I need 3 original reading/literacy lesson plans developed for a 4th grade class. Plagiarism free!!!!!

TAE TASK 13

Task:

A.  Create three reading/literacy lessons for a fourth, fifth, or sixth grade class. (see specific skills below in part C).

 

B.  Choose at least one children’s book that is appropriate for a specific grade level (fourth, fifth, or sixth grade), taking into consideration the specific needs, interests, and reading levels of the students in the class. You may select more than one book for this task, or you may use the same book for all three of the lessons.

1.  Justify (suggested length of 1–2 pages) why your selection of the children’s book(s) is appropriate for the three lessons.

 

C.  Using the book(s) you selected as an anchor, design three lesson plans (using the attached Lesson Plan Format”) to teach the following reading/literacy skills for fourth, fifth, or sixth grade:

1.  Vocabulary

2.  Critical reading

3.  Reading comprehension (including literal, inferential, and evaluative/applied levels)

 

D.  Explain (suggested length of 1–2 paragraphs) how the following components are incorporated into each of your lesson plans:

1.  Technology

2.  A comprehension monitoring system

 

E.  When you use sources, include all in-text citations and references in APA format.

Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project. Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section.

 

LESSON PLAN 1

GENERAL INFORMATION

Lesson Title & Subject(s):

Topic or Unit of Study:

Grade/Level:

Instructional Setting:

(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays)

STANDARDS AND OBJECTIVES

Tennessee Core Curriculum/Student Achievement Standard(s):

To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state. Select standard(s).

Lesson Goals:

(A statement describing the overall purpose of the lesson; what the students are expected to know or do at the end of the lesson)

Lesson Objective(s):

(Your objective(s) should align with the knowledge and skills taught as well as with the assessment chosen for this task. All learning objectives must include a Specific Behavior, Condition, and Measurable Criteria)

MATERIALS AND RESOURCES

Instructional Materials:

Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates)

Resources:

Supplementary information and/or places where you found information for the lesson

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Identification of Student Prerequisite Skills Needed for Lesson:

(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous learning, definitions of terms reviewed)

2. Presentation of New Information or Modeling: I do

(e.g., term definitions, concepts, processes and/or approaches)

3. Guided Practice: We do

(e.g., teacher directed, scaffolding, check for student understanding – including any questions to ask or anticipate from students)

4. Independent Student Practice: They do

(e.g., teacher monitored, check for student understanding – including any questions to ask or anticipate from students)

5. Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next lesson; check for student understanding – including any questions to ask or anticipate from students)

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)

Differentiated Instruction:

Describe accommodations for such groups as English Language Learners, hearing impaired, learning disabled, physically disabled, and/or gifted/accelerated learners.

Student Assessment/Rubrics:

Describe how you will know if students have met the objective(s) for this lesson (include pre- and post-assessment plans—formal and/or informal, summative and/or formative, etc.).

LESSON PLAN 2

GENERAL INFORMATION

Lesson Title & Subject(s):

Topic or Unit of Study:

Grade/Level:

Instructional Setting:

(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays)

STANDARDS AND OBJECTIVES

Tennessee Core Curriculum/Student Achievement Standard(s):

To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state. Select standard(s).

Lesson Goals:

(A statement describing the overall purpose of the lesson; what the students are expected to know or do at the end of the lesson)

Lesson Objective(s):

(Your objective(s) should align with the knowledge and skills taught as well as with the assessment chosen for this task. All learning objectives must include a Specific Behavior, Condition, and Measurable Criteria)

MATERIALS AND RESOURCES

Instructional Materials:

Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates)

Resources:

Supplementary information and/or places where you found information for the lesson

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Identification of Student Prerequisite Skills Needed for Lesson:

(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous learning, definitions of terms reviewed)

2. Presentation of New Information or Modeling: I do

(e.g., term definitions, concepts, processes and/or approaches)

3. Guided Practice: We do

(e.g., teacher directed, scaffolding, check for student understanding – including any questions to ask or anticipate from students)

4. Independent Student Practice: They do

(e.g., teacher monitored, check for student understanding – including any questions to ask or anticipate from students)

5. Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next lesson; check for student understanding – including any questions to ask or anticipate from students)

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)

Differentiated Instruction:

Describe accommodations for such groups as English Language Learners, hearing impaired, learning disabled, physically disabled, and/or gifted/accelerated learners.

Student Assessment/Rubrics:

Describe how you will know if students have met the objective(s) for this lesson (include pre- and post-assessment plans—formal and/or informal, summative and/or formative, etc.).

LESSON PLAN 3

GENERAL INFORMATION

Lesson Title & Subject(s):

Topic or Unit of Study:

Grade/Level:

Instructional Setting:

(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays)

STANDARDS AND OBJECTIVES

Tennessee Core Curriculum/Student Achievement Standard(s):

To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state. Select standard(s).

Lesson Goals:

(A statement describing the overall purpose of the lesson; what the students are expected to know or do at the end of the lesson)

Lesson Objective(s):

(Your objective(s) should align with the knowledge and skills taught as well as with the assessment chosen for this task. All learning objectives must include a Specific Behavior, Condition, and Measurable Criteria)

MATERIALS AND RESOURCES

Instructional Materials:

Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates)

Resources:

Supplementary information and/or places where you found information for the lesson

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Identification of Student Prerequisite Skills Needed for Lesson:

(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous learning, definitions of terms reviewed)

2. Presentation of New Information or Modeling: I do

(e.g., term definitions, concepts, processes and/or approaches)

3. Guided Practice: We do

(e.g., teacher directed, scaffolding, check for student understanding – including any questions to ask or anticipate from students)

4. Independent Student Practice: They do

(e.g., teacher monitored, check for student understanding – including any questions to ask or anticipate from students)

5. Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next lesson; check for student understanding – including any questions to ask or anticipate from students)

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)

Differentiated Instruction:

Describe accommodations for such groups as English Language Learners, hearing impaired, learning disabled, physically disabled, and/or gifted/accelerated learners.

Student Assessment/Rubrics:

Describe how you will know if students have met the objective(s) for this lesson (include pre- and post-assessment plans—formal and/or informal, summative and/or formative, etc.).

SCORING RUBRIC

TAE TASK 13	Does Not Meet Standard	Minimally Competent	Competent	Highly Competent
Articulation of Response (clarity, organization, mechanics)	The candidate provides weak articulation of response.	The candidate provides limited articulation of response.	The candidate provides adequate articulation of response.	The candidate provides substantial articulation of response.
B1. Justification	The candidate provides a logical justification, with no support, of why the selection of the children’s book(s) is appropriate for the 3 lessons.	The candidate provides a logical justification, with limited support, of why the selection of the children’s book(s) is appropriate for the 3 lessons.	The candidate provides a logical justification, with adequate support, of why the selection of the children’s book(s) is appropriate for the 3 lessons.	The candidate provides a logical justification, with substantial support, of why the selection of the children’s book(s) is appropriate for the 3 lessons.
C1. Lesson Plan 1 Components: Vocabulary	The candidate provides a lesson plan that presents information for each component of the lesson plan format, but some or all of the information is inappropriate.	The candidate provides a lesson plan that presents appropriate but limited information for each component of the lesson plan format.	The candidate provides a lesson plan that presents appropriate and adequate information for each component of the lesson plan format.	The candidate provides a lesson plan that presents appropriate and substantial information for each component of the lesson plan format.
C1. Lesson Plan 1 Alignment: Vocabulary	The candidate provides a lesson plan that presents flawed alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents limited alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents adequate alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents substantial alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.
C1. Lesson Plan 1 Instructional Plan/Sequence of Instruction: Vocabulary	The candidate provides a lesson plan that presents a flawed and/or inappropriate instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents an unclear instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents a workable instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents a consistent and appropriate instructional plan/sequence of instruction to meet the lesson’s objective(s).
C2. Lesson Plan 2 Components: Critical Reading	The candidate provides a lesson plan that presents information for each component of the lesson plan format, but some or all of the information is inappropriate.	The candidate provides a lesson plan that presents appropriate but limited information for each component of the lesson plan format.	The candidate provides a lesson plan that presents appropriate and adequate information for each component of the lesson plan format.	The candidate provides a lesson plan that presents appropriate and substantial information for each component of the lesson plan format.
C2. Lesson Plan 2 Alignment: Critical Reading	The candidate provides a lesson plan that presents flawed alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents limited alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents adequate alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents substantial alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.
C2. Lesson Plan 2 Instructional Plan/Sequence of Instruction: Critical Reading	The candidate provides a lesson plan that presents a flawed and/or inappropriate instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents an unclear instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents a workable instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents a consistent and appropriate instructional plan/sequence of instruction to meet the lesson’s objective(s).
C3. Lesson Plan 3 Components: Reading Comprehension	The candidate provides a lesson plan that presents information for each component of the lesson plan format, but some or all of the information is inappropriate.	The candidate provides a lesson plan that presents appropriate but limited information for each component of the lesson plan format.	The candidate provides a lesson plan that presents appropriate and adequate information for each component of the lesson plan format.	The candidate provides a lesson plan that presents appropriate and substantial information for each component of the lesson plan format.
C3. Lesson Plan 3 Alignment: Reading Comprehension	The candidate provides a lesson plan that presents flawed alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents limited alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents adequate alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents substantial alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.
C3. Lesson Plan 3 Instructional Plan/Sequence of Instruction: Reading Comprehension	The candidate provides a lesson plan that presents a flawed and/or inappropriate instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents an unclear instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents a workable instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents a consistent and appropriate instructional plan/sequence of instruction to meet the lesson’s objective(s).
D1. Technology	The candidate provides a logical explanation, with no detail, of how technology is incorporated into each of the lesson plans.	The candidate provides a logical explanation, with limited detail, of how technology is incorporated into each of the lesson plans.	The candidate provides a logical explanation, with adequate detail, of how technology is incorporated into each of the lesson plans.	The candidate provides a logical explanation, with substantial detail, of how technology is incorporated into each of the lesson plans.
D2. Comprehension Monitoring System	The candidate provides a logical explanation, with no detail, of how a comprehension monitoring system is incorporated into each of the lesson plans.	The candidate provides a logical explanation, with limited detail, of how a comprehension monitoring system is incorporated into each of the lesson plans.	The candidate provides a logical explanation, with adequate detail, of how a comprehension monitoring system is incorporated into each of the lesson plans.	The candidate provides a logical explanation, with substantial detail, of how a comprehension monitoring system is incorporated into each of the lesson plans.
E. Sources	When the candidate uses sources, the candidate provides only some in-text citations and references.	When the candidate uses sources, the candidate provides appropriate in-text citations and references with major deviations from APA style.	When the candidate uses sources, the candidate provides appropriate in-text citations and references with minor deviations from APA style.	When the candidate uses sources, the candidate provides appropriate in-text citations and references with no readily detectable deviations from APA style, OR the candidate does not use sources.