Lesson Goals
Central Focus of Lesson:
This lesson allows students to explore a variety of musical instruments. This is a hands-on activity allowing students to discover the differences in sounds made by different instruments. Students will also gain practice in recording their observations in their science notebooks.
What is the big idea or focus question of the lesson? For example: The focus of this lesson is for students to learn details about the history of the Georgian flag, describe the characteristics of the Georgian flag, count how many crosses are on the flag and create the Georgian flag
Standard(s) Addressed:
Grade Level:Number of Students: Teachers Name: Date
Lesson Objectives:
Objectives must be measurable - these are how you will know the students have learned what they should have learned. Objectives usually start with a verb; that explicitly describes what students will do. Avoid vague words like understand and know (they are not measurable). Objectives are single sentence statements. Objectives should focus on what the student will do not what the Teacher does. SWBAT- Students Will Be Able To.
What will the students know and be able to do by the end of the lesson? (use observable language).
2 goals is all you need for this lesson
For Example, Students will be able to name 4 facts regarding the Great Wall of China
SWBAT: Identify the names of 4 fruits - SWBAT: Name 4 Primary colors.
Language Demands:
For Example: Students will be using color words to describe the buildings they see and make. They will be using these words verbally as well as in writing. Students’ verbal and written descriptions will need to match the observations they make.
Key Vocabulary:
What are the key vocabulary words that will be modeled and learned by the class in this lesson?
What other related words or synonyms will you use to build on their Vocabulary/Language development
Materials: What materials will be used in the Lesson or Learning Centers
For Example: Architecture photographs, color and building labels for each picture. 3 photographs of Uzbek architecture
· Bibi-Khanym Mosque –religious building
· Registan- a city square
· Palace of Khudayar Khan –building for leaders
Color words anchor chart
Color templates of architecture differentiated
· Lined paper-
· 3 blank sentence frame-
· 2 blank sentence frame- students who need additional support
Thick primary crayons
Individual color words mini anchor chart- students who need additional support
Lesson Introduction- Before/Motivation:
Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic? What is your Hook ? For Example, a Mystery Box, The Teacher dressing up, etc…this must clearly connect to the Lesson Objectiv ...
Tips on lesson planning
To give participants some tips for them to organize content, materials, time, instructional strategies and assistance in the classroom when planning a lesson effectively;
Describe two types of lesson planning
Provide a list of online ready-made lesson plans that can be adapted to EFL classes in Moldova
EEL What Is EEIJust like our students, each teacher is differe.docxSALU18
EEL: What Is EEI?
Just like our students, each teacher is different in strengths and struggles. Finding a lesson plan template that works in all areas can take some time, but once you identify one that helps you plan your day, you'll likely stick with it. The EEI, or Essential Elements of Instruction Model, may just be that tool.
The EEI model focuses on components of teaching which are essential for every lesson. Based on the Madeline Hunter model, the EEI criteria are:
Title - You write the name your lesson here for easy identification along with any other pertinent information.
Materials - This section allows an area to list all necessary supplies that will be used in the lesson, including those for both you and your students.
Curriculum Standards - This is where you will write any standards used for the lesson.
Anticipatory Set - Often called the 'hook', this stage is meant to get students interested in the lesson, connect to prior knowledge, and set the stage for learning.
Objective - In this section, you will list performance and learning objectives your students will achieve. Be sure to use verbs from Bloom's taxonomy or other source. The terms must be measurable and shared with students.
Purpose - This states the reason for the lesson.
Instructional input - Here you will note the activities and methods you will use to teach, including direct instruction, etc.
Modeling - You will demonstrate the skill in this part of the lesson.
Check for Understanding - This focuses on methods you will use to determine if your students are catching on. You will use these strategies throughout the lesson.
Guided Practice - This marks the active learning time completed by your students with your support.
Closure - At the end of lesson, you summarize and share learning while connecting the lesson to future learning.
Extended/Independent Practice - To increase student understanding, here you will list methods of learning students will complete after the lesson, such as homework or projects.
Here the COE lesson plan : 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 ...
Tips on lesson planning
To give participants some tips for them to organize content, materials, time, instructional strategies and assistance in the classroom when planning a lesson effectively;
Describe two types of lesson planning
Provide a list of online ready-made lesson plans that can be adapted to EFL classes in Moldova
EEL What Is EEIJust like our students, each teacher is differe.docxSALU18
EEL: What Is EEI?
Just like our students, each teacher is different in strengths and struggles. Finding a lesson plan template that works in all areas can take some time, but once you identify one that helps you plan your day, you'll likely stick with it. The EEI, or Essential Elements of Instruction Model, may just be that tool.
The EEI model focuses on components of teaching which are essential for every lesson. Based on the Madeline Hunter model, the EEI criteria are:
Title - You write the name your lesson here for easy identification along with any other pertinent information.
Materials - This section allows an area to list all necessary supplies that will be used in the lesson, including those for both you and your students.
Curriculum Standards - This is where you will write any standards used for the lesson.
Anticipatory Set - Often called the 'hook', this stage is meant to get students interested in the lesson, connect to prior knowledge, and set the stage for learning.
Objective - In this section, you will list performance and learning objectives your students will achieve. Be sure to use verbs from Bloom's taxonomy or other source. The terms must be measurable and shared with students.
Purpose - This states the reason for the lesson.
Instructional input - Here you will note the activities and methods you will use to teach, including direct instruction, etc.
Modeling - You will demonstrate the skill in this part of the lesson.
Check for Understanding - This focuses on methods you will use to determine if your students are catching on. You will use these strategies throughout the lesson.
Guided Practice - This marks the active learning time completed by your students with your support.
Closure - At the end of lesson, you summarize and share learning while connecting the lesson to future learning.
Extended/Independent Practice - To increase student understanding, here you will list methods of learning students will complete after the lesson, such as homework or projects.
Here the COE lesson plan : 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 ...
Write Five page Essay.Topic What do you think will be the m.docxherbertwilson5999
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 .
Diverse Lesson Plan Template[Note Delete all of the writing in DustiBuckner14
Diverse Lesson Plan Template
[Note: Delete all of the writing in italics as you complete each section].
Focus on American cultural
The lesson should explore a diverse culture in depth on an age appropriate level.
The lesson can represent the cultures in the classroom as well as diverse cultures. .
It should not involve a holiday or food.
Grade Level: Pre-K Number of Students: 24 Instructional Location:Date:
Lesson Goals
Central Focus of Lesson:
What is the big idea or focus question of the lesson?
Standard(s) Addressed:
What IL Learning Standards (Common Core, NGSS, etc.) will be addressed during the lesson?
Lesson Objectives and Demands
Lesson Objectives:
What will the students know and be able to do by the end of the lesson? (use observable language)
Lesson Considerations
Materials:
Prior Academic Learning and Prerequisite Skills:
List the prior knowledge that students will need to use and build upon to be successful in this lesson
Misconceptions: Identify common misconceptions regarding the concepts addressed in this lesson
Lesson Plan Details: Write a detailed outline of your class session includinginstructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.
Lesson Introduction - “Before”:Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related to the topic?
How will you introduce and explain this strategy/skill so that students will understand the how and why?
How will you integrate the diversity into the lesson?
Learning Activities - “During”: Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the lesson)
How will you engage students in active meaning making of key concepts and ideas?
How will you model this strategy/skill for your students (exemplars and/or demonstrations)?
How will you provide opportunities for guided practice?
How will students independently practice using the strategy and the skill it targets?
What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?
Closure - “After”: Restate teaching point, clarify key points, extend ideas, ch ...
GCU College of EducationLESSON PLAN TEMPLATESection 1 LessoMerrileeDelvalle969
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 ...
Homework Use textbook and other reliable sources to create a 3-5 PazSilviapm
Homework: Use textbook and other reliable sources to create a 3-5 slide
(plus title slide and reference slide) power point presentation with the following:
1. Identify how and why they are at risk
2. Determine priority health concerns & other issues
3. List strategies for prevention or nursing actions
4. Include an NCLEX-style question at the end of your presentation to quiz you audience on the content you just presented.
Note; please cite the textbook and any other source
Lesson Plan Template
Section 1: Lesson Preparation
Name:
Grade Level:
Date:
Content Area:
Geography Strand
Instructional Plan Title:
Lesson Objective(s)
In 2-3 sentences, summarize the lesson, identifying the purpose of the lesson based on the content and skills you are planning to teach.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics of the classroom)
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 MS Social Studies Standards that are the focus of the lesson being presented.
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.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson.
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.
In a bulleted list, describe the materials and activities you will use to open the lesson.
For example:
· I will use a visual of the Civil War and ask students to describe what general do they see.
Time Needed
Multiple Means of Representation
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 ...
Differentiated Instruction is a mandate in all schools across the country. But there is such much confusion by both teachers and administrators as to what it is and how to effectively differentiate for the different learners in your class. This presentation addresses DI and how to effectively encourage students to continue to develop their Higher Order Thinking in a differentiated classroom.
Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning 🌅🌅 a good 👍👍👍 a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
CLINICAL SOURCEBOOK (PORTFOLIO) Each student will develop a WilheminaRossi174
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 ...
This week youve learned about various facets of sexual identity aTakishaPeck109
This week you've learned about various facets of sexual identity and the ways sexualties are informed by social institutions, cultural norms, and other forms of identity (e.g., gender norms, race/ethnicity, social class, religion, etc.) The film Moonlight provides us an opportunity to explore these connections as we watch the main character, Chiron, navigate his childhood and adolescence. (Before you begin, please make sure you have completed the readings, especially Kameron Copeland's film review.)
Note: The film is accessible from the library; just do a title search and follow the link to Swank digital media if the following link doesn't work:
https://digitalcampus.swankmp.net/udenver333780/watch/E83C519A1FB4E618?referrer=direct
In this four page paper, please answer the following question:
Writing Prompt:
· What does an intersectional analysis of Moonlight teach us about how gender, race and class shape Chiron's sexual identity (and his life in general?)
Note, your paper should include a clear, well-defined thesis statement (or argument) that answers this question. Your thesis should provide the organizing framework for your paper and be supported throughout with the readings, key terms, and thoughtful examples from the film.
Other questions that might help you create your argument/thesis/analysis: (Note, these are suggestions. You are not required to answer them!).
· What does this film tell us about the relationship between hegemonic masculinity and violence?
· What role does "family" (and its many iterations) play in Chiron's life?
· What does Chiron's life teach us about the ability (or lack thereof) for queer men of color to be "out"?
· This film received widespread critical acclaim and won the Oscar for "Best Picture of the Year" in 2017 for its thoughtful (yet arguably heartbreaking at times) portrayal of black queer masculinity. However, some argue that Hollywood needs more positive portrayals of LGBTQ+ stories that celebrate diverse queer and LGBGTQ+ people. Where do you think Moonlight fits in this debate?
Grading Requirements:
· Minimum of four (4) pages, double spaced
· Includes a thoughtful thesis that poses an argument; frames the paper; and is supported with the readings and examples from the film
· Engages with at least two (2) readings from Week 3 and at least one (1) reading from Week 2. (Remember to use parenthetical citations or footnotes...no works cited required)
· Avoids overusing direct citations and instead articulates the readings arguments by paraphrasing (and citing!)
· Thoughtfully answers above questions using evidence from film and texts to support insights/opinions/reflections Reflects college level writing standards (e.g., grammar, syntax, voice, spelling, etc).
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 se ...
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docxshericehewat
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 previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
EBM SPRING 2020Exercise #1 Individual Worksheet FormatAudien.docxmadlynplamondon
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.docxcroysierkathey
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 ...
1. Discuss the organization and the family role in every one of the.docxcroysierkathey
1. Discuss the organization and the family role in every one of the heritages mentioned about and how they affect (positively or negatively) the delivery of health care.
2. Identify sociocultural variables within the Irish, Italian and Puerto Rican heritage and mention some examples.
References must be no older than 5 years. A minimum of 700 words is required.
.
1. Compare and contrast DEmilios Capitalism and Gay Identity .docxcroysierkathey
1. Compare and contrast D'Emilio's
Capitalism and Gay Identity
with the
From Mary to Modern Woman
reading. What patterns do you see that are similar to the modern American society? What can be said about global notions of gender in the modern age? Feel free to invoke Foucault.
2. How is the writer's experience important in the story being told in
Middlesex
? Describe your reaction to the reading and invoke some of the concepts discussed in the
Queer Theory
reading to try to make sense of sexuality when it does not match your own conventions. Compare both readings, but go deeper to explore your own stereotypes and socialization.
**PLEASE READ THE READINGS IN ODER TO DO THIS ASSIGNMENT.
.
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Write Five page Essay.Topic What do you think will be the m.docxherbertwilson5999
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 .
Diverse Lesson Plan Template[Note Delete all of the writing in DustiBuckner14
Diverse Lesson Plan Template
[Note: Delete all of the writing in italics as you complete each section].
Focus on American cultural
The lesson should explore a diverse culture in depth on an age appropriate level.
The lesson can represent the cultures in the classroom as well as diverse cultures. .
It should not involve a holiday or food.
Grade Level: Pre-K Number of Students: 24 Instructional Location:Date:
Lesson Goals
Central Focus of Lesson:
What is the big idea or focus question of the lesson?
Standard(s) Addressed:
What IL Learning Standards (Common Core, NGSS, etc.) will be addressed during the lesson?
Lesson Objectives and Demands
Lesson Objectives:
What will the students know and be able to do by the end of the lesson? (use observable language)
Lesson Considerations
Materials:
Prior Academic Learning and Prerequisite Skills:
List the prior knowledge that students will need to use and build upon to be successful in this lesson
Misconceptions: Identify common misconceptions regarding the concepts addressed in this lesson
Lesson Plan Details: Write a detailed outline of your class session includinginstructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.
Lesson Introduction - “Before”:Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related to the topic?
How will you introduce and explain this strategy/skill so that students will understand the how and why?
How will you integrate the diversity into the lesson?
Learning Activities - “During”: Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the lesson)
How will you engage students in active meaning making of key concepts and ideas?
How will you model this strategy/skill for your students (exemplars and/or demonstrations)?
How will you provide opportunities for guided practice?
How will students independently practice using the strategy and the skill it targets?
What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?
Closure - “After”: Restate teaching point, clarify key points, extend ideas, ch ...
GCU College of EducationLESSON PLAN TEMPLATESection 1 LessoMerrileeDelvalle969
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 ...
Homework Use textbook and other reliable sources to create a 3-5 PazSilviapm
Homework: Use textbook and other reliable sources to create a 3-5 slide
(plus title slide and reference slide) power point presentation with the following:
1. Identify how and why they are at risk
2. Determine priority health concerns & other issues
3. List strategies for prevention or nursing actions
4. Include an NCLEX-style question at the end of your presentation to quiz you audience on the content you just presented.
Note; please cite the textbook and any other source
Lesson Plan Template
Section 1: Lesson Preparation
Name:
Grade Level:
Date:
Content Area:
Geography Strand
Instructional Plan Title:
Lesson Objective(s)
In 2-3 sentences, summarize the lesson, identifying the purpose of the lesson based on the content and skills you are planning to teach.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics of the classroom)
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 MS Social Studies Standards that are the focus of the lesson being presented.
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.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson.
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.
In a bulleted list, describe the materials and activities you will use to open the lesson.
For example:
· I will use a visual of the Civil War and ask students to describe what general do they see.
Time Needed
Multiple Means of Representation
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 ...
Differentiated Instruction is a mandate in all schools across the country. But there is such much confusion by both teachers and administrators as to what it is and how to effectively differentiate for the different learners in your class. This presentation addresses DI and how to effectively encourage students to continue to develop their Higher Order Thinking in a differentiated classroom.
Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning 🌅🌅 a good 👍👍👍 a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
CLINICAL SOURCEBOOK (PORTFOLIO) Each student will develop a WilheminaRossi174
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 ...
This week youve learned about various facets of sexual identity aTakishaPeck109
This week you've learned about various facets of sexual identity and the ways sexualties are informed by social institutions, cultural norms, and other forms of identity (e.g., gender norms, race/ethnicity, social class, religion, etc.) The film Moonlight provides us an opportunity to explore these connections as we watch the main character, Chiron, navigate his childhood and adolescence. (Before you begin, please make sure you have completed the readings, especially Kameron Copeland's film review.)
Note: The film is accessible from the library; just do a title search and follow the link to Swank digital media if the following link doesn't work:
https://digitalcampus.swankmp.net/udenver333780/watch/E83C519A1FB4E618?referrer=direct
In this four page paper, please answer the following question:
Writing Prompt:
· What does an intersectional analysis of Moonlight teach us about how gender, race and class shape Chiron's sexual identity (and his life in general?)
Note, your paper should include a clear, well-defined thesis statement (or argument) that answers this question. Your thesis should provide the organizing framework for your paper and be supported throughout with the readings, key terms, and thoughtful examples from the film.
Other questions that might help you create your argument/thesis/analysis: (Note, these are suggestions. You are not required to answer them!).
· What does this film tell us about the relationship between hegemonic masculinity and violence?
· What role does "family" (and its many iterations) play in Chiron's life?
· What does Chiron's life teach us about the ability (or lack thereof) for queer men of color to be "out"?
· This film received widespread critical acclaim and won the Oscar for "Best Picture of the Year" in 2017 for its thoughtful (yet arguably heartbreaking at times) portrayal of black queer masculinity. However, some argue that Hollywood needs more positive portrayals of LGBTQ+ stories that celebrate diverse queer and LGBGTQ+ people. Where do you think Moonlight fits in this debate?
Grading Requirements:
· Minimum of four (4) pages, double spaced
· Includes a thoughtful thesis that poses an argument; frames the paper; and is supported with the readings and examples from the film
· Engages with at least two (2) readings from Week 3 and at least one (1) reading from Week 2. (Remember to use parenthetical citations or footnotes...no works cited required)
· Avoids overusing direct citations and instead articulates the readings arguments by paraphrasing (and citing!)
· Thoughtfully answers above questions using evidence from film and texts to support insights/opinions/reflections Reflects college level writing standards (e.g., grammar, syntax, voice, spelling, etc).
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 se ...
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docxshericehewat
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 previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
EBM SPRING 2020Exercise #1 Individual Worksheet FormatAudien.docxmadlynplamondon
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.docxcroysierkathey
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 ...
Similar to Lesson GoalsCentral Focus of LessonThis lesson allows stu.docx (20)
1. Discuss the organization and the family role in every one of the.docxcroysierkathey
1. Discuss the organization and the family role in every one of the heritages mentioned about and how they affect (positively or negatively) the delivery of health care.
2. Identify sociocultural variables within the Irish, Italian and Puerto Rican heritage and mention some examples.
References must be no older than 5 years. A minimum of 700 words is required.
.
1. Compare and contrast DEmilios Capitalism and Gay Identity .docxcroysierkathey
1. Compare and contrast D'Emilio's
Capitalism and Gay Identity
with the
From Mary to Modern Woman
reading. What patterns do you see that are similar to the modern American society? What can be said about global notions of gender in the modern age? Feel free to invoke Foucault.
2. How is the writer's experience important in the story being told in
Middlesex
? Describe your reaction to the reading and invoke some of the concepts discussed in the
Queer Theory
reading to try to make sense of sexuality when it does not match your own conventions. Compare both readings, but go deeper to explore your own stereotypes and socialization.
**PLEASE READ THE READINGS IN ODER TO DO THIS ASSIGNMENT.
.
1.Purpose the purpose of this essay is to spread awareness .docxcroysierkathey
1.
Purpose: the purpose of this essay is to spread awareness around stereotyping and how it can be very hurtful to some people.
2.
Audience: Anyone that uses stereotypical jokes or saying around people that are different than them even without realizing that they are making a stereotypical joke or statement.
3.
Genre: the genre that I will be trying to reach out to in this essay will be informational, reason being is that I mainly look at informational online documentaries and stories.
4.
Stance and tone: I’m just a young man who grew up around a lot of people from different places and have different cultures and never paid attention in my younger years to what was happening from stereotyping others that they are different till recently.
5.
Graphic design
: My essay will be a strict academic essay
.
1. Tell us why it is your favorite film.2. Talk about the .docxcroysierkathey
1. Tell us why it is your favorite film.
2. Talk about the interconnection between the aesthetic and the technical aspects of the film. This should include at least seven of the following: Editing, Film Structure, Cinematography, Lighting, Colors, Screenwriting, Special effects, Sound and Music.
3. After this course, will you see you favorite film in a different light? Why or why not?
.
1.What are the main issues facing Fargo and Town Manager Susan.docxcroysierkathey
1.What are the main issues facing Fargo and Town Manager Susan Harlow?
Fargo and Town Manager Harlow are on a slippery slope to corruption. I think that Harlow is handling her position the correct way by trying to remain neutral and sticking to a code of ethics so the problem really comes down to the political actors in the town. It is good that Harlow declined the invite to the dinner party, and cracked down on employees playing politics at work, that is a step in the right direction to removing the possibility of political corruption.
2.What is the basis for your answer to question #1?
At the end of the article Harlow remembers another city manager saying “you never have more authority than the day you walk into your office” What I get from that, and what I think Harlow got from that is that when you come into a position as a public manager everyone is going to want something from you. Political actors are going to want political favors, quid pro quos, you have something that everyone else wants and they are going to try and get that from you.
3.What are your recommended solutions to the problems you identified?
I think the best thing to do would be to continue to try to remain neutral. It will always be impossible to please absolutely everybody so the best thing to do is try to avoid doing everything everyone asks and stick to some sort of code of ethics.
4.What points do you agree, disagree or want further discussion from your fellow classmates and why? (tell them not me)
I think the overarching theme of this article is that people are going to want things from the government. I agree with Harlow's steps to avoid political corruption in her administration by cracking down on political favors with the snow plows and referring to the ICMA code of ethics.
.
1.Writing Practice in Reading a PhotographAttached Files.docxcroysierkathey
1.
Writing: Practice in Reading a Photograph
Attached Files:
Bachman, Ieshia Evans, Baton Rouge (2016).jpg
(277.283 KB)
For this assignment, you will practice analyzing how various rhetorical elements contribute to the overall meaning of a visual image--in this case, a photograph. To begin, click on the attached image.
By way of some context, this photo was taken in 2016 at a protest rally in Baton Rouge, Louisiana. The woman in the photo is named Ieshia Evans. The photographer is named Jonathan Bachman. Bachman's photo, which was first published by Reuters, was a finalist for a Pulitzer Prize in 2017. You can use this information to do more research on the image, if you like.
Now, review once again the Elements and Methods of Visual Rhetoric document and select from it
three
elements that you wish to discuss in relation to this photo. Please note that this is not a formal essay assignment, so do not treat it as such. For example, you do not need to create a formal introduction.
Begin by simply providing an
interpretive claim
--i.e., stating what you believe is the meaning or message of Bachman's photo. Ideally, this should be just
one
sentence (tho you can write two if necessary). After that, your document simply needs to contain
three paragraphs
, one for each rhetorical element you have selected. In each paragraph, you need to explain fully how the particular element contributes to the overall meaning or message of the image.
Note: Your assignment must be submitted as an attached .doc or .docx file. Name your file correctly, using your last name and brief description of assignment (e.g., Martinez, Photograph.docx).
2.
DB: Interpreting Political Ads
In this discussion board, you will be discussing and interpreting a recent political ad entitled "Mourning in America," which was produced by The Lincoln Project, a political action committee (PAC). If you are not familiar with the group, take a moment to research it, as that context will add to your understanding and interpretation. You can
click here
to view the ad.
As you watch "Mourning in America", think carefully about how this political advertisement compares and contrasts with Ronald Reagan's "Morning in America" ad, in terms of its rhetorical methods as well as its overall message. You will be asked to comment on
three
specific rhetorical elements, so decide which ones stand out most to you and take careful notes on those to prepare for the discussion.
When you are ready, click the link above to enter the Discussion Board, and then follow the instructions in the first thread posted in this forum for responding to this material.
Questions:-
Mourning in America
COLLAPSE
Your task here is to share with your peers your ideas on how
three
specific rhetorical elements or your choosing are used in this ad to make its appeal to an audience and to convey a message.
1. Identity the three rhetorical elements that you have selected and then
explain
how each .
1.Some say that analytics in general dehumanize managerial activitie.docxcroysierkathey
1.Some say that analytics in general dehumanize managerial activities, and others say they do not. Discuss arguments for both points of view.
2.What are some of the major privacy concerns in employing intelligent systems on mobile data?
3. Identify some cases of violations of user privacy from current literature and their impact on data science as a profession.
4.Search the Internet to find examples of how intelligent systems can facilitate activities such as empowerment, mass customization, and teamwork.
Note: Each question must be answered in 5 lines and refrences must be APA cited.
.
1.What is the psychological term for the symptoms James experiences .docxcroysierkathey
1.What is the psychological term for the symptoms James experiences after abstaining from consuming
alcohol? How do changes in the functioning of neurotransmitter systems produce these symptoms?
2.With reference to associative learning principles/models/theories, why does James consume alcohol
to alleviate these symptoms? What motivates his drinking behaviour given that he no longer enjoys this
activity (most of the time)?
3.How do these factors prevent James from quitting his drinking, and lead to a cycle of relapse when he
attempts to do so? Why are these processes important for our understanding of addiction and
substance use disorders.
1 Page
at least 3 sources
APA
.
1.Write at least 500 words discussing the benefits of using R with H.docxcroysierkathey
1.Write at least 500 words discussing the benefits of using R with Hadoop. Use APA format and Include at least 3 quotes from your sources enclosed in quotation marks.
2.Write at least 500 words discussing how insurance companies use text mining to reduce fraud. Use APA format and Include at least 3 quotes from your sources enclosed in quotation marks.
.
1.What is Starbucks’ ROA for 2012, 2011, and 2010 Why might focusin.docxcroysierkathey
1.What is Starbucks’ ROA for 2012, 2011, and 2010? Why might focusing specifically on ROA be misleading when assessing asset management (aka management efficiency)?
2.Why is ROE considered the most useful metric in measuring the overall ability of a business strategy to generate returns for shareholders?
3. How do the financial statements reveal company strategy (i.e., what story do the numbers tell and does that story align with the strategy of Starbucks?)?
.
1. Discuss the cultural development of the Japanese and the Jewis.docxcroysierkathey
1. Discuss the cultural development of the Japanese and the Jewish heritage.
2. What are the cultural beliefs of the Japanese and Jewish heritage related to health care and how they influence the delivery of evidence-based healthcare?
A minimum of 2 evidence-based references
no older than 5 years is required.
A minimum of 600 words
(excluding the first and references page) is required.
.
1. Discuss at least 2 contextual factors(family, peers, school,.docxcroysierkathey
1.
Discuss at least 2 contextual factors(family, peers, school, community, work, etc.) that might make young people more or less likely to experience adolescence as a period of storm and stress.
2. How might the dramatic physical changes that adolescents undergo—and the accompanying reactions from others—influence other aspects of development, such as social or emotional development?
3. Describe some ways in which adolescent decision making is a product of interactions among puberty, brain development, cognitive growth, and contextual influences such as parents, peers, and community.
.
1.Write at least 500 words in APA format discussing how to use senti.docxcroysierkathey
1.Write at least 500 words in APA format discussing how to use sentiment analysis how political speech affects voters. Use at least 3 references in APA format.
2.Read the below article(link below) on statistics for categorical variables. Write at least 500 words in APA format discussing how to use these statistics to help understand big data.
Link: https://uc-r.github.io/descriptives_categorical
.
1.The following clause was added to the Food and Drug Actthe S.docxcroysierkathey
1.The following clause was added to the Food and Drug Act:
“the Secretary [of the Food and Drug Administration] shall not approve for use in food any chemical additive found to induce cancer in man, or, after tests, found to induce cancer in animals.”
After this clause was adopted, no new additives could be approved for use in food if they caused cancer in people or animals.
The public loved this and industry hated it.
What do you think of this clause? Do you support it or do you oppose it?
At the top of your post, please indicate SUPPORT or OPPOSE and then give your rationale. Then after you can view your classmates' posts, make your case to your fellow students.
2.There was a law that individuals who were indigent and who wished to litigate could apply to the courts for a total waiver of the normal filing fee. In the legislative session, however, a statute was enacted which limits the courts' authority to waive filing fees in lawsuits brought by prisoners against the state government.
Under this new law, a court has to require the prisoner to pay a filing fee "equal to 20 percent ... of the average monthly deposits made to the prisoner's [prison] account ... or the average balance in that account", whichever is greater (unless this calculation yields a figure larger than the normal filing fee).
A prisoner (who was indigent) wanted to appeal his case and was to be charged this fee. He filed suit claiming it was unconstitutional to charge this fee to prisoners.
Choose the side of the prisoner or the side of the state and tell why you would rule for the side you chose.
At the top of your post, please indicate SUPPORT PRISONER or OPPOSE PRISONER and then give your rationale. After you can view your classmates' posts, make your case to your fellow students.
3.A defendant pleaded guilty to receiving and possessing child pornography and was sentenced to 108 months in prison. The sentencing judge raised the defendant’s base offense level….by two levels because "a computer was used for the transmission" of the illegal material.
The appeal filed challenged the punishment enhancement (not his guilt of the base punishment.)
The defendant argued the law did not apply to him because he did not use a computer to transmit the material. (ie He was the receiver, not the sender, of the child pornography.)
Do you believe that the sentence enhancement should be upheld? Give an economic analysis and rational for your choice.
At the top of your post, please indicate SENTENCE UPHELD or SENTENCE REVERSED and then give your economic analysis/rationale. After you can view your classmates' posts, make your case to your fellow students.
4.The ordinance was enacted that gives tenants more legal rights including:
the payment of interest on security deposits;
requires that those deposits be held in Illinois banks;
allows (with some limitations) a tenant to withhold rent in an amount reflecting the cost to him of the landlord's v.
1.What are social determinants of health Explain how social determ.docxcroysierkathey
1.What are social determinants of health? Explain how social determinants of health contribute to the development of disease. Describe the fundamental idea that the communicable disease chain model is designed to represent. Give an example of the steps a nurse can take to break the link within the communicable disease chain.
Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.
2. Select a global health issue affecting the international health community. Briefly describe the global health issue and its impact on the larger public health care systems (i.e., continents, regions, countries, states, and health departments). Discuss how health care delivery systems work collaboratively to address global health concerns and some of the stakeholders that work on these issues.
Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.
.
1.This week, we’ve been introduced to the humanities and have ta.docxcroysierkathey
1.
This week, we’ve been introduced to the humanities and have taken some time to consider the role of the humanities in establishing socio-cultural values, including how the humanities differ from the sciences in terms of offering unique lenses on the world and our reality. Since one of the greatest rewards of being a human is engaging with different forms of art, we’ve taken some time this week to learn about what it means to identify and respond to a work of art. We’ve learned about the difference between abstract ideas and concrete images and concepts like structure and artistic form. To help you deepen your understanding of these foundational ideas, your Unit 1 assignment will consist of writing an essay addressing using the following criteria:
Essay Requirements:
• 1,000 words or roughly four double-spaced pages.
• Make use of at least three scholarly sources to support and develop your ideas. Our course text may serve as one of these three sources.
• Your essay should demonstrate a thorough understanding of the READ and ATTEND sections.
• Be sure to cite your sources using proper APA format (7th edition).
Essay Prompt:
• In this essay, you will consider the meaning of art and artistic form by responding to these questions:
o To what extent does Kevin Carter’s Pulitzer Prize-winning photograph (figure 2-5) have artistic form?
o Using what you’ve learned in Chapters 1, 2 and 14 explain if you consider Carter’s photograph a work of art? Be sure to point to specific qualities of the photograph to support/develop your response.
o How do you measure the intensity of your experience in response to Carter’s photograph? What does it make you see/feel/imagine and how does your response/reaction support Carter’s image as a work of art?
.
1.What are barriers to listening2.Communicators identif.docxcroysierkathey
1.
What are barriers to listening?
2.
Communicators identified the following as major listening poor habits. Search what each poor habit means and try to set an example using your own experience.
Poor listening habit:
Pseudo-listening, Stage hogging, Filling in gaps, Selective listening, Ambushing (
Definition & Example)
.
1.Timeline description and details There are multiple way.docxcroysierkathey
1.
Timeline description and details
: There are multiple ways to construct a timeline. Find one that fits you and your information.
Include 10-15 events, each including the following descriptors:
- titles of books or writings or some sort of identifier
- your age or some time reference
- and whether it was a positive or negative experience
.
1.The PresidentArticle II of the Constitution establishe.docxcroysierkathey
1.
The President
Article II of the Constitution established the institution of the presidency. Select any TWO Presidents prior to 1933 and any TWO Presidents since 1933 and for EACH one:
a.
Discuss
any
expressed
power used by each president and the
impact
that decision had on American society at the time of its use
b.
Explain
whether you
agree/disagree
with the presidential action taken and
WHY
c.
Describe
one
legislative initiative
promoted by each president and the
impact
on America at the
time of its passage
as well as what the impact of that legislation is
TODAY
d.
Discuss
one
executive order
issued by each president and whether you
agree/disagree
with the order and
WHY
1.
Select any FOUR United States Supreme court decisions related to Civil Rights/Civil Liberties and for
each one
:
a.
Describe
the facts of the case
b.
Discuss
the arguments of each side as it pertains to the
Constitutional issue
being addressed
c.
Explain
the decision citing
Constitutional rationale
of the court including any dissenting opinion if not a unanimous verdict
d.
Explain
whether you
agree/disagree
with the court’s decision and
WHY
.
1.What other potential root causes might influence patient fal.docxcroysierkathey
1.
What other potential root causes might influence patient falls?
2.
Equipped with the data, what would you do about the hypotheses that proved to be unsupported?
3.
Based on the correctly identified hypothesis in the case scenario, what would be your course of action if you were the CEO/president of St. Xavier Memorial Hospital?
4.
What do you think of the CNO’s (Sara Mullins) position of “waiting and seeing what the data tells us” instead of immediately jumping to conclusions?
.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Lesson GoalsCentral Focus of LessonThis lesson allows stu.docx
1. Lesson Goals
Central Focus of Lesson:
This lesson allows students to explore a variety of musical
instruments. This is a hands-on activity allowing students to
discover the differences in sounds made by different
instruments. Students will also gain practice in recording their
observations in their science notebooks.
What is the big idea or focus question of the lesson? For
example: The focus of this lesson is for students to learn details
about the history of the Georgian flag, describe the
characteristics of the Georgian flag, count how many crosses
are on the flag and create the Georgian flag
Standard(s) Addressed:
Grade Level:Number of Students: Teachers Name: Date
Lesson Objectives:
Objectives must be measurable - these are how you will know
the students have learned what they should have
learned. Objectives usually start with a verb; that explicitly
2. describes what students will do. Avoid vague words like
understand and know (they are not measurable). Objectives
are single sentence statements. Objectives should focus on what
the student will do not what the Teacher does. SWBAT-
Students Will Be Able To.
What will the students know and be able to do by the end of the
lesson? (use observable language).
2 goals is all you need for this lesson
For Example, Students will be able to name 4 facts regarding
the Great Wall of China
SWBAT: Identify the names of 4 fruits -
SWBAT: Name 4 Primary colors.
Language Demands:
For Example: Students will be using color words to describe the
buildings they see and make. They will be using these words
verbally as well as in writing. Students’ verbal and written
descriptions will need to match the observations they make.
Key Vocabulary:
What are the key vocabulary words that will be modeled and
learned by the class in this lesson?
What other related words or synonyms will you use to build on
their Vocabulary/Language development
Materials: What materials will be used in the Lesson or
Learning Centers
For Example: Architecture photographs, color and building
labels for each picture. 3 photographs of Uzbek architecture
· Bibi-Khanym Mosque –religious building
· Registan- a city square
· Palace of Khudayar Khan –building for leaders
Color words anchor chart
Color templates of architecture differentiated
· Lined paper-
3. · 3 blank sentence frame-
· 2 blank sentence frame- students who need additional support
Thick primary crayons
Individual color words mini anchor chart- students who need
additional support
Lesson Introduction- Before/Motivation:
Setting the stage, activate and build background knowledge,
introduce and explain
How will you set a purpose and help students learn why today’s
lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s
topic? What is your Hook ? For Example, a Mystery Box, The
Teacher dressing up, etc…this must clearly connect to the
Lesson Objectives in a clear way. Then you can ask inquiry
based or Critical Thinking questions such as a) What do you
already know that might be useful here
b) Where have you seen something like this before? Be Sure to
ask questions that encourage a range of responses. Rather than
asking for specific right answers, ask for ideas and suggestions:
"How can we get started on this?", "What do you notice about
this?" Everyone will then be able to offer a response.
How will you activate and build on prior knowledge and
experiences related to the topic?
How will you introduce and explain this strategy/skill so that
students will understand the how and why?
How will you integrate the diversity into the lesson?
Learning Activities: During:
Active engagement in meaning making, explicit instruction, and
practice (you should be checking for understanding throughout
4. the lesson)
1) How will you engage students in active meaning making of
key concepts and ideas?
How will you model this strategy/skill for your students
(exemplars and/or demonstrations)? Modeling occurs during the
Instruction as the teacher provides specific examples,
illustrations, and demonstrations. I do, we do, you do, Modeling
also occurs in preparation for the Task/Guided Practice. The
teacher models the task which the students will undertake to
demonstrate that they have met the objective/s. Modeling
strategies do not stand alone. They are written into the Learning
Activities section. The teacher does the following:
a) provides visual, verbal, and concrete examples of key
activities and ideasb) demonstrates, illustrates, points to, etc.,
the specifics of the Instruction and of the process of the lesson
objective c)provides clear and supportive directionsd) creates
in advance the item which will be the students’ task during the
guided practice and shows step by step scaffolded instruction
with visuals. e) shows enthusiasm for the task
f) How will you provide opportunities for guided practice? g)
How will students independently practice using the strategy
and the skill it targets? h) What planned supports will you use
for the whole class, individuals, and/or students with specific
learning needs?
2) IMPORTANT: If your Lesson plan is for Pre-K it must
involve Learning Centers then organize this section around
Learning Centers. You must Include at least
3 different Centers.
For example, If you are doing an Art Center you would write
Art Center: and then describe what will be going on there and
all the modeling that will be happening there and Include all
from 1) a) through h) Here is a portion of this section example:
5. Art Center: In this activity, students will be asked to create a
collage of a table like the tables they can see in the book. In
the activity students will be asked to cutout pictures of foods
and utensils from the menus and magazines available. Once the
pictures have been cutout, students will use tape or glue to paste
the pictures on the table. The pictures should be pasted to the
‘table’ together according to their function. For example, a
turnip cake would be in a dish or a teapot should be near the
teacup. This activity is ‘scaffolded’ into ‘I do, We do, You do’
in the following way. The ‘I do’ segment of the center is when
the teacher demonstrates the activity to them, including cutting
out, orienting and pasting the pictures on the table in an
appropriate way by demonstrating the steps involved and having
the following visuals on the Board…The ‘We do’ portion of the
center is when the teacher assists the children with the task. In
the cutting stage of the center, the ‘We do’ can be carried out in
several ways……
Closure
Closure-
Bring the class back together for a review and summary of the
lesson, reinforcement of key concepts, and sharing of student
work. Celebrate what has been achieved. Enable students to
express how they have met the objectives and fulfilled the
purpose of the lesson. Encourage students to share their unique
discoveries and creations. Relate this work to previous lessons.
Anticipate the next lesson.
“After”: Restate teaching point, clarify key points, extend ideas,
check for understanding
6. How will students share or show what they have learned in this
lesson so that you can assess if your goals were met for ALL of
your students?
How will you restate the teaching pointand clarify key
concepts?
How will you engage students in reflection on how the
strategies/skills learned today can be used as
readers/writers/learners?
How will you provide opportunities to extend ideas and check
for understanding?
For Example:After students complete their work bring students
back to the rug with their work.
Boys and girls, we have worked hard today to learn about the
buildings people have in Uzbekistan. Who can tell me what the
NAMES of the buildings are? (mosque, town square, palace)
We also learned that the buildings have special colors, not like
our buildings here
What colors do we see on the buildings in Uzbekistan (orange,
yellow, blue, green)
That’s right! Now why do you think these buildings were made
this way? (To attract visitors, to look beautiful)
Now, before we put our work away, can you share your work
with the person next to you?
We are going to say “I made a _________________. I used the
colors____________________.”Let’s practice saying that
sentence frame together. Students then turn to each other and
share.
Extension:How could you extend this lesson if time permits?
What specific extension activity might the students do to
continue practicing and building meaning? For Example: If
7. time permits, students can create another structure.
Additional descriptive words (size, shape) can be taught and
students can verbally describe their work.
Lesson Plan Appendix and Commentary Section
Building on Utilizing Knowledge About Students to Plan and
implement Effective Instruction
Building on: Personal/Cultural/Community Assets: Explain how
your plans linked student’s prior academic learning and
personal/cultural/community assets to new learning.
For example, Prior to this lesson, children learned about
buildings in our school neighborhood and Brooklyn community.
We discussed the buildings that we see and their purpose.
Understanding the different parts of our community, and that
each part serves its own purpose, helped children learn that
different buildings have different “jobs.”
Planned Supports for Special Needs and ELL/ENL students:
Describe the instructional supports during your lesson that
address diverse learning needs in order for all students to
successfully meet lesson objectives. This must Include
accommodations/Differentiated Instruction and Materials as
well as tasks for Special Needs Learners such as Autistic
Children and Differentiation Instruction (DI) strategies for
ELL/ENL (English Language Learners/English as a New
Language) Learners.
You must have at least 3 DI for ELL/ENL and three DI for
Children such as Autistic children or another disability.
For Example : ELL/ENL supports:
· Visual supports in the form of the color chart with color words
help children understand the color words that are associated
8. with specific colors. Providing students with these charts
individually could also help them utilize the tools in their own
work.
Cultural Community, Assumptions, Problem Solving, Family
Outreach and Communication: about the culture you chose:
This is an Important part of the lesson and a significant amount
of detail is expected in certain parts see RUBRIC for more
details.
1) What is the cultural you have decided to explore?
2) Why?
3) What is the cultural value you are trying to convey?
4) Why did you pick this element of a cultural to explore with
these children ?
5) What Different types of Assumptions did you have about this
culture?
6) What different steps can you take to move beyond those
assumptions?
9. 7) How will you communicate with the families in your class
regarding this Lesson Plan?
Email? Paper communication word of mouth, etc. and why?
8) What problems could you encounter with communicating
with Families? Come up with at least 4.
9)Detail what strategies you will Implement/do to overcome
these problems.
NOTE: Attach any Relevant handouts, activities, templates, PPT
slides, etc. that are referenced and utilized in this lesson and
upload them with the rest of the lesson plan or attach them as a
separate document
Lesson Goals
Central Focus of Lesson:
10. This lesson allows students to explore a variety of musical
instruments. This is a hands-on activity allowing students to
discover the differences in sounds made by different
instruments. Students will also gain practice in recording their
observations in their science notebooks.
What is the big idea or focus question of the lesson? For
example: The focus of this lesson is for students to learn details
about the history of the Georgian flag, describe the
characteristics of the Georgian flag, count how many crosses
are on the flag and create the Georgian flag
Standard(s) Addressed:
Grade Level:Number of Students: Teachers Name: Date
Lesson Objectives:
Objectives must be measurable - these are how you will know
the students have learned what they should have
learned. Objectives usually start with a verb; that explicitly
describes what students will do. Avoid vague words like
understand and know (they are not measurable). Objectives
are single sentence statements. Objectives should focus on what
the student will do not what the Teacher does. SWBAT-
Students Will Be Able To.
What will the students know and be able to do by the end of the
11. lesson? (use observable language).
2 goals is all you need for this lesson
For Example, Students will be able to name 4 facts regarding
the Great Wall of China
SWBAT: Identify the names of 4 fruits -
SWBAT: Name 4 Primary colors.
Language Demands:
For Example: Students will be using color words to describe the
buildings they see and make. They will be using these words
verbally as well as in writing. Students’ verbal and written
descriptions will need to match the observations they make.
Key Vocabulary:
What are the key vocabulary words that will be modeled and
learned by the class in this lesson?
What other related words or synonyms will you use to build on
their Vocabulary/Language development
Materials: What materials will be used in the Lesson or
Learning Centers
For Example: Architecture photographs, color and building
labels for each picture. 3 photographs of Uzbek architecture
· Bibi-Khanym Mosque –religious building
· Registan- a city square
· Palace of Khudayar Khan –building for leaders
Color words anchor chart
Color templates of architecture differentiated
· Lined paper-
· 3 blank sentence frame-
· 2 blank sentence frame- students who need additional support
Thick primary crayons
Individual color words mini anchor chart- students who need
additional support
12. Lesson Introduction- Before/Motivation:
Setting the stage, activate and build background knowledge,
introduce and explain
How will you set a purpose and help students learn why today’s
lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s
topic? What is your Hook ? For Example, a Mystery Box, The
Teacher dressing up, etc…this must clearly connect to the
Lesson Objectives in a clear way. Then you can ask inquiry
based or Critical Thinking questions such as a) What do you
already know that might be useful here
b) Where have you seen something like this before? Be Sure to
ask questions that encourage a range of responses. Rather than
asking for specific right answers, ask for ideas and suggestions:
"How can we get started on this?", "What do you notice about
this?" Everyone will then be able to offer a response.
How will you activate and build on prior knowledge and
experiences related to the topic?
How will you introduce and explain this strategy/skill so that
students will understand the how and why?
How will you integrate the diversity into the lesson?
Learning Activities: During:
Active engagement in meaning making, explicit instruction, and
practice (you should be checking for understanding throughout
the lesson)
1) How will you engage students in active meaning making of
key concepts and ideas?
How will you model this strategy/skill for your students
13. (exemplars and/or demonstrations)? Modeling occurs during the
Instruction as the teacher provides specific examples,
illustrations, and demonstrations. I do, we do, you do, Modeling
also occurs in preparation for the Task/Guided Practice. The
teacher models the task which the students will undertake to
demonstrate that they have met the objective/s. Modeling
strategies do not stand alone. They are written into the Learning
Activities section. The teacher does the following:
a) provides visual, verbal, and concrete examples of key
activities and ideasb) demonstrates, illustrates, points to, etc.,
the specifics of the Instruction and of the process of the lesson
objective c)provides clear and supportive directionsd) creates
in advance the item which will be the students’ task during the
guided practice and shows step by step scaffolded instruction
with visuals. e) shows enthusiasm for the task
f) How will you provide opportunities for guided practice? g)
How will students independently practice using the strategy
and the skill it targets? h) What planned supports will you use
for the whole class, individuals, and/or students with specific
learning needs?
2) IMPORTANT: If your Lesson plan is for Pre-K it must
involve Learning Centers then organize this section around
Learning Centers. You must Include at least
3 different Centers.
For example, If you are doing an Art Center you would write
Art Center: and then describe what will be going on there and
all the modeling that will be happening there and Include all
from 1) a) through h) Here is a portion of this section example:
Art Center: In this activity, students will be asked to create a
collage of a table like the tables they can see in the book. In
the activity students will be asked to cutout pictures of foods
and utensils from the menus and magazines available. Once the
pictures have been cutout, students will use tape or glue to paste
the pictures on the table. The pictures should be pasted to the
14. ‘table’ together according to their function. For example, a
turnip cake would be in a dish or a teapot should be near the
teacup. This activity is ‘scaffolded’ into ‘I do, We do, You do’
in the following way. The ‘I do’ segment of the center is when
the teacher demonstrates the activity to them, including cutting
out, orienting and pasting the pictures on the table in an
appropriate way by demonstrating the steps involved and having
the following visuals on the Board…The ‘We do’ portion of the
center is when the teacher assists the children with the task. In
the cutting stage of the center, the ‘We do’ can be carried out in
several ways……
Closure
Closure-
Bring the class back together for a review and summary of the
lesson, reinforcement of key concepts, and sharing of student
work. Celebrate what has been achieved. Enable students to
express how they have met the objectives and fulfilled the
purpose of the lesson. Encourage students to share their unique
discoveries and creations. Relate this work to previous lessons.
Anticipate the next lesson.
“After”: Restate teaching point, clarify key points, extend ideas,
check for understanding
How will students share or show what they have learned in this
lesson so that you can assess if your goals were met for ALL of
your students?
How will you restate the teaching pointand clarify key
15. concepts?
How will you engage students in reflection on how the
strategies/skills learned today can be used as
readers/writers/learners?
How will you provide opportunities to extend ideas and check
for understanding?
For Example:After students complete their work bring students
back to the rug with their work.
Boys and girls, we have worked hard today to learn about the
buildings people have in Uzbekistan. Who can tell me what the
NAMES of the buildings are? (mosque, town square, palace)
We also learned that the buildings have special colors, not like
our buildings here
What colors do we see on the buildings in Uzbekistan (orange,
yellow, blue, green)
That’s right! Now why do you think these buildings were made
this way? (To attract visitors, to look beautiful)
Now, before we put our work away, can you share your work
with the person next to you?
We are going to say “I made a _________________. I used the
colors____________________.”Let’s practice saying that
sentence frame together. Students then turn to each other and
share.
Extension:How could you extend this lesson if time permits?
What specific extension activity might the students do to
continue practicing and building meaning? For Example: If
time permits, students can create another structure.
Additional descriptive words (size, shape) can be taught and
students can verbally describe their work.
16. Lesson Plan Appendix and Commentary Section
Building on Utilizing Knowledge About Students to Plan and
implement Effective Instruction
Building on: Personal/Cultural/Community Assets: Explain how
your plans linked student’s prior academic learning and
personal/cultural/community assets to new learning.
For example, Prior to this lesson, children learned about
buildings in our school neighborhood and Brooklyn community.
We discussed the buildings that we see and their purpose.
Understanding the different parts of our community, and that
each part serves its own purpose, helped children learn that
different buildings have different “jobs.”
Planned Supports for Special Needs and ELL/ENL students:
Describe the instructional supports during your lesson that
address diverse learning needs in order for all students to
successfully meet lesson objectives. This must Include
accommodations/Differentiated Instruction and Materials as
well as tasks for Special Needs Learners such as Autistic
Children and Differentiation Instruction (DI) strategies for
ELL/ENL (English Language Learners/English as a New
Language) Learners.
You must have at least 3 DI for ELL/ENL and three DI for
Children such as Autistic children or another disability.
For Example : ELL/ENL supports:
· Visual supports in the form of the color chart with color words
help children understand the color words that are associated
with specific colors. Providing students with these charts
individually could also help them utilize the tools in their own
work.
17. Cultural Community, Assumptions, Problem Solving, Family
Outreach and Communication: about the culture you chose:
This is an Important part of the lesson and a significant amount
of detail is expected in certain parts see RUBRIC for more
details.
1) What is the cultural you have decided to explore?
2) Why?
3) What is the cultural value you are trying to convey?
4) Why did you pick this element of a cultural to explore with
these children ?
5) What Different types of Assumptions did you have about this
culture?
6) What different steps can you take to move beyond those
assumptions?
7) How will you communicate with the families in your class
regarding this Lesson Plan?
Email? Paper communication word of mouth, etc. and why?
8) What problems could you encounter with communicating
with Families? Come up with at least 4.
9)Detail what strategies you will Implement/do to overcome
18. these problems.
NOTE: Attach any Relevant handouts, activities, templates, PPT
slides, etc. that are referenced and utilized in this lesson and
upload them with the rest of the lesson plan or attach them as a
separate document
Lesson Plan Template and Rubric
Note: The italicized questions are there to guide your planning.
Delete all of the writingin italics as you complete each section.
Note: All words and phrases in RED can be found in the
Glossary.
Grade Level:Subject:Number of Students: Date:
Instructional Location:
Lesson Goals
19. Lesson Title:
Central Focus of Lesson:
What is the important understanding and core concept(s) that
you want students to develop within the lesson? The central
focus should go beyond a list of facts and skills, align with
content standards and learning objectives, and address the
subject-specific components in the learning segment.
State Standard(s) Addressed:
What State Learning Standards will be addressed during the
lesson? (include the standard’s number, text, and link)
Lesson Objectives and Language Demands
Content/Skill Objectives:
What will the students know and be able to do by the end of the
lesson? (use observable language with measurable verbs)
Language Demands:
What language (syntax and discourse) skills will students be
expected to utilize when demonstrating their understanding and
skills related to the lesson objectives?
Key Vocabulary:
Resources and Materials
Resources:
What books, handouts, digital resources, guest experts, library,
field trip locations, etc. will you use?
Materials:
What materials will be needed (worksheets, games, projector,
Smartboard, paper, pencils, art supplies, cards, post-its, etc.)
Sources:
20. If ideas in this lesson were based on work from others,
acknowledge your sources here.
NOTE: Attach and/or embed any relevant handouts, activities,
templates, PPT slides, etc. that are referenced and utilized in
this lesson.
Prior Academic Learning and Prerequisite Skills
Prior Academic Learning and Prerequisite Skills:
What prior knowledge and skills do students need to build upon
in order to be successful in this lesson?
Misconceptions:
What are common misconceptions regarding the concepts
addressed in this lesson?
Lesson Plan Details
Write a detailed outline of your lesson, includinginstructional
strategies, learning tasks, key questions, key transitions, student
supports, assessment strategies, and conclusion. Your outline
should be detailed enough that another teacher could understand
it well enough to use it. Include what you will do as a teacher
and what your students will be doing during each lesson phase.
Include a few key time guidelines. Note: The italicized
statements and scaffolding questions are meant to guide your
thinking and planning. You do not need to answer them
explicitly or address each one in your plan. Delete them before
typing your lesson outline.
Beginning the Lesson/Introduction
Minutes [ ]
How will you pique interest and/or curiosity regarding today’s
topic?
21. How will you activate and build on prior knowledge and
experiences related to the topic?
How will you set a purpose and help students learn why today’s
lesson is important to them as readers/writers/learners?
What Teacher Will Do:
What Students Will Do:
Introducing New Content/Skills
Minutes [ ]
How will you introduce and explain the new information or
skills so that students will understand both the how and the
why?
What Teacher Will Do:
What Students Will Do:
Guided Practice
Minutes [ ]
How will students be supported as they practice the new skill or
interact with the new content?
Formative Assessment: [see the Assessment Guide below for
further assistance]
How will you monitor learning/check for understanding during
these activities?
What Teacher Will Do:
22. What Students Will Do:
Independent Practice
Minutes [ ]
How will students practice the new skill or interact with the
new content independently?
Formative Assessment: [see the Assessment Guide below for
further assistance]
How will you monitor learning/check for understanding during
these activities?
What Teacher Will Do:
What Students Will Do:
Closing the Lesson
Minutes [ ]
How will you restate, clarify key concepts, extend ideas, check
for understanding?
How will you engage students in reflection on how the
content/skills learned today can be used as
readers/writers/learners?
Summative Assessment: [see the Assessment Guide below for
further assistance]
How will students share or demonstrate the extent to which they
met the lesson’s learning objectives?
What Teacher Will Do:
What Students Will Do:
Extension
How could you extend this lesson if time permits?
What specific extension activity might the students do after this
lesson to continue to practice the content and skills?
23. What will you do to further support those who did not meet
learning objectives?
What Teacher Will Do:
What Students Will Do:
Accommodations/Differentiation
Students with Special Needs or IEPs:
What will you do to differentiate instruction to meet special
needs or accommodate students’ special needs or IEP
requirements?
English Learners:
What will you do to support students whose first language is not
English?
Lesson Rationale/Justification
Principles of Research/Theory on Learning and Teaching:
Upon what research (evidence-based practices) and/or theories
of learning and teaching did you base this lesson plan?
Assessment Guide: Formative/Summative Assessment
(Evidence) of Student Learning
How will you know whether students are making progress
toward the lesson goals and how will you assess the extent to
which they have met the goals? Use the chart below to describe
and justify at least two assessment strategies you will use in
your lesson. Note: Formative Assessment is done during the
lesson and may be formal or informal, while Summative
Assessment is done at the end and is usually formal.
Assessment Strategy #1: Describe assessment strategy here.
24. Alignment with Lesson Goals:
Describe how this assessment is aligned to your stated lesson
goals. Which learning objective(s) is it assessing?
Evidence of Student Understanding/Skill:
Describe how this assessment strategy provides evidence of
student understanding of the concepts or demonstration of
skills.
Feedback to Students:
Describe how you will provide feedback to students to guide
their further learning.
Assessment Strategy #2: Describe assessment strategy here.
Alignment with Lesson Goals:
Describe how this assessment is aligned to your stated lesson
goals. Which learning objective(s) is it assessing?
Evidence of Student Understanding/Skill:
Describe how this assessment strategy provides evidence of
student understanding of the concepts or demonstration of
skills.
Feedback to Students:
Describe how you will provide feedback to students to guide
their further learning.
Note: Add more assessment strategy boxes here if needed.
Glossary [excerpted from edTPA handbooks]
Assessment (formal and informal): All activities undertaken by
teachers and by their students that provide information to be
25. used as feedback to modify teaching and learning activities.
Assessments provide evidence of students’ prior knowledge,
thinking, or learning in order to evaluate what students
understand and how they are thinking. Informal assessments
may include, for example, student questions and responses
during instruction and teacher observations of students as they
work or perform. Formal assessments may include, for example,
quizzes, homework assignments, journals, projects, and
performance tasks.
Central Focus: A description of the important understandings
and core concepts that you want students to develop within the
learning segment. The central focus should go beyond a list of
facts and skills, align with content standards and learning
objectives, and address the subject-specific components in the
lesson.
Discourse: Discourse includes the structures of written and oral
language, as well as how members of the discipline talk, write,
and participate in knowledge construction. Discipline-specific
discourse has distinctive features or ways of structuring oral or
written language (text structures) that provide useful ways for
the content to be communicated. In the language arts and
literacy, there are structures for composing, interpreting, and
comprehending expository, narrative, poetic, journalistic, and
graphic print materials as well as video and live presentations.
Language Demands: Specific ways that academic language
(vocabulary, functions, discourse, syntax) is used by students to
participate in learning tasks through reading, writing, listening,
and/or speaking to demonstrate their disciplinary understanding.
Misconceptions: For literacy, includes confusion about a
strategy or skill (e.g., misunderstanding about text purpose and
structure, application of a skill, or multiple meaning words).
For mathematics, a misconception stems from an erroneous
26. framework about mathematical relationships or concepts,
sometimes based on informal generalizations from experience.
For example, a student may believe that multiplying two
numbers always results in a larger number than either of the
numbers being multiplied. This misconception is likely to cause
difficulty when learning to multiply fractions.
Planned supports: Instructional strategies, learning tasks and
materials, and other resources deliberately designed to facilitate
student learning of the central focus.
Prior Academic Learning and Prerequisite Skills: Includes
students’ content knowledge and skills as well as academic
experiences developed prior to the learning segment.
Syntax: The set of conventions for organizing symbols, words,
and phrases together into structures (e.g., sentences, graphs,
tables).
Lesson Plan Rubric
Lesson Plan Criteria:
3
Proficient
2
Developing
1
Emergent
Points Earned and Comments:
Central Focus
Plan includes all of these:
· Describes important understandings and core concepts.
· Goes beyond list of facts and skills.
· Aligns with content standards and learning objectives.
· Addresses the subject-specific components in the lesson.
Plan includes three of these:
· Describes important understandings and core concepts.
27. · Goes beyond list of facts and skills.
· Aligns with content standards and learning objectives.
· Addresses the subject-specific components in the lesson.
Plan includes two of these:
· Describes important understandings and core concepts.
· Goes beyond list of facts and skills.
· Aligns with content standards and learning objectives.
· Addresses the subject-specific components in the lesson.
State Learning Standards
Plan includes all of these:
· Standard(s) number(s)
· Standard(s) text
· Link to Standard(s)
Plan includes two of these:
· Standard(s) number(s)
· Standard(s) text
· Link to Standard(s)
Plan includes one of these:
· Standard(s) number(s)
· Standard(s) text
· Link to Standard(s)
Lesson Objectives
Plan includes all of these:
· What students should know
· What students should do
· Observable language, measurable verbs
Plan includes two of these:
· What students should know
· What students should do
· Observable language, measurable verbs
Plan includes onel of these:
· What students should know
28. · What students should do
· Observable language, measurable verbs
Language Demands
Plan includes all of these:
· Syntax skills identified and related to the lesson objectives
· Discourse skills identified and related to the lesson objectives
· Key vocabulary
Plan includes two of these:
· Syntax skills identified and related to the lesson objectives
· Discourse skills identified and related to the lesson objectives
· Key vocabulary
Plan includes one of these:
· Syntax skills identified and related to the lesson objectives
· Discourse skills identified and related to the lesson objectives
Key vocabulary
Resources and Materials
Plan includes all of the following:
· Resources
· Materials
· Sources
· All relevant handouts, templates, slides are attached
Plan includes three of the following:
· Resources
· Materials
· Sources
· All relevant handouts, templates, slides are attached
Plan includes two of the following:
· Resources
· Materials
· Sources
· All relevant handouts, templates, slides are attached
Prior Academic Learning and Prerequisite Skills
29. Plan includes both of these:
· Description of prior academic learning and prerequisite skills
· Description of common misconceptions regarding concepts
addressed in the lesson
Plan includes one of these:
· Description of prior academic learning and prerequisite skills
· Description of common misconceptions regarding concepts
addressed in the lesson
Plan names prior learning, prerequisite skills, and common
misconceptions, but does not describe them
Beginning the Lesson
Plan explains all of these:
· How prior knowledge, interest, and purpose will be activated
· What teacher will do
· What students will do
· Timing (Minutes)
Plan explains three of these:
· How prior knowledge, interest, and purpose will be activated
· What teacher will do
· What students will do
· Timing (Minutes)
Plan explains two of these:
· How prior knowledge, interest, and purpose will be activated
· What teacher will do
· What students will do
· Timing (Minutes)
·
Introducing New Content/
Skills
Plan explains all of these::
· How students will encounter new information or skills
· What teacher will do
· What students will do
· Timing (Minutes)
30. Plan explains three of these:
· How students will encounter new information or skills
· What teacher will do
· What students will do
· Timing (Minutes)
Plan explains two of these:
· How students will encounter new information or skills
· What teacher will do
· What students will do
· Timing (Minutes)
Guided Practice
Plan explains all of these:
· How students will be supported as they practice skills or
interact with new content
· What teacher will do
· What students will do
· Timing (Minutes)
Plan explains three of these:
· How students will be supported as they practice skills or
interact with new content
· What teacher will do
· What students will do
· Timing (Minutes)
Plan explains two of these:
· How students will be supported as they practice skills or
interact with new content
· What teacher will do
· What students will do
· Timing (Minutes)
Independent Practice
Plan explains all of these:
· How students will practice skills or interact with new content
independently
· What teacher will do
31. · What students will do
· Timing (Minutes)
Plan explains three of these:
· How students will be supported as they practice skills or
interact with new content
· What teacher will do
· What students will do
· Timing (Minutes)
Plan explains two of these:
· How students will be supported as they practice skills or
interact with new content
· What teacher will do
· What students will do
· Timing (Minutes)
Formative Assessment
Plan explains how teacher will monitor learning/check for
understanding during three of these:
· Beginning the Lesson
· Introducing New Content
· Guided Practice
· Independent Practice
Plan explains how teacher will monitor learning/check for
understanding during two of these:
· Beginning the Lesson
· Introducing New Content
· Guided Practice
· Independent Practice
Plan explains how teacher will monitor learning/check for
understanding during oneof these:
· Beginning the Lesson
· Introducing New Content
· Guided Practice
· Independent Practice
Summative Assessment
32. Plan explains all of these:
· How students will demonstrate the extent to which they met
learning objectives
· What teacher will do
· What students will do
· Timing (Minutes)
Plan explains three of these:
· How students will demonstrate the extent to which they met
learning objectives
· What teacher will do
· What students will do
· Timing (Minutes)
Plan explains two of these:
· How students will demonstrate the extent to which they met
learning objectives
· What teacher will do
· What students will do
· Timing (Minutes)
Closing / Extending the Lesson
Plan explains both of these:
· Specific extension activity
· Further support for students who did not meet learning
objectives
Plan explains one of these:
· Specific extension activity
· Further support for students who did not meet learning
objectives
Extension activities and further support are mentioned, but not
explained.
Special Needs / English Learners
Plan explains both of these:
· How special learning needs will be addressed
· How English Learners will be supported
33. Plan explains one of these:
· How special learning needs will be addressed
· How English Learners will be supported
Support for special needs and English Learners are mentioned,
but not explained.
Lesson Rationale
Plan includes three relevant research-based principles of
learning and teaching, and their sources
Plan includes two relevant research-based principles of learning
and teaching, and their sources
Plan includes one relevant research-based principle of learning
and teaching, and its source
TOTAL:____/45
1