Essay Grade

Course Code
ECH-340
Class Code
ECH-340-O500
Criteria
One-page Invitation
Percentage
15.0%
Family Literacy Night
15.0%
PowerPoint Presentation
65.0%
Literacy and Role of Listening, Speaking, Reading,
and Writing
30.0%
Literacy Activities for Families
30.0%
Evaluating and Documenting Sources (in-text
citations for paraphrasing and direct quotes, and
references section listing and formatting, as
appropriate to assignment and style)
5.0%
Organization and Format
20.0%
Presentation of Content
5.0%
Layout
5.0%
Language Use and Audience Awareness (includes
sentence construction, word choice, etc.)
5.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Total Weightage
100%
Assignment Title
Family Literacy Night
Unsatisfactory (0.00%)
Family Literacy Night invitation is not included.
Literacy and the role of listening, speaking, reading, and
writing are not defined.
No literacy activities are included.
Contains no title slide, no references section, and no correctly
cited references within the body of the presentation.
The content lacks a clear point of view and logical sequence
of information. Sequencing of ideas is unclear.
The layout is cluttered, confusing, and does not use spacing,
headings, and subheadings to enhance the readability. The
text is extremely difficult to read with long blocks of text,
small font sizes, and inappropriate contrasting colors. Poor
use of headings, subheadings, indentations, or bold
formatting is evident.
Inappropriate word choice and lack of variety in language use
are evident. Writer appears to be unaware of audience.
Writer either does not apply figures of speech or uses them
inappropriately.
Errors are pervasive enough that they impede
communication of meaning.
Total Points
65.0
Less than Satisfactory (65.00%)
Family Literacy Night invitation does not include all
components (time, place, purpose) and is unorganized.
Literacy and the role of listening, speaking, reading, and
writing are not clearly defined. No slide notes are provided.
Less than three literacy activities are included. Slide notes are
unclear or not provided.
Title slide is incomplete or inaccurate. References section
includes sources, but contains many citation errors. Citations
are included within the body of the presentation, but contain
many errors.
The content is vague in conveying a point of view and does
not create a strong sense of purpose.
The layout shows some structure, but appears cluttered, busy
or distracting with large gaps of white space or a distracting
background. Overall readability is difficult because of lengthy
paragraphs, too many fonts, dark or busy background,
overuse of bold, or lack of appropriate indentations of text.
Some distracting inconsistencies in language and/or word
choice are present. The writer exhibits some lack of control in
using figures of speech appropriately.
Frequent and repetitive mechanical errors distract the
reader.
Satisfactory (75.00%)
Family Literacy Night invitation includes most components
(time, place, purpose) and is somewhat organized.
Literacy and all of the roles of speaking, listening, reading,
and writing are broadly described. Slide notes are vague.
Three literacy activities are broadly described. Slide notes are
vague.
Title slide has minor errors. References section includes
sources, but they are not consistently cited correctly.
Citations are included within the body of the presentation,
but with some errors.
The presentation slides are generally competent, but ideas
may show some inconsistency in organization and/or in their
relationships to each other.
The layout uses horizontal and vertical white space
appropriately. Sometimes the fonts are easy to read, but in a
few places the use of fonts, italics, bold, long paragraphs,
color, or busy background detracts and does not enhance
readability.
Some distracting inconsistencies in language and/or word
choice are present. The writer exhibits some lack of control in
using figures of speech appropriately.
Some mechanical errors or typos are present but are not
overly distracting to the reader.
Good (85.00%)
Family Literacy Night invitation includes all components
(time, place, purpose) and is well organized.
Literacy and all of the roles of speaking, listening, reading,
and writing are clearly defined. Slide notes provide sufficient
detail.
Three literacy activities are clearly described. Slide notes
provide sufficient detail.
Title slide is complete. References section includes correctly
cited sources with minimal errors. Correct citations are
included within the body of the presentation.
The content is written with a logical progression of ideas and
supporting information exhibiting a unity, coherence, and
cohesiveness.
The layout background and text complement each other and
enable the content to be read easily. The fonts are easy to
read, and point size varies appropriately for headings and
text.
The writer is clearly aware of audience, uses a variety of
appropriate vocabulary, and uses figures of speech to
communicate clearly.
Slides are largely free of mechanical errors, although a few
may be present.
Excellent (100.00%)
Family Literacy Night invitation includes time, place, and
purpose. The invitation is organized and visually appealing.
Literacy and all of the roles of speaking, listening, reading,
and writing are defined thoroughly. Slide notes are
comprehensive.
Three or more literacy strategies and activities are included
with thorough details. Slide notes are comprehensive.
Title slide is complete. References section includes correctly
cited sources. Correct citations are included within the body
of the presentation.
The content is written clearly and concisely. Ideas universally
progress and relate to each other. The project includes
motivating questions and advanced organizers. The project
gives the audience a clear sense of the main idea.
The layout is visually pleasing and contributes to the overall
message with appropriate use of headings, subheadings, and
white space. Text is appropriate in length for the target
audience and to the point. The background and colors
enhance the readability of the text.
Comments
The writer is clearly aware of audience, uses a variety of
appropriate vocabulary, and uses figures of speech to
communicate clearly.
Writer is clearly in control of standard, written, academic
English.
Points Earned
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
LESSON PLAN 1
LESSON PLAN: Listening, Speaking, Reading, and Writing
Teacher
Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan
Title:
PLANNING
Lesson summary and focus: In this lesson, learners will understand how to decode
word with common Latin prefixes and suffixes.
Learners will have different activities to assist them
with this.
Classroom and student
There are 25 kids in the classroom (15 boys/ 10
factors:
girls). The ethnicity and background of learners vary
in the classroom. Some learners have learning
disabilities. Few learners in the class learn at different
paces. As the teacher in charge of the class, I am
taking this as a consideration when I am planning and
preparing the activities/lessons.
National / State Learning
CCSS ELA-LITERACY, RF 3.3, B.
Standards:
“Decode words that have Latin suffixes that are
common” (McGee & Richgels, 2004)
Specific learning target(s) /
Teacher notes:
objectives
Learners will have the ability Decodable words will be posted in the whiteboard
to decode words that have
Latin suffixes that are
common. Each learner will
have a comprehension that is
above 75% at the end of the
lesson.
Agenda:
Formative assessment:
-Play a small clip from
Project sentences and words that are in Latin, read
YouTube
them out in loud to the class as the scholars repeat
-Introduce words that are
after you.
decodable
Take time on words or sentences that students are
-A quick mini lesson
having problems in pronunciation.
-Round robin
LESSON PLAN 2
-Learning that is cooperative
Key Vocabulary:
Ible-flexible
Able-good
Ment-statement
Instructional
Materials:
Equipment and
Technology:
Grouping:
Prior knowledge
connection:
Academic Language:
Functions:
Form:
Learners will
I will give different Latin prefixes and
need to learn
suffixes and see if the learners can put it
how to decode
together in order to construct a word.
suffixes in Latin.
Moreover, how
to complete
word and also
how multiple
words can be
formed from
this.
Pen, paper, and chart
Learners with learning disabilities or those that require
additional attention will have a chart on their desks to help
them cope with others.
II. INSTRUCTION
A. Opening
I will discuss the lesson before starting to ensure that scholars
have necessary prior knowledge on listening, speaking and
writing. This will help in activating the knowledge.
Anticipatory set:
I will write different words in the whiteboard, and then I will
ask the scholars to pronounce them loudly in order to establish
whether they are able to read, write and listen.
B. Learning and Teaching Activities (Teaching and Guided Practice)
I do
Students do
Differentiation
Teach ALL kids
Form groups
Differentiation is important for students
the essential grade- -Based on
who are struggling to acquire literacy
level skills,
observational data skills.
concept, and
and assessment
Differentiation helps the teacher plan in a
strategies.
-Have
strategic way to meets the need of the
Teach guided
instructional
students.
practice and
materials.
-Essential content- vocabulary,
modeling.
-Pacing and
comprehension and phonics
Provide systematic scaffolding
and explicit
Re-grouping.
instruction.
Writing strategies:
Use assessment
everyday
data to check on
activities, familiar
faces, etc. can help
LESSON PLAN 3
instructional
strategies.
students be great
writers
III. ASSESSMENT
Summative Assessment
Assess whether children have strong identity sense
Differentiation
Collaboration
Observation
Are learners able to
differentiate instructions
Children have involved learners and confidence
Children are effective communicators
Learners are connected and can listen
Scholars have a sense of wellbeing
Closure:
Ask scholars whether they have questions. Clarify areas that students were struggling
during the lesson. Give students details of words they will practice in the next lesson.
Homework:
• Give the students extra word and sentences that they will practice at home and
in their free time.
• Group discussions, share personal responses
• Learn different perspectives from peers
LESSON PLAN 4
References
Mcgee, L.M. & Richgels, D.J. (2004). Literacy’s Beginnings: Supporting young readers and
writers. Research Gate. Retrieved from
https://www.researchgate.net/publication/234747746_Literacy’s_Beginnings_Supporting
_Young_Readers_and_Writers_4E
1
Running head: LESSON PLAN
Lesson Plan
Christy Raven
Grand Canyon University
ECH-340
LESSON PLAN
2
College of Education
LESSON PLAN
Teacher Candidate:
Grade Level:
3
Date:
June 9, 2019
Unit/Subject:
Listening, Speaking, Reading, and Writing
Instructional Plan Title Development of language skills: listening, speaking, listening, and
writing.
I. PLANING
Lesson summary and focus:
Classroom and student factors:
National/ State Learning Standards:
The lesson focuses on the importance of the
four communication skills which are outlined
as listening, speaking, reading, and writing.
These skills are important since they allow
learners to come up with contexts in which to
correctly use the English language to express
themselves and exchange information.
The focus of this lesson will be on grammar,
pronunciation, spelling, or punctuation.
These factors can be divided into factors that
can be controlled and those that cannot be
controlled.
Factors that can be controlled include the
classroom and seating layout. It defines the
positioning of furniture and visual aids.
Factors that cannot be controlled include the
students’ self-esteem, their quality of sleep,
and nutrition.
The state’s learning standards of this unit
require that the student should:
• Recount and paraphrase stories and
determine the key message and moral
lesson.
• Compare and contrast the connection
between various sentences and
paragraphs.
• Write a comprehensive composition of
a given topic.
• At the end of the course, be able to read
LESSON PLAN
3
and comprehend texts proficiently and
independently.
Specific learning target(s) / objectives:
At the end of this lesson, the students should:
1. Be able to write an entire paragraph
without making grammatical and
punctuation errors.
2. Score a minimum of 70% in a dictation
test.
3. Be able to paraphrase a story narrated
by the instructor.
4. Read a short story to the class taking
note of the rising and falling
intonations.
Agenda:
Teacher notes:
The teacher’s notes should include, but not
limited to, the following:
• Definitions of key vocabulary terms.
• Important questions.
• Homework.
Formative assessment:
The learners should be able to tell the
importance of the four skills in day-to-day life.
1. I am asking questions to either
individual students or groups of
students during the learning process.
2. It is encouraging the students to carry
out self-assessments that aims at
making them think deeper about their
learning process.
3. Instruct the students to participate in
peer assessments that allow them to use
one another as learning resources.
Academic Language:
Key Vocabulary:
Functions:
• Comprehend
• Grammar
• Concentrate
• Punctuation
• Paraphrase
• Spelling
• Dictate
• Vocabulary
• Skills
Instructional Materials, Equipment, and
Technology:
Form:
The lesson is in American
English.
1.
2.
3.
4.
Sound recorders
Storybooks
Textbooks
Writing materials such as writing pads,
pencils, pens, and erasers
5. Projectors
6. Monitors
7. Pointers
LESSON PLAN
4
8. Whiteboard markers
Grouping:
There are various ways in which the students
can be grouped. The following are the most
effective in this case:
1. Rows of students can be made to turn
their desks and face one another. This
is one of the easiest and quickest ways
that the students can share ideas.
2. If the instructor does not desire that
some specific students be in the same
group, he or she can come up with
randomly mixed up groups.
3. Another way to ensure randomization
without bias is by using the
alphabetical system based on their
names on the roaster.
4. In the case of differentiated interests,
the students can be placed in groups
that represent students with similar
interests so that they can boost each
other’ knowledge and share more
information from their experiences.
II. INSTRUCTION
A. Opening
Prior knowledge connection:
At this point, the students are expected to be
well acquitted with the basic sentence
structures such as past and present tenses, for
example, “The cow ate the grass,” and “The
cow is eating grass.”
They are also expected to know how to read a
sentence with commas and full stops, knowing
where to pause briefly and stop.
The students are expected to know that
listening is an important skill if it is to
understand and comprehend the statements of
another party. This involves proper turn taking
and giving the other party enough time to
speak before responding.
It is expected that the students know the
LESSON PLAN
5
appropriate use of capital letters such as at the
beginning of sentences and when writing the
names of people, cities, and institutions.
Anticipatory set:
There is a need to slowly and gradually
introduce the students to the new topic at hand.
At times, the students may think these topics
are difficult, and in some cases, they may be
eager to learn. In either case, it is important
that the instructor starts the lesson in ways that
can captivate the interest of the learners. The
following are the various teaching approaches
for anticipatory sets:
1. Playing the students a video clip of, say
a grandmother narrating a story to her
grandchildren. Such an attempt to stirs
curiosity and interest in the learners’
mind.
2. Present the learners with a question
which is related to the lesson that they
cannot answer. By the time the lesson
comes to the point that answers this
question, the student will realize that
the entire lesson was building up to the
solution or answer to the question.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I do
•
•
•
I will initiate the
class discussions
by asking
questions.
I will assign
groups to the
students when
necessary.
I will allocate
reading duties to
random students
or carefully
selected students
Students do
Differentiation
The students may be granted the
responsibility or the chance to:
• Chose their topics of interest
when presented with a variety of
options.
• Select the subject when they are
required to write about a broad
topic.
There is a difference
between what I will be
doing and what the
learners will be able to
do. I, as the instructor,
have the authority over
the learners and can
change aspects of the
class whenever I deem
necessary. These aspects
include classroom layout
or suiting arrangements.
LESSON PLAN
6
III. ASSESSMENT
Summative Assessment
Summative tests will occur at the end of the
unit. They are associated with standard tests
and final projects. Examples of summative
tests that will be applicable in this scenario
include:
• Achievement tests
• Final projects
• End-of-unit tests
• Performance task
• Written product
• Oral tests
• Standardized tests
Homework:
Differentiation
There are different scenarios that the instructor
may give various tests. They differ in the time,
the reason, and the content of the assessment.
• When to assess
An assessment is to be given at the end of
every stage. If the instructor feels as though the
learners have not grasped a specific aspect of
the lesson, then he or she can give the test.
• What to assess
The content of the assessment tests covers only
the topics within the lesson of “Development
of language skills: listening, speaking,
listening, and writing.”
• Why assess
Assessment is carried out to ensure that the
learners have fulfilled the study objectives.
The students should write a composition that
begins with, “It was on a hot summer day…”
Graphic Organizer Reflection
Strengths
•
•
I have been able to state the specific
learning objectives clearly.
My anticipatory sets fit the case of 3rdgrade students.
Areas of Improvement
•
•
I need to be more specific in the areas
of assessment, as in, I have to give a
specific timeline of when to give tests.
I need to be more specific on the types
of summative tests since not all can be
used in one lesson
Goals and teaching strategies for my next lesson
•
•
I hope to involve the learners more in my next lesson plan.
The next lesson will be more advanced in terms of complexity.

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