21st Century Instructional Plan: Plan Design & Description
Liz2013
HunterLessonPlanExemplarWeek3.docRunning head: 21ST CENTURY INSTRUCTIONAL PLAN: PLAN DESIGN & DESCRIPTION 1
21ST CENTURY INSTRUCTIONAL PLAN: PLAN DESIGN & DESCRIPTION 7
21st Century Instructional Plan: Plan Design & Description
Your First Name Your Last Name
EDU 645
Instructor’s Name
Date Submitted
MADELINE HUNTER LESSON PLAN MODEL
Lesson Date and Time: Teacher: Dr. Adkins
Grade Level: 4th Subject: Science
Grade level content standard(s) (Label and complete verbiage): Use your state’s respective learning standards and/or Common Core State Standards to align your objective, tasks, and assessments to. Must be either Math or ELA.
Virginia SOL Science Standard 4.4: The student will investigate and understand basic plant anatomy and life processes.
Key concepts include
a) the structures of typical plants and the function of each structure;
ISTE-S Standards
ISTE Standard 1:Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
b. Create original works as a means of personal or group expression
ISTE Standard 6: Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
d. Transfer current knowledge to learning of new technologies
LESSON OBJECTIVE -Written in student terms. Considers more than one level of cognition (Bloom’s, Webb’s DOK). Is measurable, specific, and observable. The teacher clearly informs the student what to expect and what she/he will be able to accomplish by the end of the instruction. The objective should be specific in content and focus on observable behavior(s). The objective should let the student know what is going to happen in his/her own language (restate the lesson objective in simple words).
The students will identify the parts of a plant by labeling a foldable.
The students will describe the function of the plant parts by writing it in the foldable .
Anticipatory Set - An activity to focus the students’ attention, provide a brief practice, and/or develop a readiness for instruction that will follow. It should relate to some previous learning (helps teacher to avoid assumptive teaching). If successful, the anticipatory set helps the students get mentally and/or physically ready for the lesson.
The students will complete the “K” and “W” sections of a KWL chart to access prior knowledge. Students will be asked to write down what they already know about the parts of a plant and then list questions of things they would like to know about plants. (DOK 2)
Lesson Sequence & Duration
Gradual Release of Responsibility
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Instructional Input “I do”- The information that the student must have so that she/he may reach the objective. The teacher needs to determine how the student is going to get this information and what the means of instruction will be. It is important that the teacher determine what new information is needed by the learner, and the most efficient and effective means of delivery. Direct Instruction (I do it): To begin this lesson, the students will ask the student to think about why they think plants are important for humans before they watch a video that provides a catchy tune to identifying the plant parts and its function. The video is located at: https://www.youtube.com/watch?v=ql6OL7_qFgU . (Technology) Once the video is over, the teacher will ask the students to respond to the following question: “Why are plants important?” (DOK 3) After the students watch the video, the teacher will give each table a potted flower to examine all of the parts as the teacher goes over each one with the class.
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Modeling - This happens when the student sees an example or examples of steps in a process or an acceptable portion of a product or is exposed to what the new learning looks like. The teacher needs to focus on the essentials and label the critical elements. The teacher will have a potted flower as she points to each part of the plant in addition to a poster diagram of the plant parts to further support student understanding. Additionally, as students complete the foldable, the teacher will be modeling each step in creating the foldable on plant parts. (DOK 1)
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Check for Understanding - When the teacher checks for student’s demonstration of essential information and the skills necessary to achieve the instructional objective. Students show what they know. Students will complete a plant foldable where they will label the different plant parts as well as their functions. This foldable will be used to ensure that students have properly labeled each plant part and can describe the function of each plant part. The creation of an iMovie will also provide formative assessment to determine if students are working towards mastering the objectives. At the end of the lesson, students will complete the “L” section of their KWL chart which will serve as their exit ticket. (DOK 1) (Bold represent the 3 different ways to assess FOR learning. For Week 3 assignment, you only needed to have 2 different ways to assess.) (DOK 2)
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Questioning Strategies/Topical or Overarching Questions --This section enables teachers to ask the right questions to probe for higher levels of thinking. Again, teachers may find the Bloom’s Taxonomy of Educational Objectives a valuable tool in questioning strategies. The teacher will ask the following questions that will engage students in critical thinking questions: Critical Thinking Questions: What would happen if there were no plants in the world? (DOK 3) How are the roots, stems, and leaves alike? (DOK 3) What is the purpose of the flower? (DOK 2)
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Guided Practice -- The students’ first attempts with new learning are guided so they are accurate and successful. The “We do” portion of the lesson. What and how will you assess here? Guided Instruction (We do it): The students, with the support of the teacher, will create a foldable. The students will take a piece of paper, fold it in half and on the front part, draw a picture of a plant that includes the following parts: root, stem, leaves, and flower. The students will then cut the front part of the fold into four parts so that each plant part has its own flap. The teacher will ask the students what each part does and then behind each flap, the students will write the function of each of the four plant parts. The teacher will be modeling how to complete the foldable using an Elmo to project on the screen. (DOK 1)
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Independent Practice - The “You do” portion of the lesson. When students practice independently or with others without the guidance or help of the teacher. What and how will you assess? Independent Practice (You do on your own): Students will create an iMovie that shows the parts of the plant as well as a description of its function. Students will first create a slide for each plant part and then record their voice when describing the plant part functions. Students will then share their iMovies to the class website to share with friends and family members. (DOK 2, Technology)
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Closure – Bring it all back to the lesson’s objective. Will you assess using an exit ticket strategy, whole group discussion? Ticket out the door, or some other closing activity? Students will complete their KWL charts by completing the “L” section that allows students to write down what they have learned, which will serve as an exit ticket. This will then be used as a way for the teacher to formatively assess the knowledge that students have gained and are working towards mastering the lesson objectives. (DOK 2)
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Differentiated Instruction Throughout this lesson, I will be providing visuals and extensive modeling of activities to ensure that all student have access to the content of this lesson plan. I will be continually questioning student knowledge to formatively assess if additional scaffolding is necessary to better support students. I will also give opportunities for students to share any experiences they have had in nature with regards to plants; this will allow my ethnically diverse students to share flowers that they may be more familiar with. .
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Synopsis
Under this heading, you should include the following (using evidence from the course material – at least three scholarly sources):
· Elaborate on areas that are difficult to show on the instructional plan, such as how you applied Webb’s Depth of Knowledge (DOK) to the activities and/or assessments. Explain where you labeled the various DOK levels with your activities and/or assessments and be sure to explain why you associated it with the levels of DOK you selected. This is where you should use evidence from the readings to support your points. This means there should be citations.
· Describe the stages at which you will assess students; when and how they will be assessed throughout the lesson plan. Then explain how you will use this data to adjust your instruction and provide students with feedback. For example, if you used an exit ticket for this lesson plan to formatively assess students, how would you then use the data you collect from their responses to guide your instruction and provide feedback to students?
· Last, discuss the technology you chose to integrate within your lesson and the purpose it will serve in helping students meet the learning objective. Again, have evidence from the readings to support your points; this is an important aspect of academic writing.
Here is a resource to help you with integrating the researching in your writing:
Reference(s)
You need to cite and reference the following:
At least three scholarly sources, including those prescribed for the week’s learning, CCSS and ISTE standards.
Here is a great link from Ashford’s Writing Center to support your efforts in ensuring you utilize proper APA formatting: http://writingcenter.ashford.edu/apa-style
�YOU MUST USE A MATH OR ENGLISH LANGUAGE ARTS STANDARD FROM THE CCSS. HERE IS THE LINK: � HYPERLINK "http://www.corestandards.org/read-the-standards/" �http://www.corestandards.org/read-the-standards/�
� It might be helpful to bold your action verbs to ensure your objectives are measurable.
�Be sure to clearly label the DOK levels that are evident in your lesson plan.
�Since differentiated instruction not an included feature of the Madeline Hunter Lesson Plan, you must include it another box here to make sure you capture it for this assignment.
�Please make sure that your synopsis is written in paragraph from and double spaced
Modified 2014 by AU MAED Curriculum Design Team from Laurier, W. (2011). Madeline Hunter’s lesson plan format . [PDF file]. Retrieved from http://iicti-part1 fall2011.wikispaces.com/file/view/madeline+hunter's+lesson+plan+format.pdf
