Lp10 481

UNLV/Department of Teaching & Learning Elementary Lesson Plan Template

UNLV Student:

Courtney Lichtenwalner

PSMT Name:

Lessenberry

Lesson Plan Title:

Escape Rooms

Lesson Plan Topic:

SBAC Preparation

Date:

03/18/19

Estimated Time:

50 Minutes

Grade Level:

6

School Site:

Kenny Guinn Middle School

1. State Standard(s):  L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking  RI.6.7 Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic of issue 2.   

Teaching Model(s): Whole group instruction Small group instruction Individual work

3. Objective(s)  SWBAT solve an Escape Room by properly answering 12 puzzles using Grammar knowledge (Blooms Level: Analyze)  SWBAT discuss their answer choices with their small groups to determine the best answer for each puzzle (Blooms Level: Application) 4.    

Materials and Technology Resources: Paper Pencil iPads Google Forms

5. Instructional Procedures (50 min.): a. Motivation/Engagement (5 min.) TW assign the students a table number and group when they walk into the room. SW be assigned randomly to a group and will not be allowed to change groups b. Developmental Activities or Learning Experiences (45 min): Stick a fork in it! Thesis statements (40 min.)  TW give directions to the students

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SW be required to open a Google Form previously created by the T SW agree on a team name for their groups and enter that agreed upon name into the Google Form SW be randomly assigned a puzzle number (#1-#12) SW come grab a paper puzzle with the corresponding number on their Google Form SW complete the puzzle to get the code to enter on their Google Form in order to get to the next puzzle SW need to complete all 12 puzzles to “win” the Escape Room

Closure (5 min.):  TW review the importance of the information studied during the Escape Room game to review for SBAC c. Extension:  If the time runs short, TW allow more time in another class period to complete their Escape Rooms 6. Accommodations, Modifications and Differentiations for Diverse Learners:  

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IEP students: Students with IEPs will participate with the rest of the class, however if they need help with the puzzles TW place them in a good heterogeneous group. Behavioral students: TW emphasize before the discussions that students are to be on their best behavior and display good behavior. In the event that a student misbehaves, they may be told they will no longer be allowed to participate in group activities or projects. Modifications: SW be placed in random groupings; however, when necessary, TW move students into more appropriate groupings. Differentiations: TW allow students that prefer to work in a different way to complete assignments on No Red Ink or Quill that cover the same type of grammar instruction that the Escape Room provides.

7. Assessment and Evaluation of Learning:  Formative: TW observe during the class when students complete different puzzles and/or if they need assistance completing them  Summative: SW complete the state’s SBAC exam over the next week 8. Homework Assignment: None 9.

Reflection:

a. Strengths- This was the first Escape Room that our classes have done, and they really enjoyed the activity. The puzzles were difficult, but for the most part the students continued to work hard and did not give up. The content in the puzzles was meant to assist the students during the SBAC exam during the coming week and I think it was able to accomplish that, but the

results remain to be seen. The engagement was very good though and even though some of the puzzles were complicated, even for me, we all had a good time playing them. In the end, we did not finish the puzzles, and no one “won” so even though SBAC exams will be over, we will finish the puzzles next week to allow the students to find the code and “escape” the room. b. Concerns- These puzzles ranged between grades 5-8, but there was some information that even 8th graders had not been taught yet. Some terms were very foreign to the students, as well as myself, so there was some “cheating” required by Googling the definitions of some words to complete the puzzles. I think if we decide to do an Escape Room again, I want to find something more grade-level appropriate than this. To be fair, this was supplied by my mentor teacher and I simply skimmed over the game to plan the lesson. It was not very well vetted by me before the lesson came to be. (Lesson learned on this.) c. Insights- This was my first Escape Room as well. I always wondered how they worked and what needed to be done to complete them. I liked the way this one worked, but it was not very easy. I would say my students needed something a grade or so younger and it wouldn’t have been too easy, but it wouldn’t have been as hard. I look forward to doing more of these and maybe even make a trip to the dollar store to try and find actual lockboxes and lock codes to take it up to the next level. I think it increases the intrigue and the skill level.