Charlotte WhiteSPD 570 Drafing Essential Questions Partial Lesso

Charlotte White
SPD 570 Drafing Essential Questions Partial Lesson Plan.docx
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Charlotte White
SPD 570 Drafing Essential Questions Partial
Lesson Plan.docx

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GCU College of Education LESSON PLAN
TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
Section 1: Lesson Preparation Teacher Candidate Name:
Charlotte Sanders-White
Grade Level:
First Grade

Date:
8th April 2021
Unit/Subject:
Mathematical Thinking and Expression
Instructional Plan Title:
Unit Plan Template
Lesson Summary and Focus:
This lesson plan has been established following comprehensive
considerations and the learning standards required by fourth
grade’s childhood practitioners and specialists. Teachers will
be required to follow the set guidelines to the letter in order to
achieve the desired learning outcomes and ensure development
of the children. This unit plan has been formulated in a manner
that it accommodates and adjusts when need arises on the basis
of differences in students. Successful completion and
achievement of this unit’s objectives will equip the students
with skills, discovery, and knowledge about the general
physical environment and its properties.

GCU College of Education LESSON PLAN TEMPLATE
Classroom and Student Factors/Grouping:
Various factors will impact the planning, teaching, and
assessment of the students:
1.Classroom factors
• The class will have adequate students with whom it will be
easy for the teacher to monitor the strengths and weaknesses of
individual students and that of the class.
• The class will be located in a quite environment, strategically
arranged to avoid overcrowding, and filled with charts, posters,
and manila hangings on the wall to enhance students’ learning.
2.English Language Learners
• The teacher will group the students with those that share a
common language and also encourage them to read aloud to

enhance their vocabularies.
• The teachers will also use rubrics to assess the students.
3.Students with Special Needs
• The students with special needs will be grouped with those
possessing higher capabilities during group discussions.
• The teacher will monitor the groups to ensure the students
participate equally.
• The students will be given regular performance appraisals and
encouraging them to work harder.
4.504s
• The school will offer comfortable accommodation to the
students and ensure that their needs are attended to.
National/State Learning Standards:
1.Reasoning and Explaining
The students will be required to reason abstractly and
quantitatively. They will learn to construct viable arguments
and critique the reasoning of others.
2.Modeling and use of tools
The students will work with tools and use the appropriate tools
strategically.

3.Seeing structure and generalizing
The students will identify and use structures. They will identify
and express regularity in repeated reasoning.
4.Habits of mind of a productive mathematical thinker
The students will make sense of problems and persevere in
solving them. They will attend to the problems in precision.
Specific Learning Target(s)/Objectives:
By the end of this unit, the students should be able to:
• Count 1 to 120
• Add or subtract within the range of 1 to 100
• Construct viable arguments and critique reasoning of others
• Solve word problem that call for additional three whole
numbers
• Compare and contrast two and three dimensional shapes

• Build or draw shapes
• Develop mathematical communication skills
Academic Language
• Numbers and Operations
• Algebra
• Geometry
• Measure
• Data
• Probability
The teacher will present and explain the various vocabularies
using textbooks, YouTube videos, and voice recognition
materials.
The teacher will introduce the vocabularies at the beginning of
the lessons and ask the students to first define the terms from
their own understanding.
The teacher will also ask the students to read aloud the
vocabularies in class.
Resources, Materials, Equipment, and Technology:
The following materials and resources will be used during the
course of this unit:
• Educational Videos
• Books on mathematical operations
• Computers
• Voice recognition software
• Geo-boards, pattern blocks, building blocks, charts, drawing
materials, two and three dimensional objects.

Section 2: Instructional Planning Anticipatory Set
• I will engage the reasoning of the students by writing a word
problem on the board for them to solve at the start of the class
• I will point out different shapes on charts for them to identify,
compare, and contrast their attributes
• I will ask students to come solve mathematical problems on
the board
Time Needed
15 Minutes
Multiple Means of Representation
• I will distribute guided notes for the students to refer from
• I will use videos and voice recognition softwares to explain
further new concepts in class.
• I will provide students with different shapes and objects to
identify with.
Explain how you will differentiate materials for each of the
following groups:
• English language learners (ELL):

1.I will get to know each student and their background to
prepare appropriate learning materials for them.
2.I will put in place research-based strategies to modify match
their needs and styles of learning.
3.I will provide the students with alternative means of accessing
information such as the use of charts or books published in
their first language.
• Students with special needs:
Time Needed
45 Minutes
1.I will create a one-page sheet that is colored to identify the
students with special needs, a list with their names, and their
disabilities. I will make a list of materials they require and
keep them in a special colored box.
2.I will ensure the students have access to computers, voice
recognition materials to aid and make learning more effective.
3.Having each student with a disability corporate with a peer
helper.

4.Provide written materials in forms they can understand.
• Students with gifted abilities:
1.Have a more challenging assessment test for the students.
2.Provide more advanced learning and reading materials for
them.
3.Rely on more informative and summative assessments.
• Early finishers (those students who finish early and may need
additional resources/support):
1.Provide plasticine and modeling clay
2.Provide puzzles
3.Provide drawing
Multiple Means of Engagement
• I will form groups where students will carry out various
activities as a group such as solving complex mathematical
problems
• I will involve the students in hands-on projects such as
constructing various shapes to enhance concentration and
completion of work individually.
Time Needed
20 Minutes

• I will write a number problem on the board and ask for a
volunteer to solve and discuss it with the class.
Explain how you will differentiate activities for each of the
following groups:
1. Involve them in discussions with students sharing a common
first language.
2.I will encourage them to read aloud vocabularies
1.I will group the students with special needs with those of
higher capability during group discussions and activities.
2.I will monitor the groups to ensure equal participation of all
the members.
3.I will regularly give the students feedback on their
performance, encourage them, and comment on their
improvements.
1.Assign the students with the most challenging and difficult
tasks to solve.
2.Speak with the students to know their interests
3.Group the gifted students with those less gifted or those with
special needs in discussions
4.I will also group the gifted students together
5.Encourage them to take on higher challenges
1.I will encourage them to complete puzzles

2.I will also provide drawing and coloring books for them to
complete
3.The students can also observe math tables on the walls
4.I will encourage them to ask questions
Time Needed
Multiple Means of Expression
Interacting and working with different students shows that the
students differ in many ways and measures and strategies
should be set to accommodate those differences. The teacher
should adjust the learning strategies, activities, and materials to
accommodate the differences of every student. Students should
also be assessed to identify their mastery of concepts.
Alternative means of assessment will be provided to the
students to show their mastery such as:
• Asking the students to interpret symbols and diagrams and
recording their views
• Using students interviews
• Using standardized written assessment
• Assessing the students through observation
The students should be allowed to illustrate their mastery of
different concepts in their understanding. Students may express
their understanding through in a summa tive form through:
• Drawing images
• Naming and describing real-life objects
• Handling a book effectively, turning pages in the right order

and identifying new words
25 Minutes
• Reading a book effectively
The students may also illustrate their understanding by more
formative means such as:
• Writing short sentences
• Drawing and naming objects and pictures
• Raising hands
• Sharing and explaining a concept
Explain how you will differentiate assessments for each of the
following groups:
1.I will use rubrics to assess the performance of the students
2.I will assess the students using oral performances or
presentations
3.I will assess the activities done by the students such as
drawings.

1.The student can be assessed by answering questions regarding
their tasks.
2.I will assess the students by observing while they carry out
their tasks
1.They should be assigned more challenging test
2.They should be asked questions
1.I will give the students more work to do
2.I will give them a puzzle to complete
Extension Activity and/or Homework
The students will be required to draw and construct various
shapes and objects
They will be required to complete a project by making simple
objects using clay.
The students will be given homework to be completed with the
help of their parents.
Time Needed

1 hour
References
National Institute for Early Education Research (2009) Yet
More Evidence: It’s Time to Strengthen Math, Science in Pre-
K. Retrieved from http://nieer.org/
Pollman, M J (2010) Blocks and Beyond: Strengthening Early
Math and Science Skills through Spatial Learning. Baltimore,
Md : Brookes Publishing
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Student:

Submitted to Grand Canyon University

Student:
Submitted to Grand Canyon
University
Date:
13-Feb-2021

Grammatical problem: i...:
quite environment

Grammatical problem: incorrect adverb:

quite environment
You used an adverb ('quite') instead an
adjective, or a noun ('environment') instead of another
adjective.

accommodation:
accommodation
room

Hyphenation p...:
three dimensi...
three-dimensi...

three dimensional
three-dimensional
This word is normally spelled with hyphen.

Student:
Submitted to Grand Canyon University

Student:
University

Three successive sentences begin wit...:
The

Three successive sentences begin with
the same word.:

The
Three successive sentences begin with the
same word. Consider rewording the sentence or use a thesaurus
to find a synonym.

Redundant phrase:
during the course...
during

Redundant phrase:
during the course of

during
Consider using "during".

Hyphenation problem:
three dimensional

three-dimensional
This word is normally spelled with hyphen.

Spelling mistake:
softwares
software

softwares
soft wares
softwares
software s
Possible spelling mistake found

Student:
University
Date:
31-May-2020

Three successive sentences begin with ...:
I

I
to find a synonym.

Spelling mistake:
summative
summation

summation
summative
summarize

Spelling mistake:
plasticine
Plasticine

plasticine
Plasticine

Three successive sentences begin...:
Provide

Provide
to find a synonym.

the same word.:
I

to find a synonym.
I

the same word.:
I
to find a synonym.

summative
summation
summative
summarize

to find a synonym.
Student:

Student:
University
Date:
14-Jun-2020

Charlotte White
SPD 570 Drafing Essential Questions Partial Lesson Plan.docx
1646 Words
undefined69

Similarity Score
0%
Quoted Text
8
Citation Items
16
Grammar Items
0

Feedback Comments
CITATION OPTIONS
Web References
School Repository

Spelling Duplicates
FEEDBACK COMMENTS
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Charlotte White
SPD 570 Drafing Essential Questions Partial

Lesson Plan.docx
Summary
Submission Ide: f6613722-cf26-4123-ab37-
616a5580ab29
1646 Words

69%

SIMILARITY SCORE
8

CITATION ITEMS
16

GRAMMAR ISSUES
0

FEEDBACK COMMENTS
Internet Source

0%
Institution

69%

GCU College of Education LESSON PLAN
TEMPLATE
Section 1: Lesson Preparation Teacher Candidate Name:
Charlotte Sanders-White
Grade Level:

First Grade
Date:
8th April 2021
Unit/Subject:
Mathematical Thinking and Expression
Unit Plan Template
This lesson plan has been established following comprehensive
considerations and the learning standards required by fourth
grade’s childhood practitioners and specialists. Teachers will
be required to follow the set guidelines to the letter in order to
achieve the desired learning outcomes and ensure development
of the children. This unit plan has been formulated in a manner
that it accommodates and adjusts when need arises on the basis
of differences in students. Successful completion and
achievement of this unit’s objectives will equip the students
with skills, discovery, and knowledge about the general
physical environment and its properties.

Various factors will impact the planning, teaching, and
assessment of the students:
1.Classroom factors
• The class will have adequate students with whom it will be
easy for the teacher to monitor the strengths and weaknesses of
individual students and that of the class.
• The class will be located in a quite environment, strategically
arranged to avoid overcrowding, and filled with charts, posters,
and manila hangings on the wall to enhance students’ learning.
2.English Language Learners

• The teacher will group the students with those that share a
common language and also encourage them to read aloud to
enhance their vocabularies.
• The teachers will also use rubrics to assess the students.
3.Students with Special Needs
• The students with special needs will be grouped with those
possessing higher capabilities during group discussions.
• The teacher will monitor the groups to ensure the students
participate equally.
• The students will be given regular performance appraisals and
encouraging them to work harder.
4.504s
• The school will offer comfortable accommodation to the
students and ensure that their needs are attended to.
1.Reasoning and Explaining
The students will be required to reason abstractly and
quantitatively. They will learn to construct viable arguments
and critique the reasoning of others.
2.Modeling and use of tools

The students will work with tools and use the appropriate tools
strategically.
3.Seeing structure and generalizing
The students will identify and use structures. They will identify
and express regularity in repeated reasoning.
4.Habits of mind of a productive mathematical thinker
The students will make sense of problems and persevere in
solving them. They will attend to the problems in precision.
By the end of this unit, the students should be able to:
• Count 1 to 120
• Add or subtract within the range of 1 to 100
• Construct viable arguments and critique reasoning of others
• Solve word problem that call for additional three whole
numbers

• Compare and contrast two and three dimensional shapes
• Build or draw shapes
• Develop mathematical communication skills
Academic Language
• Numbers and Operations
• Algebra
• Geometry
• Measure
• Data
• Probability
The teacher will present and explain the various vocabularies
using textbooks, YouTube videos, and voice recognition
materials.
The teacher will introduce the vocabularies at the beginning of
the lessons and ask the students to first define the terms from
their own understanding.
The teacher will also ask the students to read aloud the
vocabularies in class.
The following materials and resources will be used during the
course of this unit:
• Educational Videos
• Books on mathematical operations
• Computers
• Voice recognition software
• Geo-boards, pattern blocks, building blocks, charts, drawing
materials, two and three dimensional objects.

Section 2: Instructional Planning Anticipatory Set
• I will engage the reasoning of the students by writing a word
problem on the board for them to solve at the start of the class
• I will point out different shapes on charts for them to identify,
compare, and contrast their attributes
• I will ask students to come solve mathematical problems on
the board
Time Needed
15 Minutes
• I will distribute guided notes for the students to refer from
• I will use videos and voice recognition softwares to explain
further new concepts in class.
• I will provide students with different shapes and objects to
identify with.

following groups:
1.I will get to know each student and their background to
prepare appropriate learning materials for them.
2.I will put in place research-based strategies to modify match
their needs and styles of learning.
3.I will provide the students with alternative means of accessing
information such as the use of charts or books published in
their first language.
Time Needed
45 Minutes
1.I will create a one-page sheet that is colored to identify the
students with special needs, a list with their names, and their
disabilities. I will make a list of materials they require and
keep them in a special colored box.
2.I will ensure the students have access to computers, voice
recognition materials to aid and make learning more effective.

3.Having each student with a disability corporate with a peer
helper.
4.Provide written materials in forms they can understand.
1.Have a more challenging assessment test for the students.
2.Provide more advanced learning and reading materials for
them.
3.Rely on more informative and summative assessments.
1.Provide plasticine and modeling clay
2.Provide puzzles
3.Provide drawing
• I will form groups where students will carry out various
activities as a group such as solving complex mathematical
problems
• I will involve the students in hands-on projects such as
constructing various shapes to enhance concentration and
completion of work individually.
Time Needed
20 Minutes

• I will write a number problem on the board and ask for a
volunteer to solve and discuss it with the class.
following groups:
1. Involve them in discussions with students sharing a common
first language.
2.I will encourage them to read aloud vocabularies
1.I will group the students with special needs with those of
higher capability during group discussions and activities.
2.I will monitor the groups to ensure equal participation of all
the members.
3.I will regularly give the students feedback on their
performance, encourage them, and comment on their
improvements.
1.Assign the students with the most challenging and difficult
tasks to solve.
2.Speak with the students to know their interests
3.Group the gifted students with those less gifted or those with
special needs in discussions
4.I will also group the gifted students together
5.Encourage them to take on higher challenges
1.I will encourage them to complete puzzles

2.I will also provide drawing and coloring books for them to
complete
3.The students can also observe math tables on the walls
4.I will encourage them to ask questions
Time Needed
Interacting and working with different students shows that the
students differ in many ways and measures and strategies
should be set to accommodate those differences. The teacher
should adjust the learning strategies, activities, and materials to
accommodate the differences of every student. Students should
also be assessed to identify their mastery of concepts.
Alternative means of assessment will be provided to the
students to show their mastery such as:
• Asking the students to interpret symbols and diagrams and
recording their views
• Using students interviews
• Using standardized written assessment
• Assessing the students through observation
The students should be allowed to illustrate their mastery of
different concepts in their understanding. Students may express
their understanding through in a summative form through:
• Drawing images

• Naming and describing real-life objects
• Handling a book effectively, turning pages in the right order
and identifying new words
25 Minutes
• Reading a book effectively
The students may also illustrate their understanding by more
formative means such as:
• Writing short sentences
• Drawing and naming objects and pictures
• Raising hands
• Sharing and explaining a concept
following groups:
1.I will use rubrics to assess the performance of the students
2.I will assess the students using oral performances or
presentations
3.I will assess the activities done by the students such as

drawings.
1.The student can be assessed by answering questions regarding
their tasks.
2.I will assess the students by observing while they carry out
their tasks
1.They should be assigned more challenging test
2.They should be asked questions
1.I will give the students more work to do
2.I will give them a puzzle to complete
The students will be required to draw and construct various
shapes and objects
They will be required to complete a project by making simple
objects using clay.
The students will be given homework to be completed with the
help of their parents.

Time Needed
1 hour
References
National Institute for Early Education Research (2009) Yet
More Evidence: It’s Time to Strengthen Math, Science in Pre-
K. Retrieved from http://nieer.org/
Pollman, M J (2010) Blocks and Beyond: Strengthening Early
Math and Science Skills through Spatial Learning. Baltimore,
Md : Brookes Publishing
Stay Signed In ?
Your session is about to expire. You will
be automatically signed out
in
00:
To continue your seesion, select Stay
Signed In.

Grammatical problem: incorrect adverb:
quite environment
You used an adverb ('quite') instead an
adjective, or a noun ('environment') instead of another
adjective.

during the course of
during
Consider using "during".

software
softwares
soft wares
softwares
software s

summative
summation
summative
summarize

to find a synonym.

the same word.:
I

to find a synonym.
Spelling mistake:
summative
summation

Spelling mistake:
summative
summation
summative
summarize

to find a synonym.

GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
In 2-3 sentences, summarize the lesson, identifying the central
focus based on the content and skills you are teaching.
Describe the important classroom factors (demographics and
environment) and student factors (IEPs, 504s, ELLs, students
with behavior concerns, gifted learners), and the effect of those
factors on planning, teaching, and assessing students to

facilitate learning for all students. This should be limited to 2-3
sentences and the information should inform the differentiation
components of the lesson.
Review national and state standards to become familiar with the
standards you will be working with in the classroom
environment.
Your goal in this section is to identify the standards that are the
focus of the lesson being presented. Standards must address
learning initiatives from one or more content areas, as well as
align with the lesson’s learning targets/objectives and
assessments.
Include the standards with the performance indicators and the
standard language in its entirety.
Learning objectives are designed to identify what the teacher
intends to measure in learning. These must be aligned with the
standards. When creating objectives, a learner must consider the
following:
· Who is the audience
· What action verb will be measured during
instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the
objective created. This should not be a summary of the lesson,

but a measurable statement demonstrating what the student will
be assessed on at the completion of the lesson. For instance,
“understand” is not measureable, but “describe” and “identify”
are.
For example:
Given an unlabeled map outlining the 50 states, students will
accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic
vocabulary and content-specific vocabulary you need to teach.
In a few sentences, describe how you will teach students those
terms in the lesson.
List all resources, materials, equipment, and technology you and
the students will use during the lesson. As required by your
instructor, add or attach copies of ALL printed and online
materials at the end of this template. Include links needed for
online resources.

Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating
students’ prior knowledge, linking previous learning with what
they will be learning in this lesson and gaining student interest
for the lesson. Consider various learning preferences
(movement, music, visuals) as a tool to engage interest and
motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will
use to open the lesson. Bold any materials you will need to
prepare for the lesson.
For example:
· I will use a visual of the planet Earth and ask students to
describe what Earth looks like.
· I will record their ideas on the white board and ask more
questions about the amount of water they think is on planet
Earth and where the water is located.
Time Needed
Learners perceive and comprehend information differently.
Your goal in this section is to explain how you would present
content in various ways to meet the needs of different learners.
For example, you may present the material using guided notes,
graphic organizers, video or other visual media, annotation
tools, anchor charts, hands-on manipulatives, adaptive
technologies, etc.
In a bulleted list, describe the materials you will use to
differentiate instruction and how you will use these materials
throughout the lesson to support learning. Bold any materials
you will need to prepare for the lesson.
For example:

· I will use a Venn diagram graphic organizer to teach students
how to compare and contrast the two main characters in the
read-aloud story.
· I will model one example on the white board before allowing
students to work on the Venn diagram graphic organizer with
their elbow partner.
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need

Time Needed
Your goal for this section is to outline how you will engage
students in interacting with the content and academic language.
How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group
work, Kagan cooperative learning structures, hands-on
activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage
students in to allow them to explore, practice, and apply the
content and academic language. Bold any activities you will use
in the lesson. Also, include formative questioning strategies and
higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to
find a partner with a card that has an answer that matches their
number sentence.
· I will model one example of solving a number sentence on the
white board before having students search for the matching
card.
· I will then have the partner who has the number sentence
explain to their partner how they got the answer.
following groups:

Time Needed
Learners differ in the ways they navigate a learning
environment and express what they know. Your goal in this
section is to explain the various ways in which your students
will demonstrate what they have learned. Explain how you will
provide alternative means for response, selection, and
composition to accommodate all learners. Will you tier any of
these products? Will you offer students choices to demonstrate
mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provi de for your
students to express their knowledge about the topic. For
example, students may demonstrate their knowledge in more
summative ways through a short answer or multiple-choice test,
multimedia presentation, video, speech to text, website, written
sentence, paragraph, essay, poster, portfolio, hands-on project,
experiment, reflection, blog post, or skit. Bold the names of any
summative assessments.

Students may also demonstrate their knowledge in ways that are
more formative. For example, students may take part in thumbs
up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to
five, electronic quiz games, running records, four corners, or
hand raising.Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-
class simulation they experienced. They will be expected to
write the reflection using complete sentences, proper
capitalization and punctuation, and utilize an example from the
simulation to demonstrate their understanding. Students will
also take part in formative assessments throughout the lesson,
such as thumbs up-thumbs middle-thumbs down and pair-share
discussions, where you will determine if you need to re-teach or
re-direct learning.
following groups:

Time Needed
Identify and describe any extension activities or homework
tasks as appropriate. Explain how the extension activity or
homework assignment supports the learning targets/objectives.
As required by your instructor, attach any copies of homework
at the end of this template.
Time Needed
DOK Questions Table
DOK Level
One Question from that Level

Examples of Student Responses
Rationale of why Chosen Question Meets DOK Level
Level 1: Recall
Level 2: Skill/Concept
Level 3:
Strategic Thinking
Level 4:
Extended Thinking

Charlotte WhiteSPD 570 Drafing Essential Questions Partial Lesso

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Charlotte WhiteSPD 570 Drafing Essential Questions Partial Lesso