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  • R.A.D. Neurological Lesson Plan Elementary Level or Beginning Foreign Language

Judy Willis


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R.A.D. Neurological Lesson Plan Elementary Level or Beginning Foreign Language

R.A.D. Neurological Lesson Plan

Elementary Level or Beginning Foreign Language

By Paula Berlinck and Luciana Castro

2nd grade Portuguese Teachers

Graded School

Sao Paulo, Brazil

March 2014


Unit Title:  Where does the bread come from?

Subject(s):  Portuguese  Grade Level(s): 2nd grade

Lesson Concept/Topic:   Reading and Writing Non-fiction

Lesson Goals/Objectives:  Reading and Writing Non-fiction


Lesson Elements:

(and how they will be Neuro-logical)







Getting Attention:

How will you begin this lesson to engage learners’ attention?

The attention filter (RAS) gives priority to sensory input that is different than the expected pattern. Novelty, such as changes in voice, unusual objects, songs playing when they enter the classroom, will peak students curiosity and increase likelihood of the related lesson material being selected by the RAS attention filter.

1-As soon as each student arrives in the classroom they will find one wheat stalk on top of your own desk.

2-The students are going to watch and listen to the music “O cio da terra” de Milton Nascimento e Fernando Brandt

Sustaining Attention:

What will you do to sustain students’ attentive focus throughout the lesson?


The brain seeks the pleasure response to making correct predictions. When students have the opportunity to make and change predictions throughout a lesson, attention is sustained as the brain seeks clues to make accurate predictions. Individual response tools, such as white boards, can be used to make predictions and reduce mistake anxiety.

1-Make the link with the Field trip to the Bread Factory and list the Previous Knowledge about “Where does the bread come from?”

2- The teacher will start to read the book “Kika: De onde vem o pão?”

3- Treshing the wheat and grind to find out the flour

Motivation and Perseverance:

Which dopamine boosters will be included in your lesson?


The brain seeks the pleasure response to increased dopamine. Incorporating dopamine boosters (e.g., humor, movement, listening to music, working with peers) increases attention, motivation, and perseverance

4- Finishing the reading aloud of the book

5- Watching the video “Kika: De onde vem o pão?”

6- Using a Graphic Organize to compare and contrast the information in the book and the video  


How will you help students see value and relevance in what they are learning – so they want to know what you have to teach?


Positive climate and prevention of high stressors promote information passage through the amygdala to the PFC. Motivation and effort increase when the brain expects pleasure. Buy-in examples include personal relevance, prediction, and performance tasks connecting to students’ interests and strengths.


7- Bake the Bread in the classroom

Every student will take part on the process, in group of 4 students at a time.

Achievable challenge:

 How will you tailor the lesson to address students’ differences in readiness, learning profile, and interests?

Differentiation allows students to work at their achievable challenge level.  The students who understand the new topic, if required to keep reviewing with the group, may become bored and therefore stressed.  If it is too challenging they will become frustrated. By providing learning opportunities within their range of achievable challenge, students engage through expectation of positive experiences.


8- Students will be able to choose one of the videos from the series “Kika: De onde vem?”, (Kika: Where it comes from?) where they can find different subjects that explain things like: the waves, where the eggs comes from,  how TV works, etc)

Students will work in pairs, considering their complementary abilities

They are going to watch, to learn about the topic, take notes and then write it down to explain to another person. They could use different formats of graphic organizers, with more or less parts to drawn and break it down the information. They will be assisted by the teacher depending by their level.

Frequent Formative Assessment and Feedback:

How will you monitor students’ progress towards acquisition, meaning making, and transfer, during lesson events?

How will students get the feedback they need and opportunities to make use of it?


Effort is withheld when previous experiences have failed to achieve success. Breaking down learning tasks into achievable challenge segments, in which students experience and are aware of success on route to learning goals (e.g. analytic rubrics, effort-to-progress graphs) and reflect on what they learned and how they learned, builds their confidence that their effort can bring them closer to their goals.


Students will be active in some paces of the process. The summative assessment is the nonfiction text that they will write using movie information, translating it in a graphic organizer and/or nonfiction text like “how to” or “all about”.




Short-term Memory Encoding:

How will you activate prior knowledge to promote the brain’s acquiring new input?

Helping students to realize what they already know about a topic activates an existing memory pattern to which new input can link in the hippocampus.  Graphic organizers, cross-curricular units, and bulletin boards that preview upcoming units are examples of prior knowledge activation tools.


Create a chart with the students remembering the prior knowledge that they have about the unit ALL ABOUT and HOW TO, that they had studied in their English class.






Mental manipulation for Long-term Memory:

How will students make meaning of learning so neuroplasticity constructs the neural connections of long-term memory?


When students acquire the information in a variety of ways e.g. visualization, movement, reading, hearing and “translate” learning into other representations (create a narrative, symbolize through a video, synthesize into the concise summary of a tweet) the activation of the short-term memory increases its connections (dendrites, synapses, myelin) to construct long-term memory.


As the students were exposed to a lot of different inputs, considering visualization, movement, reading, writing etc, we expect it will be built as a long-term memory.



Executive Functions:

Which executive function skills will be embedded in the lesson, homework, and projects? (e.g., analyze, organize, prioritize, plan goals, adapt, judge validity, think flexibly, assess risk, communicate clearly.)

It is important to provide ongoing meaningful ways for students to interact with information so that they apply, activate, and strengthen their developing networks of executive function. Assignments and assessments planned to promote the use of executive functions (e.g. making judgments, supporting opinions, analyzing source validity) activate these highest cognitive networks developing in students’ brains most profoundly during the school years. 


All executive functions are in place

What strategies help students to…

Set and reach goals:


Individual feedback from the teacher

Evaluate sources:



Make decisions (analyze and deduce):


Graphic organizers

Support opinions:


Share peers

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