Lesson Planning & The Peanut Butter Sandwich. Take a plate, knife, a glob of peanut butter, and two pieces of bread DO NOT EAT YET! Think about the following question: When was the last time you had a peanut butter sandwich? Pair/Share your response. Vocabulary. Slice Spread Top
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When was the last time you had a peanut butter sandwich?
Tells what the student will do/make with clear, concise, and measurable language
Directly relates to the Independent Practice and standard
The learner willconstruct a peanut butter sandwich with two aligned pieces of bread and peanut butter spread in the middle.
Connects with students’ prior knowledge, engages, interests, and motivates (ie. Q/A, book, personal experience)
Approx. 10 minutes or less
“How many of you like eating sandwiches?”
“When did you last eat a peanut butter sandwich?”
Experiences or explanations that teach students new vocab, concepts, using visuals, SDAIE strategies, group work, manipulatives, or discussion
Teaching vocab: slice, align, top, bottom, etc.
Teacher used actions with students practicing actions to explain vocabulary
Assisting Students through practice and demonstration
Teacher models (demonstrates) what is to be done
Students practice in partners or groups, or independently
Teacher showed how to make the sandwich (modeling) step-by-step
Students complete a task independently, in pairs, or in groups
Objective is taking place
Students make the peanut butter sandwiches independently
Reflection on learning (ie. journaling, discussion, sharing work)
Evaluation of final product - Was the objective met?
Specially Designed Academic Instruction in English
Specific actions taken by the teacher so that learning is comprehensible
Notate within the lesson (ie. SDAIE - group work)
Hand actions to describe vocabulary
Modeling/showing students how to make the sandwich