Description
Imagine you are a resource ELA teacher for fifth graders. Your resource class consists of nine students who are reading 2-3 grade levels below their peers.
Review Appendix B of the Common Core Standards and select a fifth grade exemplar informational text.
**Create a lesson plan using the COE lesson plan template that incorporates assistive technology, the fifth grade exemplar informational text, and a Common Core Standard on Reading: Informational Text.
**Along with your completed lesson plan, submit a 250-500-word rationale supporting your instructional choices.
INFORMATION TO HELP ON THE ASSIGNMENT
Common Core English Language Arts Standards
Review the Common Core English Language Arts Standards.
http://www.corestandards.org/ELA-Literacy/
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects- Appendix B: Text Exemplars and Sample Performance Tasks
Review “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects-Appendix B: Text Exemplars and Sample Performance Tasks,” located on the Common Core State Standards Initiative website.
http://www.corestandards.org/assets/Appendix_B.pdf
also downloaded a copy of the COE lesson plan examples/descriptions
College of Education
LESSON PLAN TEMPLATE
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I. PLANNING
Lesson summary
and focus:
?
Classroom and
student factors:
?
National / State
Learning Standards:
?
Specific learning target(s) / objectives:
Teacher notes:
?
?
Agenda:
Formative assessment:
?
?
Academic Language:
Key Vocabulary:
Functions:
?
Form:
?
?
Instructional Materials,
Equipment and
Technology:
?
Grouping:
?
II. INSTRUCTION
A. Opening
Prior knowledge
connection:
?
Anticipatory set:
?
B. Learning and Teaching Activities (Teaching and Guided Practice):
I do
Students do
?
Differentiation
?
?
III. ASSESSMENT
Summative Assessment
Differentiation
?
?
Closure:
?
Homework:
?
Print
College of Education
LESSON PLAN TEMPLATE
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I. PLANNING
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Lesson summary
and focus:
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Classroom and
student factors:
National / State
Learning Standards:
Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text.
Specific learning target(s) / objectives:
Teacher notes:
Specify exactly what the students will be able to do after Clarify where this lesson falls within a unit of study.
the standards-based lesson.
Agenda:
Formative assessment:
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approximate time for each segment.
Identify the process and how you will measure the progress toward mastery of learning target(s).
Academic Language:
Key Vocabulary:
Functions:
Form:
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a particular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Instructional Materials,
Equipment and
Technology:
List ALL materials, equipment and technology the teacher and students will use
during the lesson. Add or attach copies of ALL printed and online materials at the
end of this template. Be sure to address how you will teach the students to use the
technology in Section II. INSTRUCTION.
Identify grouping strategies that will support your students’ learning needs.
Grouping:
II. INSTRUCTION
A. Opening
Prior knowledge
connection:
Identify how this lesson connects to previous lessons / learning (prior knowledge of
students) and students’ lives.
Identify how this lesson is meaningful to the students and connects to their lives.
Anticipatory set:
B. Learning and Teaching Activities (Teaching and Guided Practice):
I do
Students do
Differentiation
Your “I Do” instructional procedures should include:
The teaching strategy you will use to
teach each step that includes modeling and formative assessment;
transition statements you will make
throughout your lesson and essential questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step instructions on how you will implement
the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”
Describe methods of differentiation,
including accommodation or differentiation strategies for academically, behaviorally and motivationally
challenged students.
Please use a corresponding numbered
list.
Please use a corresponding numbered list.
Also include extension activities:
What will students who finish early
do?
III. ASSESSMENT
Summative Assessment
Include details of any summative assessment as applicable and attach a copy with an answer key. Explain
how the summative assessment measures the learning
target(s)/objectives. If you do not include a summative
assessment, identify how you will measure students’
mastery of the learning target(s)/objectives.
Closure:
Homework:
Differentiation
Describe methods of differentiation for your summative
assessment, including accommodation or differentiation
strategies for academically, behaviorally and motivationally challenged students.
Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside
the classroom.
Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment
supports the learning targets / objectives. Attach any copies of homework.
Purchase answer to see full
attachment
LESSON PLAN TEMPLATE
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I. PLANNING
Lesson summary
and focus:
?
Classroom and
student factors:
?
National / State
Learning Standards:
?
Specific learning target(s) / objectives:
Teacher notes:
?
?
Agenda:
Formative assessment:
?
?
Academic Language:
Key Vocabulary:
Functions:
?
Form:
?
?
Instructional Materials,
Equipment and
Technology:
?
Grouping:
?
II. INSTRUCTION
A. Opening
Prior knowledge
connection:
?
Anticipatory set:
?
B. Learning and Teaching Activities (Teaching and Guided Practice):
I do
Students do
?
Differentiation
?
?
III. ASSESSMENT
Summative Assessment
Differentiation
?
?
Closure:
?
Homework:
?
College of Education
LESSON PLAN TEMPLATE
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I. PLANNING
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Lesson summary
and focus:
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Classroom and
student factors:
National / State
Learning Standards:
Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text.
Specific learning target(s) / objectives:
Teacher notes:
Specify exactly what the students will be able to do after Clarify where this lesson falls within a unit of study.
the standards-based lesson.
Agenda:
Formative assessment:
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approximate time for each segment.
Identify the process and how you will measure the progress toward mastery of learning target(s).
Academic Language:
Key Vocabulary:
Functions:
Form:
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a particular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Instructional Materials,
Equipment and
Technology:
List ALL materials, equipment and technology the teacher and students will use
during the lesson. Add or attach copies of ALL printed and online materials at the
end of this template. Be sure to address how you will teach the students to use the
technology in Section II. INSTRUCTION.
Identify grouping strategies that will support your students’ learning needs.
Grouping:
II. INSTRUCTION
A. Opening
Prior knowledge
connection:
Identify how this lesson connects to previous lessons / learning (prior knowledge of
students) and students’ lives.
Identify how this lesson is meaningful to the students and connects to their lives.
Anticipatory set:
B. Learning and Teaching Activities (Teaching and Guided Practice):
I do
Students do
Differentiation
Your “I Do” instructional procedures should include:
The teaching strategy you will use to
teach each step that includes modeling and formative assessment;
transition statements you will make
throughout your lesson and essential questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step instructions on how you will implement
the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”
Describe methods of differentiation,
including accommodation or differentiation strategies for academically, behaviorally and motivationally
challenged students.
Please use a corresponding numbered
list.
Please use a corresponding numbered list.
Also include extension activities:
What will students who finish early
do?
III. ASSESSMENT
Summative Assessment
Include details of any summative assessment as applicable and attach a copy with an answer key. Explain
how the summative assessment measures the learning
target(s)/objectives. If you do not include a summative
assessment, identify how you will measure students’
mastery of the learning target(s)/objectives.
Closure:
Homework:
Differentiation
Describe methods of differentiation for your summative
assessment, including accommodation or differentiation
strategies for academically, behaviorally and motivationally challenged students.
Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside
the classroom.
Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment
supports the learning targets / objectives. Attach any copies of homework.
Purchase answer to see full
attachment
Categories: