Description
hello
help me fix english and grammar also make sure add for deaf culture and activities for plans lesson or else. thanks. my tend in 1 hour and 30 mins and have split 70 mins like 20 mins each of four the tables or something. if u can ask me questions. 😉
J
Benchmark – Comprehensive Lesson and Summative
Assessment
As an educator, it is important to develop the skills to write lesson plans that include state standards,
effective learning objectives, appropriate instructional strategies, and differentiate to meet the diverse needs
of all students.
For this benchmark, you will create a lesson plan that integrates ELA and math standards, with an aligning
summative assessment. You may use any prior assignments as applicable from this course to complete the
benchmark, provided you incorporate feedback from your instructor. Use the “Class Profile” for
background information on your students to plan the lesson plan and summative assessment. The lesson
plan and summative assessment must be aligned to the chosen Grades K-8 state standards and learning
objectives.
Part 1: Lesson Plan
Use the “COE Lesson Plan Template” for your lesson plan. The lesson must include a variety of
instructional strategies that are best suited for the lesson and the needs of the students. Your lesson plan
should focus on:
•
•
•
•
•
•
Math and ELA state standards.
Instructional strategies that can be adapted to meet the needs of diverse students.
Technology that supports assessment practices.
Formative assessment.
Differentiation activity for students identified as below grade-level.
Differentiated activity using critical thinking for students identified as above grade-level
Part 2: Summative Assessment
In connection with this lesson plan, you will create a summative assessment that is directly aligned to state
standards and highlights how you will use assessment to modify and strengthen instruction to promote the
continuous intellectual, social, emotional, and physical development of students.
Your summative assessment must be aligned to the standards in the lesson plan and include:
•
•
•
•
•
Description of a summative assessment, which includes specific directions for students.
Three short-answer response items.
10 multiple-choice questions.
One restricted response essay question that clearly identifies the task(s) to be performed.
How you will differentiate to meet the diverse needs of students.
Part 3: Rationale
In 250-500 words, write a rationale for the instructional strategies and assessment practices, both formative
and summative, included in your lesson plan and summative assessment. How do your chosen assessments
contribute to the development of students? How does your summative assessment work to meet the various
learning needs of the students in the “Class Profile”?
Support your findings with a minimum of three scholarly sources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student
Success Center. An abstract is not required.
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 LopesWrite.
Program competencies and national standards assessed in the benchmark assignment:
3.2: Candidates create instructional opportunities that are adapted to diverse students, based on an
understanding of how elementary students differ in their development and approaches to learning. [ACEI
3.2; InTASC 7(b), 7(d), 7(j),7(q), 8(a), 8(j), 8(k), 8(p); ISTE 2c; 4d; MC1, MC5]
4.1: Candidates use formal and informal assessment strategies to plan, evaluate, and strengthen instruction
that will promote continuous intellectual, social, emotional, and physical development for students’
individual needs and employ technological resources to engage students and support assessment practices.
[ACEI 4.0; InTASC 6(a), 6(b), 6(e), 6(g), 6(i), 6(j), 6(k), 6(p), 6(u); ISTE 2d, 3d; MC5]
Parental
Involvement
Yes
At grade level
Med
Yes
Low
No
Med
Yes
At grade level
Low
No
At grade level
At grade level
Med
Yes
Grade
level
One year
below grade
level
At grade level
Low
No
Grade
level
At grade level
At grade level
Low
Yes
Arturo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
Bertie
No
Low
SES
Asian
Female
No
None
Grade
level
Beryl
No
Mid
SES
White
Female
No
NOTE: School
does not have
gifted program
Grade
level
Brandie
No
Low
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
At grade level
Dessie
No
Mid
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
Grade level
Diana
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
Donnie
No
Mid
SES
African
American
Female
No
Hearing Aids
Grade
level
Eduardo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Emma
No
Mid
SES
White
Female
No
None
One year
below grade
level
One year
above grade
level
Two years
above grade
level
© 2017. Grand Canyon University. All Rights Reserved.
One year
below grade
level
One year
below grade
level
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Low
Age
At grade level
Other
No
IEP/504
Med
Gender
At grade level
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Class Profile
Parental
Involvement
At grade level
At grade level
Med
Yes
At grade level
At grade level
High
No
Two years
below grade
level
One year
below grade
level
Two years
below grade
level
One year
below grade
level
One year
above grade
level
One year
above grade
level
Very
High
No
Low
No
High
Yes
Med
Yes
At grade level
Med
Yes
At grade level
Two years
above grade
level
Low
Yes
At grade level
At grade level
Med
Yes
No
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
One year
above
grade level
Fatma
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
Frances
No
White
Female
No
Diabetic
Francesca
No
White
Female
No
None
Fredrick
No
Low
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
Grade
level
Grade
level
One year
above
grade level
Ines
No
Low
SES
Hispanic
Female
Learning
Disabled
Tier 2 RTI for
Math
Grade
level
Jade
No
Mid
SES
African
American
Female
No
None
Grade
level
At grade level
Kent
No
High
SES
White
Male
Emotionally
Disabled
None
Grade
level
At grade level
No
Mid
SES
Native
American/
Pacific
Islander
Female
No
None
Grade
level
At grade level
Maria
No
Mid
SES
Hispanic
Female
No
NOTE: School
does not have
gifted program
Grade
level
Mason
No
Low
SES
White
Male
No
None
Grade
level
Lolita
Mid
SES
Low
SES
One year
below grade
level
One year
below grade
level
© 2017. Grand Canyon University. All Rights Reserved.
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Yes
Age
Low
Other
One year
above grade
level
IEP/504
No
Gender
Low
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
At grade level
Enrique
Gender
IEP/504
Other
Age
Reading
Performance
Level
Math
Performance
Level
Parental
Involvement
No
Low
SES
White
Male
No
None
Grade
level
One year
above grade
level
At grade level
Med
No
Noah
No
Low
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid
SES
White
Female
No
None
Grade
level
One year
above grade
level
At grade level
Med
Med
Sophia
No
Mid
SES
White
Female
No
None
Grade
level
At grade level
At grade level
Med
Yes
Stuart
No
Mid
SES
White
Male
No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level
Med
Yes
Terrence
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
Wade
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
Med
Yes
Wayne
No
High
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
High
Yes
Wendell
No
Mid
SES
African
American
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
Med
Yes
Yung
No
Mid
SES
Asian
Male
No
NOTE: School
does not have
gifted program
One year
below
grade level
Low
Yes
One year
below grade
level
One year
below grade
level
Two years
above grade
level
© 2017. Grand Canyon University. All Rights Reserved.
One year
above grade
level
Two years
below grade
level
Two years
below grade
level
Two years
above grade
level
Internet
Available
at Home
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Nick
Study materials
Read Chapters 7 and 8.
URL:
http://gcumedia.com/digital-resources/pearson/2009/lesson-planning_a-research-based-model-for-k-12classrooms_ebook_1e.php
Read “Matching Assessments to Learning Outcomes,” by Schwartz, located on the Learning and Teaching
Office website.
URL:
http://www.ryerson.ca/content/dam/lt/resources/handouts/examslearningoutcomes.pdf
Read “5 Research-Based Tips for Providing Students with Meaningful Feedback,” by Stenger, located on
the Edutopia website (2014).
URL:
http://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger
Read “Why Should Assessments, Learning Objectives, and Instructional Strategies be Aligned?” located on
the Carnegie Mellon University website.
URL:
https://www.cmu.edu/teaching/assessment/basics/alignment.html
Read “Alignment in Educational Assessment,” by Case, Jorgenson, and Zucker, located on the Pearson
website (2008).
URL:
http://images.pearsonassessments.com/images/tmrs/tmrs_rg/AlignEdAss.pdf?WT.mc_id=TMRS_Alignme
nt_in_Educational_Assessment
Read “Letting Go of Stand-Alone Technology,” by Calvert, located in Reading Teacher (2015).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=109
228771&site=ehost-live&scope=site
Class Profile
Purchase answer to see full
attachment
Assessment
As an educator, it is important to develop the skills to write lesson plans that include state standards,
effective learning objectives, appropriate instructional strategies, and differentiate to meet the diverse needs
of all students.
For this benchmark, you will create a lesson plan that integrates ELA and math standards, with an aligning
summative assessment. You may use any prior assignments as applicable from this course to complete the
benchmark, provided you incorporate feedback from your instructor. Use the “Class Profile” for
background information on your students to plan the lesson plan and summative assessment. The lesson
plan and summative assessment must be aligned to the chosen Grades K-8 state standards and learning
objectives.
Part 1: Lesson Plan
Use the “COE Lesson Plan Template” for your lesson plan. The lesson must include a variety of
instructional strategies that are best suited for the lesson and the needs of the students. Your lesson plan
should focus on:
•
•
•
•
•
•
Math and ELA state standards.
Instructional strategies that can be adapted to meet the needs of diverse students.
Technology that supports assessment practices.
Formative assessment.
Differentiation activity for students identified as below grade-level.
Differentiated activity using critical thinking for students identified as above grade-level
Part 2: Summative Assessment
In connection with this lesson plan, you will create a summative assessment that is directly aligned to state
standards and highlights how you will use assessment to modify and strengthen instruction to promote the
continuous intellectual, social, emotional, and physical development of students.
Your summative assessment must be aligned to the standards in the lesson plan and include:
•
•
•
•
•
Description of a summative assessment, which includes specific directions for students.
Three short-answer response items.
10 multiple-choice questions.
One restricted response essay question that clearly identifies the task(s) to be performed.
How you will differentiate to meet the diverse needs of students.
Part 3: Rationale
In 250-500 words, write a rationale for the instructional strategies and assessment practices, both formative
and summative, included in your lesson plan and summative assessment. How do your chosen assessments
contribute to the development of students? How does your summative assessment work to meet the various
learning needs of the students in the “Class Profile”?
Support your findings with a minimum of three scholarly sources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student
Success Center. An abstract is not required.
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 LopesWrite.
Program competencies and national standards assessed in the benchmark assignment:
3.2: Candidates create instructional opportunities that are adapted to diverse students, based on an
understanding of how elementary students differ in their development and approaches to learning. [ACEI
3.2; InTASC 7(b), 7(d), 7(j),7(q), 8(a), 8(j), 8(k), 8(p); ISTE 2c; 4d; MC1, MC5]
4.1: Candidates use formal and informal assessment strategies to plan, evaluate, and strengthen instruction
that will promote continuous intellectual, social, emotional, and physical development for students’
individual needs and employ technological resources to engage students and support assessment practices.
[ACEI 4.0; InTASC 6(a), 6(b), 6(e), 6(g), 6(i), 6(j), 6(k), 6(p), 6(u); ISTE 2d, 3d; MC5]
Parental
Involvement
Yes
At grade level
Med
Yes
Low
No
Med
Yes
At grade level
Low
No
At grade level
At grade level
Med
Yes
Grade
level
One year
below grade
level
At grade level
Low
No
Grade
level
At grade level
At grade level
Low
Yes
Arturo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
Bertie
No
Low
SES
Asian
Female
No
None
Grade
level
Beryl
No
Mid
SES
White
Female
No
NOTE: School
does not have
gifted program
Grade
level
Brandie
No
Low
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
At grade level
Dessie
No
Mid
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
Grade level
Diana
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
Donnie
No
Mid
SES
African
American
Female
No
Hearing Aids
Grade
level
Eduardo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Emma
No
Mid
SES
White
Female
No
None
One year
below grade
level
One year
above grade
level
Two years
above grade
level
© 2017. Grand Canyon University. All Rights Reserved.
One year
below grade
level
One year
below grade
level
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Low
Age
At grade level
Other
No
IEP/504
Med
Gender
At grade level
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Class Profile
Parental
Involvement
At grade level
At grade level
Med
Yes
At grade level
At grade level
High
No
Two years
below grade
level
One year
below grade
level
Two years
below grade
level
One year
below grade
level
One year
above grade
level
One year
above grade
level
Very
High
No
Low
No
High
Yes
Med
Yes
At grade level
Med
Yes
At grade level
Two years
above grade
level
Low
Yes
At grade level
At grade level
Med
Yes
No
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
One year
above
grade level
Fatma
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
Frances
No
White
Female
No
Diabetic
Francesca
No
White
Female
No
None
Fredrick
No
Low
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
Grade
level
Grade
level
One year
above
grade level
Ines
No
Low
SES
Hispanic
Female
Learning
Disabled
Tier 2 RTI for
Math
Grade
level
Jade
No
Mid
SES
African
American
Female
No
None
Grade
level
At grade level
Kent
No
High
SES
White
Male
Emotionally
Disabled
None
Grade
level
At grade level
No
Mid
SES
Native
American/
Pacific
Islander
Female
No
None
Grade
level
At grade level
Maria
No
Mid
SES
Hispanic
Female
No
NOTE: School
does not have
gifted program
Grade
level
Mason
No
Low
SES
White
Male
No
None
Grade
level
Lolita
Mid
SES
Low
SES
One year
below grade
level
One year
below grade
level
© 2017. Grand Canyon University. All Rights Reserved.
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Yes
Age
Low
Other
One year
above grade
level
IEP/504
No
Gender
Low
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
At grade level
Enrique
Gender
IEP/504
Other
Age
Reading
Performance
Level
Math
Performance
Level
Parental
Involvement
No
Low
SES
White
Male
No
None
Grade
level
One year
above grade
level
At grade level
Med
No
Noah
No
Low
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid
SES
White
Female
No
None
Grade
level
One year
above grade
level
At grade level
Med
Med
Sophia
No
Mid
SES
White
Female
No
None
Grade
level
At grade level
At grade level
Med
Yes
Stuart
No
Mid
SES
White
Male
No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level
Med
Yes
Terrence
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
Wade
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
Med
Yes
Wayne
No
High
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
High
Yes
Wendell
No
Mid
SES
African
American
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
Med
Yes
Yung
No
Mid
SES
Asian
Male
No
NOTE: School
does not have
gifted program
One year
below
grade level
Low
Yes
One year
below grade
level
One year
below grade
level
Two years
above grade
level
© 2017. Grand Canyon University. All Rights Reserved.
One year
above grade
level
Two years
below grade
level
Two years
below grade
level
Two years
above grade
level
Internet
Available
at Home
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Nick
Study materials
Read Chapters 7 and 8.
URL:
http://gcumedia.com/digital-resources/pearson/2009/lesson-planning_a-research-based-model-for-k-12classrooms_ebook_1e.php
Read “Matching Assessments to Learning Outcomes,” by Schwartz, located on the Learning and Teaching
Office website.
URL:
http://www.ryerson.ca/content/dam/lt/resources/handouts/examslearningoutcomes.pdf
Read “5 Research-Based Tips for Providing Students with Meaningful Feedback,” by Stenger, located on
the Edutopia website (2014).
URL:
http://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger
Read “Why Should Assessments, Learning Objectives, and Instructional Strategies be Aligned?” located on
the Carnegie Mellon University website.
URL:
https://www.cmu.edu/teaching/assessment/basics/alignment.html
Read “Alignment in Educational Assessment,” by Case, Jorgenson, and Zucker, located on the Pearson
website (2008).
URL:
http://images.pearsonassessments.com/images/tmrs/tmrs_rg/AlignEdAss.pdf?WT.mc_id=TMRS_Alignme
nt_in_Educational_Assessment
Read “Letting Go of Stand-Alone Technology,” by Calvert, located in Reading Teacher (2015).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=109
228771&site=ehost-live&scope=site
Class Profile
Purchase answer to see full
attachment
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