Download Badge 7 lesson plan

Daily Plan
Date:
Lesson #:
I. Preparation
Pathway Area/Course Title:
N/A
Unit Central Focus:
Communication
Lesson Title:
Can the officers work together in order to better the chapter?
Question to be Answered:
Standard(s) Met:
Equipment, Supplies,
References & Other
Resources:
A picture, 2 phones, pudding mix, bowl, saran wrap, recipe, measuring cups, spoons
Pre-Preparation:
Print out a picture of a farm setting and make sure that you have all of the ingredients and
tools needed to make pudding.
Management/Safety Issues:
Makings sure the students don’t cheat
IEP/504 Plan Student
Accommodations:
I will make accommodations as needed.
Students will be working in groups for both activities.
Academic Language:
Vocabulary- communication, leadership,
SyntaxDiscourse-
Bell Assignment:
N/A
N/A
Interest Approach:
Objective – After today’s
lesson, the students will be
able to:
After today’s lesson, officers will be able to list characteristics of effective communication.
FormativeDaily Plan
Assessment/Evaluation:
Summative-
TEACHER WILL DO:
TEACHER WILL SAY:
Time:
-
Welcome to Officer retreat!
Objective:
Picture recreation
Welcome to officer training. We are going to get to know
each other well over the next 2 days. Today we are
going to see how well you work as a team.
After today’s lesson, officers will be able to list
characteristics of effective communication.
Single one officer out of the group. Remove the student
from the sight of the group. The officer is given a picture
and a cell phone. The officer is supposed to call a
person in the group of officers. The group of officers is
then supposed to recreate the picture based on what the
officer tells them the picture looks like. The group of
officers will be given a piece of computer paper and
markers. No picture messaging is allowed to be used
during this process.
This activity is meant to get them to understand that
they need to be communicating effectively. They may be
communicating with each other. However, they are
leaving out important information such as the orientation
of the paper.
The officers will then divide into groups of three. Each
group will be designated a pudding maker, a pudding
maker instructor, and a pudding recipe reader. The
pudding maker will be blindfolded, the instructor will
have their hands saran wrapped so they cannot use
them, and the pudding recipe reader will have ear plugs
in. They will have to work together to make the pudding,
they are only supposed to do the job they have been
assigned to.
This activity is meant to demonstrate how important it is
to work together and how difficult it can be if they don’t.
The people that are blindfolded and have ear plugs in
represent the situation of the officers not listening or
communicating with each other. The one with the hands
saran wrapped represents how difficult it can be to
delegate work if not one is paying attention and you
can’t do the work yourself. This should lead into a group
discussion on how to effectively work together and
strategies for working to together this year.
Review Objectives:
After today’s lesson, officers will be able to list
characteristics of effective communication.
Opportunity to Learn (Students show YOU they learned
that which you planned for them to learn, i.e. a student
activity, writing a paragraph, a skit, a demonstration, a
quiz, etc):
Have an officer write the ideas they came up with to
work together effectively on a poster board. This poster
will be displayed in the place that the officers have in the
classroom to work or store their resources.
Connect cognitively:
Yesterday we had the chance to…: learn a about our
fellow officers
Today we had the chance to…:learn how to
communicate with each other
Tomorrow we will…: set goals for the chapter and
ourselves for the year as well as come up with a list of
activities we want to do this year
Summary
Describe your “Sponge” activity for this daily plan (in what activity will students engage as they
finish early).
If the officers finish the activities earlier than expected, have the play telephone game or the
helium hola hoop game in order to further learning communication and working together.
Which component(s) in your daily plan are your “flex” item(s), i.e., can be lengthened or
shortened to accommodate time? Explain how the component(s) can be “flexed”.
The discussion on effective communication and be lengthened or shortened to accommodate
the time available.
Describe any accommodations for learners with special needs that can be made in this daily
plan (see Chapter 12).
I will make accommodations as needed. It depends on the officers that are elected, there may
not be any accommodations needed.
We learn in three modalities. Where in this daily plan are your evidences of accommodating
learners’ modalities?
My evidences of accommodating the learners’ modalities are: visual- students will draw a
picture and write their strategies for communication on a poster board, Auditory- directions will
be given verbally and the discussion about communication will be auditory, and making the
pudding and picture demonstrate kinesthetic learning.
What is the highest level of cognition that students reach in this plan? Describe this
occurrence.
The highest level of learning in this lesson is understanding that what they do effects the entire
team and if they are not communication effectively nothing is going to get done this year.
Give one example from this plan where you demonstrate awareness of multiple intelligences
present among your learners.