Lesson planning the peanut butter sandwich
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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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Lesson Planning & The Peanut Butter Sandwich

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Lesson planning the peanut butter sandwich

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

Vocabulary

Slice

Spread

Top

Bottom

Align


Vocabulary objective

Explanation

Tells what the student will do/make with clear, concise, and measurable language

One sentence

Directly relates to the Independent Practice and standard

Example

The learner willconstruct a peanut butter sandwich with two aligned pieces of bread and peanut butter spread in the middle.

VocabularyObjective


Vocabulary i anticipatory set

Explanation

Connects with students’ prior knowledge, engages, interests, and motivates (ie. Q/A, book, personal experience)

Approx. 10 minutes or less

Example

“How many of you like eating sandwiches?”

“When did you last eat a peanut butter sandwich?”

VocabularyI. Anticipatory Set


Vocabulary ii teaching

Explanation

Experiences or explanations that teach students new vocab, concepts, using visuals, SDAIE strategies, group work, manipulatives, or discussion

Example

Teaching vocab: slice, align, top, bottom, etc.

Teacher used actions with students practicing actions to explain vocabulary

VocabularyII. Teaching


Vocabulary iii guided practice

Explanation

Assisting Students through practice and demonstration

Teacher models (demonstrates) what is to be done

Students practice in partners or groups, or independently

Example

Teacher showed how to make the sandwich (modeling) step-by-step

VocabularyIII. Guided Practice


Vocabulary iv independent practice

Explanation

Students complete a task independently, in pairs, or in groups

Objective is taking place

Example

Students make the peanut butter sandwiches independently

VocabularyIV. Independent Practice


Vocabulary v closure assessment

Explanation

Reflection on learning (ie. journaling, discussion, sharing work)

Evaluation of final product - Was the objective met?

VocabularyV. Closure/Assessment

Explanation

  • Self assessment: “Does the sandwich look aligned?”

  • Peer assessment

  • Teacher assessment


Vocabulary sdaie strategies

Explanation

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)

Example

Hand actions to describe vocabulary

Modeling/showing students how to make the sandwich

VocabularySDAIE Strategies


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