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- John is a 6-year-old Hispanic student who has difficulty speaking fluently due to stammering. He lives with his single mother who has a low-paying job. - John receives special education services including speech therapy. Observations found he has no issues with listening, writing, or task completion, but struggles with speaking fluently and reading aloud with comprehension. - Short and long-term goals are outlined to improve John's speaking and reading performance through research-based instructional strategies focusing on pronunciation, comprehension, and engaging with complex texts.
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Clinical Field Experience B Humanities Instructional and Engageme
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 ...
Section 1 Lesson PreparationTeacher Candidate NameGrade Leve.docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing 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.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional resources/support)
Be.
Section 1 Lesson PreparationTeacher Candidate NameGrade Leve.docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing 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.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional resources/support)
Be.
Challenge 4 6 project
The document outlines the objectives and activities for several course units. The first unit aims to help students develop a critical perspective on how their past English learning and life choices relate to their goals and dreams. Students will write an autobiography exploring this connection. The second unit focuses on how students have helped friends and what they are willing to do for friends. Students will participate in online discussions about helping friends. The third unit examines how difficult experiences have shaped students' characters and what experiences have made them stronger. Students will write a narrative story about overcoming an obstacle.
Remedial English Instruction (5 of 16)
Remedial English Instruction (5 of 16)
Licensure Examination for Teachers (LET) Reviewer for Majorship-English Secondary.
CLINICAL SOURCEBOOK (PORTFOLIO) Each student will develop a
CLINICAL SOURCEBOOK (PORTFOLIO): Each student will develop a Clinical
Sourcebook of useful neurogenic diagnostic/therapy materials for each disorder, such as readings
for collecting language samples, good quality pictures to use in testing for prosopagnosia,
therapy techniques for cognitive rehabilitation, etc. This sourcebook is a major class requirement,
intended to serve as a professional tool for clinical activities in adult rehabilitation. As you move
through your disability’s courses, you will be adding to your sourcebook (e.g., motor speech,
voice, communication modalities). You are to find and develop your informational content based
on what works for you as a quick reference in preparation for Level 4.
So create a booklet with everything that that is Aphasia, including stroke, TbI, motor speech.
This needs to include conditions, definitions, pictures, treatments..and so on.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will a ...
Assignment Instructional Practices for Emergent Literacy Learners.docx
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
GCU College of EducationLESSON PLAN TEMPLATESection 1 L.docx
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Darius Washington
Grade Level:
8th grade
Date:
August, 15,2019
Unit/Subject:
ENGLISH
Instructional Plan Title:
Lesson plan for English learning for 8th graders
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
The lesson shall entail guiding students on the correct use of language structures, application of concepts and academic vocabulary. The lesson shall be very keen on paying attention on students’ abilities to understand and internalize specific academic vocabularies and structures.
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.
The classroom shall entail 5-6 students from varying abilities and races between the ages of 17 and 18 years. The group of students entails IEPs, ELLS and students with behavioral issues. These factors shall require an individualized instructional strategy based on cultural and learning abilities.
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.
The Common Core State standards for 8th grade require application of conventions of standard English, language knowledge, learning and use of vocabulary. These lessons’ learning objectives perfectly align with the standard’s initiatives and performance indicators.
The NCTE/IRA Standards require that students acquire language skills, literacy skills, innovation, creativity and of students through availing resources, opportunities and instruction to guide them. This lesson plan outlines the differentiated activities and materials which shall engage the students to improve their learning abilities, innovation and creativity.
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 learnin ...
Recommended
Clinical Field Experience B Humanities Instructional and Engageme
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 ...
Section 1 Lesson PreparationTeacher Candidate NameGrade Leve.docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing 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.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional resources/support)
Be.
Section 1 Lesson PreparationTeacher Candidate NameGrade Leve.docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing 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.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional resources/support)
Be.
Challenge 4 6 project
The document outlines the objectives and activities for several course units. The first unit aims to help students develop a critical perspective on how their past English learning and life choices relate to their goals and dreams. Students will write an autobiography exploring this connection. The second unit focuses on how students have helped friends and what they are willing to do for friends. Students will participate in online discussions about helping friends. The third unit examines how difficult experiences have shaped students' characters and what experiences have made them stronger. Students will write a narrative story about overcoming an obstacle.
Remedial English Instruction (5 of 16)
Remedial English Instruction (5 of 16)
Licensure Examination for Teachers (LET) Reviewer for Majorship-English Secondary.
CLINICAL SOURCEBOOK (PORTFOLIO) Each student will develop a
CLINICAL SOURCEBOOK (PORTFOLIO): Each student will develop a Clinical
Sourcebook of useful neurogenic diagnostic/therapy materials for each disorder, such as readings
for collecting language samples, good quality pictures to use in testing for prosopagnosia,
therapy techniques for cognitive rehabilitation, etc. This sourcebook is a major class requirement,
intended to serve as a professional tool for clinical activities in adult rehabilitation. As you move
through your disability’s courses, you will be adding to your sourcebook (e.g., motor speech,
voice, communication modalities). You are to find and develop your informational content based
on what works for you as a quick reference in preparation for Level 4.
So create a booklet with everything that that is Aphasia, including stroke, TbI, motor speech.
This needs to include conditions, definitions, pictures, treatments..and so on.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will a ...
Assignment Instructional Practices for Emergent Literacy Learners.docx
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
GCU College of EducationLESSON PLAN TEMPLATESection 1 L.docx
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Darius Washington
Grade Level:
8th grade
Date:
August, 15,2019
Unit/Subject:
ENGLISH
Instructional Plan Title:
Lesson plan for English learning for 8th graders
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
The lesson shall entail guiding students on the correct use of language structures, application of concepts and academic vocabulary. The lesson shall be very keen on paying attention on students’ abilities to understand and internalize specific academic vocabularies and structures.
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.
The classroom shall entail 5-6 students from varying abilities and races between the ages of 17 and 18 years. The group of students entails IEPs, ELLS and students with behavioral issues. These factors shall require an individualized instructional strategy based on cultural and learning abilities.
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.
The Common Core State standards for 8th grade require application of conventions of standard English, language knowledge, learning and use of vocabulary. These lessons’ learning objectives perfectly align with the standard’s initiatives and performance indicators.
The NCTE/IRA Standards require that students acquire language skills, literacy skills, innovation, creativity and of students through availing resources, opportunities and instruction to guide them. This lesson plan outlines the differentiated activities and materials which shall engage the students to improve their learning abilities, innovation and creativity.
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 learnin ...
Write Five page Essay.Topic What do you think will be the m.docx
Write Five page Essay.
Topic: What do you think will be the most important debatable economic or social problem facing the field of Nursing in the United States 20 years from now? Choose the problem, define it, and defend your position using credible research.
Choose five current, varied (by type), and credible sources to use in writing to support your topic which should result in a five page essay that persuades the reader that your perspective on a debatable topic is the correct position to take. Your APA paper should demonstrate your ability to engage the reader, provide a strong thesis with pattern for development, incorporate in-text citations as needed, and include a final reference page listing and using research resources as described above.
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need .
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docx
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to.
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docx
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to.
EEL What Is EEIJust like our students, each teacher is differe.docx
The document describes the Essential Elements of Instruction (EEI) model for lesson planning. The EEI model focuses on essential components for every lesson, based on the Madeline Hunter model. It lists the components as: title, materials, curriculum standards, anticipatory set, objective, purpose, instructional input, modeling, check for understanding, guided practice, closure, and extended/independent practice. It then provides an example of a more detailed lesson plan template called the COE lesson plan, which includes sections for lesson preparation, instructional planning, and rationale/reflection.
Incorporating creative arts in literacy instruction can increase s
This document provides instructions for creating a lesson plan that integrates English language arts and creative arts for a clinical field experience classroom. The lesson plan should describe how creative arts will be incorporated into developmentally appropriate literacy instruction. It should include standards from both English language arts and creative arts, as well as objectives, vocabulary, and differentiated instruction, engagement, and assessments. The plan should be supported by 3-5 scholarly resources.
Team A Presentation Templatedraft[1]
The document outlines a professional development workshop for teachers on standards-based instruction. The workshop goals are to increase teacher understanding of standards and how to relate them to classroom lessons. Teachers will analyze language arts standards and demonstrate how activities can show the relationship between standards and instruction. The document also discusses how standards can improve instruction, assessments, collaboration, multiple intelligences, and ensuring all students access grade-level content.
Lls methodology final
The document discusses language learning strategies and styles. It provides background on learning strategies according to Oxford (2003) and McDonough (2006), who see strategies as techniques that help students learn more effectively. A diagnosis test revealed deficiencies in a student's grammar and coherence. To address this, the document plans a CALLA lesson to teach the student the brainstorming strategy. This will help the student connect ideas when writing about their family. The strategy practice and evaluation sessions aim to improve the student's composition skills.
Part 1 Lesson Plan Analysis 30.0 Lesson plan analysis is comp.docx
This document contains a lesson plan analysis and template. The analysis scored highly (30/30) for comprehensively understanding the template. The lesson plan identifies a specific academic standard and relates it to grade-level expectations and higher-order learning objectives for students to Know, Understand and Do. Assessments are designed to effectively measure the standard and objectives. The template sections include lesson preparation, instructional planning, and differentiated strategies for representation, engagement and expression to meet all student needs.
GCU College of EducationLESSON PLAN TEMPLATE© 2018. Gran.docx
GCU College of Education
LESSON PLAN TEMPLATE
© 2018. Grand Canyon University. All Rights Reserved.
Section 1: Lesson Preparation
Teacher Candidate
Name:
Larry Lope
Grade Level:
3rd
Date: April 2, 2018
Unit/Subject: Reading Informational Text
Instructional Plan Title: A Medieval Feast Study
Lesson Summary and
Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on
the content and skills you are teaching.
The focus of this lesson is reading informational text. Students will use
information from illustrations and words in the text of A Medieval Feast by Aliki
to demonstrate understanding of the text.
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.
This classroom of thirty students consists of 14 boys and 16 girls. There are four
English language learners, five students with IEPs or 504 plans, and three
students with a gifted classification. Additionally, six students are Tier 2 or 3
RTI for reading and one or two years below their grade level in reading. These
factors affect planning, teaching, and assessing because students with an IEP or
504 plan will need to be accommodated per these plans. Student who are English
language learners, but do not have an IEP, will also need to be taken into
consideration when teaching and assessing.
Whole group instruction for initial reading of the text, followed by small group
collaboration for activity. Arturo, Diana, Eduardo, Enrique, Fatma, and
GCU College of Education
LESSON PLAN TEMPLATE
© 2018. Grand Canyon University. All Rights Reserved.
Frederick will be pulled out to work in a small group with me.
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.
CCSS.ELA-Literacy.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the
words in a text to demonstrate understanding of the text (e.g., where, when, why,
and how key events occur).
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 learne ...
Contextual FactorsDefinitionFactors which reflect a particul
Contextual Factors
Definition
Factors which reflect a particular context, characteristics unique to a particular group, community, society and individual.
Context –Educational setting
Characteristics – particular to a person place or thing(characteristics of educational setting which you will report on). Provide discussion of the contextual factors in your school.
Specifics for Discussion in Contextual
COMMUNITY
Urban or rural
Community composition(ethnic, political, progressive)
Student Population(what is it made up of: black/white/ girls/ boys
Student achievement level. A, B C students. Can offer test scores as explanation. Are there adjustments needed to be made to ensure student achievement? Where does these students live in your community?
What type of social community (working class, farming, middle class. lower class What drives employment ( high paying / low paying. Family’s income level
How typical is your school in comparison to other schools small, large regular ethnic, political, progressive
Characteristics of School itself ( age of building number of classrooms, typical classroom size
What grade level are your students. What grade levels exit is your school?
Describe characteristics of classroom small, large, windows, doors etc..
Describe classroom atmosphere
Combine you a list of the Following and then discuss in your TWS(identified previously)
Classroom Characteristics (ex: The classroom was small and not well lighted. There are 15 desk in the classroom and one blackboard in the back wall of the classroom. Two book shelves are located as you enter the room on each side of the door. The lighting in the room was not good as several bulbs needs replacing………….ect. Must describe
Student Characteristics
Community characteristics
District Characteristics
Building Characteristics (this may vary in each building of school)
Identify a groups of students with similar characteristics and discuss that group( remain with contextual subject)
May also identify 1 student characteristics and discuss
For Your Information
Follow all guidelines and make sure you discuss what is being asked of you. This is contextual make sure you follow and discuss only contextual
You should have 1-2 pages for contextual
Draw Conclusions. What conditions result into low grades. Some maybe poor attendance, overcrowded classrooms, lack of parent involvement. Lack of qualified staff and so on. What conditions improve student achievement (classrooms that are not overcrowded).. Implications that may cause a particular state is what you want to report. Use what you are reporting to make this a good section of your paper.
Don’t include student or parent names in your report
Know who are you teaching
Learning Goals
Now that you have contextual you may begin to develop learning goals.
Align goals with the national, state or local standards
Have 3 to 6 learning goals
Clearly state learning goals
Review Blooms Taxonom ...
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docx
This document provides a template for a lesson plan that emphasizes differentiation and meeting the needs of diverse learners. The template includes sections for lesson preparation, instructional planning, and assessment. It prompts the teacher to identify standards, objectives, resources, and how concepts will be introduced, practiced, and assessed in multiple ways. The teacher must explain how they will differentiate instruction and assessments based on factors like English proficiency, special needs, giftedness, and early completion.
UDL Lesson Plan Subject EnglishGrade First Grade.docx
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 ...
Understanding Educational TerminologyEducation.docx
Understanding Educational Terminology
Educational Terminology
Brief Explanation
Purpose in the Planning, Instruction and Assessment Process
Lesson Plans
Classroom and Student Factors/Grouping
National/State Learning Standards
Learning Objective
Alignment
Academic Language
Anticipatory Set
Prior Knowledge
Multiple Means of Representation
Multiple Means of Engagement
Multiple Means of Expression
Instructional Methods
Instructional Strategies
Essential Questions
Extension Activity
Guided Practice
Independent Practice
Closure
Formal Assessment
Informal Assessment
Pre-assessment
Formative Assessment
Summative Assessment
Scoring Rubric
Cross-curricular
Examining Different Lesson Plan Formats
© 2018. Grand Canyon University. All Rights Reserved.
© 2018 Grand Canyon University. All Rights Reserved.
Aligning Standards and Learning Objectives
Part 1: Lesson Plan Analysis
Review the "COE Lesson Plan Example" located in Topic Materials. On the "Aligning Standards and Learning Objectives" template, write 250-500 words, responding to the following prompts, as they relate to the lesson plan:
· What is the academic standard?
· What is the learning objective?
· Are the standard and objective aligned? How do you know? Provide a rationale.
· What is the lesson about? What does this lesson cover?
· Do the assessments effectively measure the academic standard and learning objective? Justify your response.
Part 2: Unwrapping the Standards
Grade Level:
State Learning Standard:
KNOW Objective
This is what students NEED TO KNOW
UNDERSTAND Objective
This is what students NEED TO UNDERSTAND
DO Objective
This is what students NEED TO BE ABLE TO DO
Lesson Summary:
In a few sentences, summarize this lesson.
© 2018 Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as al ...
Edu 710 chapter 3
The document summarizes two studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding small increases in math scores. Teachers whose students scored above average used the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students. It found that technology increased success rates but some students found online learning overwhelming, and identified strategies like choice, structure and customization that helped at-risk learners.
EDU 710 Chapter 3
The document summarizes two research studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding a small positive effect, especially in upper elementary grades. Teachers whose students scored above average were found to use the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students, finding that teachers encountered difficulties but technology also provided opportunities for success when certain strategies were employed. Qualitative data analysis was used to identify themes in teachers' responses.
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
·
Who is the audience
·
What action verb will be measured during instruction/assessment
·
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you
and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previ ...
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docx
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to ...
Executive Program Practical Connection Assignment Component .docx
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
Section 1 Lesson PreparationTeacher Candidate Name Gra.docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
Section 1 Lesson PreparationTeacher Candidate Name Gra.docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
Mill proposes his Art of Life, but he also insists that it is not ve.docx
Mill proposes his Art of Life, but he also insists that it is not very developed -- there is an immense amount of work to be done to get it in shape. We know relatively little about what will actually make our lives richly moral, useful, and beautiful. What sort of things might contribute to improving our understanding of how to enrich our lives in this way? That is, what could someone do to develop and extend the Art of Life?
DUE by wed @ 10am central time
somebody have something useful post it and i will look/buy
.
Milford Bank and Trust Company is revamping its credit management de.docx
Milford Bank and Trust Company is revamping its credit management department to more effectively manage credit analysis. As the credit manager for the bank, draft a 750-word report for the board of directors explaining the three C's of credit. Make sure to address the following:
Character
Capacity
Capital
Also, explain what the acronym CAMEL means, which is used with the third C (capital)?
.
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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 .
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docx
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to.
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docx
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to.
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The document describes the Essential Elements of Instruction (EEI) model for lesson planning. The EEI model focuses on essential components for every lesson, based on the Madeline Hunter model. It lists the components as: title, materials, curriculum standards, anticipatory set, objective, purpose, instructional input, modeling, check for understanding, guided practice, closure, and extended/independent practice. It then provides an example of a more detailed lesson plan template called the COE lesson plan, which includes sections for lesson preparation, instructional planning, and rationale/reflection.
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This document contains a lesson plan analysis and template. The analysis scored highly (30/30) for comprehensively understanding the template. The lesson plan identifies a specific academic standard and relates it to grade-level expectations and higher-order learning objectives for students to Know, Understand and Do. Assessments are designed to effectively measure the standard and objectives. The template sections include lesson preparation, instructional planning, and differentiated strategies for representation, engagement and expression to meet all student needs.
GCU College of EducationLESSON PLAN TEMPLATE© 2018. Gran.docx
GCU College of Education
LESSON PLAN TEMPLATE
© 2018. Grand Canyon University. All Rights Reserved.
Section 1: Lesson Preparation
Teacher Candidate
Name:
Larry Lope
Grade Level:
3rd
Date: April 2, 2018
Unit/Subject: Reading Informational Text
Instructional Plan Title: A Medieval Feast Study
Lesson Summary and
Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on
the content and skills you are teaching.
The focus of this lesson is reading informational text. Students will use
information from illustrations and words in the text of A Medieval Feast by Aliki
to demonstrate understanding of the text.
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.
This classroom of thirty students consists of 14 boys and 16 girls. There are four
English language learners, five students with IEPs or 504 plans, and three
students with a gifted classification. Additionally, six students are Tier 2 or 3
RTI for reading and one or two years below their grade level in reading. These
factors affect planning, teaching, and assessing because students with an IEP or
504 plan will need to be accommodated per these plans. Student who are English
language learners, but do not have an IEP, will also need to be taken into
consideration when teaching and assessing.
Whole group instruction for initial reading of the text, followed by small group
collaboration for activity. Arturo, Diana, Eduardo, Enrique, Fatma, and
GCU College of Education
LESSON PLAN TEMPLATE
© 2018. Grand Canyon University. All Rights Reserved.
Frederick will be pulled out to work in a small group with me.
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.
CCSS.ELA-Literacy.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the
words in a text to demonstrate understanding of the text (e.g., where, when, why,
and how key events occur).
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 learne ...
Contextual FactorsDefinitionFactors which reflect a particul
Contextual Factors
Definition
Factors which reflect a particular context, characteristics unique to a particular group, community, society and individual.
Context –Educational setting
Characteristics – particular to a person place or thing(characteristics of educational setting which you will report on). Provide discussion of the contextual factors in your school.
Specifics for Discussion in Contextual
COMMUNITY
Urban or rural
Community composition(ethnic, political, progressive)
Student Population(what is it made up of: black/white/ girls/ boys
Student achievement level. A, B C students. Can offer test scores as explanation. Are there adjustments needed to be made to ensure student achievement? Where does these students live in your community?
What type of social community (working class, farming, middle class. lower class What drives employment ( high paying / low paying. Family’s income level
How typical is your school in comparison to other schools small, large regular ethnic, political, progressive
Characteristics of School itself ( age of building number of classrooms, typical classroom size
What grade level are your students. What grade levels exit is your school?
Describe characteristics of classroom small, large, windows, doors etc..
Describe classroom atmosphere
Combine you a list of the Following and then discuss in your TWS(identified previously)
Classroom Characteristics (ex: The classroom was small and not well lighted. There are 15 desk in the classroom and one blackboard in the back wall of the classroom. Two book shelves are located as you enter the room on each side of the door. The lighting in the room was not good as several bulbs needs replacing………….ect. Must describe
Student Characteristics
Community characteristics
District Characteristics
Building Characteristics (this may vary in each building of school)
Identify a groups of students with similar characteristics and discuss that group( remain with contextual subject)
May also identify 1 student characteristics and discuss
For Your Information
Follow all guidelines and make sure you discuss what is being asked of you. This is contextual make sure you follow and discuss only contextual
You should have 1-2 pages for contextual
Draw Conclusions. What conditions result into low grades. Some maybe poor attendance, overcrowded classrooms, lack of parent involvement. Lack of qualified staff and so on. What conditions improve student achievement (classrooms that are not overcrowded).. Implications that may cause a particular state is what you want to report. Use what you are reporting to make this a good section of your paper.
Don’t include student or parent names in your report
Know who are you teaching
Learning Goals
Now that you have contextual you may begin to develop learning goals.
Align goals with the national, state or local standards
Have 3 to 6 learning goals
Clearly state learning goals
Review Blooms Taxonom ...
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docx
This document provides a template for a lesson plan that emphasizes differentiation and meeting the needs of diverse learners. The template includes sections for lesson preparation, instructional planning, and assessment. It prompts the teacher to identify standards, objectives, resources, and how concepts will be introduced, practiced, and assessed in multiple ways. The teacher must explain how they will differentiate instruction and assessments based on factors like English proficiency, special needs, giftedness, and early completion.
UDL Lesson Plan Subject EnglishGrade First Grade.docx
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 ...
Understanding Educational TerminologyEducation.docx
Understanding Educational Terminology
Educational Terminology
Brief Explanation
Purpose in the Planning, Instruction and Assessment Process
Lesson Plans
Classroom and Student Factors/Grouping
National/State Learning Standards
Learning Objective
Alignment
Academic Language
Anticipatory Set
Prior Knowledge
Multiple Means of Representation
Multiple Means of Engagement
Multiple Means of Expression
Instructional Methods
Instructional Strategies
Essential Questions
Extension Activity
Guided Practice
Independent Practice
Closure
Formal Assessment
Informal Assessment
Pre-assessment
Formative Assessment
Summative Assessment
Scoring Rubric
Cross-curricular
Examining Different Lesson Plan Formats
© 2018. Grand Canyon University. All Rights Reserved.
© 2018 Grand Canyon University. All Rights Reserved.
Aligning Standards and Learning Objectives
Part 1: Lesson Plan Analysis
Review the "COE Lesson Plan Example" located in Topic Materials. On the "Aligning Standards and Learning Objectives" template, write 250-500 words, responding to the following prompts, as they relate to the lesson plan:
· What is the academic standard?
· What is the learning objective?
· Are the standard and objective aligned? How do you know? Provide a rationale.
· What is the lesson about? What does this lesson cover?
· Do the assessments effectively measure the academic standard and learning objective? Justify your response.
Part 2: Unwrapping the Standards
Grade Level:
State Learning Standard:
KNOW Objective
This is what students NEED TO KNOW
UNDERSTAND Objective
This is what students NEED TO UNDERSTAND
DO Objective
This is what students NEED TO BE ABLE TO DO
Lesson Summary:
In a few sentences, summarize this lesson.
© 2018 Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as al ...
Edu 710 chapter 3
The document summarizes two studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding small increases in math scores. Teachers whose students scored above average used the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students. It found that technology increased success rates but some students found online learning overwhelming, and identified strategies like choice, structure and customization that helped at-risk learners.
EDU 710 Chapter 3
The document summarizes two research studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding a small positive effect, especially in upper elementary grades. Teachers whose students scored above average were found to use the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students, finding that teachers encountered difficulties but technology also provided opportunities for success when certain strategies were employed. Qualitative data analysis was used to identify themes in teachers' responses.
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
·
Who is the audience
·
What action verb will be measured during instruction/assessment
·
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you
and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previ ...
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docx
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to ...
Executive Program Practical Connection Assignment Component .docx
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
Section 1 Lesson PreparationTeacher Candidate Name Gra.docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
Section 1 Lesson PreparationTeacher Candidate Name Gra.docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
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Answers need to be based on the files i will email you
Identify
Liberation theology
Mujerista
theology
Popular religiosity
Mestizaje
James Cone
Gustavo Gutiérrez
‘adamah
‘adam
‘ish
ishsha
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Long Essay
Using
at least
three (3) course readings, be prepared to discuss the theological perspectives, controversies and/or issues on the following subjects:
The Book of Genesis’ two creation stories and their depictions of God, humanity, and the created world.
Hermeneutical process for interpreting biblical texts and the issues taken into consideration
Equality between man and woman, biblical and cultural perspectives.
How did sin enter the world, God’s role, humanity’s role, consequences.
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the direct write-off methods
Reply to her email about these differences.
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Foreign Intelligence Entity (FIE) Threat Analysis
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Value:
This Assignment counts for 40% of your Final Course Grade for this course.
Objective:
This assignment, in accordance with undergraduate academic endeavors, provides an opportunity to evaluate assimilation of course topics, and sharpen and evaluate students' research & critical thinking skills. The assignment is driven & tested by a combination of course materials and external self-led research (depending upon essay[s] selected); analyzed and presented in essay(s) form.
Type:
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Topic:
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[Do not select the .
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Running Head DATA USE, COLLECTION, AND APPLICATION1DATA USE.docx
- 1. Running Head: DATA USE, COLLECTION, AND APPLICATION 1 DATA USE, COLLECTION, AND APPLICATION 2 Data Use, Collection, and Application Jason Duesler EDU 480 11-29-19 Professor Denny Needs Assessment 1. Demographic profile of the school and student John, a 6-year-old adolescent is a Hispanic student at Poinciana Elementary School, in Mrs. Vollrath’s classroom. Mrs. Vollrath communicated to me that the student uses English, but he cannot effectively communicate because of the stammering problem. Mrs. Vollrath also stated, John is raised up in a single- family since his father and mother had divorced forcing him to live with his mother alone. The mother is working at the nearby shop where she earns $400 monthly. John is currently having an Individual Education Program (GIS) to help him meet his communication goals. Moreover, John has also been recommended for speech therapy. He started stammering at the age of 6. Later, a psychology assessment established that John was suffering from a serious cognitive disorder. In most cases, he was sad and moody, and sometimes he could withdraw from social situations and become irritable even if no one had annoyed him (Morrison, 2009).
- 2. 2. Use the chart below to assess the student’s English language arts skills. Check the appropriate box for the selected student. Scale Almost Always Sometimes Every once in a While Rarely Never 5 4 3 2 1 The student speaks with the teacher and fellow students with fluency. · The student speaks socially with fluency. · The student can fluently read grade-level texts. · The student can demonstrate comprehension of grade-level texts.
- 3. · The student writes using grammar and punctuation expected of his or her grade level. · The student has clear handwriting. · The student has no major spelling issues. · The student writes without struggle. · The student listens to the teacher and peers with ease. · The student completes all tasks and homework as assigned.
- 4. · 3. My observations of the student regarding listening, speaking, writing and reading skills John did not have any listening and writing difficulty as he was able to write using grammar and punctuation expected of his grade level. He was also able to write without struggle, listen to the teacher and peers with ease and complete all tasks and homework as assigned. Nonetheless, the main problem with John was speaking because of stammering. In this respect, John could hardly speak with the teacher and fellow students with fluency. He was also unable to can fluently read grade-level texts and could not demonstrate comprehension of grade-level texts as well. Responding to the Needs Assessment Data 4. John’s short-term and long-term goals would include: · To emphasize the commitment to speak and align words to the standards · To engage the teacher and get the opportunity to pronounce words correctly · To ensure that John learns speaking and readings skills in a manner that reflects quality research-based communication practices · To ensure John reads fluently at grade level · To teach John reading and speaking strategies regarding the complex content area texts
- 5. · To improve John’s performance on speaking and reading The research-based instructional strategies entail all the learning approaches that a teacher can use to assist a student with speech disorder better learn and understand the course materials (Persaud, 2018). The learning instructional strategies can be either active or assessment-based instructional strategies. In the active instructional strategies, the teacher uses simple questions and ask the student what he/she has found most interesting in class or ask him/her to state what they intend to learn more about (Persaud, 2018; Morrison, 2009). The teacher can also slightly tighten the approach ask the student to draw a sketch that illustrates the things they have learned and ask them to connect the key concepts they learned in class to real-life situations. On the other hand, the assessment-based instructional strategies use tests, examinations, quizzes, and projects to assess the student’s progress. References Morrison J. (2009). Why Teachers Must Be Data Experts. http://www.ascd.org/publications/educational- leadership/dec08/vol66/num04/Why-Teachers-Must-Be-Data- Experts.aspx Persaud C. (2018). Instructional Strategies: The Ultimate Guide. https://tophat.com/blog/instructional-strategies/ © 2016. Grand Canyon University. All Rights Reserved. © 2016. Grand Canyon University. All Rights Reserved. http://www.ncte.org/library/NCTEFiles/Resources/Positions/for mative-assessment_single.pdf
- 6. http://www.readwritethink.org/ http://www.literacyworldwide.org/docs/default-source/where- we-stand/formative-assessment-position-statement.pdf?sfvrsn=9 https://www.teacher.org/wp- content/themes/teacher/scripts/lesson- plans/generate_lesson_plan.php?id=beginning-sound-match this is an example of a English Language Arts lesson 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
- 7. 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:
- 8. · 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.
- 9. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: · I will use a visual of the planet Earth and ask students to describe what Earth looks like. · I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located. Time Needed 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 of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive
- 10. technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: · I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. · I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities:
- 11. · Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: · I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. · I will model one example of solving a number sentence on the white board before having students search for the matching card. · I will then have the partner who has the number sentence explain to their partner how they got the answer.
- 12. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your
- 13. students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in- class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL):
- 14. · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. Time Needed © 2019. Grand Canyon University. All Rights Reserved.