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 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 will construct a peanut butter sandwich with two aligned pieces of bread and peanut butter spread in the middle.

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?”

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

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

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

Vocabulary V. Closure/Assessment Explanation Reflection on learning (ie. journaling, discussion, sharing work) Evaluation of final product - Was the objective met? 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