Chemistry lesson.pptx
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This chemistry lesson document discusses classifying elements and compounds. It provides learning competencies around recognizing that substances can be classified as elements or compounds. The lesson involves students working in groups to identify common elements by name and symbol. Students then identify the elements in example compounds such as potassium nitrate, carbon monoxide, sodium chloride, and nitrous oxide. The lesson concludes with an activity where students build example compounds from given elements such as lithium oxide, potassium bromide, and water.
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Dol draft jan 2013 revision 1 (1)cla
This document outlines Raven Alcorn's defense of learning project from their time at Hunter College. It includes an introduction, table of contents, and sections on baseline assessment skills, findings from baseline assessments, choosing a focus skill, inquiry cycles involving strategies to improve that skill, formative assessments, summative assessments, improvement ranges, and reflections on students and personal growth. The overall purpose was to assess students' skills, implement strategies to improve an area, and measure their progress.
assessment of student learning
This document discusses types of learning targets and taxonomies for defining learning outcomes. It summarizes Marzano and Kendall's five types of learning targets as knowledge and understanding, deep understanding and reasoning, skills, products, and affective targets. It also discusses Bloom's Taxonomy for cognitive, affective, and psychomotor domains. Finally, it provides examples of specific learning targets for subjects like reading, math, and testing principles.
Elements and compounds and their examples.pptx
This document discusses classifying substances as elements or compounds. It provides definitions of elements, compounds, and mixtures. Elements are composed of only one type of atom and cannot be broken down further, while compounds are made of two or more types of atoms bonded together. Mixtures are made of two or more elements or compounds physically combined. The document outlines an activity where students will sort symbol cards into elements and compounds based on these definitions. They will then define elements and compounds based on the sorting rule.
EBM SPRING 2020Exercise #1 Individual Worksheet FormatAudien.docx
EBM SPRING 2020
Exercise #1 Individual Worksheet Format
Audience Contact Analysis
Student Name:
Date:
Name of Company/Brand:
Category:
Instructions: Please follow the instructions specified in Exercise 1 in the Assignment Tab on the Course Menu. Save this Worksheet to your desktop. Answer each question using the space you need. Upload your completed Worksheet to the Assignment Drop box by the due date.
Answer the following questions using this worksheet:
1. Specify and describe the company or brand that you have chosen for this exercise and provide a reason why for your choice.
2. Which contact tools (audience/consumer contact points) is the company/brand using? (List and Describe)
3. In your opinion, are the various contact tools integrated and presenting/sending a unified, consistent, image and message?
4. What is your overall assessment of the effectiveness of usage of the company/brand’s consumer contact points?
PAGE
1
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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.
Specific Learning Target(s)/Objectives:
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, s ...
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docx
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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.
Specific Learning Target(s)/Objectives:
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.
Resources, Materials, Equipment, and Technology:
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 ...
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The document describes the Essential Elements of Instruction (EEI) model for lesson planning. The EEI model focuses on essential components for every lesson, based on the Madeline Hunter model. It lists the components as: title, materials, curriculum standards, anticipatory set, objective, purpose, instructional input, modeling, check for understanding, guided practice, closure, and extended/independent practice. It then provides an example of a more detailed lesson plan template called the COE lesson plan, which includes sections for lesson preparation, instructional planning, and rationale/reflection.
Understanding Educational TerminologyEducation.docx
Understanding Educational Terminology
Educational Terminology
Brief Explanation
Purpose in the Planning, Instruction and Assessment Process
Lesson Plans
Classroom and Student Factors/Grouping
National/State Learning Standards
Learning Objective
Alignment
Academic Language
Anticipatory Set
Prior Knowledge
Multiple Means of Representation
Multiple Means of Engagement
Multiple Means of Expression
Instructional Methods
Instructional Strategies
Essential Questions
Extension Activity
Guided Practice
Independent Practice
Closure
Formal Assessment
Informal Assessment
Pre-assessment
Formative Assessment
Summative Assessment
Scoring Rubric
Cross-curricular
Examining Different Lesson Plan Formats
© 2018. Grand Canyon University. All Rights Reserved.
© 2018 Grand Canyon University. All Rights Reserved.
Aligning Standards and Learning Objectives
Part 1: Lesson Plan Analysis
Review the "COE Lesson Plan Example" located in Topic Materials. On the "Aligning Standards and Learning Objectives" template, write 250-500 words, responding to the following prompts, as they relate to the lesson plan:
· What is the academic standard?
· What is the learning objective?
· Are the standard and objective aligned? How do you know? Provide a rationale.
· What is the lesson about? What does this lesson cover?
· Do the assessments effectively measure the academic standard and learning objective? Justify your response.
Part 2: Unwrapping the Standards
Grade Level:
State Learning Standard:
KNOW Objective
This is what students NEED TO KNOW
UNDERSTAND Objective
This is what students NEED TO UNDERSTAND
DO Objective
This is what students NEED TO BE ABLE TO DO
Lesson Summary:
In a few sentences, summarize this lesson.
© 2018 Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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 al ...
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Dol draft jan 2013 revision 1 (1)cla
This document outlines Raven Alcorn's defense of learning project from their time at Hunter College. It includes an introduction, table of contents, and sections on baseline assessment skills, findings from baseline assessments, choosing a focus skill, inquiry cycles involving strategies to improve that skill, formative assessments, summative assessments, improvement ranges, and reflections on students and personal growth. The overall purpose was to assess students' skills, implement strategies to improve an area, and measure their progress.
assessment of student learning
This document discusses types of learning targets and taxonomies for defining learning outcomes. It summarizes Marzano and Kendall's five types of learning targets as knowledge and understanding, deep understanding and reasoning, skills, products, and affective targets. It also discusses Bloom's Taxonomy for cognitive, affective, and psychomotor domains. Finally, it provides examples of specific learning targets for subjects like reading, math, and testing principles.
Elements and compounds and their examples.pptx
This document discusses classifying substances as elements or compounds. It provides definitions of elements, compounds, and mixtures. Elements are composed of only one type of atom and cannot be broken down further, while compounds are made of two or more types of atoms bonded together. Mixtures are made of two or more elements or compounds physically combined. The document outlines an activity where students will sort symbol cards into elements and compounds based on these definitions. They will then define elements and compounds based on the sorting rule.
EBM SPRING 2020Exercise #1 Individual Worksheet FormatAudien.docx
EBM SPRING 2020
Exercise #1 Individual Worksheet Format
Audience Contact Analysis
Student Name:
Date:
Name of Company/Brand:
Category:
Instructions: Please follow the instructions specified in Exercise 1 in the Assignment Tab on the Course Menu. Save this Worksheet to your desktop. Answer each question using the space you need. Upload your completed Worksheet to the Assignment Drop box by the due date.
Answer the following questions using this worksheet:
1. Specify and describe the company or brand that you have chosen for this exercise and provide a reason why for your choice.
2. Which contact tools (audience/consumer contact points) is the company/brand using? (List and Describe)
3. In your opinion, are the various contact tools integrated and presenting/sending a unified, consistent, image and message?
4. What is your overall assessment of the effectiveness of usage of the company/brand’s consumer contact points?
PAGE
1
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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.
Specific Learning Target(s)/Objectives:
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, s ...
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docx
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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.
Specific Learning Target(s)/Objectives:
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.
Resources, Materials, Equipment, and Technology:
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 ...
EEL What Is EEIJust like our students, each teacher is differe.docx
The document describes the Essential Elements of Instruction (EEI) model for lesson planning. The EEI model focuses on essential components for every lesson, based on the Madeline Hunter model. It lists the components as: title, materials, curriculum standards, anticipatory set, objective, purpose, instructional input, modeling, check for understanding, guided practice, closure, and extended/independent practice. It then provides an example of a more detailed lesson plan template called the COE lesson plan, which includes sections for lesson preparation, instructional planning, and rationale/reflection.
Understanding Educational TerminologyEducation.docx
Understanding Educational Terminology
Educational Terminology
Brief Explanation
Purpose in the Planning, Instruction and Assessment Process
Lesson Plans
Classroom and Student Factors/Grouping
National/State Learning Standards
Learning Objective
Alignment
Academic Language
Anticipatory Set
Prior Knowledge
Multiple Means of Representation
Multiple Means of Engagement
Multiple Means of Expression
Instructional Methods
Instructional Strategies
Essential Questions
Extension Activity
Guided Practice
Independent Practice
Closure
Formal Assessment
Informal Assessment
Pre-assessment
Formative Assessment
Summative Assessment
Scoring Rubric
Cross-curricular
Examining Different Lesson Plan Formats
© 2018. Grand Canyon University. All Rights Reserved.
© 2018 Grand Canyon University. All Rights Reserved.
Aligning Standards and Learning Objectives
Part 1: Lesson Plan Analysis
Review the "COE Lesson Plan Example" located in Topic Materials. On the "Aligning Standards and Learning Objectives" template, write 250-500 words, responding to the following prompts, as they relate to the lesson plan:
· What is the academic standard?
· What is the learning objective?
· Are the standard and objective aligned? How do you know? Provide a rationale.
· What is the lesson about? What does this lesson cover?
· Do the assessments effectively measure the academic standard and learning objective? Justify your response.
Part 2: Unwrapping the Standards
Grade Level:
State Learning Standard:
KNOW Objective
This is what students NEED TO KNOW
UNDERSTAND Objective
This is what students NEED TO UNDERSTAND
DO Objective
This is what students NEED TO BE ABLE TO DO
Lesson Summary:
In a few sentences, summarize this lesson.
© 2018 Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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 al ...
Principles of high quality assessment
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GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docx
This document provides a template for a lesson plan that emphasizes differentiation and meeting the needs of diverse learners. The template includes sections for lesson preparation, instructional planning, and assessment. It prompts the teacher to identify standards, objectives, resources, and how concepts will be introduced, practiced, and assessed in multiple ways. The teacher must explain how they will differentiate instruction and assessments based on factors like English proficiency, special needs, giftedness, and early completion.
Executive Program Practical Connection Assignment Component .docx
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
NC Instructional Support Tools
This document provides an overview and unpacking of the 4th grade mathematics Common Core State Standards that will be implemented in North Carolina schools in 2012-2013. It is intended to help educators understand what students need to know and be able to do to meet the standards. New concepts for 4th grade include factors and multiples, multiplying fractions by whole numbers, and angle measurement. The document also discusses the Standards for Mathematical Practice and the two critical areas of focus for 4th grade: multi-digit multiplication and division.
Performance based assesment
This document discusses performance-based assessment. It defines performance-based assessment as measuring how well students can apply their knowledge in real-world situations. Some examples of performance-based assessments are products like essays or projects, performances like presentations, and constructed responses like short answers. Rubrics and checklists are common instruments used to evaluate performance-based assessments. The document also provides guidelines for creating good performance-based tasks and examples of performance-based assessment tasks.
CLINICAL SOURCEBOOK (PORTFOLIO) Each student will develop a
CLINICAL SOURCEBOOK (PORTFOLIO): Each student will develop a Clinical
Sourcebook of useful neurogenic diagnostic/therapy materials for each disorder, such as readings
for collecting language samples, good quality pictures to use in testing for prosopagnosia,
therapy techniques for cognitive rehabilitation, etc. This sourcebook is a major class requirement,
intended to serve as a professional tool for clinical activities in adult rehabilitation. As you move
through your disability’s courses, you will be adding to your sourcebook (e.g., motor speech,
voice, communication modalities). You are to find and develop your informational content based
on what works for you as a quick reference in preparation for Level 4.
So create a booklet with everything that that is Aphasia, including stroke, TbI, motor speech.
This needs to include conditions, definitions, pictures, treatments..and so on.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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.
Specific Learning Target(s)/Objectives:
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 a ...
dailylessonlog_sciencegrade eight-week 7.docx
The periodic table of the elements contains all of the chemical elements that have been discovered or made; they are arranged, in the order of their atomic numbers, in seven horizontal periods, with the lanthanoids (lanthanum, 57, to lutetium, 71) and the actinoids (actinium, 89, to lawrencium, 103) indicated separately below. The periods are of varying lengths.
Analysis of curriculum of mathematics at elementary level
This powerpoint presentation is generally based on the topic Analysis of Curriculum of Mathematics at Elementary level.
Presented by Hania Asif.
Implementing the Common Core: Webinar with Dr. Heidi Hayes Jacobs
Slides from a webinar presented by Heidi Hayes Jacobs from Curriculum21 about implementing the Common Core State Standards and mapping your curriculum to the standards. This webinar was held on April 18, 2013. Watch the recording here: http://www.schoolimprovement.com/resources/webinars/webinar-heidi-hayes-jacobs-common-core/
Section 1 Lesson PreparationTeacher Candidate Name Gra.docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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.
Specific Learning Target(s)/Objectives:
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.
Resources, Materials, Equipment, and Technology:
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 m.
Section 1 Lesson PreparationTeacher Candidate Name Gra.docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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.
Specific Learning Target(s)/Objectives:
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.
Resources, Materials, Equipment, and Technology:
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 m.
Incorporating creative arts in literacy instruction can increase s
This document provides instructions for creating a lesson plan that integrates English language arts and creative arts for a clinical field experience classroom. The lesson plan should describe how creative arts will be incorporated into developmentally appropriate literacy instruction. It should include standards from both English language arts and creative arts, as well as objectives, vocabulary, and differentiated instruction, engagement, and assessments. The plan should be supported by 3-5 scholarly resources.
Write Five page Essay.Topic What do you think will be the m.docx
Write Five page Essay.
Topic: What do you think will be the most important debatable economic or social problem facing the field of Nursing in the United States 20 years from now? Choose the problem, define it, and defend your position using credible research.
Choose five current, varied (by type), and credible sources to use in writing to support your topic which should result in a five page essay that persuades the reader that your perspective on a debatable topic is the correct position to take. Your APA paper should demonstrate your ability to engage the reader, provide a strong thesis with pattern for development, incorporate in-text citations as needed, and include a final reference page listing and using research resources as described above.
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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.
Specific Learning Target(s)/Objectives:
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 .
Reading Mathematics Is Different
These slides are from a webinar on why reading mathematics is challenging for many students and what teachers can do. We will examine how mathematics symbols, vocabulary, and content presentation can create roadblocks to students’ mathematics understanding. Learn how to address students’ difficulties by approaching mathematics as a language and to use specific strategies to improve mathematics learning.
Finalreadingmathematicsisdifferent 091001173549-phpapp01
This document discusses the importance of teaching reading skills in mathematics. It defines reading mathematics as making sense of mathematical texts, symbols, and representations. Several strategies are presented to help students read and understand mathematics, including teaching vocabulary, using literacy strategies before, during and after reading, and having students communicate about mathematics. Problem solving approaches like KNW, KWC, and SQRQCQ are also described to help students comprehend and solve mathematical problems.
Week 2 - Instructional Objectives
The document discusses instructional goals, objectives, and learning outcomes. It defines goals as broad expectations, while objectives are more specific and measurable statements of what students will be able to do. Objectives should be student-focused, observable, and measurable. The document provides examples and guidelines for writing effective objectives using Mager's format and the ABCD method. It also discusses using Bloom's taxonomies to state cognitive, affective, psychomotor, and social domain objectives at different levels of complexity. The purpose of clear objectives is to focus instruction, guide assessment, and ensure all learning outcomes are evaluated.
Class ProfileStudent NameNative LanguageReading Label
Class Profile
Student Name
Native Language
Reading Label
Writing Label
Listening Label
Speaking Label
Alex
Romanian
Proficient
Intermediate
Intermediate
Proficient
Carla
Spanish
Intermediate
Basic
Basic
Intermediate
Corinda
Spanish
Emergent
Emergent
Pre-Emergent
Emergent
Dante
Spanish
Proficient
Intermediate
Proficient
Intermediate
Dylan
Arabic
Basic
Intermediate
Basic
Basic
Eshan
Hindi
Intermediate
Basic
Intermediate
Intermediate
Ester
Spanish
Proficient
Intermediate
Intermediate
Proficient
Feng
Mandarin
Intermediate
Basic
Basic
Basic
Fu
Mandarin
Basic
Basic
Basic
Basic
Gael
Spanish
Basic
Intermediate
Intermediate
Intermediate
Hugo
Spanish
Proficient
intermediate
Intermediate
Proficient
Ivan
Hungarian
Basic
Emergent
Emergent
Basic
Khanh
Vietnamese
Basic
Basic
Intermediate
Intermediate
Julian
Spanish
Intermediate
Basic
Intermediate
Intermediate
Leia
Spanish
Basic
Basic
Emergent
Basic
Lynda
Spanish
Intermediate
Basic
Basic
Intermediate
Uyen
Vietnamese
Intermediate
Proficient
Intermediate
Proficient
Valentino
Spanish
Intermediate
Intermediate
Intermediate
Intermediate
English language learners’ proficiency levels from AZELLA
Class Roster (all students)
Student Name
Gender
ELL
IEP/504
Gifted
Alex
M
Yes
No
No
Andrew
M
No
No
No
Annie
F
No
No
Yes
Carla
F
Yes
No
No
Corinda
F
Yes
No
No
Dante
M
Yes
No
Yes
David
M
No
Speech
No
Dylan
M
Yes
No
No
Eshan
M
Yes
No
No
Ester
F
Yes
No
No
Feng
M
Yes
No
No
Francis
F
No
No
No
Fu
M
Yes
Reading
No
Gael
F
Yes
No
No
Hugo
M
Yes
No
No
Ingrid
F
No
No
No
Ivan
M
Yes
No
No
Khanh
M
Yes
No
No
Julian
F
Yes
No
No
Julie
F
No
Writing
No
Lance
M
No
No
No
Leia
F
Yes
No
No
Linda
F
No
No
No
Lyda
F
No
No
Yes
Lynda
F
Yes
No
No
Uyen
F
Yes
No
No
Valentino
M
Yes
No
No
Victor
M
No
No
No
© 2018. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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 p ...
Chapter 2 Learning Targets
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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.
Specific Learning Target(s)/Objectives:
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.
Resources, Materials, Equipment, and Technology:
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 previ ...
Lesson plan ppt (with ABCD).pptx
The document provides guidance on creating effective lesson plans. It discusses that lesson plans require careful preparation and planning. The key parts of a lesson plan are identified as the objectives, subject matter, learning activities, and evaluation. Objectives should be measurable and clearly communicate the intended learning. Objectives have four parts - the audience, behavior, condition, and degree of performance. Objectives can target different cognitive domains like knowledge, comprehension, and evaluation. Verbs are also provided to help write objectives targeting the different levels of Bloom's taxonomy.
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GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docx
This document provides a template for a lesson plan that emphasizes differentiation and meeting the needs of diverse learners. The template includes sections for lesson preparation, instructional planning, and assessment. It prompts the teacher to identify standards, objectives, resources, and how concepts will be introduced, practiced, and assessed in multiple ways. The teacher must explain how they will differentiate instruction and assessments based on factors like English proficiency, special needs, giftedness, and early completion.
Executive Program Practical Connection Assignment Component .docx
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
NC Instructional Support Tools
This document provides an overview and unpacking of the 4th grade mathematics Common Core State Standards that will be implemented in North Carolina schools in 2012-2013. It is intended to help educators understand what students need to know and be able to do to meet the standards. New concepts for 4th grade include factors and multiples, multiplying fractions by whole numbers, and angle measurement. The document also discusses the Standards for Mathematical Practice and the two critical areas of focus for 4th grade: multi-digit multiplication and division.
Performance based assesment
This document discusses performance-based assessment. It defines performance-based assessment as measuring how well students can apply their knowledge in real-world situations. Some examples of performance-based assessments are products like essays or projects, performances like presentations, and constructed responses like short answers. Rubrics and checklists are common instruments used to evaluate performance-based assessments. The document also provides guidelines for creating good performance-based tasks and examples of performance-based assessment tasks.
CLINICAL SOURCEBOOK (PORTFOLIO) Each student will develop a
CLINICAL SOURCEBOOK (PORTFOLIO): Each student will develop a Clinical
Sourcebook of useful neurogenic diagnostic/therapy materials for each disorder, such as readings
for collecting language samples, good quality pictures to use in testing for prosopagnosia,
therapy techniques for cognitive rehabilitation, etc. This sourcebook is a major class requirement,
intended to serve as a professional tool for clinical activities in adult rehabilitation. As you move
through your disability’s courses, you will be adding to your sourcebook (e.g., motor speech,
voice, communication modalities). You are to find and develop your informational content based
on what works for you as a quick reference in preparation for Level 4.
So create a booklet with everything that that is Aphasia, including stroke, TbI, motor speech.
This needs to include conditions, definitions, pictures, treatments..and so on.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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.
Specific Learning Target(s)/Objectives:
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 a ...
dailylessonlog_sciencegrade eight-week 7.docx
The periodic table of the elements contains all of the chemical elements that have been discovered or made; they are arranged, in the order of their atomic numbers, in seven horizontal periods, with the lanthanoids (lanthanum, 57, to lutetium, 71) and the actinoids (actinium, 89, to lawrencium, 103) indicated separately below. The periods are of varying lengths.
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Section 1 Lesson PreparationTeacher Candidate Name Gra.docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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.
Specific Learning Target(s)/Objectives:
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.
Resources, Materials, Equipment, and Technology:
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 m.
Section 1 Lesson PreparationTeacher Candidate Name Gra.docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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.
Specific Learning Target(s)/Objectives:
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.
Resources, Materials, Equipment, and Technology:
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 m.
Incorporating creative arts in literacy instruction can increase s
This document provides instructions for creating a lesson plan that integrates English language arts and creative arts for a clinical field experience classroom. The lesson plan should describe how creative arts will be incorporated into developmentally appropriate literacy instruction. It should include standards from both English language arts and creative arts, as well as objectives, vocabulary, and differentiated instruction, engagement, and assessments. The plan should be supported by 3-5 scholarly resources.
Write Five page Essay.Topic What do you think will be the m.docx
Write Five page Essay.
Topic: What do you think will be the most important debatable economic or social problem facing the field of Nursing in the United States 20 years from now? Choose the problem, define it, and defend your position using credible research.
Choose five current, varied (by type), and credible sources to use in writing to support your topic which should result in a five page essay that persuades the reader that your perspective on a debatable topic is the correct position to take. Your APA paper should demonstrate your ability to engage the reader, provide a strong thesis with pattern for development, incorporate in-text citations as needed, and include a final reference page listing and using research resources as described above.
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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.
Specific Learning Target(s)/Objectives:
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 .
Reading Mathematics Is Different
These slides are from a webinar on why reading mathematics is challenging for many students and what teachers can do. We will examine how mathematics symbols, vocabulary, and content presentation can create roadblocks to students’ mathematics understanding. Learn how to address students’ difficulties by approaching mathematics as a language and to use specific strategies to improve mathematics learning.
Finalreadingmathematicsisdifferent 091001173549-phpapp01
This document discusses the importance of teaching reading skills in mathematics. It defines reading mathematics as making sense of mathematical texts, symbols, and representations. Several strategies are presented to help students read and understand mathematics, including teaching vocabulary, using literacy strategies before, during and after reading, and having students communicate about mathematics. Problem solving approaches like KNW, KWC, and SQRQCQ are also described to help students comprehend and solve mathematical problems.
Week 2 - Instructional Objectives
The document discusses instructional goals, objectives, and learning outcomes. It defines goals as broad expectations, while objectives are more specific and measurable statements of what students will be able to do. Objectives should be student-focused, observable, and measurable. The document provides examples and guidelines for writing effective objectives using Mager's format and the ABCD method. It also discusses using Bloom's taxonomies to state cognitive, affective, psychomotor, and social domain objectives at different levels of complexity. The purpose of clear objectives is to focus instruction, guide assessment, and ensure all learning outcomes are evaluated.
Class ProfileStudent NameNative LanguageReading Label
Class Profile
Student Name
Native Language
Reading Label
Writing Label
Listening Label
Speaking Label
Alex
Romanian
Proficient
Intermediate
Intermediate
Proficient
Carla
Spanish
Intermediate
Basic
Basic
Intermediate
Corinda
Spanish
Emergent
Emergent
Pre-Emergent
Emergent
Dante
Spanish
Proficient
Intermediate
Proficient
Intermediate
Dylan
Arabic
Basic
Intermediate
Basic
Basic
Eshan
Hindi
Intermediate
Basic
Intermediate
Intermediate
Ester
Spanish
Proficient
Intermediate
Intermediate
Proficient
Feng
Mandarin
Intermediate
Basic
Basic
Basic
Fu
Mandarin
Basic
Basic
Basic
Basic
Gael
Spanish
Basic
Intermediate
Intermediate
Intermediate
Hugo
Spanish
Proficient
intermediate
Intermediate
Proficient
Ivan
Hungarian
Basic
Emergent
Emergent
Basic
Khanh
Vietnamese
Basic
Basic
Intermediate
Intermediate
Julian
Spanish
Intermediate
Basic
Intermediate
Intermediate
Leia
Spanish
Basic
Basic
Emergent
Basic
Lynda
Spanish
Intermediate
Basic
Basic
Intermediate
Uyen
Vietnamese
Intermediate
Proficient
Intermediate
Proficient
Valentino
Spanish
Intermediate
Intermediate
Intermediate
Intermediate
English language learners’ proficiency levels from AZELLA
Class Roster (all students)
Student Name
Gender
ELL
IEP/504
Gifted
Alex
M
Yes
No
No
Andrew
M
No
No
No
Annie
F
No
No
Yes
Carla
F
Yes
No
No
Corinda
F
Yes
No
No
Dante
M
Yes
No
Yes
David
M
No
Speech
No
Dylan
M
Yes
No
No
Eshan
M
Yes
No
No
Ester
F
Yes
No
No
Feng
M
Yes
No
No
Francis
F
No
No
No
Fu
M
Yes
Reading
No
Gael
F
Yes
No
No
Hugo
M
Yes
No
No
Ingrid
F
No
No
No
Ivan
M
Yes
No
No
Khanh
M
Yes
No
No
Julian
F
Yes
No
No
Julie
F
No
Writing
No
Lance
M
No
No
No
Leia
F
Yes
No
No
Linda
F
No
No
No
Lyda
F
No
No
Yes
Lynda
F
Yes
No
No
Uyen
F
Yes
No
No
Valentino
M
Yes
No
No
Victor
M
No
No
No
© 2018. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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 p ...
Chapter 2 Learning Targets
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
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.
National/State Learning Standards:
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.
Specific Learning Target(s)/Objectives:
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.
Resources, Materials, Equipment, and Technology:
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 previ ...
Lesson plan ppt (with ABCD).pptx
The document provides guidance on creating effective lesson plans. It discusses that lesson plans require careful preparation and planning. The key parts of a lesson plan are identified as the objectives, subject matter, learning activities, and evaluation. Objectives should be measurable and clearly communicate the intended learning. Objectives have four parts - the audience, behavior, condition, and degree of performance. Objectives can target different cognitive domains like knowledge, comprehension, and evaluation. Verbs are also provided to help write objectives targeting the different levels of Bloom's taxonomy.
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- 1. C H E M I S T R Y L E S S O N ELEMENTS AND COMPOUNDS L E T ' S L E A R N
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