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ComponentsOfALessonPlanweek4.docx
Week4assignmentinstuctions.docx

ComponentsOfALessonPlanweek4.docx

Components of a Lesson Plan

Lesson Information from Topic 1 Assignment
Grade Level: 2nd	State Standard: Mississippi
Learning Objective:
Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Academic Language: In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of all printed and online materials at the end of this template. Include links needed for online resources.
Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson, and gaining student interest in the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate students for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold* any materials you will need to prepare for the lesson.*
Multiple Means of Representation Students perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem-solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher-order thinking questions you might pose.
Multiple Means of Expression Students differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for the response, selection, and composition to accommodate all students. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially a differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.
Home Extension Activity Describe an aligned home extension activity that will support individual student needs.

References

Why Should Assessments, Learning Objectives, and Instructional Strategies Be Aligned?

Required

Read “Why Should Assessments, Learning Objectives, and Instructional Strategies Be Aligned?” located on the Eberly Center web

https://www.cmu.edu/teaching/assessment/basics/alignment.html

A Simple Tool for Aligning Instruction and Assessment

Required

Read “A Simple Tool for Aligning Instruction and Assessment,” by Valenzuela, located on the Edutopia website (2022).

https://www.edutopia.org/article/simple-tool-aligning-instruction-and-assessment

How to Provide Effective Feedback to Students

Required

Read “How to Provide Effective Feedback to Students,” by McKillop, located on the TeachHUB website (2020).

https://www.teachhub.com/professional-development/2020/09/how-to-provide-effective-feedback-to-students/

How to Make a Cross-Curricular Teaching Part of Your Plan

Required

Read “How to Make a Cross-Curricular Teaching Part of Your Plan,” by Fulton, located on the Classcraft website (2019).

https://www.classcraft.com/blog/how-to-make-cross-curricular-teaching-part-of-your-plan/

Using PBL to Encourage Interdisciplinary Work

Required

Read “Using PBL to Encourage Interdisciplinary Work,” by McDowell, located on the Edutopia website (2020).

https://www.edutopia.org/article/using-pbl-encourage-interdisciplinary-work

Teachers’ Perceptions about the Use of Classroom Assessment Techniques in Elementary and Secondary Schools

Required

Read “Teachers’ Perceptions about the Use of Classroom Assessment Techniques in Elementary and Secondary Schools,” by S

https://files.eric.ed.gov/fulltext/EJ1209818.pdf

Optional: Using Activity Theory to Examine How Teachers’ Lesson Plans Meet Students’ Learning Needs

Optional

Read “Using Activity Theory to Examine How Teachers’ Lesson Plans Meet Students’ Learning Needs,” by Chizhik and

https://lopes.idm.oclc.org/lo

image1.jpeg

Week4assignmentinstuctions.docx

Requires Lopeswrite

Assessment Description

To effectively lesson plan, teachers must be able to take a state standard, craft well-aligned and measurable learning objectives, create a list of materials needed, identify academic language needed for mastery, effectively introduce the lesson, and design activities and assessments that reflect the intended learning outcomes. This can seem like an overwhelming process, especially as a beginning teacher. Breaking down the lesson and developing a strategic plan will ensure that all areas of instruction are addressed.

In preparation for the Topic 6 Benchmark assignment, complete the “Components of a Lesson Plan” template to provide a whole group lesson aligned to your grade level, state standard, and learning objective from the Topic 1 assignment.

Note: This assignment may return a high similarity index from LopesWrite.

Support your template with 1-2 scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Attachments

Rubric Criteria

collapse all Rubric CriteriaCollapse All

Lesson Information from Topic 1 Assignment

3 points

Criteria Description

Lesson Information from Topic 1 Assignment

5. Target

3 points

Grade level, state standard, and revised learning objective from the Topic 1 assignment are fully included.

4. Acceptable

2.61 points

3. Approaching

2.22 points

2. Insufficient

2.07 points

Grade level, state standard, or revised learning objective from the Topic 1 assignment is incomplete or incorrectly included.

1. No Submission

0 points

Not addressed.

Lesson Summary and Focus

6 points

Criteria Description

Lesson Summary and Focus

5. Target

6 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is thoroughly described.

4. Acceptable

5.22 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is suitably described.

3. Approaching

4.44 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is minimally described.

2. Insufficient

4.14 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is poorly described.

1. No Submission

0 points

Not addressed.

Academic Language and Resources

6 points

Criteria Description

Academic Language and Resources

5. Target

6 points

Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson.

4. Acceptable

5.22 points

Academic language is listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson.

3. Approaching

4.44 points

Academic language is missing one or more key terms or includes an irrelevant term. Includes minimal strategies for teaching the new terms. Resources, materials, equipment, and technology are lacking details or include some extraneous information.

2. Insufficient

4.14 points

Academic language is missing several key terms or terms presented are not relevant. Teaching strategies are inappropriate or underdeveloped. Resources, materials, equipment, and technology are inappropriate for the lesson.

1. No Submission

0 points

Not addressed.

Anticipatory Set

6 points

Criteria Description

Anticipatory Set

5. Target

6 points

Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.

4. Acceptable

5.22 points

Anticipatory set is clearly designed to engage students and activate prior knowledge.

3. Approaching

4.44 points

Anticipatory set marginally engages students and activates prior knowledge.

2. Insufficient

4.14 points

Anticipatory set is insufficient to engage students and activate prior knowledge.

1. No Submission

0 points

Not addressed.

Multiple Means of Representation

9 points

Criteria Description

Multiple Means of Representation

5. Target

9 points

The means of representation creatively present content using a variety of developmentally ideal methods or tools.

4. Acceptable

7.83 points

The means of representation appropriately present content using more than one appropriate method or tool.

3. Approaching

6.66 points

The means of representation is unfocused or overly broad in presenting content.

2. Insufficient

6.21 points

The means of representation insufficiently present content.

1. No Submission

0 points

Not addressed.

Multiple Means of Engagement

9 points

Criteria Description

Multiple Means of Engagement

5. Target

9 points

The means of engagement innovatively allow students to explore, practice, and apply the content and academic language.

4. Acceptable

7.83 points

The means of engagement effectively allow students to explore, practice, and apply the content and academic language.

3. Approaching

6.66 points

The means of engagement vaguely allow students to explore, practice, and apply the content and academic language.

2. Insufficient

6.21 points

The means of engagement implausibly allow students to explore, practice, and apply the content and academic language.

1. No Submission

0 points

Not addressed.

Multiple Means of Expression

9 points

Criteria Description

Multiple Means of Expression

5. Target

9 points

Planned formative and summative assessments are well-aligned to the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to support all students. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their learning. Summative assessment is comprehensive and cohesive in form and function.

4. Acceptable

7.83 points

Planned formative and summative assessments are generally aligned to the stated learning objectives and standards, and they clearly identify multiple means for response, selection, and composition to support all students. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their learning. Summative assessment is cohesive in form and function.

3. Approaching

6.66 points

Planned formative and summative assessments are vaguely aligned to the stated learning objectives and standards. Attempt to identify multiple means for response, selection, and composition to support all students is lacking depth. Formative assessments are somewhat designed to provide data on student performance for monitoring and adjusting instruction. Opportunities for feedback to students so they can evaluate and adjust their learning are minimal. Summative assessment is lacking relevance or clarity in form and function.

2. Insufficient

6.21 points

Planned formative and summative assessments are not clearly aligned with the stated learning objectives and standards. They do not sufficiently identify multiple means for response, selection, and composition to support all students. Formative assessments do not provide adequate data on student performance for monitoring and adjusting instruction, nor do they provide students feedback so they can evaluate and adjust their learning. Summative assessment is insufficient.

1. No Submission

0 points

Not addressed.

Home Extension Activity

6 points

Criteria Description

Home Extension Activity

5. Target

6 points

Home extension activities are creative, developmentally appropriate and clearly relate to the developed lesson.

4. Acceptable

5.22 points

Home extension activities are clear and mostly relate to the developed lesson.

3. Approaching

4.44 points

Home extension activities are unfocused, lacking realism, or not clearly related to the developed lesson.

2. Insufficient

4.14 points

Home extension activities are inappropriate or unrelated to the developed lesson.

1. No Submission

0 points

Not addressed.

Supporting Research and Documentation of Sources

3 points

Criteria Description

Uses appropriate designated style and formatting to document sources in citations and references.

5. Target

3 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Acceptable

2.61 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Approaching

2.22 points

Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.

2. Insufficient

2.07 points

Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. No Submission

0 points

Not addressed.

Mechanics of Writing

3 points

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

5. Target

3 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

4. Acceptable

2.61 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

3. Approaching

2.22 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

2. Insufficient

2.07 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

1. No Submission

0 points

Not addressed.

Total60 points

Week4assignmentinstuctions.docx

Requires Lopeswrite

Assessment Description

Note: This assignment may return a high similarity index from LopesWrite.

Support your template with 1-2 scholarly resources.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Attachments

Rubric Criteria

collapse all Rubric CriteriaCollapse All

Lesson Information from Topic 1 Assignment

3 points

Criteria Description

Lesson Information from Topic 1 Assignment

5. Target

3 points

Grade level, state standard, and revised learning objective from the Topic 1 assignment are fully included.

4. Acceptable

2.61 points

3. Approaching

2.22 points

2. Insufficient

2.07 points

Grade level, state standard, or revised learning objective from the Topic 1 assignment is incomplete or incorrectly included.

1. No Submission

0 points

Not addressed.

Lesson Summary and Focus

6 points

Criteria Description

Lesson Summary and Focus

5. Target

6 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is thoroughly described.

4. Acceptable

5.22 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is suitably described.

3. Approaching

4.44 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is minimally described.

2. Insufficient

4.14 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is poorly described.

1. No Submission

0 points

Not addressed.

Academic Language and Resources

6 points

Criteria Description

Academic Language and Resources

5. Target

6 points

Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson.

4. Acceptable

5.22 points

Academic language is listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson.

3. Approaching

4.44 points

2. Insufficient

4.14 points

1. No Submission

0 points

Not addressed.

Anticipatory Set

6 points

Criteria Description

Anticipatory Set

5. Target

6 points

Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.

4. Acceptable

5.22 points

Anticipatory set is clearly designed to engage students and activate prior knowledge.

3. Approaching

4.44 points

Anticipatory set marginally engages students and activates prior knowledge.

2. Insufficient

4.14 points

Anticipatory set is insufficient to engage students and activate prior knowledge.

1. No Submission

0 points

Not addressed.

Multiple Means of Representation

9 points

Criteria Description

Multiple Means of Representation

5. Target

9 points

The means of representation creatively present content using a variety of developmentally ideal methods or tools.

4. Acceptable

7.83 points

The means of representation appropriately present content using more than one appropriate method or tool.

3. Approaching

6.66 points

The means of representation is unfocused or overly broad in presenting content.

2. Insufficient

6.21 points

The means of representation insufficiently present content.

1. No Submission

0 points

Not addressed.

Multiple Means of Engagement

9 points

Criteria Description

Multiple Means of Engagement

5. Target

9 points

The means of engagement innovatively allow students to explore, practice, and apply the content and academic language.

4. Acceptable

7.83 points

The means of engagement effectively allow students to explore, practice, and apply the content and academic language.

3. Approaching

6.66 points

The means of engagement vaguely allow students to explore, practice, and apply the content and academic language.

2. Insufficient

6.21 points

The means of engagement implausibly allow students to explore, practice, and apply the content and academic language.

1. No Submission

0 points

Not addressed.

Multiple Means of Expression

9 points

Criteria Description

Multiple Means of Expression

5. Target

9 points

4. Acceptable

7.83 points

3. Approaching

6.66 points

2. Insufficient

6.21 points

1. No Submission

0 points

Not addressed.

Home Extension Activity

6 points

Criteria Description

Home Extension Activity

5. Target

6 points

Home extension activities are creative, developmentally appropriate and clearly relate to the developed lesson.

4. Acceptable

5.22 points

Home extension activities are clear and mostly relate to the developed lesson.

3. Approaching

4.44 points

Home extension activities are unfocused, lacking realism, or not clearly related to the developed lesson.

2. Insufficient

4.14 points

Home extension activities are inappropriate or unrelated to the developed lesson.

1. No Submission

0 points

Not addressed.

Supporting Research and Documentation of Sources

3 points

Criteria Description

Uses appropriate designated style and formatting to document sources in citations and references.

5. Target

3 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Acceptable

2.61 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Approaching

2.22 points

Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.

2. Insufficient

2.07 points

Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. No Submission

0 points

Not addressed.

Mechanics of Writing

3 points

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

5. Target

3 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

4. Acceptable

2.61 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

3. Approaching

2.22 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

2. Insufficient

2.07 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

1. No Submission

0 points

Not addressed.

Total60 points

ComponentsOfALessonPlanweek4.docx

Components of a Lesson Plan

Lesson Information from Topic 1 Assignment
Grade Level: 2nd	State Standard: Mississippi
Learning Objective:
Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Academic Language: In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of all printed and online materials at the end of this template. Include links needed for online resources.
Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson, and gaining student interest in the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate students for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold* any materials you will need to prepare for the lesson.*
Multiple Means of Representation Students perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem-solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher-order thinking questions you might pose.
Multiple Means of Expression Students differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for the response, selection, and composition to accommodate all students. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially a differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.
Home Extension Activity Describe an aligned home extension activity that will support individual student needs.

References

Why Should Assessments, Learning Objectives, and Instructional Strategies Be Aligned?

Required

Read “Why Should Assessments, Learning Objectives, and Instructional Strategies Be Aligned?” located on the Eberly Center web

https://www.cmu.edu/teaching/assessment/basics/alignment.html

A Simple Tool for Aligning Instruction and Assessment

Required

Read “A Simple Tool for Aligning Instruction and Assessment,” by Valenzuela, located on the Edutopia website (2022).

https://www.edutopia.org/article/simple-tool-aligning-instruction-and-assessment

How to Provide Effective Feedback to Students

Required

Read “How to Provide Effective Feedback to Students,” by McKillop, located on the TeachHUB website (2020).

https://www.teachhub.com/professional-development/2020/09/how-to-provide-effective-feedback-to-students/

How to Make a Cross-Curricular Teaching Part of Your Plan

Required

Read “How to Make a Cross-Curricular Teaching Part of Your Plan,” by Fulton, located on the Classcraft website (2019).

https://www.classcraft.com/blog/how-to-make-cross-curricular-teaching-part-of-your-plan/

Using PBL to Encourage Interdisciplinary Work

Required

Read “Using PBL to Encourage Interdisciplinary Work,” by McDowell, located on the Edutopia website (2020).

https://www.edutopia.org/article/using-pbl-encourage-interdisciplinary-work

Teachers’ Perceptions about the Use of Classroom Assessment Techniques in Elementary and Secondary Schools

Required

Read “Teachers’ Perceptions about the Use of Classroom Assessment Techniques in Elementary and Secondary Schools,” by S

https://files.eric.ed.gov/fulltext/EJ1209818.pdf

Optional: Using Activity Theory to Examine How Teachers’ Lesson Plans Meet Students’ Learning Needs

Optional

Read “Using Activity Theory to Examine How Teachers’ Lesson Plans Meet Students’ Learning Needs,” by Chizhik and

https://lopes.idm.oclc.org/lo

image1.jpeg

Week4assignmentinstuctions.docx

Requires Lopeswrite

Assessment Description

Note: This assignment may return a high similarity index from LopesWrite.

Support your template with 1-2 scholarly resources.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Attachments

Rubric Criteria

collapse all Rubric CriteriaCollapse All

Lesson Information from Topic 1 Assignment

3 points

Criteria Description

Lesson Information from Topic 1 Assignment

5. Target

3 points

Grade level, state standard, and revised learning objective from the Topic 1 assignment are fully included.

4. Acceptable

2.61 points

3. Approaching

2.22 points

2. Insufficient

2.07 points

Grade level, state standard, or revised learning objective from the Topic 1 assignment is incomplete or incorrectly included.

1. No Submission

0 points

Not addressed.

Lesson Summary and Focus

6 points

Criteria Description

Lesson Summary and Focus

5. Target

6 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is thoroughly described.

4. Acceptable

5.22 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is suitably described.

3. Approaching

4.44 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is minimally described.

2. Insufficient

4.14 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is poorly described.

1. No Submission

0 points

Not addressed.

Academic Language and Resources

6 points

Criteria Description

Academic Language and Resources

5. Target

6 points

Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson.

4. Acceptable

5.22 points

Academic language is listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson.

3. Approaching

4.44 points

2. Insufficient

4.14 points

1. No Submission

0 points

Not addressed.

Anticipatory Set

6 points

Criteria Description

Anticipatory Set

5. Target

6 points

Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.

4. Acceptable

5.22 points

Anticipatory set is clearly designed to engage students and activate prior knowledge.

3. Approaching

4.44 points

Anticipatory set marginally engages students and activates prior knowledge.

2. Insufficient

4.14 points

Anticipatory set is insufficient to engage students and activate prior knowledge.

1. No Submission

0 points

Not addressed.

Multiple Means of Representation

9 points

Criteria Description

Multiple Means of Representation

5. Target

9 points

The means of representation creatively present content using a variety of developmentally ideal methods or tools.

4. Acceptable

7.83 points

The means of representation appropriately present content using more than one appropriate method or tool.

3. Approaching

6.66 points

The means of representation is unfocused or overly broad in presenting content.

2. Insufficient

6.21 points

The means of representation insufficiently present content.

1. No Submission

0 points

Not addressed.

Multiple Means of Engagement

9 points

Criteria Description

Multiple Means of Engagement

5. Target

9 points

The means of engagement innovatively allow students to explore, practice, and apply the content and academic language.

4. Acceptable

7.83 points

The means of engagement effectively allow students to explore, practice, and apply the content and academic language.

3. Approaching

6.66 points

The means of engagement vaguely allow students to explore, practice, and apply the content and academic language.

2. Insufficient

6.21 points

The means of engagement implausibly allow students to explore, practice, and apply the content and academic language.

1. No Submission

0 points

Not addressed.

Multiple Means of Expression

9 points

Criteria Description

Multiple Means of Expression

5. Target

9 points

4. Acceptable

7.83 points

3. Approaching

6.66 points

2. Insufficient

6.21 points

1. No Submission

0 points

Not addressed.

Home Extension Activity

6 points

Criteria Description

Home Extension Activity

5. Target

6 points

Home extension activities are creative, developmentally appropriate and clearly relate to the developed lesson.

4. Acceptable

5.22 points

Home extension activities are clear and mostly relate to the developed lesson.

3. Approaching

4.44 points

Home extension activities are unfocused, lacking realism, or not clearly related to the developed lesson.

2. Insufficient

4.14 points

Home extension activities are inappropriate or unrelated to the developed lesson.

1. No Submission

0 points

Not addressed.

Supporting Research and Documentation of Sources

3 points

Criteria Description

Uses appropriate designated style and formatting to document sources in citations and references.

5. Target

3 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Acceptable

2.61 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Approaching

2.22 points

Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.

2. Insufficient

2.07 points

Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. No Submission

0 points

Not addressed.

Mechanics of Writing

3 points

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

5. Target

3 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

4. Acceptable

2.61 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

3. Approaching

2.22 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

2. Insufficient

2.07 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

1. No Submission

0 points

Not addressed.

Total60 points

ComponentsOfALessonPlanweek4.docx

Components of a Lesson Plan

Lesson Information from Topic 1 Assignment
Grade Level: 2nd	State Standard: Mississippi
Learning Objective:
Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Academic Language: In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of all printed and online materials at the end of this template. Include links needed for online resources.
Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson, and gaining student interest in the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate students for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold* any materials you will need to prepare for the lesson.*
Multiple Means of Representation Students perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem-solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher-order thinking questions you might pose.
Multiple Means of Expression Students differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for the response, selection, and composition to accommodate all students. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially a differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.
Home Extension Activity Describe an aligned home extension activity that will support individual student needs.

References

Why Should Assessments, Learning Objectives, and Instructional Strategies Be Aligned?

Required

Read “Why Should Assessments, Learning Objectives, and Instructional Strategies Be Aligned?” located on the Eberly Center web

https://www.cmu.edu/teaching/assessment/basics/alignment.html

A Simple Tool for Aligning Instruction and Assessment

Required

Read “A Simple Tool for Aligning Instruction and Assessment,” by Valenzuela, located on the Edutopia website (2022).

https://www.edutopia.org/article/simple-tool-aligning-instruction-and-assessment

How to Provide Effective Feedback to Students

Required

Read “How to Provide Effective Feedback to Students,” by McKillop, located on the TeachHUB website (2020).

https://www.teachhub.com/professional-development/2020/09/how-to-provide-effective-feedback-to-students/

How to Make a Cross-Curricular Teaching Part of Your Plan

Required

Read “How to Make a Cross-Curricular Teaching Part of Your Plan,” by Fulton, located on the Classcraft website (2019).

https://www.classcraft.com/blog/how-to-make-cross-curricular-teaching-part-of-your-plan/

Using PBL to Encourage Interdisciplinary Work

Required

Read “Using PBL to Encourage Interdisciplinary Work,” by McDowell, located on the Edutopia website (2020).

https://www.edutopia.org/article/using-pbl-encourage-interdisciplinary-work

Teachers’ Perceptions about the Use of Classroom Assessment Techniques in Elementary and Secondary Schools

Required

Read “Teachers’ Perceptions about the Use of Classroom Assessment Techniques in Elementary and Secondary Schools,” by S

https://files.eric.ed.gov/fulltext/EJ1209818.pdf

Optional: Using Activity Theory to Examine How Teachers’ Lesson Plans Meet Students’ Learning Needs

Optional

Read “Using Activity Theory to Examine How Teachers’ Lesson Plans Meet Students’ Learning Needs,” by Chizhik and

https://lopes.idm.oclc.org/lo

image1.jpeg

Week4assignmentinstuctions.docx

Requires Lopeswrite

Assessment Description

Note: This assignment may return a high similarity index from LopesWrite.

Support your template with 1-2 scholarly resources.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Attachments

Rubric Criteria

collapse all Rubric CriteriaCollapse All

Lesson Information from Topic 1 Assignment

3 points

Criteria Description

Lesson Information from Topic 1 Assignment

5. Target

3 points

Grade level, state standard, and revised learning objective from the Topic 1 assignment are fully included.

4. Acceptable

2.61 points

3. Approaching

2.22 points

2. Insufficient

2.07 points

Grade level, state standard, or revised learning objective from the Topic 1 assignment is incomplete or incorrectly included.

1. No Submission

0 points

Not addressed.

Lesson Summary and Focus

6 points

Criteria Description

Lesson Summary and Focus

5. Target

6 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is thoroughly described.

4. Acceptable

5.22 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is suitably described.

3. Approaching

4.44 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is minimally described.

2. Insufficient

4.14 points

Summary of lesson, identifying the central focus based on the content and skills being taught, is poorly described.

1. No Submission

0 points

Not addressed.

Academic Language and Resources

6 points

Criteria Description

Academic Language and Resources

5. Target

6 points

Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson.

4. Acceptable

5.22 points

Academic language is listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson.

3. Approaching

4.44 points

2. Insufficient

4.14 points

1. No Submission

0 points

Not addressed.

Anticipatory Set

6 points

Criteria Description

Anticipatory Set

5. Target

6 points

Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.

4. Acceptable

5.22 points

Anticipatory set is clearly designed to engage students and activate prior knowledge.

3. Approaching

4.44 points

Anticipatory set marginally engages students and activates prior knowledge.

2. Insufficient

4.14 points

Anticipatory set is insufficient to engage students and activate prior knowledge.

1. No Submission

0 points

Not addressed.

Multiple Means of Representation

9 points

Criteria Description

Multiple Means of Representation

5. Target

9 points

The means of representation creatively present content using a variety of developmentally ideal methods or tools.

4. Acceptable

7.83 points

The means of representation appropriately present content using more than one appropriate method or tool.

3. Approaching

6.66 points

The means of representation is unfocused or overly broad in presenting content.

2. Insufficient

6.21 points

The means of representation insufficiently present content.

1. No Submission

0 points

Not addressed.

Multiple Means of Engagement

9 points

Criteria Description

Multiple Means of Engagement

5. Target

9 points

The means of engagement innovatively allow students to explore, practice, and apply the content and academic language.

4. Acceptable

7.83 points

The means of engagement effectively allow students to explore, practice, and apply the content and academic language.

3. Approaching

6.66 points

The means of engagement vaguely allow students to explore, practice, and apply the content and academic language.

2. Insufficient

6.21 points

The means of engagement implausibly allow students to explore, practice, and apply the content and academic language.

1. No Submission

0 points

Not addressed.

Multiple Means of Expression

9 points

Criteria Description

Multiple Means of Expression

5. Target

9 points

4. Acceptable

7.83 points

3. Approaching

6.66 points

2. Insufficient

6.21 points

1. No Submission

0 points

Not addressed.

Home Extension Activity

6 points

Criteria Description

Home Extension Activity

5. Target

6 points

Home extension activities are creative, developmentally appropriate and clearly relate to the developed lesson.

4. Acceptable

5.22 points

Home extension activities are clear and mostly relate to the developed lesson.

3. Approaching

4.44 points

Home extension activities are unfocused, lacking realism, or not clearly related to the developed lesson.

2. Insufficient

4.14 points

Home extension activities are inappropriate or unrelated to the developed lesson.

1. No Submission

0 points

Not addressed.

Supporting Research and Documentation of Sources

3 points

Criteria Description

Uses appropriate designated style and formatting to document sources in citations and references.

5. Target

3 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Acceptable

2.61 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Approaching

2.22 points

Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.

2. Insufficient

2.07 points

Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. No Submission

0 points

Not addressed.

Mechanics of Writing

3 points

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

5. Target

3 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

4. Acceptable

2.61 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

3. Approaching

2.22 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

2. Insufficient

2.07 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

1. No Submission

0 points

Not addressed.

Total60 points

other Questions(10)

I need help with home work

ComponentsOfALessonPlanweek4.docx

Week4assignmentinstuctions.docx

ComponentsOfALessonPlanweek4.docx

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Week4assignmentinstuctions.docx

ComponentsOfALessonPlanweek4.docx

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