning?

Learning Experiences – What learning experiences are the students engaged in to demonstrate the learning target’s knowledge and skills?

Strategies for Creating an Inclusive, Supportive Learning Community – What strategies will be used to facilitate effective classroom management at key points during the lesson?

Review questions: • Why is it important to be a

conscious consumer of your all of your food choices?

Presentation rubric attached.

Homework:Interview your parents on their knowledge of food labels based on what you learned in class today. Ask them if they compare food labels when they are shopping for the family or themselves. Turn in your questions and answers next class period.

Health Journal prompt:Continue to write down what you are eating this week. Write down how many portions of each snack/food you are eating as well as the calories. Total your calories for at the end of the day. Were you active enough throughout the day to burn off the calories that you took in?

Clear/unclear statements at the end of class.

(20 minutes class)

Bell-ringer: 2 minutes• Slide 2• Class discussion about the

snacks and why they are healthy or not

• Why is serving size important? Calories? Calories from fat?

• I can compare nutrition labels and make healthier snack choices on my own.

• I can create a persuasive, original advertisement jingle.

Introduce Lesson: 1 minute• Slides 3-4

• 3: Basics of nutrition label • 4: Examples of label,

highlighted important areas

Develop Lesson (explore/experiment): 5 minutes• Slides 5-11

• 5: Where to start: Serving size: reflect amounts people actually eat, consistent across product lines

• 6: Calories/Fat Calories: Calories: help you maintain your daily caloric intake based on your activity level; Fat calories: helps consumers meet dietary guidelines that recommend people get no more than 30% of their calories from fat

• 7: general guide to calories• 8: nutrients and risks• 9: nutrients and vitamins &

minerals• 10: understanding the footnote:

Tells you what you need in these areas based on either a 2,000 or 2,500 calories diet

• Teacher will write up “I can . . .” statements on board to focus students.

• Teachers are using cross content curriculum to engage students with diverse interests.

• Teachers will group students that will create an inclusive environment by allowing students to choose their groups and teacher will intervene if necessary.

• During group activity and discussion, students will help rearrange desks for a “fish-bowl” discussion creating an inclusive environment.

• Teachers will stay at eye-level during walk-a-rounds.

• Teacher will ask questions at transition points in the lesson to be sure students understand the material.

• Teacher will check to see if all students understand material before moving on to next topic.

• Students will be given the opportunity to ask questions and give teacher feedback regarding the lesson.

• 11: Comparing labels overview/wrap-up: % daily value: shows how this food fits into the overall daily diet; % vitamin: shows % of given vitamin intake based on daily caloric intake

Check for understanding: 1 minute• Why is it important to be a conscious consumer of your all of your food choices?

Develop Lesson (explore/experiment): 5 minutes• Slides 12-15 (Stacey)

• 12: We will be working our way to writing a jingle today in class. So, keep that in mind while we go over the audience. Our audience is going to be your peers in this classroom. And tomorrow we will share our jingles to our audience members.

• 13: descriptors• 14: If you use slang make sure they are common slang

words that are familiar to your audience. • 15: What are some of the different types of cereal you first

think of? Who are the main consumers of those cereals? (Show pictures of the cereals) The advertising planners of these cereal companies know that they need to appeal to their audience members, who are small children, who might or might not read. So, they use bright colors, characters, and one other interesting technique. The advertising team knows that kids are small in height and so they use the characters eyes to grab the attention of the kids. Notice the eyes of the cereal box characters? Remember that your job is to grab the attention and keep the attention of your audience members while writing your jingle. And Mrs. Hyland will give you more information on what you need to do.

Develop Lesson (hypothesis/explain): 5 minutes• Slides 16-21

• 16: jingle• 17: power of rhyme• 18: connecting to advertising• 19: free association• 20: rhyme time• 21: mingle jingle

Close Lesson: 1 minute• Slides 22-23

• 22: homework assignment• 23: health journal prompt

Teacher Candidate Mentor Teacher Paraprofessional(s) Other

What are the specific tasks that I do BEFORE the lesson?

Collect nutrition labels, create PowerPoint, create notes.

N/A Creating rubrics, researching advertising techniques, creating PowerPoint slides, creating original examples for students.

N/A

What are the specific tasks that I do DURING the lesson?

Provide lesson information, lead discussion with questions, guide students during advertisement activity and answer questions.

N/A Creating rubrics, researching advertising techniques, creating PowerPoint slides, creating original examples for students.

N/A

What are the specific tasks that I do AFTER the lesson?

Collect, grade, and give feedback on homework and health journal, reflecting on practice.

N/A Grading jingle, providing feedback on jingle, reflecting on our practice.

N/A

When, where and how will we debrief the co-teaching lesson?

Monday after class, 11/22/10 at Nickerson’s pub. Come on come all! We will discuss our teaching methods from the previous class including, what our students did not understand and what we can do better next time!

N/A N/A N/A

Grouping of Students for Instruction Instructional Materials, Resources and Technology

Full class lecture: so that students get the same information at the same time, allowing for group discussion/questions. Individuals for nutrition label bell-ringer: so that students can formulate their individual ideas on the topic. Two/three person groups for advertisement jingle project: so that students can collaborate, gain multi-cultural understanding of each other, and in-depth knowledge/perspective of subject matter.

Health textbook, PowerPoint, nutrition labels, notes, jingle example.

Accommodations and Modifications Family Involvement Plan

Give students who need more time to formulate idea’s before calling on them in class. Give in-class time with teacher assistance for class project.

Interview your parents on their knowledge of food labels based on what you learned in class today. Ask them if they compare food labels when they are shopping for the family or themselves. Turn in your questions and answers next class period.

1Thursday, December 9, 2010

! I can . . .

! Look at nutrition labels on the board

› Look at the following things specifically:

" Serving size

" Calories

" Calories from fat

› Be prepared to share with class why you choose what you choose

objective/purpose


! Contains product specific information

! Based on a 2,000 calorie diet

! Helps you to compare one snack to the next

explore/experiment


explore/experiment


! First determine serving size and number of servings per package

explore/experiment


! Tells how much energy is in food

! Remember that the number of servings you eat determines the number of calories you actually eat!

explore/experiment


! General Guide to Calories

! 40 Calories is low ! 100 Calories is moderate ! 400 Calories or more is high

! Too many calories per day results in gaining weight

explore/experiment


! Limit specific nutrient intake

› Saturated fat, cholesterol and sodium

! To much of these can put you at risk for certain chronic diseases like heart disease, high blood pressure, cancer

explore/experiment


! Eating enough of fiber, vitamins, calcium and Iron can reduce the risk of some diseases and conditions.

! Calcium helps to reduce the risk of Osteoporosis, Fiber helps healthy bowel function, Diets high in fruit and veggies help to reduce risk of heart disease.

explore/experiment


! Helps you to make your snack decision

explore/experiment


explore/experiment


! Your audience will be your peers in our classroom.


! Descriptors:

› Age?

› Gender?

› Culturally Diverse?

› Location?

› Others?


Keep in Mind:

-Age: 15-16 year old boys and girls-get their attention, make it interesting to a teenager.

-once you grab their interest, keep the message short to keep their attention the whole time

-Cultural Diversity: many backgrounds-use words that everyone in your audience will understand….slang?


! Cereal boxes have special ways to grab the attention of their audience members.

-Color

-Characters

-Fun, easy cereal name

-and eye contact


The Jingle


! Humans are naturally drawn to rhythm

! People are musically-inclined

! Pleasant on the ears

! Facilitates memorization


! Often used within advertising world.

! Easy method of “sticking” an image into general memory.

! Meow Mix

! Dr. Pepper

! Oscar Meyer


! Take out a piece of paper.

! I’m going to read you some words.

! Write down everything you can think of associated with that word.


! Choose some of your free association words and create a logical, real rhyming word.


! Get into groups of four or five.

! Receive your “product” and an advertising rubric.

! Start work on your advertising campaign.


! Interview your parents on the their knowledge of food labels based on what you learned in class today. Ask them if they compare food labels when they are shopping for the family or themselves. Turn in your questions and answers next class period.


! Continue to write down what you are eating this week. Write down how many portions of each snack/food you are eating as well as the calories. Total your calories for at the end of the day. Were you active enough throughout the day to burn o! the calories that you took in?


Health and Language Arts Combined Class:Advertising Project Rubric

Assignment:

For this assignment, we will be combining our knowledge about nutrition labels, writing to an audience, and creating original

poetic rhyme. Each small group will be given a different food product to “sell” to a chosen audience. With this product in mind,

your group will create an advertising campaign including an original box design, a motto, a jingle including rhyme, and a final

class presentation “selling” the nutritional merchandise. You will be graded based on completion of the below criteria:

5 4 3 2 1

Box Design

(20%)

Box design includes color, a

name, a motto, and major

selling factors. Creativity is

immediately evident. Time

was spent in creation.



selling factors. Creativity is

present. Time was obviously

spent in creation.



selling factors. Unoriginal in

thought and message.

Box design is missing many

design requirements. Buyer

unsure of what they are

purchasing. Unclear and/or

unoriginal design.

No evident box design

present.

Motto

(10%)

Motto is unique, creative, and

sells the product.

Motto shows creativity and

relates to the product.

Motto relates to product. Motto is unrelated to product. No motto created.

Jingle

(30 %)

Jingle includes at least two

rhymes, has a selling point

and addresses a clear

audience.

Jingle includes at least one

rhyme, has a selling point and

addresses a clear audience.

Jingle includes at least one

rhyme, but has an unclear

selling point and ambiguous

audience.

Jingle includes no rhyme and is

directed toward no one in

particular. Unclear message.

No jingle present.

Presentation

(40%)

All three pieces (box, motto,

jingle) are well thought out.

All members of the group

present a piece of the product.

Creativity is shown in delivery.


jingle) are well thought out.

All members of the group

present a piece of the

product.


jingle) are presented. All

members of the group present a

piece of the product.

Less than three pieces (box,

motto, jingle) are present. Not all

members of the group present.

Presentation is not

prepared.

Margot Hyland, Shirley Bocian, Stacey Barber

Dr. Williams - EDU 6135

21 November 2010

Lesson Plan Rationale - Lesson Four - Nutritional Advertising - Health and Language Arts

Learning Target(s)

a. How do the learning targets relate to EALRs, GLEs, state learning goals, district

goals, school goals, or classroom goals?

The learning targets for our lesson plan consist of three EARLS, which directly correlate to our learning goals for this

cooperative lesson plan. Our first EARL is Health EALR 2: The student acquires the knowledge and skills necessary to

maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks,

and lives safely. This EARL fits with one of our lesson’s learning goals, which is to Students will be able to understand the parts

of a nutrition label. The second EARL that we cover is Health EALR 3: The student analyzes and evaluates the impact of real-

life influences on health. The learning target that relates directly to that EARL is, Students will compare and contrast food

labels in order to make healthy food choices. The final EARL is for Writing EARL 2: The students will write in a variety of

forms for different audiences and purposes. The final two learning targets connected to this EARL are, Students can use

persuasive writing to advertise to an audience, and students can use rhyme to create an original jingle.

b. How do the learning targets relate to previous and future lessons (explain or provide a unit plan)?

Lesson plan four relates goes hand-in-hand with all three (Margot, Shirley, Stacey) of our previous lesson plans. Margot’s overall

theme for her unit is “poetry”, which we have discussed in this lesson with the rhymed meter. Shirley’s unit plan has been on

students’ “nutrient/caloric intake” and “being a smart consumer,” which our lesson plan connects with being able to read

nutrient labels and making wise diet decisions. Stacey’s unit plan has been on writing to varied audiences with varied forms of

writing, which works with our in-class activity where students will be creating an original jingle for the classroom audience.

Since this is the last lesson plan in each of our units we will not need to connect them to future lessons, although they will each

be strong foundational blocks as each class moves on in the instruction.

c. How do the learning targets incorporate a multicultural perspective?

These learning targets ask for students to reflect and discover about themselves through learning their eating habits and using

creative writing as a form of expression. Each of these lessons call for students to analysis their diet and creative background,

which stem from each person’s cultural lifestyles. Through having these students share to the classroom about the diets and

what they eat and how they think creatively will let other students see different cultural perspectives on the same topic of food

and creativity.

d. Why are the learning targets appropriate for a% students in the class (highlight

any modifications for individual students)?

The reason that these learning targets are appropriate for our tenth grade students are because each student eats different types

of food every day, and they need to know how to understand what is in those foods to make informed discussions, if possible.

Students also need to stretch themselves creatively to understand beauty of rhyme and the real-world application it has on

advertisements and marketing, which they are also consumers of. Some students are going to need extra time to come up with

creative rhymes, which will be allowed.

Assessment Strategy

a. How does the assessment strategy accommodate students at different developmental or achievement levels?

By placing students in groups that they choose for the activity of making a jingle, which will be the assessment, will allow

students at different developmental and achievement levels help one another grow. The students who are lower developmentally

will have the chance to be with other students who can provide deeper thinking or have stronger ideas, which will help the

lower achievers learn. And the students at higher achievement levels will be given the task to help their fellow peers understand,

and by teaching something to another the teacher gains new and deeper understanding on the subject being taught. As for the

assessment of the jingle assignment, students will be able to see what they are graded on through the use of the rubric, which is

straight-forward to all levels of students.

b. How does the assessment strategy respond to differences in students’ cultural and linguistic backgrounds?

The same way the groups work to accommodate different levels of achievement and development they will work for differences

in students’ cultural and linguistic backgrounds. The group work will provide a safe harbor for struggling students to ask

questions where the teachers will be able to farther understand where they are in the learning process. As for the assessment of

the jingle assignment, the rubric is clearly stated in understandable terms for all cultural and linguistic backgrounds, and if there

is a question it will be answered. The rubric is not only based off of a written piece, but also oral, and visual pieces. This will give

all students an opportunity to show they understand the assignment in three different ways.

they understand the assignment in three different ways.

Learning Experiences

a. How have you demonstrated your understanding of students’ cultural backgrounds, ethnicity, first language development, English acquisition,

socioeconomic status, and gender?

With the focus of this lesson centering around reading nutritional labels, and then contextualizing information to present a

persuasive advertising campaign toward an audience of the students’ choosing, educators provide pupils of all genders,

nationalities, socioeconomic levels, races, and creeds the opportunity to create a project bent toward heterogeneous

populations. Multicultural jingles are used as examples, as well as varied, assorted food labels. Furthermore, throughout the

lesson, educators provide ample opportunity for students with diverse language backgrounds to formulate and translate thought

before furthering discussion.

b. How do the experiences accommodate the learning needs of students with disabilities or 504 students?

Students with disabilities are seated according to where will greatest aid their success in the classroom. In addition, multiple

teachers will be present throughout the lesson to aid in further explanation and one-on-one collaboration. Powerpoint slides

provide both written and visual cues, along with teacher recitation for multiple method learners. After providing time for

individual thought, teachers will split students into groups that will be comprehensive and beneficial to 504 and/or disabled

students. Every student will be given the chance to exchange ideas within the group, allowing for complete inclusion.

c. How do experiences incorporate multicultural perspectives?

Examples of diverse, multicultural food labels, advertising techniques, and jingles will be presented throughout lecture and

discussion. Furthermore, students will have the choice to market their product to a demographic of their choosing - from a

diverse student body comes diverse discussion.

d. How do the experiences stimulate student problem solving and critical thinking?

For a bell-ringer exercise, students are asked to make logical assertions on the healthiness of a product based solely on

nutritional labels. They will be asked to provide clear analysis of why they hold their position. Additionally, students will be

asked to create an advertising campaign based on positive, salubrious food characteristics (found on labels). They must be able

to contextualize given information and originate an engaging, appealing, creative jingle. Problem solving and critical thinking

skills will be firing constantly to deal with diverse audiences and possible “negative” selling points.

e. How do the experiences create an inclusive and supportive learning community?

Students will work in a variety of grouping conditions to create an inclusive and supportive community. Individuals will have

time to create independent thought before progressing to shared learning experiences. This will allow for all students to

formulate thought before rushing into sometimes-overwhelming group work. The small groups and creative nature of the

project allow for multiple voices to be heard and included in the final project. Additionally, teachers will rotate the room while

aiding, listening, and providing positive feedback throughout the entire advertising campaign process. Discussions will leave

ample time for student voices to be heard. Finally, various multicultural examples of food labels and jingles will be used to

include multifarious genders, races, and creeds.

f. Describe the research base or principles of effective practice that form the basis of the learning experiences.

Our lesson plan formulates around the ITIP sequence that holds an objective and purpose, an anticipatory set, an input/

activity, modeling that activity, checking for understanding, guided practice, followed by independent practice. We chose this

directive manner of teaching due to the amount of necessary nutritional information that must be distilled before students are

fully able to participate in a creative, self-directed activity. With the ITIP sequence, students are guided through learning in an

effective manner that leaves room for participation, guided study, and independent practice.

Family Interactions

a. Describe your plan for co%aboration with families to support student learning. Your plan must address how you wi% use personal contact to

communicate with families. Your plan for co%aboration with families may extend beyond the specific lesson you are teaching for the

observation and may incorporate plans that are part of the larger unit of instruction.

Before the start of every unit, the teacher will send home a letter and/ or e-mail parents-guardians discussing the next

curriculum component. It will state due dates, expectations, and a general preview, along with contact information in case of

questions and for volunteer opportunities. Parents will also be directed onto a classroom web page containing all assignments,

handouts, and student grades. Finally, teachers will maintain contact with parents sharing both good and correctional news

through telephone calls and e-mails. Teachers will try and touch base with every individuals guardians at least once a month to

keep positive teacher-parent relations. If a student is seen struggling, teachers will immediately contact parents to try and find

a means to aid student success.

Positively Impacting Student Learning

a. What evidence can you provide that you have positively impacted student learning through this situation?

The final advertising presentations will be a compendium of products highlighting diverse populations, positive advertising

techniques, engaging and creative poetic jingles, and social group presentations. The positives of each constituent

(understanding of nutritional benefits as read on a label, writing toward a specific audience, creative writing techniques,

presenting an argument, and “proposing” an advertising campaign to a group) are measurable as viewed in the final presentation

and through classroom discussion. Furthermore, each component provides students with lasting skill sets that are immediately

and unconditionally usable in today’s world.

school of education written lesson plan - margot hyland… · school of education written lesson...

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