How to create instructional plan-Reading grade level Kindergarten

1. PLANNING

Standards Addressed

List the standards by including the state, number of the standard(s), and a description of the standard(s).

Which international, national, or state, or content standards does this lesson address?      

1. PLANNING

Learning Outcomes/SMARTGoals

What will students learn?

Review the SMART goals information

1. PLANNING

Learning Objectives (at least two)

What will students do? All objectives must be measurable.

1. PLANNING

Bloom’s Revised Taxonomy

Which level(s) of Bloom’s Revised Taxonomy are targeted? Make sure that you reach the higher levels of Bloom’s Taxonomy (Evaluating and Creating).

☐ Remembering

☐ Understanding

☐ Applying

☐ Analyzing

☐ Evaluating

☐ Creating

Review the Bloom’s Taxonomy verbs.

1. PLANNING

Real World Contexts

What real-world contexts are included in the lesson? Link the topic of the lesson to the relevance for the student. Include opportunities for students to demonstrate career and college readiness skills.

1. PLANNING

Collaboration

How was collaboration with other professionals, families, and/or community leaders included for this lesson? Describe the collaborative effort.

2. METHODOLOGY

Learning Experience/ Activity

List the activities, including how you activate background knowledge and bring closure to the lesson. Please make sure you can demonstrate student engagement throughout the lesson. Address the diversity of your students by indicating at least one type of diverse student and how you would support this student in the lesson.

Introductory/Anticipatory Set      

Building/Applying Knowledge and Skills by engaging students in their learning. List and explain all of the activities that you will use in the lesson. Connect each activity back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity.      

Extension/Enrichment/Transfer or Generalization of Knowledge that engages students in their learning. List and explain how each student will take this knowledge and transfer it to real-world situations. Provide at least two examples of this knowledge and transfer.

Diversity of instruction in the lesson: Address the diversity of your students by indicating at least one type of diverse student and how you would support this student in the lesson. Use the following definition of diversity when addressing this issue.

Diversity. (1) Individual differences (e.g., personality, interests, learning modalities, and life experiences), and (2) group differences (e.g., race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socio-economic background)

Synthesis/Closure: Include at least one instructional strategy that supports the objectives and provides closure in the lesson for the students.      

2. METHODOLOGY

Instructional Strategies

What instructional strategies/methods will you use?

Connect each strategy and method back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity.      

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Constructions

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Nonlinguistic Representations

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Cooperative Learning

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Peer Editing

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Discovery

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Practice/Drill

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Discussion/Questioning

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Practicum

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Experiment

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Problem Solving

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Field Study

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Questions, Cues, and Advance Organizers

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Graphic Organizers

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Reflection/Response

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Generating and Testing Hypothesis

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Reinforcing Effort and Providing Recognition

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Homework and Practice

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Reporting

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Identifying Similarities and Differences

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Role-playing

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Independent Learning

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Setting Objectives and Providing Feedback

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Journal

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Simulation

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Laboratory

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Summarizing and Note Taking

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Lecture

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Viewing/Listening/Answering

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Library Research

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Other (Please specify)

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Why did you choose these instructional strategies/methods?

What levels of Bloom’s Taxonomy did your students reach?

Explain the activities that support these areas of Bloom’s Taxonomy. Use the literature provided in course resources and/or outside resources to support your reasoning for each strategy.

How will you group students for instruction (individual, small group, large group, or whole class)? Explain your rationale.

3. MATERIALS

Materials Used

T = FOR TEACHER

S = FOR STUDENT

Include at least one digital material.

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Materials used

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Technology utilized

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Cassettes/CDs

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Graphing or Scientific Calculator

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Slides

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Tape Recorder

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VCR/TV/DVD/Laser disc

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Assistive Technology

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Cell Phone/Mobile Device

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Digital/Video Camera

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Concept Mapping Software

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Social Networking

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Virtual World (e.g., Second Life)

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Interactive Gaming

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Interactive White Board (e.g., SMART Board)

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Distance Learning/Webcast

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Computer Software

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Weblog (Blog)

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Wiki

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Internet Research/Website

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Podcast/Vodcast

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E-mail

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Presentation Software (e.g., PowerPoint)

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Virtual Field Trip

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Interactive Gaming

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Why did you choose these materials?

4. ASSESSMENT/EVALUATION

Assessment Options

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Application Exam

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Objective Test

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Concept Mapping

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Observation

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Parent Evaluation

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Contract

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Peer Evaluation

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Checklist

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Self-Evaluation

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Performance Task

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Inventory

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Portfolio

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Quantitative Scale

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Rating Scales

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Rubric

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Scored Discussion

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Journal

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Problem-Solving Assessment

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Other (Please specify):

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Why did you choose this assessment(s)?

How do the chosen assessment(s) help you determine if your students met the goals/objectives? In your answer, provide a rationale for each assessment you plan to use and its connection with each of your standard(s) and objective(s).

Be sure and link each assessment piece to a specific objective. Make sure you collect student work samples that can be included as appendices. What do your pre-assessment, formative assessments, and summative assessments tell you about the learning of your group of P-12 students?

How will you use this assessment data to inform your instruction? Use current literature (within the last five years) to support your rationale.

5. LEARNERS

Differentiation

Address multiple intelligences and/or learning styles when writing your response.

How will you differentiate curriculum to meet diverse student needs? List and explain at least two ways that you differentiated the curriculum to meet diverse student needs.

How will you differentiate instruction to meet diverse student needs?

List and explain at least two ways that you differentiated the instruction to meet diverse student needs. 

How will you differentiate assessment to meet diverse student needs?

List and explain at least two ways that you differentiated the assessment to meet diverse student needs. 

5. LEARNERS

Diversity

How will you address the needs of diverse students (e.g., IEP, 504, readiness level, cultural/linguistic background)? Choose one diverse population and explain how you addressed their special needs.

Student Work Samples

As you implement your Instructional Plan with a group of P-12 students, collect pre-assessment data to help you create your plan, formative assessment data so you can make sure your students are reaching your Learning Outcomes and Objectives, and summative assessment data so you have evidence of student mastery. You need to compare the three types of data as part of your final reflection on this lesson.