Homework answers / question archive / Section 1: Lesson Preparation    Teacher Candidate Name:      Grade Level:     Date:     Unit/Subject:     Instructional Plan Title:     Lesson Summary and Focus:   In   2-3 sentences, summarize the lesson, identifying the central focus based on   the content and skills you are teaching

Section 1: Lesson Preparation    Teacher Candidate Name:      Grade Level:     Date:     Unit/Subject:     Instructional Plan Title:     Lesson Summary and Focus:   In   2-3 sentences, summarize the lesson, identifying the central focus based on   the content and skills you are teaching

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Section 1: Lesson Preparation

  

Teacher Candidate Name: 

 

 

Grade Level:

 

 

Date:

 

 

Unit/Subject:

 

 

Instructional Plan Title:

 

 

Lesson Summary and Focus:

 

In   2-3 sentences, summarize the lesson, identifying the central focus based on   the content and skills you are teaching. 

 

Classroom and Student   Factors/Grouping:

 

Describe   the important classroom factors (demographics and environment) and student   factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners),   and the effect of those factors on planning, teaching, and assessing students   to facilitate learning for all students. This should be limited to 2-3   sentences and the information should inform the differentiation components of   the lesson.

 

National/State Learning   Standards:

 

Review   national and state standards to become familiar with the standards you will   be working with in the classroom environment. 

Your   goal in this section is to identify the standards that are the focus of the   lesson being presented. Standards must address learning initiatives from one   or more content areas, as well as align with the lesson’s learning   targets/objectives and assessments.

Include   the standards with the performance indicators and the standard language in   its entirety. 

 

Specific Learning   Target(s)/Objectives:

 

Learning   objectives are designed to identify what the teacher intends to measure in   learning. These must be aligned with the standards. When creating objectives,   a learner must consider the following: 

• Who is the        audience
• What action        verb will be measured during instruction/assessment
• What tools or        conditions are being used to meet the learning

What   is being assessed in the lesson must align directly to the objective created.   This should not be a summary of the lesson, but a measurable statement   demonstrating what the student will be assessed on at the completion of the   lesson. For instance, “understand” is not measureable, but “describe” and   “identify” are.

For   example:

Given   an unlabeled map outlining the 50 states, students will accurately label all   state names. 

 

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. 

Section 2: Instructional Planning

  

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 for   the lesson. Consider various learning preferences (movement, music, visuals)   as a tool to engage interest and motivate learners 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.

For example:

· I will   use a visual of the planet Earthand   ask students to describe what Earth looks like.

· I will   record their ideas on the white board and ask more questions about the amount   of water they think is on planet Earth and where the water is located. 

 

Time   Needed

 

Multiple Means of   Representation

Learners 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. 

In a bulleted list,   describe the materials you will use to differentiate instruction and how you will   use these materials throughout the lesson to support learning. Bold any materials you will need to   prepare for the lesson.

For example:

· I will   use a Venn diagram graphic organizer   to teach students how to compare and contrast the two main characters in the   read-aloud story. 

· I will   model one example on the white board before allowing students to work on the   Venn diagram graphic organizer with their elbow partner.

Explain how you   will differentiate materials for each of the following groups: 

· English language learners (ELL):

· Students with special needs:

· Students with gifted abilities:

· Early finishers (those students who finish   early and may need additional resources/support):

 

Time   Needed

 

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. 

For example:

· I will   use a matching card activity where   students will need to find a partner with a card that has an answer that   matches their number sentence. 

· I will model   one example of solving a number sentence on the white board before having   students search for the matching card. 

· I will   then have the partner who has the number sentence explain to their partner   how they got the answer. 

Explain how you will differentiate   activities for each of the following groups: 

· English language learners (ELL):

· Students with special needs:

· Students with gifted abilities:

· Early finishers (those students who finish   early and may need additional resources/support):

 

Time   Needed

 

Multiple Means of   Expression

Learners 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 response,   selection, and composition to accommodate all learners. Will you tier any of   these products? Will you offer students choicesto demonstrate mastery? This section   is essentially differentiated assessment.

In a bulleted list, explain the options you   willprovide 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.Underlinethe   names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the   in-class simulation they experienced. They will be expected to write the   reflection using complete sentences, proper capitalization and punctuation,   and utilize an example from the simulation to demonstrate their   understanding. Students will also take part in formative assessments   throughout the lesson, such as thumbs up-thumbs middle-thumbs down and   pair-share discussions, where you will determine if you need to   re-teach or re-direct learning.

Explain how you will differentiate assessments   for each of the following groups: 

· English language learners (ELL):

· Students with special needs:

· Students with gifted abilities:

· Early finishers (those students who finish   early and may need additional resources/support):

 

Time   Needed

 

 

Extension Activity   and/or Homework

Identify   and describe any extension activities or homework tasks as appropriate.   Explain how the extension activity or homework assignment supports the learning   targets/objectives. As required by your instructor,   attach any copies of homework at the end of   this template.

 

Time   Needed