question assigment

Lesson Title:

Standard(s) : Choose standards that align with the goals and objectives of your lesson. You should have no more than 2 standards. You must have at least one content and one literacy standard.

Big Idea: (Overarching statement of the major concepts of the lesson plan)

Connection to Standard. State major course goals and synthesize the language of the standards.

Ø Identify core concepts, principles, theories, & processes by unpacking the standard(s). Hint: to unpack a standard underline the nouns and circle the verbs. Note the actions defined in the verb and the content to be addressed in the noun.

Ø Organize important facts, skills, or actions in a bulleted list highlighting the big ideas within the standard.

Ainsworth (2021) defines Big Ideas in 3 ways:

Topical Big Ideas—A Pathway to Broad Big Ideas (Excerpted from Book, pp. 67-68)

Big Ideas can be topical (“Fractions represent quantities less than, equal to, or greater than one whole,” applicable to math only), broad (“People can justify their own conclusions with data,” applicable to several content areas), or both (“Objects can be compared and classified by their different attributes,” applicable to math and science).

Topical Big Ideas relate primarily to a particular unit of study, a related series of lessons, or a section of the standards. The following topical Big Idea in reading is specific to standards that emphasize story elements and how they are arranged: “All events in a story—present, past, and future—play a strategic part in its conclusion.”

Broad Big Ideas are the generalizations derived from one area of study that connect to many standards and even several subject matter areas, such as “Research brings together divergent viewpoints.”

Refer to Module 1

Unpack the standards’ big idea and core concepts, theories and processes here. State major course goals and synthesize the language of the standards (list 2 standards content/literacy with full coding, descriptors and links):

1)

2)

Measurable Learning Objectives:

Learning objectives must be quantifiable. They help you identify exactly what the teacher wants students to achieve as a result of instruction, and they give specific criteria to track student progress. A measurable learning objective is a statement that clearly and precisely describes what it is that the student knows and can do as a result of the learning activities/experiences. Make sure your objectives are measurable. Use verbs from Bloom’s Taxonomy , Webbs Depth of Knowledge (DOK) , Hess Rigor Matrix to guide you.

Example: Students will write a four-paragraph essay using APA style citations and references.

Refer to Module 2

Write your measurable Learning Objectives (LO) here: at least 2 LOs/standard (4-6 LOs total). Identify which standard the LOs align with.

Identify which LOs are knowledge or reasoning):

1)

2)

3)

4)

Learning Target (s): Rewrite lesson learning objectives into student-friendly language. Learning targets are “I can…” statements.

Learning targets are concrete goals written in student-friendly language that clearly describe what students will learn and be able to do by the end of a lesson. Can be differentiated to meet individual/group needs.

Example: “I can identify the central idea of the story and support my answer with 3 pieces of text evidence.

Write your Learning Target(s) here at least 2 LT/standard – total (4 –6). LTs are the LOs restated IN KID-FRIENDLY LANGUAGE.

Identify which standard they align with and if they are knowledge or reasoning):

1)

2)

3)

4)

Connections to Prior Learning and Data: (Preassessment and SAC) What prior content, concepts, assessment results and/or skills does this lesson build upon? What standards were met previously that are connected to this lesson (from prior grade)? What data did you use to …? How will you measure progress towards the learning objective/ learning target? What potential supports will you need for students?

*If you do have access/data, use the data to explain where these students are currently performing within the standards, which drives your future instruction.

Refer to Module 4

Write your connections to prior learning, preassessment data usage (SAC) and how you will measure progress toward the learning objective/target here.

Use the LTs assessed on the preassessment and the range scores from the students tested, (e.g.: 5 students at level 3 scored 8/10, 4 students at level 2 scored 4/10, etc.):

Resources and Materials: List the videos, visuals, and additional texts used in this lesson. What resources will reflect cultural relevance and diversity? Be sure to include those resources and materials for ENL and students who have IEPs. Use APA style for references.

Write your resources and materials here:

Language Development: Design learning activities for language development.

Language development refers to the stages through which children acquire the ability to communicate via written and oral language. During this process, children gradually understand basic linguistic patterns and expand their vocabulary gradually before achieving fluency.

GUIDING QUESTIONS

How will you introduce the vocabulary that builds upon the skills/content of this lesson?

List academic vocabulary (content and instructional vocabulary).

· Why did you choose this vocabulary for this lesson and what is the instructional rationale? (consider all academic vocabulary – content and instructional)

· What opportunities will you give for the students to practice reading new vocabulary, use new vocabulary in discussions, and in written form?

How will you assess the language development in the “I do” and the “We do” parts of the lesson? What tool will you use and what criteria are you assessing? How will you support learners for whom English is a new language? Or those who do not have language?

Refer to Module 7

Write your learning activities for language development (vocabulary) here:

Technology Integration: What technology will support learning in this lesson? Include classroom technology, assistive technology for any students with special needs (SWD and/or ENLs) and any low-tech supportive tools (e.g.: whiteboards, graphic organizers, graphing paper, etc.)

See ISTE Standards for Students: https://www.iste.org/standards/iste-standards-for-students

Discuss how you will use technology to support learning here:

Questioning and Scaffolding of Questions: Create one essential question and at least three or more guiding questions.

(Essential/Guiding) What are the questions you would use in opening (essential) the lesson, during the work period and at the lesson closing (guiding questions)?

Essential Questions (EQ): These are question(s) which are at the heart of the Big Idea/Central Focus – restated in a question format. They are always open, debatable, and the answer is never found on a page of the textbook. One must synthesize concepts/ideas/facts and infer understandings. Essential questions help set the purpose for learning for the student.

Example: How do the decisions and actions of characters reveal their personalities?

Guiding Questions (GQ): Guiding questions are designed to explore a topic in greater depth and encourage them to elicit understanding by thinking deeply about the topic. Students must use their own judgment to determine the answer. Guiding questions help the students arrive at a particular endpoint by ‘guiding them.’ For this reason, they are not considered very open-ended questions.

Example: Why did the main character lie to his father about his fight in school?

Refer to Module 4

Write your essential question (EQ) and guiding questions (GQ) here.

(Your lesson should begin and end with the EQ. The GQs drive the lesson to bring the student to the desired understandings to understand the EQ by the end of the lesson):

Assessments (Formative and Summative): Develop assessments for before (pre-assessment), during the lesson (formative assessment), and for the end of the lesson (summative assessment).

Formative Assessments: A formative assessment is a continuous, low- or no-stakes, responsive process comprised of practices, methods, and tools that are selected to support all students in reaching learning goals. Teachers monitor student learning to provide ongoing feedback that can be used to adjust their teaching. Students can also use this feedback to improve their learning, typically this feedback is not counted towards the final grade. How will you know which students met the target and which need additional instruction?

Example: Have students write a postcard from the viewpoint of an historical figure to another historical figure, discussing and describing an historical event. The teacher will review the success criteria and provide feedback to identify students’ satisfactory or unsatisfactory progress towards meeting lesson goals.

DEPENDING ON WHERE YOU ARE IN THE UNIT OF STUDY (you may or may not have a summative assessment in the lesson, but there is always some sort of evaluative culmination/closing, which can consist of a student’s self-evaluation or peer evaluation):

Summative Assessments:

As an evaluation of content mastery, summative assessments occur at the end of a given learning period (can be at the end of a daily lesson, e.g.: state exam, unit project, exit ticket, any written or oral assignment related to lesson objectives). Generally, they are end-of-course or end-of-year exams; however, these are not the only applicable uses of summative assessments. Evaluating students’ learning could come at the end of a chapter or learning module. Thus, summative assessments are not only high-stakes final exams. They can be strong indicators of content mastery in a particular area.

DO NOT FORGET TO ADD/LIST PEER AND SELF-ASSESSMENT TO YOUR FORMATIVE ASSESSMENT DESIGN.

(Remember to design data collection sheets for your observational/formative assessments that you will use during the We do and I do sections of the lesson.)

Refer to Modules 3, 5, 6

Write your formative and summative assessment(s) here.

(Begin by describing the design of the preassessment. Then discuss the design of the formative assessment and explain the summative activity in the delivered lesson e.g.: exit ticket):

Differentiation: Identify students’ needs and plan accommodations to demonstrate mastery of the standard. (Plan for individuals and small groups)

Differentiated teaching occurs when a teacher plans a lesson using UDL strategies that adjusts either the content being discussed, the process used to learn, or the product expected from students to ensure that learners at different starting points can receive the instruction they need to grow and succeed. The teacher assists the learner to bridge the gap of where they are in their learning in order to meet grade-level learning standards through a series of learning strategies known as scaffolds. We use various methods of scaffolded exercises and explicit teaching when working with students with special needs/focus students to differentiate learning.

Carol Ann Tomlinson on differentiated content, process and product in the classroom.

Accommodations-An accommodation is a support or service that is provided to help a special education student access the general education curriculum. These are not curricular or assessment replacements.

How will you adapt the content, process, and/or products so ALL students (e.g., SWD/ENL) can be successful?

What types of accommodations or small-group activities might be used for differentiation in this lesson? Assume that there are students who need accommodations or modifications in this class.

An accommodation changes how a student learns the material. Examples of accommodations and modifications are in this link: https://fivestartech.com/when-student-struggles-are-more-than-meets-the-eye/

UDL https://udlguidelines.cast.org/binaries/content/assets/common/publications/articles/cast-udl-planningq-a11y.pdf

Refer to Modules 6, 7

(Consider your 3 Tiers [see module 6]: at grade level, slightly below, falls far below and describe the appropriate activities and scaffolds here):

Write your methods of differentiation (accommodations- whole and small group activities) here:

Tier 1:

Tier 2:

Tier 3:

Classroom Specially Designed Instruction (SDI) Summary Chart for Focus Learner (FL):

References :

Lesson Assessment Planning Procedures:

Complete this section to prepare and organize all the necessary bulleting of information, directions, routines/procedures, questioning (essential and guiding), differentiation (groups, strategies, accommodations) and materials to facilitate the formative assessment for students.

Keep in mind the “I do”, “We do”, “You do” Gradual Release structure of a lesson.

Provide a step-by-step logical sequence (enumerated) description of how you plan on delivering this lesson.

Refer to Modules 3, 5, 7

Provide a step-by-step logical sequence (enumerated) description of how you plan on delivering the lesson/formative assessment here:

Record Keeping and Communication of Mastery Levels:

(Describe the method used to evaluate and description of how data/records are kept, and how you communicate student progress to the appropriate school stakeholders and parents).

Formative Assessment Rubric:

(Add the rubric you designed to measure the standards/LO/LT for this lesson.)

Instructional Materials/Data Collection sheets:

(Add all instructional materials, assessments, data collection sheets and any other checklists or rubrics developed for the lesson. If you are adding materials from preassessment or formative assessment, identify the same for clarity.)