Description
See attachment Step By Step Instructions for what is required. The second document is the chosen lesson plan.
After reviewing the readings for this week, choose a grade level and an exemplary lesson plan from this
topic’s readings. For each of the questions that follow, compose a 50-150 word response regarding the
lesson you chose.
1. What is the lesson’s objective? Is it measurable and observable? If not, how could the objective
be rewritten to be measurable and observable? Be sure to provide the grade level and
academic subject area for the lesson, along with the corresponding academic standards.
2. Is whole group instruction utilized in the lesson? If not, how can whole group instruction be
incorporated into the lesson? How could a co-teacher be utilized during whole group
instruction? What technologies would you include to meet all student needs during this time?
3. What process would you follow to create small groups for instruction for the lesson? How would
you meet all student needs and ensure positive classroom management during small group
instruction?
4. What learning center activities would you include that align to the lesson? What technology
might be incorporated during learning center activities? How will you teach classroom
procedures for small groups and learning center times to ensure positive classroom
management?
5. How would you assess student learning during whole group lessons, small group instruction, and
independent work times?
6. What principles of Universal Design for Learning would you incorporate into the lesson?
Submit short answers only.
Prepare this assignment according to the guidelines found in the GCU 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.
Step-by-Step Teaching and Learning
1
1: No
Submission
0.00%
100.0
%Criteria
15.0 %Short
Answer:
Lesson
Objectives
2
2: Insufficient
65.00%
Not
Short answer
addressed. inadequately
describes the lesson?s
objective and
whether it is
measurable and
observable. If the
objective is not
measurable and
observable, a new
objective is provided
but does not meet
these qualifications.
Grade level and
academic subject
area, along with
corresponding
3
3: Approaching
75.00%
4
4: Acceptable
85.00%
5
5: Target
100.00%
Short answer
adequately describes
the lesson?s
objective and
whether it is
measurable and
observable. If the
objective is not
measurable and
observable, a new
objective is provided
meeting these
qualifications. Grade
level and academic
subject area, along
with corresponding
academic standards
are provided.
Short answer soundly
describes the
lesson?s objective
and whether it is
measurable and
observable. If the
objective is not
measurable and
observable, a new
objective is provided
correctly meeting
these qualifications.
Grade level and
academic subject
area, along with
corresponding
academic standards
are provided.
Short answer
proficiently describes
the lesson?s objective
and whether it is
measurable and
observable. If the
objective is not
measurable and
observable, a new
objective is provided
expertly meeting
these qualifications.
Grade level and
academic subject
area, along with
corresponding
academic standards
are provided.
academic standards
are provided.
100.0
%Criteria
15.0 %Short Not
Answer:
addressed.
Whole Group
Instruction
100.0
%Criteria
15.0 %Short Not
Answer: Small addressed.
Group
Instruction
100.0
%Criteria
15.0 %Short
Answer:
Learning
Center
Activities
Short answer poorly Short answer details Short answer details Short answer details
details whether whole whether whole group whether whole group whether whole group
group instruction is
instruction is utilized instruction is utilized instruction is utilized
utilized in the lesson. in the lesson and if in the lesson and if in the lesson and if
Inappropriate ways to not, how whole
not, provides an
not, provides a
utilize a co-teacher group instruction can advanced description comprehensive
during whole group
be incorporated.
of how whole group description of how
instruction and
Appropriate ways to instruction can be
whole group
included technologies utilize a co-teacher incorporated. Fitting instruction can be
to meet all student during whole group ways to utilize a co- incorporated.
needs are provided. instruction and
teacher during whole Professional ways to
included
group instruction and utilize a co-teacher
technologies to meet included
during whole group
all student needs are technologies
instruction and
provided.
included technologies
to meet all student
needs are provided.
Short answer
inadequately
describes process to
follow in creation of
small groups for
instruction of the
lesson and how to
meet all student
needs to ensure
positive classroom
management during
small group
instruction.
Short answer
Short answer soundly Short answer
describes concise
describes concise
thoroughly describes
process to follow in process to follow in concise process to
creation of small
creation of small
follow in creation of
groups for instruction groups for instruction small groups for
of the lesson and
of the lesson and
instruction of the
how to meet all
how to meet all
lesson and how to
student needs to
student needs to
meet all student
ensure positive
ensure positive
needs to ensure
classroom
classroom
positive classroom
management during management during management during
small group
small group
small group
instruction.
instruction.
instruction.
Not
Short answer
Short answer
Short answer
Short answer
addressed. describes
describes
describes advanced describes creative
inappropriate learning appropriate learning learning center
learning center
center activities that center activities that activities that could activities that could
could be included to could be included to be included to align be included to align
align to the lesson,
align to the lesson, to the lesson, along to the lesson, along
along with technology along with
with technology that with technology that
that could be
technology that
could be
could be incorporated
incorporated during could be
incorporated during during learning center
learning center
incorporated during learning center
activities. An
activities. An unclear learning center
activities. An
innovative description
description of how to activities. A clear
extensive description of how to teach
teach classroom
description of how to of how to teach
classroom procedures
procedures for small teach classroom
classroom procedures for small groups and
groups and learning procedures for small for small groups and learning center times
center times to
groups and learning learning center times to ensure positive
ensure positive
center times to
to ensure positive
classroom
classroom
ensure positive
classroom
management is also
management is also classroom
management is also provided.
provided.
management is also provided.
provided.
100.0
%Criteria
15.0 %Short
Answer:
Assessment
100.0
%Criteria
15.0 %Short
Answer:
Universal
Design
Not
Short answer
Short answer
addressed. irrelevantly describes relevantly describes
how to assess student how to assess
learning during whole student learning
group lessons, small during whole group
group instruction, and lessons, small group
independent work
instruction, and
times.
independent work
times.
Short answer soundly Short answer
describes how to
exceptionally
assess student
describes how to
learning during whole assess student
group lessons, small learning during whole
group instruction,
group lessons, small
and independent
group instruction, and
work times.
independent work
times.
Not
Short answer
Short answer
addressed. describes inapplicable describes applicable
principles of Universal principles of
Design for Learning
Universal Design for
that could be
Learning that could
incorporated in the be incorporated in
lesson.
the lesson.
Short answer
describes
appropriate
principles of
Universal Design for
Learning that could
be incorporated in
the lesson.
100.0
%Criteria
5.0
Not
%Mechanics of addressed.
Writing
(includes
spelling,
punctuation,
grammar,
language use)
100.0
%Criteria
5.0 %Paper
Format (use
of
appropriate
style for the
major and
assignment)
100 %Total
Weightage
Frequent and
repetitive mechanical
errors distract the
reader.
Inconsistencies in
language choice
(register) or word
choice are present.
Sentence structure is
correct but not
varied.
Not
Appropriate template
addressed. is used, but some
elements are missing
or mistaken; lack of
control with
formatting is
apparent.
Short answer
efficiently describes
appropriate principles
of Universal Design
for Learning that
could be incorporated
in the lesson.
Some mechanical
Prose is largely free Writer is clearly in
errors or typos are of mechanical errors, command of
present, but they are although a few may standard, written,
not overly distracting be present. The
academic English.
to the reader.
writer uses a variety
Correct and varied of effective sentence
sentence structure structures and
and audiencefigures of speech.
appropriate language
are employed.
Appropriate
template is used,
and formatting is
correct, although
some minor errors
may be present.
Appropriate template All format elements
is fully used; There are correct.
are virtually no
errors in formatting
style.
Parts of a Plant Lesson Plan
Teacher
Candidate:
Grade Level:
Preschool 4’s
Date: April 12,
2016
Unit/Subject:
Gardening
Instructional Plan
Title: Parts of a
Plant
I. PLANNING
Students will be able to draw a flower and label parts of the flower.
Lesson
Summary
and Focus
Classroom
12 students; 1 with IEP for speech
and Student
Factors
National/
Missouri Early Learning Goal
State
VI. Science B. Life Science 4. Represents observations about living things in a
Learning
variety of ways. C. Represents observations through art and construction D. Talks
Standards
about plants.
Specific Learning Targets/Objectives
Teaching Notes
I can read the sight words am and it with
This lesson falls on day 2 of a 5-day unit.
90% accuracy.
I can write the sight words am and it with
90% accuracy.
I can identify words from the –at family in
my reading and writing with 80% accuracy.
Agenda
Formative Assessment
Identify the (1) opening of the lesson: Gather Informal observations will be made while students
at the smart board for calendar; (2) learning
are working at the tables. Observations will be
and teaching activities. Students dismissed to noted using the app on the iPad.
tables to work independently.
Page 1 of 3
© 2016. Grand Canyon University. All Rights Reserved.
Academic
Language
Key Vocabulary
Roots
Stem
Leaves
Flower
Function
Students will
demonstrate
understanding by
Form
Students will be given
think time to
demonstrate knowledge
in classroom
discussions. Students
will also be able to
demonstrate
understanding through
their writings.
Instructional Easel, paper, crayons, glue sticks, vocabulary word labels, Smart Board, YouTube
Materials,
video, markers, and paper,
Equipment
and
Technology
Grouping
II. INSTRUCTION
A. Opening
Prior Knowledge Connection
This lesson builds on the information students received from
the book Flower Garden by Eve Bunting. This book was
read on Day 1 of the unit.
Anticipatory Set
Students will be excited to use crayons to creatively draw
and label a flower.
B. Learning and Teaching Activities (Teaching and Guided Practice)
I Do
Students Do
Differentiation
Page 2 of 3
© 2016. Grand Canyon University. All Rights Reserved.
Whole group gathered at easel:
1. Yesterday we read the book Flower Garden and we
learned about the different parts of the plant.
Yesterday we created flowers out of play-doh and
then you labeled the parts. Who can tell me the
parts of the plant?
Show the video at this link:
2. This video uses all the same labels and
demonstrates the desired drawing.
1. Roots, stem,
leaves, and
flower.
1. Behavior was
reinforced by
praising a
student’s
desired
behavior.
2. Sit quietly
watching the
video.
2. Student with
needs for
movement
was allowed
to sit on the
carpet where
he could see,
but could
move
without
disrupting
others.
3. Ask questions
regarding the
drawing of the
flower.
3. What a great video! It shows us all the parts of the
plant. Today we are going to draw our very own
flowers and then we are going to label them. I want
you to use your very best coloring because we are
going to put these on display in the hallway.
4. Demonstrate how to draw a large flower on the
page with great coloring. Show students how to
label, but do not put all labels on.
3. Encourage
students who
excel to add
more detail
that plants
need; sun,
rain (water),
soil.
III. ASSESSMENT
Summative Summative assessment will occur at the end of the
Assessment unit.
Differentiation
Closure
Giving students a chance to create will provide opportunity to demonstrate
understanding of the parts of a flower.
Homework
None
Page 3 of 3
© 2016. Grand Canyon University. All Rights Reserved.
Purchase answer to see full
attachment
topic’s readings. For each of the questions that follow, compose a 50-150 word response regarding the
lesson you chose.
1. What is the lesson’s objective? Is it measurable and observable? If not, how could the objective
be rewritten to be measurable and observable? Be sure to provide the grade level and
academic subject area for the lesson, along with the corresponding academic standards.
2. Is whole group instruction utilized in the lesson? If not, how can whole group instruction be
incorporated into the lesson? How could a co-teacher be utilized during whole group
instruction? What technologies would you include to meet all student needs during this time?
3. What process would you follow to create small groups for instruction for the lesson? How would
you meet all student needs and ensure positive classroom management during small group
instruction?
4. What learning center activities would you include that align to the lesson? What technology
might be incorporated during learning center activities? How will you teach classroom
procedures for small groups and learning center times to ensure positive classroom
management?
5. How would you assess student learning during whole group lessons, small group instruction, and
independent work times?
6. What principles of Universal Design for Learning would you incorporate into the lesson?
Submit short answers only.
Prepare this assignment according to the guidelines found in the GCU 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.
Step-by-Step Teaching and Learning
1
1: No
Submission
0.00%
100.0
%Criteria
15.0 %Short
Answer:
Lesson
Objectives
2
2: Insufficient
65.00%
Not
Short answer
addressed. inadequately
describes the lesson?s
objective and
whether it is
measurable and
observable. If the
objective is not
measurable and
observable, a new
objective is provided
but does not meet
these qualifications.
Grade level and
academic subject
area, along with
corresponding
3
3: Approaching
75.00%
4
4: Acceptable
85.00%
5
5: Target
100.00%
Short answer
adequately describes
the lesson?s
objective and
whether it is
measurable and
observable. If the
objective is not
measurable and
observable, a new
objective is provided
meeting these
qualifications. Grade
level and academic
subject area, along
with corresponding
academic standards
are provided.
Short answer soundly
describes the
lesson?s objective
and whether it is
measurable and
observable. If the
objective is not
measurable and
observable, a new
objective is provided
correctly meeting
these qualifications.
Grade level and
academic subject
area, along with
corresponding
academic standards
are provided.
Short answer
proficiently describes
the lesson?s objective
and whether it is
measurable and
observable. If the
objective is not
measurable and
observable, a new
objective is provided
expertly meeting
these qualifications.
Grade level and
academic subject
area, along with
corresponding
academic standards
are provided.
academic standards
are provided.
100.0
%Criteria
15.0 %Short Not
Answer:
addressed.
Whole Group
Instruction
100.0
%Criteria
15.0 %Short Not
Answer: Small addressed.
Group
Instruction
100.0
%Criteria
15.0 %Short
Answer:
Learning
Center
Activities
Short answer poorly Short answer details Short answer details Short answer details
details whether whole whether whole group whether whole group whether whole group
group instruction is
instruction is utilized instruction is utilized instruction is utilized
utilized in the lesson. in the lesson and if in the lesson and if in the lesson and if
Inappropriate ways to not, how whole
not, provides an
not, provides a
utilize a co-teacher group instruction can advanced description comprehensive
during whole group
be incorporated.
of how whole group description of how
instruction and
Appropriate ways to instruction can be
whole group
included technologies utilize a co-teacher incorporated. Fitting instruction can be
to meet all student during whole group ways to utilize a co- incorporated.
needs are provided. instruction and
teacher during whole Professional ways to
included
group instruction and utilize a co-teacher
technologies to meet included
during whole group
all student needs are technologies
instruction and
provided.
included technologies
to meet all student
needs are provided.
Short answer
inadequately
describes process to
follow in creation of
small groups for
instruction of the
lesson and how to
meet all student
needs to ensure
positive classroom
management during
small group
instruction.
Short answer
Short answer soundly Short answer
describes concise
describes concise
thoroughly describes
process to follow in process to follow in concise process to
creation of small
creation of small
follow in creation of
groups for instruction groups for instruction small groups for
of the lesson and
of the lesson and
instruction of the
how to meet all
how to meet all
lesson and how to
student needs to
student needs to
meet all student
ensure positive
ensure positive
needs to ensure
classroom
classroom
positive classroom
management during management during management during
small group
small group
small group
instruction.
instruction.
instruction.
Not
Short answer
Short answer
Short answer
Short answer
addressed. describes
describes
describes advanced describes creative
inappropriate learning appropriate learning learning center
learning center
center activities that center activities that activities that could activities that could
could be included to could be included to be included to align be included to align
align to the lesson,
align to the lesson, to the lesson, along to the lesson, along
along with technology along with
with technology that with technology that
that could be
technology that
could be
could be incorporated
incorporated during could be
incorporated during during learning center
learning center
incorporated during learning center
activities. An
activities. An unclear learning center
activities. An
innovative description
description of how to activities. A clear
extensive description of how to teach
teach classroom
description of how to of how to teach
classroom procedures
procedures for small teach classroom
classroom procedures for small groups and
groups and learning procedures for small for small groups and learning center times
center times to
groups and learning learning center times to ensure positive
ensure positive
center times to
to ensure positive
classroom
classroom
ensure positive
classroom
management is also
management is also classroom
management is also provided.
provided.
management is also provided.
provided.
100.0
%Criteria
15.0 %Short
Answer:
Assessment
100.0
%Criteria
15.0 %Short
Answer:
Universal
Design
Not
Short answer
Short answer
addressed. irrelevantly describes relevantly describes
how to assess student how to assess
learning during whole student learning
group lessons, small during whole group
group instruction, and lessons, small group
independent work
instruction, and
times.
independent work
times.
Short answer soundly Short answer
describes how to
exceptionally
assess student
describes how to
learning during whole assess student
group lessons, small learning during whole
group instruction,
group lessons, small
and independent
group instruction, and
work times.
independent work
times.
Not
Short answer
Short answer
addressed. describes inapplicable describes applicable
principles of Universal principles of
Design for Learning
Universal Design for
that could be
Learning that could
incorporated in the be incorporated in
lesson.
the lesson.
Short answer
describes
appropriate
principles of
Universal Design for
Learning that could
be incorporated in
the lesson.
100.0
%Criteria
5.0
Not
%Mechanics of addressed.
Writing
(includes
spelling,
punctuation,
grammar,
language use)
100.0
%Criteria
5.0 %Paper
Format (use
of
appropriate
style for the
major and
assignment)
100 %Total
Weightage
Frequent and
repetitive mechanical
errors distract the
reader.
Inconsistencies in
language choice
(register) or word
choice are present.
Sentence structure is
correct but not
varied.
Not
Appropriate template
addressed. is used, but some
elements are missing
or mistaken; lack of
control with
formatting is
apparent.
Short answer
efficiently describes
appropriate principles
of Universal Design
for Learning that
could be incorporated
in the lesson.
Some mechanical
Prose is largely free Writer is clearly in
errors or typos are of mechanical errors, command of
present, but they are although a few may standard, written,
not overly distracting be present. The
academic English.
to the reader.
writer uses a variety
Correct and varied of effective sentence
sentence structure structures and
and audiencefigures of speech.
appropriate language
are employed.
Appropriate
template is used,
and formatting is
correct, although
some minor errors
may be present.
Appropriate template All format elements
is fully used; There are correct.
are virtually no
errors in formatting
style.
Parts of a Plant Lesson Plan
Teacher
Candidate:
Grade Level:
Preschool 4’s
Date: April 12,
2016
Unit/Subject:
Gardening
Instructional Plan
Title: Parts of a
Plant
I. PLANNING
Students will be able to draw a flower and label parts of the flower.
Lesson
Summary
and Focus
Classroom
12 students; 1 with IEP for speech
and Student
Factors
National/
Missouri Early Learning Goal
State
VI. Science B. Life Science 4. Represents observations about living things in a
Learning
variety of ways. C. Represents observations through art and construction D. Talks
Standards
about plants.
Specific Learning Targets/Objectives
Teaching Notes
I can read the sight words am and it with
This lesson falls on day 2 of a 5-day unit.
90% accuracy.
I can write the sight words am and it with
90% accuracy.
I can identify words from the –at family in
my reading and writing with 80% accuracy.
Agenda
Formative Assessment
Identify the (1) opening of the lesson: Gather Informal observations will be made while students
at the smart board for calendar; (2) learning
are working at the tables. Observations will be
and teaching activities. Students dismissed to noted using the app on the iPad.
tables to work independently.
Page 1 of 3
© 2016. Grand Canyon University. All Rights Reserved.
Academic
Language
Key Vocabulary
Roots
Stem
Leaves
Flower
Function
Students will
demonstrate
understanding by
Form
Students will be given
think time to
demonstrate knowledge
in classroom
discussions. Students
will also be able to
demonstrate
understanding through
their writings.
Instructional Easel, paper, crayons, glue sticks, vocabulary word labels, Smart Board, YouTube
Materials,
video, markers, and paper,
Equipment
and
Technology
Grouping
II. INSTRUCTION
A. Opening
Prior Knowledge Connection
This lesson builds on the information students received from
the book Flower Garden by Eve Bunting. This book was
read on Day 1 of the unit.
Anticipatory Set
Students will be excited to use crayons to creatively draw
and label a flower.
B. Learning and Teaching Activities (Teaching and Guided Practice)
I Do
Students Do
Differentiation
Page 2 of 3
© 2016. Grand Canyon University. All Rights Reserved.
Whole group gathered at easel:
1. Yesterday we read the book Flower Garden and we
learned about the different parts of the plant.
Yesterday we created flowers out of play-doh and
then you labeled the parts. Who can tell me the
parts of the plant?
Show the video at this link:
2. This video uses all the same labels and
demonstrates the desired drawing.
1. Roots, stem,
leaves, and
flower.
1. Behavior was
reinforced by
praising a
student’s
desired
behavior.
2. Sit quietly
watching the
video.
2. Student with
needs for
movement
was allowed
to sit on the
carpet where
he could see,
but could
move
without
disrupting
others.
3. Ask questions
regarding the
drawing of the
flower.
3. What a great video! It shows us all the parts of the
plant. Today we are going to draw our very own
flowers and then we are going to label them. I want
you to use your very best coloring because we are
going to put these on display in the hallway.
4. Demonstrate how to draw a large flower on the
page with great coloring. Show students how to
label, but do not put all labels on.
3. Encourage
students who
excel to add
more detail
that plants
need; sun,
rain (water),
soil.
III. ASSESSMENT
Summative Summative assessment will occur at the end of the
Assessment unit.
Differentiation
Closure
Giving students a chance to create will provide opportunity to demonstrate
understanding of the parts of a flower.
Homework
None
Page 3 of 3
© 2016. Grand Canyon University. All Rights Reserved.
Purchase answer to see full
attachment
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