This lesson plan examines the progressive policies of US Presidents Roosevelt, Taft, and Wilson. Students will learn about Roosevelt's presidency through videos, note-taking, and group projects describing different aspects of his term. Formative assessments include guided questions during the video activity and a class discussion. Students will answer the essential questions about how progressive presidents shaped American society and made government more responsive to the people.
This presentation is focused around a specific template used at Lipscomb University; however, the tips and information can be used for any teacher looking to create an excellent lesson plan
This presentation is focused around a specific template used at Lipscomb University; however, the tips and information can be used for any teacher looking to create an excellent lesson plan
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
Clinical Field Experience B Humanities Instructional and EngagemeWilheminaRossi174
Clinical Field Experience B: Humanities Instructional and Engagement Strategies 2
I picked Ms. Dawn’s class at Children’s of America in Fredericksburg Virginia, for this week's field excursion. Unbeknownst to me, parent teacher conferences were held last week, providing me with a wealth of experience listening to/observing parent participation and cooperation with their kid and their child's instructor. Despite the fact that I was not permitted to speak to the parents on Ms. Dawn's behalf, I was given the chance to assist Ms. Dawn in planning the meeting and conducting two of the sessions. Apart from that, I was given the bulk of my time in the classroom to engage and interact with the kids, which frequently needed me to utilize my own personal group problem-solving abilities to keep the students on task and focused on the activities at hand. This was a fantastic opportunity for me to meet with the parents and families of Ms. Dawn's remarkable children as well as watch, practice, and reinforce my own problem-solving abilities.
I've always known that leadership and collaboration are critical in any classroom, but I had to take a step back and evaluate just how difficult it is to manage all of the responsibilities that come with being an educator, particularly leadership, social skills, and collaborative practices. Ms. Paddock was able to provide me with a great deal of guidance as I prepare to teach my own class and work with my own students and families. "Your students' parents will (ideally) be their child's number one fan," Ms. Dawn said, "and as an educator, you ought to be their number one fan as well." Make use of this common ground to tell parents how important their child's success is to you as their educator; parents will appreciate it, and kids will become more interested!"
Educators are aware of how kids develop and flourish. They understand that learning and development processes differ from person to person and across cognitive, linguistic, social, emotional, and physical domains. To accommodate these variances, instructors must be able to create and administer developmentally appropriate and demanding learning experiences that are adaptable. The educator meets students where they are, which means they begin with what the student already understands, then they provide guidance and ongoing support as needed. This will change depending on the issue. When introducing new topics, scaffolding is beneficial. The educator scaffolds information and/or assignments based on the student's specific requirements. Educators evaluate individual and group performance on a regular basis in order to plan and alter education to fulfill students' requirements in each area of development (cognitive, linguistic, social, emotional, and physical), as well as scaffold instruction for the next level of growth. The strategy involved when interacting with the students started with first understanding their needs and secondly addressing ...
UDL Lesson Plan Subject EnglishGrade First Grade.docxouldparis
UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly ...
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 .
Part 1 Lesson Plan Analysis 30.0 Lesson plan analysis is comp.docx
Lesson Plan Roosevelt
1. Secondary Lesson Plan Template DCPS.SLP.V.
School: Sandalwood Subject: U.S. History Teacher: Helms Lesson Plan
Date(s):
11/6/15-11/9/15
Progressive
Presidents
PRE-PLANNING
OBJECTIVE
What willyour students be able to learn?
Standard/Benchmar
k:
Examine the progressive policies ofUS Presidents Roosevelt, Taft, andWilson.
SS.912.A.4.11
Examine keyevents
and peoplesin
Florida history
as theyrelate to
UnitedStates
history.
SS.912.A.3.12
Compare how
different
nongovernmental
organizations and
progressives worked
to shape public
policy, restore
economic
opportunities, and
correct injustices in
American life.
ASSESSMENT “Begin with the End in Mind”
How will you knowwhether your students have made progresstowardthe objective? How andwhenwillyou
assess mastery?
Informal throughthe use of discussionand guided questions.
Formal throughthe use ofa Progressive president project andmultiple choice questions.
ESSENTIAL QUESTION
A higher order questionthat is directlyderived fromthe benchmark, introducedat the beginningof the lesson,
discussedthroughout the lesson, andansweredbystudents at the end ofthe lessonto show understandingof the
concepts taught.
1. How didthe progressive presidents shape AmericanSocietyin the early20th century?
2. How were the Progressives successful inmakinggovernment more responsive to the will ofthe people?
HIGHER ORDER QUESTIONS (3-5 questions)
What questions willbe answeredto provoke higher order thinking and include Moderate to HighFSA Complexity
Levels? What would the ideal student response be for eachquestion?
1. Whydid President Roosevelt support conservation?
2. What do you believe were the progressive’s most important successandbiggest failure?
3. How didthe media influence Progressive policies during this time period?
LESSONCYLCE
REINFORCEMEN
T
BELL RINGER (10 min) or FOCUS LESSON (30 min)
Followthe Focus Calendar to provide reinforcement of previouslytaught skills.
TIME
Approximate
10 min
BR
30 min
Students will read a Florida inFocus passage describing how the Progressive Movement
impacted Florida andanswer corresponding questions. We will discuss as a class.
INTRODUCTION 5-10 min
2. Secondary Lesson Plan Template DCPS.SLP.V.
Brief part of the lessonwhenstudents learn the objective/essential questionandhow
mastering the objective leads to achievingthe bigger goal of the course.
Provide a hook to motivate students and link to prior knowledge inorder to introduce
a new concept.
Explainthe relevance of lessonandthe importance of learningthe concept.
Introduce important vocabularyusing the wordwall as an interactive learning tool.
I will introduce the lessonas well as the objectives andessential questions.
MODELING “I DO”
Component ofthe lesson when teacher explicitlymodels to students exactlywhat theyare
expectedto doduringguided practice andeventuallyduring independent work.
Conduct a think aloudwhile modelingthe steps to completinganactivityor solving a
problem.
Model the use of a graphic organizer.
Use questioning techniques suchas re-directing, wait-time and prompting.
10-15
min
I will gothrougha PowerPoint presentation, detailing the points ofRoosevelt’s presidency
that he is famous for. Students will take notes, and I will pose prepared discussionquestions
throughout.
GUIDED PRACTICE “WE DO”
Guide students to independent practice byprovidinganopportunityto workinsmall groups
and practice what wastaught duringthe modeledportionof the lesson.
Incorporate the use of a collaborative strategyin small groups. Encourage student
accountable talkduring groupdiscussion.
Perform checks for understanding.
15-25 min
I will pass out a “Roosevelt’s PresidencyVideos” worksheet. We willgo through a seriesof
videos (3-4 minutes each), eachone about a different aspect ofRoosevelt’s presidencyWe
will discuss the video as a class, andstudents will answer the questions ontheir worksheet
as we discuss.
INDEPENDENT PRACTICE “YOU DO”
Assignstudents independent work that is directlyalignedwiththe “I Do” and “We Do”
portions of the lesson.
Circulate aroundthe roomto provide individual support
15-25 min
I will divide the class into groups of 3-4, eachgroupbeing assigneda specific aspect of
Roosevelt’s presidency. Students will create “mini posters” describingtheir assignedtopic.
These mini posters must include animage and a summaryor bulleted list effectively
explaining their topic. Groups will present to the class, while their classmatestake noteson
a preparedchart. Students canask the presenters questions for clarification.
DIFFERENTIATED INSTRUCTION
Differentiate your instructionto reachthe diversityof learners inyour classroom.
Pull smallgroups or individuals for more intensive support.
Conduct Center Rotations
Teacher Directed: Having written instructions and verbal instructions.
Independent: Teacher will circulate and provide one on one assistance for struggling
students.
Technology: Technology will be used to provide visual learners with information for the
lesson.
CLOSURE
Wrap up the lesson andhelpstudents organize the informationlearnedintoa
meaningful context.
5
Min
3. Secondary Lesson Plan Template DCPS.SLP.V.
Have students reflect onor answer the EssentialQuestion.
Help students connect today’s learning to their bigger goalinthe course.
We will answer the essential questions as class, as well as the higher-order thinking
questions.
HOME-LEARNING
How will students practice what theylearned?Howwill opportunities be providedfor students to maintainmastery
of previouslymasteredskills/concepts?
VocabularyIDs