MLA Citation Lesson Plan
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1) This lesson focuses on teaching 9th grade students how to properly use MLA formatting to avoid plagiarism in research papers. 2) The lesson will include presentations, videos, guided practice, and games to teach students MLA guidelines for in-text citations and Works Cited pages. 3) Formative assessment includes class discussion and a group activity, while a summative quiz will evaluate student understanding of plagiarism and MLA citation.
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Reaching All Learners: Differentiating with Technology
1. The document discusses differentiating instruction using technology to meet the individual needs of students. It provides examples of how to use tools like webquests, blogs, videos, and graphic organizers to vary content, process, and products.
2. Formative and summative assessments are important aspects of differentiation discussed. Examples are given of using tools for pre-assessment, tracking assessment data, and student self-assessment.
3. Instructional strategies like tiered activities, learning contracts, choice boards, and RAFTs are provided to demonstrate how teachers can structure differentiated lessons.
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The lesson plan aims to teach 4th grade students how to make inferences when reading texts. Students will use a graphic organizer and engage in group discussions to combine their background knowledge with details from an article about political parties to draw inferences. The lesson begins with an opener to activate prior knowledge. Students will then read the article individually and in groups, noting details. They will use their graphic organizers to make at least two inferences with a partner. The lesson supports all learners through modeling, scaffolding, and differentiated discussions and assessments.
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The document discusses ways that teachers can leverage technology to differentiate instruction for students with varying needs, interests, and skills. It defines differentiation and outlines factors like learning styles and abilities that teachers should consider. Technologies like web tools, videos, and online assessments are presented as ways to differentiate content, process, and products. Frameworks for differentiation including tiered activities, learning contracts, choice boards, and RAFT strategies are also described.
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GCU College of Education LESSON PLAN TEMPLATETeacher Candida.docx
GCU College of Education
LESSON PLAN TEMPLATE
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:Cara Simmons
7th Grade
12/16/2015
Civics
Sources and Types of Law
I. Planning
Lesson summary and focus:The students are required to analyze and identify the sources and types of law including but not limited to civil, criminal, constitutional, juvenile and military law.
Classroom and student factors:Students are grouped based on balance of lexiles levels and native language. Desks are grouped in 4s where each student can visibly see the board.
National / State Learning Standards:SS.7.C.3.10
Specific learning target(s) / objectives:
Teaching notes:Students will use examples of historical law codes and statutes to identify how laws originated and developed in Western society. Students will recognize the constitutional, civil, criminal, juvenile and military law as sources of law.
Teacher uses higher order questions to elicit prior knowledge of sources and types of law. Teacher groups students in pairs based on complimentary strengths and weaknesses. Teacher asks follow-up comprehension questions about the differences and similarities of the various sources of law.
Agenda:
Formative assessment:Bellringer/Warm Up
Anchor Charts
Matching Game
Interactive Notebook
ReflectionStudents will complete a matching exercise pairing a court scenario with the correct sources of law. Students will work collaboratively and provide ongoing feedback to each other. Students are monitored by teacher where wrong pairings are given the opportunity for justification in that choice.
Academic Language:
Key vocabulary:
Function:
Form:
case law
criminal law
civil law
constitutional law
juvenile law
statute
due processUnderstanding and identifying the key terms will allow students to synthesize, paraphrase, infer and evaluate the systems and sources of law and order.
Therefore, how, because, but, due to this, justifying
Instructional Materials, Equipment and Technology:
Overhead projector, matching cards, anchor charts, color pencils, markers, Types of Law Brain pop video clip.
Grouping:
Students are matched in groups of 4 with a balance of higher and lower performers.
II. Instruction
A. Opening
Prior knowledge connection:Students associate the ideals of rule of law and due process while applying its role in the sources of law. Students are asked to recall landmark court cases and its varying roles in the court system. By remembering a familiar court case, students should be able to find attributes of what they know about the cases and match them to the source of the law and briefing.
Anticipatory set:Students are asked to think about a famous court case, landmark case or one from television and pair it with a source of law to acquire new learning. In groups, students discuss their individual court cases and which source they believe corresponds. Student discussion will help alleviate guessing and increase participation through p ...
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Strategic teaching middle and high school (1)
Strategic teaching uses literacy strategies before, during, and after reading to maximize student understanding and retention of content. It is necessary because student performance declines in middle and high school without explicit comprehension instruction. The strategic teacher plans engaging lessons with clear outcomes in mind and uses strategies like activating background knowledge, questioning, summarizing, and graphic organizers. Some example strategies discussed are quick writes, exit slips, marking texts, and partner discussions to connect with texts. The goal is to benefit all students through purposeful planning and use of multiple strategies.
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This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
Geo lesson plan project
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GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
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Inquiry unit a. bockino
This document outlines an inquiry-based research project for 3rd grade students that can be adapted for other grades. Students will choose their own topics to research and form essential questions. They will learn research skills like taking notes from sources found online, in books, and from interviews. Students will create an Animoto presentation to share what they learned. The teacher plans lessons to introduce inquiry, research skills, and note-taking to support students completing their projects independently with guidance.
Effective Online Learning
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
Design Document
This design document outlines instruction for teaching students how to embed quotations in their writing. The target audience is the instructor's current students. An assessment found many students struggled with correctly placing quotations within sentences. The goal is for students to construct grammatically correct sentences with embedded quotations. A learner analysis describes the student demographic and identifies that reading level correlates with quotation skills. A task analysis details the procedural steps to embed a quotation. Objectives focus on choosing evidence, using signal phrases, and correct punctuation. Assessments will evaluate skills through writing prompts. A sequence of instruction is provided using strategies like modeling and feedback to teach the objectives. Differentiation and universal design accommodate various learners. Formative evaluation involves a subject matter expert
Introduction to Smarter Balanced Assessment Readiness Prof Learning
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GCU College of Education LESSON PLAN TEMPLATETeacher Candida.docx
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- 1. Direct Instruction Lesson Date: 3/28/13 Grade Level: 9 Target Students: whole class Theme/Topic: This lesson is focused on using MLA correctly in a research paper and avoiding plagiarism. Rationale/Purpose: Students must integrate information from various sources to write essays and thus need to know how to cite that information properly. This skill will be used in an upcoming research project. Common Core State and/or NC Essential Standards: CCSS.ELA-Literacy.W.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Behavioral Objectives / Performance Objective Students will: 1. Students will learn how to avoid plagiarism through use of MLA format citation by learning MLA guidelines. 2. Students will practice formatting in-text citations on a handout. 3. Student understanding will be assessed through an informal class activity (online game) and individually through a quiz. Student Friendly Objective or Essential Question: What is plagiarism, and how do we avoid it? What are the guidelines of MLA formatting? Materials: MLA guideline handouts, formatting examples, instructional YouTube videos, citation game Time: Lesson Activities Focus(Hook)/Review: Warm-up questions on board—1. What is plagiarism? 2. List everything you know about citing your sources. Introduction to the Lesson: Discuss why plagiarism is bad and possible consequences of it. Invite students to share what they already know about finding good sources and how those sources should be cited. Teacher Input/Modeling: Present a PowerPoint lesson on MLA guidelines, the Works Cited page, and in-text citation with examples of correct vs. incorrect citations. Show two short instructional videos on intext citations and the differences between quoting and paraphrasing.
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