Drafting Essential Questions

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Charlotte White

SPD 570 Drafing Essential Questions Partial Lesson Plan.docx

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Charlotte White SPD 570 Drafing Essential Questions Partial Lesson Plan.docx Summary Submission Ide: f6613722-cf26-4123-ab37-616a5580ab29   1646 Words   69% SIMILARITY SCORE        8   CITATION ITEMS        16   GRAMMAR ISSUES        0   FEEDBACK COMMENTS Internet Source   0% Institution   69% GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. Section 1: Lesson Preparation Teacher Candidate Name: Charlotte Sanders-White Grade Level: First Grade Date: 8th April 2021 Unit/Subject: Mathematical Thinking and Expression Instructional Plan Title: Unit Plan Template Lesson Summary and Focus: This lesson plan has been established following comprehensive considerations and the learning standards required by fourth grade’s childhood practitioners and specialists. Teachers will be required to follow the set guidelines to the letter in order to achieve the desired learning outcomes and ensure development of the children. This unit plan has been formulated in a manner that it accommodates and adjusts when need arises on the basis of differences in students. Successful completion and achievement of this unit’s objectives will equip the students with skills, discovery, and knowledge about the general physical environment and its properties. GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. Classroom and Student Factors/Grouping: Various factors will impact the planning, teaching, and assessment of the students: 1.Classroom factors • The class will have adequate students with whom it will be easy for the teacher to monitor the strengths and weaknesses of individual students and that of the class. • The class will be located in a quite environment, strategically arranged to avoid overcrowding, and filled with charts, posters, and manila hangings on the wall to enhance students’ learning. 2.English Language Learners • The teacher will group the students with those that share a common language and also encourage them to read aloud to enhance their vocabularies. • The teachers will also use rubrics to assess the students. 3.Students with Special Needs • The students with special needs will be grouped with those possessing higher capabilities during group discussions. • The teacher will monitor the groups to ensure the students participate equally. • The students will be given regular performance appraisals and encouraging them to work harder. GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. 4.504s • The school will offer comfortable accommodation to the students and ensure that their needs are attended to. National/State Learning Standards: 1.Reasoning and Explaining The students will be required to reason abstractly and quantitatively. They will learn to construct viable arguments and critique the reasoning of others. 2.Modeling and use of tools The students will work with tools and use the appropriate tools strategically. 3.Seeing structure and generalizing The students will identify and use structures. They will identify and express regularity in repeated reasoning. 4.Habits of mind of a productive mathematical thinker The students will make sense of problems and persevere in solving them. They will attend to the problems in precision. Specific Learning Target(s)/Objectives: By the end of this unit, the students should be able to: • Count 1 to 120 • Add or subtract within the range of 1 to 100 • Construct viable arguments and critique reasoning of others • Solve word problem that call for additional three whole numbers GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. • Compare and contrast two and three dimensional shapes • Build or draw shapes • Develop mathematical communication skills Academic Language • Numbers and Operations • Algebra • Geometry • Measure • Data • Probability The teacher will present and explain the various vocabularies using textbooks, YouTube videos, and voice recognition materials. The teacher will introduce the vocabularies at the beginning of the lessons and ask the students to first define the terms from their own understanding. The teacher will also ask the students to read aloud the vocabularies in class. Resources, Materials, Equipment, and Technology: The following materials and resources will be used during the course of this unit: • Educational Videos • Books on mathematical operations • Computers • Voice recognition software • Geo-boards, pattern blocks, building blocks, charts, drawing materials, two and three dimensional objects. GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. Section 2: Instructional Planning Anticipatory Set • I will engage the reasoning of the students by writing a word problem on the board for them to solve at the start of the class • I will point out different shapes on charts for them to identify, compare, and contrast their attributes • I will ask students to come solve mathematical problems on the board Time Needed 15 Minutes Multiple Means of Representation • I will distribute guided notes for the students to refer from • I will use videos and voice recognition softwares to explain further new concepts in class. • I will provide students with different shapes and objects to identify with. Explain how you will differentiate materials for each of the following groups: • English language learners (ELL): 1.I will get to know each student and their background to prepare appropriate learning materials for them. 2.I will put in place research-based strategies to modify match their needs and styles of learning. 3.I will provide the students with alternative means of accessing information such as the use of charts or books published in their first language. • Students with special needs: Time Needed 45 Minutes GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. 1.I will create a one-page sheet that is colored to identify the students with special needs, a list with their names, and their disabilities. I will make a list of materials they require and keep them in a special colored box. 2.I will ensure the students have access to computers, voice recognition materials to aid and make learning more effective. 3.Having each student with a disability corporate with a peer helper. 4.Provide written materials in forms they can understand. • Students with gifted abilities: 1.Have a more challenging assessment test for the students. 2.Provide more advanced learning and reading materials for them. 3.Rely on more informative and summative assessments. • Early finishers (those students who finish early and may need additional resources/support): 1.Provide plasticine and modeling clay 2.Provide puzzles 3.Provide drawing Multiple Means of Engagement • I will form groups where students will carry out various activities as a group such as solving complex mathematical problems • I will involve the students in hands-on projects such as constructing various shapes to enhance concentration and completion of work individually. Time Needed 20 Minutes GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. • I will write a number problem on the board and ask for a volunteer to solve and discuss it with the class. Explain how you will differentiate activities for each of the following groups: • English language learners (ELL): 1. Involve them in discussions with students sharing a common first language. 2.I will encourage them to read aloud vocabularies • Students with special needs: 1.I will group the students with special needs with those of higher capability during group discussions and activities. 2.I will monitor the groups to ensure equal participation of all the members. 3.I will regularly give the students feedback on their performance, encourage them, and comment on their improvements. • Students with gifted abilities: 1.Assign the students with the most challenging and difficult tasks to solve. 2.Speak with the students to know their interests 3.Group the gifted students with those less gifted or those with special needs in discussions 4.I will also group the gifted students together 5.Encourage them to take on higher challenges • Early finishers (those students who finish early and may need additional resources/support): 1.I will encourage them to complete puzzles GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. 2.I will also provide drawing and coloring books for them to complete 3.The students can also observe math tables on the walls 4.I will encourage them to ask questions Time Needed Multiple Means of Expression Interacting and working with different students shows that the students differ in many ways and measures and strategies should be set to accommodate those differences. The teacher should adjust the learning strategies, activities, and materials to accommodate the differences of every student. Students should also be assessed to identify their mastery of concepts. Alternative means of assessment will be provided to the students to show their mastery such as: • Asking the students to interpret symbols and diagrams and recording their views • Using students interviews • Using standardized written assessment • Assessing the students through observation The students should be allowed to illustrate their mastery of different concepts in their understanding. Students may express their understanding through in a summative form through: • Drawing images • Naming and describing real-life objects • Handling a book effectively, turning pages in the right order and identifying new words 25 Minutes GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. • Reading a book effectively The students may also illustrate their understanding by more formative means such as: • Writing short sentences • Drawing and naming objects and pictures • Raising hands • Sharing and explaining a concept Explain how you will differentiate assessments for each of the following groups: • English language learners (ELL): 1.I will use rubrics to assess the performance of the students 2.I will assess the students using oral performances or presentations 3.I will assess the activities done by the students such as drawings. • Students with special needs: 1.The student can be assessed by answering questions regarding their tasks. 2.I will assess the students by observing while they carry out their tasks • Students with gifted abilities: 1.They should be assigned more challenging test 2.They should be asked questions • Early finishers (those students who finish early and may need additional resources/support): 1.I will give the students more work to do 2.I will give them a puzzle to complete GCU College of Education LESSON PLAN TEMPLATE © 2019. Grand Canyon University. All Rights Reserved. Extension Activity and/or Homework The students will be required to draw and construct various shapes and objects They will be required to complete a project by making simple objects using clay. The students will be given homework to be completed with the help of their parents. Time Needed 1 hour References National Institute for Early Education Research (2009) Yet More Evidence: It’s Time to Strengthen Math, Science in Pre-K. Retrieved from http://nieer.org/ Pollman, M J (2010) Blocks and Beyond: Strengthening Early Math and Science Skills through Spatial Learning. Baltimore, Md : Brookes Publishing

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Your session is about to expire. You will be automatically signed out in 00: To continue your seesion, select Stay Signed In. Stay Signed In Sign out Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Feb-2021 Grammatical problem: i...: quite environment Grammatical problem: incorrect adverb: quite environment You used an adverb ('quite') instead an adjective, or a noun ('environment') instead of another adjective. accommodation: accommodation room accommodation: accommodation room "room". Hyphenation p...: three dimensi... three-dimensi... Hyphenation problem: three dimensional three-dimensional This word is normally spelled with hyphen. Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 13-Feb-2021 Three successive sentences begin wit...: The Three successive sentences begin with the same word.: The Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. Redundant phrase: during the course... during Redundant phrase: during the course of during Consider using "during". Hyphenation p...: three dimensi... three-dimensi... Hyphenation problem: three dimensional three-dimensional This word is normally spelled with hyphen. Spelling mistake: softwares software Spelling mistake: softwares software softwares soft wares softwares software s Possible spelling mistake found Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 31-May-2020 Three successive sentences begin with ...: I Three successive sentences begin with the same word.: I Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 14-Jun-2020 Three successive sentences begin with ...: I Three successive sentences begin with the same word.: I Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. Spelling mistake: summative summation Spelling mistake: summative summation summative summarize Possible spelling mistake found Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 31-May-2020 Spelling mistake: plasticine Plasticine Spelling mistake: plasticine Plasticine Possible spelling mistake found Three successive sentences begin...: Provide Three successive sentences begin with the same word.: Provide Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 31-May-2020 Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 31-May-2020 Three successive sentences begin with ...: I Three successive sentences begin with the same word.: I Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. Three successive sentences begin with ...: I Three successive sentences begin with the same word.: I Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. Spelling mistake: summative summation Spelling mistake: summative summation summative summarize Possible spelling mistake found Three successive sentences begin with ...: I Three successive sentences begin with the same word.: I Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym. Student: Submitted to Grand Canyon University Student: Submitted to Grand Canyon University Date: 14-Jun-2020