HOMEWORK EXPERT 8 assignment 1

maromo

lesson_plan_with_rubric_week_8.docx

Home >Education homework help >HOMEWORK EXPERT 8 assignment 1

GCU College of Education

LESSON PLAN TEMPLATE

03/2014

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

I. Planning

Lesson summary and focus:

In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching.

Classroom and student factors:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students.

National / State Learning Standards:

Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text.

Specific learning target(s) / objectives:

Specify exactly what the students will be able to do after the standards-based lesson.

Teaching notes:

Clarify where this lesson falls within a unit of study.

Agenda:

Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment.

Formative assessment:

Identify the process and how you will measure the progress toward mastery of learning target(s).

Academic Language:

Key vocabulary:

Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson.

Function:

Clarify the purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding?

Form:

Describe the structures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding?

Instructional Materials, Equipment and Technology:

List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION.

Grouping:

Identify grouping strategies that will support your students’ learning needs.

II. Instruction
A. Opening
Prior knowledge connection:	Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives.
Anticipatory set:	Identify how this lesson is meaningful to the students and connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do	Students Do	Differentiation
Your “I Do” instructional procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment.	Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list.	Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Please use a corresponding numbered list. Also include extension activities: What will students who finish early do?

III. ASSESSMENT
Summative Assessment:	Include details of any summative assessment as applicable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives.	Differentiation: Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students.
Closure:	Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom.
Homework:	Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework.

HERE IS THE LINK FOR THE LESSON PLAN VIDEO I CHOSE....

https://www.teachingchannel.org/videos/ratios-and-proportions-lesson-sbac

Save Link

Assignment Collaborative Learning Community: Evaluation of Lesson Plans

View Rubric

Due Date: Jan 22, 2017 23:59:59 Max Points: 45 Details:

This is a CLC Assignment.

Each CLC group member must locate a different video lesson that involves teaching ratio or proportional reasoning.

As a group, discuss whether each lesson observed:

Has a clearly identifiable objective.

Is aligned to the CCRs.

Supports the “big ideas” stated in the text;

1. Fostering student thinking that a ratio is a distinct entity, different from the two measures that make it up;

2. Facilitating multiplicative rather than additive comparisons; and

3. Developingproportional thinking by having students compare and determine the equivalence of ratios and solve proportions through problem-based contexts rather than based on formulas.

Differentiates and addresses the diverse needs of students.

Includes an informal and/or formal assessment. If so, does the assessment align to, and measure, the objective?

Requires any appropriate revisions.

Select one of the videos, and as a group, use the Class Profile to create a lesson plan using the COE lesson plan template that incorporates the revisions.

Submit a copy of the lesson plan, the link to the video, and rationale of 500-750-words that summarizes the group's evaluations of the lessons and supports the revisions.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to Turnitin.

EED364 Class Profile.docx

Top of Form

Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.

New AttemptMy Attempts

Bottom of Form

Title	Attached Documents	Turnitin Report	Similarity Index	Final Submission
Click 'New Attempt' to start assignment or attach documents

Group Attempts

Title

Author

Attached Documents

Final Submission

No attempts made

Top of Form

Apply Rubrics

Collaborative Learning Community: Evaluation of Lesson Plans

	1 Unsatisfactory 0.00%	2 Less than Satisfactory 65.00%	3 Satisfactory 75.00%	4 Good 85.00%	5 Excellent 100.00%
100.0 %Criteria
5.0 %Ratio or Proportional Reasoning Content	No submission.	Lesson plans do not include learning objectives and instructional activities that are meaningful or encourage critical thinking and problem solving.	Lesson plans learning objectives and instructional activities are not developed enough to be meaningful or to encourage critical thinking and problem solving.	Lesson plan includes appropriate instructional activities that stimulate critical thinking and problem solving, has a clearly identifiable objective, is aligned to the CCRs, supports the “big ideas” stated in the text, differentiates and addresses the diverse needs of students, and includes an assessment that aligns to, and measures, the objective.	Lesson plan includes engaging instructional activities that stimulate critical thinking and problem solving, has a clearly identifiable objective, is aligned to the CCRs, supports the “big ideas” stated in the text, differentiates and addresses the diverse needs of students, and includes an assessment that aligns to, and measures, the objective.
100.0 %Criteria
15.0 %Rationale of Revisions	No submission.	Response has little or nothing to do with summarizing the evaluations or supporting the revisions by the group.	Response inadequately summarizes the evaluations of the lessons and supports the revisions by the group. Few details and/or examples are given.	Response clearly summarizes the evaluations of the lessons and supports the revisions by the group. It provides basic supporting details and/or examples.	Response skillfully and convincingly summarizes the evaluations of the lessons and supports the revisions by the group. It includes several distinctive supporting details and/or examples.
100.0 %Criteria
20.0 %PLANNING: Instructional Script and Materials	No submission.	Lesson plan does not use effective, verbal, nonverbal and electronic media communication tools and techniques in a way that would create opportunities for learning and collaboration.	Lesson plan does not adequately address student or class needs, and/or include thinly designed use of verbal, nonverbal and electronic media communication tools and techniques to create opportunities for learning and collaboration.	Lesson plan includes basic, appropriate use of student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for learning and collaboration.	Lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration, and supportive interaction.
100.0 %Criteria
15.0 %PLANNING: Meeting the Varied Learning Needs of Students	No submission.	Lesson plan instruction and instructional supports ignores the learning needs of the students as identified on the Class Profile.	Lesson plan does not fully differentiate instructional activities and supports. It inadequately addresses the needs of the students represented in the Class Profile.	Lesson plan includes basic differentiated instructional activities and supports that are designed to generally meet the needs of students represented on the Class Profile.	Lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs, consistent with the Class Profile.
100.0 %Criteria
15.0 %PLANNING: Meeting the Language Needs of Students	No submission.	Lesson plan fails to identify content-based vocabulary or instructional support for the use of vocabulary and additional language demands associated with the language function based on the Class Profile.	Lesson plan only cursorily describes content-based vocabulary and includes underdeveloped instructional support for the use of vocabulary and additional language demands associated with the language function based on the Class Profile.	Lesson plan identifies content-based vocabulary and includes general instructional support for the use of vocabulary and additional language demands associated with the language function consistent with the Class Profile.	Lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function consistent with the Class Profile.
100.0 %Criteria
15.0 %PLANNING: Assessments to Monitor Student Learning	No submission.	Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of students.	Planned assessments are inadequate for monitoring the understanding and skill development of students in content area. The assessments are not well aligned to the stated learning targets and do not include adequate modifications for the individual needs of some students.	Planned assessments provide clear, basic methods to monitor the deep understanding and skill development of students in the content area throughout and at the end of the lesson. They are generally aligned to the stated learning targets and include simple modifications for the individual needs of some students.	Planned assessments creatively allow for multiple forms of evidence in order to monitor the understanding and skill development of students in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for the individual needs of students, based on the Class Profile.
100.0 %Criteria
10.0 %Rationale	No submission.	Rationale is incoherent in describing purposes behind instructional choices and how they relate to learning goals and student outcomes.	Rationale inadequately describes purposes behind instructional choices; it is not clear how they relate to learning goals and student outcomes.	Rationale describes reasonable explanation for choices of instructional materials and strategies in light of learning goals and student outcomes.	Rationale clearly describes carefully planned, plausible reasoning for choices of instructional materials and strategies in light of learning goals and student outcomes.
100.0 %Criteria
5.0 %Mechanics	No submission.	The lesson plan contains inappropriate, incoherent language and/or sentence structures.	The lesson plan contains mechanical and conventional errors or non-relevant language that affects meaning and clarity.	The lesson plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language.	The lesson plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topic-related language.
100 %Total Weightage

Bottom of Form

WEEKLY RESOURCES

opic: Using Technology to Support Learning

Course Contents

Textbook

1. Inquire Within: Implementing Inquiry- and Argument-Based Science Standards in Grades 3-8

Read Chapter 7 in Inquire Within: Implementing Inquiry- and Argument-Based Science Standards in Grades 3-8.

http://gcumedia.com/digital-resources/sage/2013/inquire-within_implementing-inquiry_and-argument-based-science-standards-in-grades-3-8-custom_ebook_1e.php

Electronic Resource

1. How to Teach with Technology: Science and Math

Read “How to Teach with Technology: Science and Math,” by Bernard, located on the Edutopia website.

http://www.edutopia.org/digital-generation-science-math-lessons

2. Math Technology Tools

Explore Math Technology Tools, located on the Ed Tech Teacher website.

http://edtechteacher.org/tools/math/

3. TeAchnology

Explore the TeAchnology website.

http://www.teach-nology.com/themes/science/

4. Winning Equation: How Technology Can Help Save Math Education

Read “Winning Equation: How Technology Can Help Save Math Education,” by Smith, located on the Edutopia website.

http://www.edutopia.org/technology-math-education

e-Library Resource

1. 1:1 Mobile Inquiry Learning Experience for Primary Science Students: A Study of Learning Effectiveness.

Read “1:1 Mobile Inquiry Learning Experience for Primary Science Students: A Study of Learning Effectiveness,” by Looi et al., from the Journal of Computer Assisted Learning (2011).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=59909166&site=ehost-live&scope=site

2. Classroom Observations of Teaching and Learning with Technology in Urban Elementary School Mathematics Classrooms Serving English Language Learners

Read "Classroom Observations of Teaching and Learning with Technology in Urban Elementary School Mathematics Classrooms Serving English Language Learners," by Padrón, Waxman, Yuan-Hsuan, Meng-Fen, and Michko, in International Journal of Instructional Media (2012).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=73332415&site=ehost-live&scope=site

3. Learning with Interactive Whiteboards

View "Learning with Interactive Whiteboards" located on the Films on Demand website.

https://lopes.idm.oclc.org/login?url=http://digital.films.com.lopes.idm.oclc.org/PortalPlaylists.aspx?aid=12129&xtid=41131

4. TEDTalks: Alan Kay—A Powerful Idea About Teaching Ideas

View "TEDTalks: Alan Kay—A Powerful Idea About Teaching Ideas," located on the Films on Demand website.

https://lopes.idm.oclc.org/login?url=http://digital.films.com.lopes.idm.oclc.org/PortalPlaylists.aspx?aid=12129&xtid=48345

5. Technology Choices of Pre-Service Elementary Teachers While Planning for Mathematics Instruction

Read "Technology Choices of Pre-Service Elementary Teachers While Planning for Mathematics Instruction," by Johnston, from International Journal for Technology in Mathematics Education (2013).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=93343971&site=ehost-live&scope=site

6. Using Blogs to Improve Differentiated Instruction

Read “Using Blogs to Improve Differentiated Instruction,” by Colombo and Colombo, from Education Digest (2007).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=28031222&site=ehost-live&scope=site

Page 7 of 8