When it comes to planning instruction, the district where I observed simplifies the process with its scope and sequence.
The scope is based on NYS standards.
When writing out daily lesson plans, the teacher must write an objective, sentence or two describing the activity, and what the assessment will be.
Plans must be written for every subject and are handed in to the principal weekly.
As for unit plans, they are subject-oriented due to the state tests.
Science and social studies units are based on the districts scope and sequence. Math is as well.
ELA units are based on what the students need. This includes writing, word study, spelling, etc.
After going through all of the planning of units and lessons, the teacher must then implement these lessons.
The teacher I observed said that she does not even look at her lesson plans after she writes them.
She prepares herself for what she will be teaching ahead of time. It also does not hurt that she has been teaching for a few years now.
The teacher I observed tries to incorporate different subjects into lessons also.
During a math lesson, are was incorporated when students were asked to draw a picture showing translation, reflection, and rotation. Students then had to write a story to go along with their drawing using math vocabulary.
Another example was in science. Students were working on a compare/contrast essay, therefore incorporating ELA into science instruction.
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