Description
For this assignment, you will create a mini-unit plan containing three individual lesson plans designed for the students outlined in the “Class Profile.”
Using the Curriculum Based Measurement (CBM) probe and grade level you selected in Topic 6, select a corresponding standard from your state’s standards or Common Core State Standards on geometry to develop a learning target. Align one or more NCTM process standards with your learning target. Using these standards and learning target, create a mini-unit of three lesson plans using the “COE Lesson Plan Template.”
The mini-unit must include the use of THREE research-based math instructional strategies for teaching geometry and integrate teacher/student use of technology. You may use, as applicable, prior assignments from this course to complete the benchmark, provided that you incorporate feedback from your instructor.
In your mini-unit, design the three lesson plans so that they:
- Align to one or more of the items on your CBM probe, and show how the CBM probe is implemented in the class.
- Use a variety of teaching strategies and technologies that encourage the students’ development of critical thinking and problem solving.
- Use strategies that create opportunities for students’ active engagement in their learning and promote a supportive learning environment.
- Incorporate the use of digital resources to promote effective verbal, nonverbal, and media communication techniques while creating opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom.
- Integrate formative and summative assessment techniques that measure the learning targets of the lesson plans.
- Incorporate differentiated strategies into the technology, engagement, and assessment in order to meet the needs of all students in the “Class Profile.”
Along with the mini-unit, submit a 250-500 word rationale describing your reasoning for your instructional choices, explaining how you connected the content to student learning needs, and citing the research you used for your instructional strategies.
Submit the mini-unit plan and the rationale as one deliverable.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Must be free of plagiarism.
Curriculum Based Measurement Implementation Plan
Chelsea Burk
EDU 470
Professor Amanda Bruce
05/11/2018
The 3rd grade Geometry standard that I picked was CCSS.MATH.CONTENT.3.G.A.1.
This particular standard deals with the shapes that share certain attributes, different shapes and
their categories, recognizing their differences, and subcategories. This quiz will be given at the
beginning of the lesson, then weekly until they have mastered it at 80% accuracy. It will be a
timed 10-minute test. This will be recorded into a binder, along with a copy of the tests given and
the dates they were given on. This will show where the deficit is and which students are
struggling with which part. For the students that are struggling I will provide one on one
assistance whether it’s with me or an intervention specialist to help them better their geometry
skills and understand the concept. For those with an IEP in place I will provide additional
assistance and use the multi-sensory approach to go above and beyond to help them. I do not
want any student to fall behind. My goal is that we will master this concept in 6 weeks. The
binder will be full of data that I can create a graph with and illustrate my class and their progress
on these geometry concepts in 3rd grade. This can also be an ongoing thing for the entire school
year and build on what we have learned previously.
Questions for Quiz
1.Circle the 3 things that all polygons have:
Straight sides, closed, all right angles, non-intersecting lines, round edges.
2. How many sides does a trapezoid have?
Zero, one, two, three, four.
3. How many sides does a parallelogram have?
Zero, one, two, three, four.
4. How many sides does an oval have?
Zero, one, two, three, four.
5. How many sides does a diamond have?
Zero, one, two, three, four.
6. An exact location:
Point, ray, line.
7. A line in only one direction:
Line, polygon, line segment.
8. Lines that never cross but run side by side:
Parallel, line segment, congruent.
9. Never ending in both directions:
Point, ray, line.
10. Two endpoints on one line:
Line segment, line, polygon.
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
Chelsea Burk
EDU 470
Professor Amanda Bruce
05/11/2018
The 3rd grade Geometry standard that I picked was CCSS.MATH.CONTENT.3.G.A.1.
This particular standard deals with the shapes that share certain attributes, different shapes and
their categories, recognizing their differences, and subcategories. This quiz will be given at the
beginning of the lesson, then weekly until they have mastered it at 80% accuracy. It will be a
timed 10-minute test. This will be recorded into a binder, along with a copy of the tests given and
the dates they were given on. This will show where the deficit is and which students are
struggling with which part. For the students that are struggling I will provide one on one
assistance whether it’s with me or an intervention specialist to help them better their geometry
skills and understand the concept. For those with an IEP in place I will provide additional
assistance and use the multi-sensory approach to go above and beyond to help them. I do not
want any student to fall behind. My goal is that we will master this concept in 6 weeks. The
binder will be full of data that I can create a graph with and illustrate my class and their progress
on these geometry concepts in 3rd grade. This can also be an ongoing thing for the entire school
year and build on what we have learned previously.
Questions for Quiz
1.Circle the 3 things that all polygons have:
Straight sides, closed, all right angles, non-intersecting lines, round edges.
2. How many sides does a trapezoid have?
Zero, one, two, three, four.
3. How many sides does a parallelogram have?
Zero, one, two, three, four.
4. How many sides does an oval have?
Zero, one, two, three, four.
5. How many sides does a diamond have?
Zero, one, two, three, four.
6. An exact location:
Point, ray, line.
7. A line in only one direction:
Line, polygon, line segment.
8. Lines that never cross but run side by side:
Parallel, line segment, congruent.
9. Never ending in both directions:
Point, ray, line.
10. Two endpoints on one line:
Line segment, line, polygon.
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
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