Education Final Assignment Due Oct 7
Kittybop62 
LessonPlanPacketFinal.docx
EDP 423 Lesson Plan Final
Purpose: This assessment is meant for you to show your ability to successfully complete the elements of the lesson plan covered in this course.
Directions: After the explanation of each lesson plan element, you must fill out the sections of the lesson plan pertaining to that element.
Ohio Academic Content Standards
This section of the template is where you place the academic content standard(s) which your lesson aligns with. Each section below includes:
1. A link to the content standards.
2. A brief explanation of how the standards are organized.
3. An example of what should be included in your lesson plan template.
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English Language Arts
Ohio Learning Standards for English Language Arts :
The English Language Arts Standards are organized in the following way:
· Strand: the major area or disciplines of study within English Language Arts. · Topic: the main focus of the content within each strand. · Standard Statement: “what” students should know and be able to do at each grade level. · Numeric reference code for Strand/Topic/Standard statement.
If you are choosing this statement from the ELA standards…
Then include the following in your template:
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Mathematics
Ohio Learning Standards for Mathematics :
The Mathematics Standards are organized in the following way:
· Domain: A large group of related standards (made up of clusters). Standards from different domains may sometimes be closely related. · Standard: define what students should understand and be able to do. · Cluster: groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. · Numeric reference code for Domain/Standard/Cluster.
If you are choosing this statement from the Mathematic standards…
Then include the following in your template:
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Social Studies
Ohio Learning Standards for Social Studies :
The Social Studies Standards are organized in the following way:
· Strand: the 4 social studies disciplines: History, Geography, Government, Economics. · Topic: the different aspects of content within a strand, including skills topics. · Content Statement: the essential knowledge to be learned at each grade level or within each course. · Numeric reference code for content statement.
If you are choosing this statement from the Social Studies standards…
Then include the following in your template:
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Science
Ohio Learning Standards for Science :
The Science Standards are organized in the following way:
· Strand: the 3 science disciplines: Earth and Space sciences, Physical Sciences, and Life Sciences. · Topic: main focus for content for each strand at that particular grade level. · Content Statement: state the science content to be learned. · Numeric reference code for content statement.
If you are choosing this statement from the Science standards…
Then include the following in your template:
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OHIO ACADEMIC CONTENT STANDARDS
How to find the standards/curriculum (when you don’t have a lesson plan explanation with a handy link)
1. Go to education.ohio.gov which gets you to the ODE homepage Education section
2. Scroll down to the green section call “Teacher Resources”.
3. Click on Ohio’s “Learning in Ohio”.
4. Choose the blue section of the pie chart titled “Model Curricula”
5. Choose the area of content you wish to explore.
Directions: In the table below, record 4 Ohio Academic Standard(s)/Content Statements according to the directions on pages 1-3 of this packet.
· ECE/IS record 1 standard from each of the content areas (Science, Social Studies, Math, ELA)
· MCE record 2 standards from each or your chosen areas of concentration
· AYA record 4 standards from your area of concentration
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Ohio Academic Standard(s)/Content Statement(s): (Page 1-3) |
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Ohio Academic Standard(s)/Content Statement(s): (Page 1-3) |
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Ohio Academic Standard(s)/Content Statement(s): (Page 1-3) |
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Ohio Academic Standard(s)/Content Statement(s): (Page 1-3) |
Lesson Objective(s):
Intentional, high quality instruction begins with well written objectives. Lesson objectives answer the following question:
What do you want your students to know and be able to do at the end of the lesson?
Objectives are the first step in writing a strong lesson plan. All lesson objectives should have 4 parts:
· Audience
· Behavior
· Condition
· Degree of Proficiency
Examples:
· Given 100 division facts (such as 27 divided by 3), the student will correctly answer 95/100 in a time of 3 minutes.
· Given an exit ticket, the student will list at least five functions that characterize all living organisms.
· In an essay, the student will compare and contrast the artistic styles of van Gogh and Gauguin with a score of at least 80% on the provided rubric.
· Given the statement, “Resolved: The United States should not have entered World War I”, the student will argue persuasively either for or against the proposition with a score of at least 80% on the provided rubric.
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Include the following in your template:
Follow the four-step process below for creating learning objectives. · State the conditions under which learning will be assessed: Given 10 word problems, Given an exit ticket, Given an essay… · Identify the audience: this will always be the student. · Add a behavior: the behavior is an action verb that indicates what students will be able to do. Action verbs also indicate the level of cognitive demand at which the student should be working. Links to list of action verbs can be located in Appendix A. · Indicate the Degree of Proficiency: what is the criteria for success? What must the student do in order to say they have mastered the lesson objective?
Example:
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OBJECTIVE WRITING
Directions: Choose 2 of your content statements from page 4 and write a learning target for each standard. You will use these 2 standards throughout the rest of the packet.
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Ohio Academic Standard(s)/Content Statement(s): |
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Ohio Academic Standard(s)/Content Statement(s): |
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
THEORETICAL FRAMEWORK/LEVEL OF COGNITIVE DEMAND
Bloom’s Revised Taxonomy of Cognitive Functions
Creating: Creating or generating new ideas by combining information. Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.
Evaluating: Making judgements about the value of information for a particular situation. Presenting and defending opinions by making judgements about information, validity of ideas or quality of work based on set of criteria.
Analyzing: Breaking information or knowledge into parts and possibly making connections between those parts. Examining in detail. Identifying motives or causes, making inferences and finding evidence to support generalizations.
Applying: Selecting and using information to solve a problem or specific task. Using knowledge in a new situation.
Understanding: Understanding or making sense of information without connecting information to prior knowledge. Explain or summarize in one’s own words.
Remembering: Remembering facts or information learned earlier without necessarily understanding or being able to use that knowledge.
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Include the following in your template:
*You must make sure the action verb in your objective matches the level of Bloom’s you have indicated in this section.
* See Appendix A for links to list of action verbs by Bloom’s Taxonomy Level.
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WEBB’s Depth of Knowledge (DOK)
Webb’s DOK can be referenced as a complement to, or in lieu of, Bloom’s Taxonomy to indicate the alignment of cognitive demand of planned instructional activities with standards and planned assessments.
· The Depth of Knowledge is NOT determined by the verb, but by the context in which the verb is used and the depth of thinking required.
Level 1: Recall
Recall, recognition; skill, behavior or sequence of behaviors learned through practice and easily performed
Level 2: Skill/Concept
Engagement of some mental processing beyond recalling; the use of information or conceptual knowledge; requires making some decisions regarding how to approach a question or problem
Level 3: Strategic Thinking
More sophisticated reasoning and analysis; deep understanding; students are required to develop strategies to solve open or ill-defined problems & draw conclusions
Level 4: Extended Thinking
Requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over an extended period of time
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Include the following in your template:
*You must make sure the activities and assessment in your lesson meet the level of DOK you indicate in this section.
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Theoretical Framework/Level of Cognitive Demand
Directions: Take your standards from above and identify the theoretical framework and level of cognitive demand.
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Theoretical Framework/Level of Cognitive Demand: |
Justify your chosen level of cognitive demand:
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Theoretical Framework/Level of Cognitive Demand: |
Justify your chosen level of cognitive demand:
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ASSESSMENT
Assessment happens before, during, and after instruction to help you determine to what extent your learning objectives were achieved. The assessment activity you select must be directly and explicitly tied to the stated learning objectives.
Learning goals can be assessed through quizzes, tests, independently performed worksheets, cooperative learning activities, hands-on experiments, oral discussion, question-and-answer sessions, or other concrete means. Once the students have completed the given assessment activity, you must take some time to reflect upon the results. If the learning objectives were not adequately achieved, you will need to revisit the lesson in a different manner. Student performance informs future lessons and where you will take your students next.
Making Sure
Checking-up
Finding Out
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Diagnostic |
Formative |
Summative |
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- Screening - Pre-Test - Inventories - Anticipation Guide - Checklist
* See notes on next page |
- Exit Ticket - Guided Practice - Portfolio - Journal - Quiz
* See Appendix B for links to other formative assessment ideas.
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- Unit Test - Performance Task - Product/ Exhibit - Presentation - End of Lesson of Assessment - Final Composition |
Diagnostic/Pre-Assessment:
…needs to assess the students’ current knowledge of each indicator that you are about to teach and must include documentation of such present levels for each student.
· How will you measure what the students know (prior knowledge) before the new topic is ever introduced?
(DO NOT START TEACHING/REVIEWING or DISCUSSING NEW CONTENT BEFORE THIS DATA IS TAKEN)
· This will later be used to compare with the final assessment of these same indicators to show an increase in knowledge pertaining to the content indicators. (Remember to compare apples to apples…or in other words make sure your assessments are aligned to one another)
· MUST BE INDIVIDUAL STUDENT WORK
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Include the following in your template:
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Assessment
Directions: Specify how you would diagnostically, formatively, and summatively assess each of your learning targets you have been working with in this packet.
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Assessment: · Diagnostic/Pre-Assessment · Formative Assessments · Summative Assessments |
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Assessment: (Page 9-10) · Diagnostic/Pre-Assessment · Formative Assessments · Summative Assessments |
TEACHING MODEL
Instructional models are the methods/framework you use to meet your learning objectives. You have/will learn the following methods/frameworks during your time at the university. Choose from the following the instructional models you will follow during your lesson:
Lecture Model is a teacher centered approach in which the teacher gives an oral presentation of facts, concepts or principles to learners and the class is responsible for notetaking.
1. Introduction: The teacher introduces the topic and covers the learning objectives for the day.
2. Presentation: The teacher presents an organized set of facts, a concept, or principal.
3. Closure: The teacher summarizes the main points of the presentation.
Interactive Presentation is a teacher centered approach in which the teacher gives an oral presentation of facts, concepts or principles and involves the students through the use of active learning strategies.
1. Introduction: The teacher introduces the topic and covers the learning objectives for the day.
2. Prime Time 1(New Information): The teacher presents and organized set of facts, a concept or principal.
3. Down Time (Practice): The teacher involves the students in an active learning exercise to make and sense and meaning of the information just presented.
4. Prime Time 2(Summary): The students summarize their learning from the day.
Direct Instruction is a teacher directed approach to instruction where the teacher models a skill, provides students guided practice, and then allows students to practice the skill independently. The steps in the Direct Instruction Model are:
4. Introduction: The teacher communicates the purpose for the lesson, motivates students, and gains their attention.
5. Presentation: The teacher presents to the students the facts, procedures, or concepts addressed in the lesson
6. Guided Practice: The teacher further addresses the content with additional examples, scenarios, or problems. The students work along with the teachers and the teacher provides guidance and feedback to the students as they work.
7. Independent Practice: Students work on their own practice activities that are similar to those the teacher presented.
Concept Attainment is a dynamic, interactive, teaching model that supports student’s deep understanding of concepts and development of conceptual knowledge. It is a teacher guided model through which students develop an understanding of a concept through the examination of examples and nonexamples of the concept and the analysis of their critical and noncritical attributes.
Concept Development is an interactive, engaging instructional model that challenges learners to expand and refine their understanding of concepts through various cognitive processes. When practicing this model, learners analyze what they know and have experienced about a concept and look for and compare patterns to deepen their understanding of a specific concept and its relationship to other concepts.
Inductive Model is an active, engaging model that relies on inductive reasoning and encourages students’ development of critical thinking skills as they explore and learn concepts in the academic content areas and the facts associated with these concepts. Lessons planned with this model challenge learners to make full use of their senses to observe and recognize details and patterns in materials related to the content under investigation.
Vocabulary Acquisition Model is a teacher guided instructional model that facilitates students’ development of vocabulary in a procedural and inductive manner. The model enables students to attain a deep understanding of key vocabulary in each academic discipline.
Inquiry-Based Learning is a process oriented instructional model that aims to teach students the skills, knowledge, and dispositions required for thinking systematically to answer important questions. Students become actively involved in the creation of new knowledge and investigate a phenomenon by examining or posing a problem, forming hypotheses, analyzing data, testing their hypotheses, and drawing conclusions.
Problem-Based Learning is an active learning model that allows students to learn and hone problem-solving skills, develop competence with academic content standards, and realize the relevance of applying content area learning for practical purposes. In the Problem-Based Learning model students start with a problem (a question or issue that has one or more solutions) and come up with solutions to solve the problem. While solving the problem, students develop content knowledge and skills.
Cooperative Learning has multiple different models that fit under the cooperative learning umbrella. Cooperative Learning models simultaneously promote students’ development of social skills and mastery of academic content standards. These social learning models capitalize on students’ natural inclination to construct knowledge socially while also developing students’ ability to interact with peers productively.
The Integrative Model is a purpose-driven instructional model that supports students as they work to develop the ability to learn independently using various thinking skills. In this model, the teacher facilitates students’ analysis of information about a topic communicated in an organized collection of materials. This model relies on formal strategies that teach students how to analyze and interpret information they might encounter in school and beyond.
Socratic Seminar is an instructional model that uses structured questioning with debate or dialogue to promote learner’s development of critical-thinking skills and exploration of ideas. In this model, students content materials presented in print or multimedia formats. The teacher then facilitates and intentionally planned dialogue that supports students as they explore, compare, contrast, relate, synthesize, and analyze ideas.
Station Rotation this model allows students to rotate through multiple stations on a fixed schedule. In this model, students are split into small groups around the room. Some stations may be run by a teacher, some may be independent, and some may use technology. Each group rotates through each station.
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Include the following in your template:
· Instructional model(s) you will employ to meet your learning objective(s).
*Make sure your model aligns with the level of cognitive demand you are trying to reach as well as the type of content you are going to cover.
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Teaching Model
Directions: Determine if lecture, interactive presentation, or direct instruction would work best for your learning targets.
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Teaching Model: |
Explain your reasoning:
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Teaching Model: |
Explain your reasoning:
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Materials
In order to stay organized and use their time more efficiently, teachers clearly list the materials necessary to implement a lesson. In the Materials section consider:
· What items and supplies will I need in order to accomplish the stated learning objectives?
· What items and supplies will my students need in order to accomplish the stated learning objectives?
· Are there any internet resources available that will assist me in accomplishing the stated learning objectives?
· Do my materials make the content relevant to my learners?
· Do my materials encourage deep processing?
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Include the following in your template:
A bulleted list of the following: · Technology you will use during the lesson. · Titles of handouts/worksheets you will use during your lesson. · Titles of lesson activities you will be using during your lesson.
*When you submit your lesson, you must include copies of all handouts and activities you are using during the lesson.
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Materials
Directions: Identify the materials outside of typical classroom supplies (i.e. pencil, paper, whiteboard) that you will need to teach your lesson.
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Materials: |
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Materials: |
Prior Knowledge
In order to make connections to past learning, you must indicate the prior knowledge students need in order to be successful in this lesson.
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Include the following in your template:
· What skills or knowledge must students have in order to be successful in meeting your learning objective for this lesson? |
Prior Knowledge
Directions: For each of your 2 learning targets, indicate what prior knowledge students will need to be ready for this lesson.
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Prior Knowledge: |
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Prior Knowledge: |
BODY OF THE LESSON
I CAN STATEMENT
I Can Statement is the lesson’s learning targets/objectives written in learner friendly language. They are clear statements of the knowledge or skill as opposed to an activity or assignment.
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Include the following in your template:
· If your learning target states: · Given multiple passages containing foreshadowing, the student will identify at least 3 examples of foreshadowing in the passage
· A recommended “I Can” Statement would be: · I can find three examples for foreshadowing in my reading.
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“I Can” Statements
Directions: Develop “I Can” statements for each of your two learning targets.
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Body of the Lesson: · I Can Statement · |
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Body of the Lesson: · I Can Statement · |
Anticipatory Set/Introduction:
The purpose of the Anticipatory Set is to:
· Provide continuity from previous lessons, if applicable
· Allude to familiar concepts and vocabulary as a reminder and refresher
· Tell the students briefly what the lesson will be about
· Gauge the students' level of collective background knowledge of the subject to help inform your instruction
· Activate the students' existing knowledge base
· Make public the students’ prior knowledge on the subject
· Whet the class's appetite for the subject at hand
· Briefly expose the students to the lesson's objectives and how you will get them to the end result
This is the WOW that should capture/grab the students’ interest and create an excitement for learning. These activities should be linked to the existing schema (prior knowledge) of the students. How will you get their attention and keep it? (props, role play between yourself and other staff, show them - demonstration, experiment, read a book and stop at the best part – put the book back on the shelf, a debate, vote – stickers on a chart, dress-up, virtual field trips, field trips, change of setting, etc.)
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Include the following in your template: · Detailed description of the anticipatory set in narrative or bulleted form.
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Anticipatory Set
Directions: Develop an Anticipatory Set for each of your two learning targets.
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Body of the Lesson: · Anticipatory Set · |
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Body of the Lesson: · Anticipatory Set · |
Procedures:
Write this section with enough detail to enable someone else to teach your lesson. Leave nothing to chance.
These are the actual increments of the lesson including how you will implement the plan step by step. If you want to use different levels of questioning, for example, you should have a list of the questions you intend to use. Again, leave nothing to chance; a good teacher never “wings it”.
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Include the following in your template:
· A step-by-step description of the lesson’s procedures. · Name the instructional strategies you will use within your procedures. See Appendix C for links to list of instructional strategies.
* Your procedures must follow your teaching model. If the teaching model you chose has certain steps they must be listed in the procedures section.
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Procedures
Directions: Develop procedures for each of your learning targets following the teaching model you selected earlier in the packet.
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Teaching Model: |
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Body of the Lesson: · Procedure · |
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Teaching Model: |
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Body of the Lesson: · Procedure · |
Closure:
This is a very important part of the lesson. The closure portion of your lesson should review the main idea(s) of the lesson and reference your learning objectives.
· Why was this lesson important to the students?
· What was learned?
· Can the students show what was learned?
Bring this lesson to a close by reviewing what you did and why you did it. Show students their Prior Knowledge assessment and compare it to their final evaluation and ask them to verbalize how much knowledge they have gained.
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Include the following in your template: · A detailed description of how you will close the lesson to review, summarize, and check for understanding of the learning objectives.
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Closure
Directions: Describe how you will close the lesson for each of your learning targets.
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Body of the Lesson: · Closure · |
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Measurable Learning Objective/Target(s)/Lesson Objective /Target(s): |
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Body of the Lesson: · Closure · |
UNIVERSAL DESIGN FOR LEARNING/DIFFERENTIATION
Universal Design for Learning refers to a framework through which teachers proactively reduce potential educational barriers and make the curriculum accessible to as many students as possible.
Differentiation means tailoring instruction to meet individual needs.
Use this chart in the template to record your UDL/Differentiation techniques:
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Universal Design for Learning/Differentiation (11-12) |
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UDL |
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Multiple Means of Engagement |
Multiple Means of Representation |
Multiple Means of Action & Expression |
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Instructional Strategies (Process) |
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Links to UDL resources:
https://www.sangerlearns.com/udltoolresources.html The UDL guidelines posted on this page are extremely helpful.
You can find the UDL guidelines here on the web page.
Universal Design for Learning
Directions: Identify any barriers to engagement, representation, or action & expression that exist within each of your lessons. Once you have identified the barriers explain how you will adjust your process to address these barriers.
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Universal Design for Learning/Differentiation (11-12) |
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UDL |
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Multiple Means of Engagement |
Multiple Means of Representation |
Multiple Means of Action & Expression |
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Barriers |
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Instructional Strategies (Process) |
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Universal Design for Learning/Differentiation (11-12) |
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UDL |
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Multiple Means of Engagement |
Multiple Means of Representation |
Multiple Means of Action & Expression |
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Barriers |
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Instructional Strategies (Process) |
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Appendix A: Bloom’s Action Verbs
http://www.northeastern.edu/nuolirc/wp-content/uploads/2018/01/Blooms-Taxonomy-Handout.pdf
https://tlc.iitm.ac.in/PDF/Blooms%20Tax.pdf
https://tips.uark.edu/blooms-taxonomy-verb-chart/
Appendix B: Formative Assessment Techniques
http://www.pent.ca.gov/mt/60formativeassessment.pdf
https://www.masteryconnect.com/guide/pdf/guide-to-formative-assessment.pdf
https://www.bostonpublicschools.org/cms/lib07/MA01906464/Centricity/Domain/44/Formative_Informal.pdf
http://cmrweb.gfps.k12.mt.us/uploads/2/7/3/6/27366965/formative_assessment_ppt.pdf
https://1.cdn.edl.io/SMr2qJk2AGiVvUuTLMGhN02CY9DN774AogEBmti2GcbMeEmu.pdf
Appendix C: Instructional Strategies
*BEWARE!!! Some of these list include teaching models such as direct instruction in their list of instructional strategies. DO NOT include a teaching model as an instructional strategy!
http://www.shastacoe.org/uploaded/Dept/is/District_Support/Active_Engagement_Strategies_3-17-09.pdf
https://tophat.com/blog/instructional-strategies/
https://instructionalstrategies.org/instructional-strategies-list-teachers/
Diagnostic
Formative
Summative
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LATEST UPDATE – 09/2020 BT/DW
