There are TWO ASSIGNMENTS! ONE ON ONE PAGE THE NEXT IN TEMPLATE THAT IS ATTACHED
ASSIGNMENT 1 Identify a state, national, or local standard. Would you select a direct instruction, practicing and deepening, or knowledge application design for the standard? What is your rationale for this selection? Describe the procedure you would use for teaching that standard in a whole group instructional experience. Further describe how you would differentiate the instructional experience for a small group of English Learners, an individual student with special needs, and a group of advanced students. Be specific with the strategies you would use and reinforce your decisions with research.
ASSIGNMENT 2 Fill out attached template and read instructions !!!
First, select a state, national, or local standard that corresponds to the subject and grade level you teach. Next, select a direct instruction, practicing and deepening, or knowledge application approach. Finally, incorporate a design that is directly reflective of student readiness levels, learning profiles, and interests in your classroom. Throughout your lesson, use APA in-text citations to reinforce your instructional decisions with
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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.
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Part I: Begin to construct a one-day lesson plan for teaching history effectively, incorporating one or more authentic learning experiences. Include an appropriate history standard mapped to objectives, instructional strategies, and relevant resources in your lesson. Complete the following sections of the GCU Lesson plan template located on the College of Education site in the Student Success Center: Section I: Planning Section II: Instruction Part II: Write a 500-750-word rationale depicting how your lesson content, strategies, tools, and resources are standards-based and appropriate and engaging for teaching history to secondary students. Defend your rationale with relevant, scholarly research. Use three to five scholarly sources in support of your content.
Teacher Candidate:Grade Level:Date:Unit/Subject:Instructional Plan Title
9-12 History World War II: The Pacific
I. Planning
Lesson summary and focus:
This lesson plan is about the World War II in the pacific region. The focus is to make students to understand the events of World War II by explaining to them about the events that took place during the World War II.
Classroom and student factors:
The lesson will take place in the classroom setting because the students will be able to watch video tapes and read printed materials about the World War II. Classroom environment also enables the teachers to effectively assess the students.
National / State Learning Standards:
This lesson will attempt to address National Council for Social Studies standards which include: Power, authority and governanceGlobal connectionsCivic ideals and practices.
Specific learning target(s) / objectives: Research in depth the key events of the World War II in the Pacific.Debate whether dropping the nuclear bombs was best way to end the war.
Teaching notes: The lesson falls under governance, authority and power.
Agenda: The lesson begins by asking students to state what they know about World War II in the pacific. The children will tend be provided with printed materials
Formative assessment: The assessment follows a three-point rubric: Three points where the students actively engage in meaningful debate and discussion.Two points students somewhat engaged in debateOne point where students minimally engage in debate and discussion.
Instructional Materials, Equipment and Technology:
Materials needed include: Pencils and papersComputer with internet accessPrint resources about World War II in the Pacific.
Grouping:
Students are grouped into two groups: one group will support the dropping of bombs to end the war, while the second group will take opposing side in the debate.
II. Instruction
A. Opening
The lesson requires the students to have prior knowledge about World War II. the teacher begins the lesson by asking students few questions about world war II
The history lesson seeks to inform the students about brutality and difficult conditions different nations faced in the second world war.
B. Learning and Teaching Activities (Teaching and Guided Practice):
Differentiation
The students will watch different segments from video tapes, watch the scenes from different pivotal battles as well as listening to American veterans that participated in the World War II. The students should be able to differentiate the difficult conditions United States and its allies faced during the war.
Rationale of lesson plan
It is important to understand that lesson planning should not be prepared because it is a principle requirement, but to assists the teachers to ensure that they apply the most thoughtful approach to teach the students effectively(Yalcinkaya, Boz, & Erdur-Baker, 2012). Although different curriculum require lesson plans to follow specific format, it is important for the teachers to toiler made their lesson planning to work for them. The lesson plan should ensure that students accomplish the objectives of learning. Lesson planning is accomplish in five-step approach:
Lesson opening
Introduction to new materials
Guided practice
Independent practice
Lesson closing
It is crucial for the teacher to determine the appropriate approach of opening the lesson since this first step establishes how the students are prepared to learn. The introduction should inform the students about the lesson they will be learning(Olgun, & Adali, 2008). Through communicating the purpose and nature of the activity as well as connecting the cueing and knowledge of students responses and the activity required. Analysis by Association for Supervision and Curriculum Development (ASCD) indicated that students who have prior knowledge on what they are going to learn score 27 % higher than the students who do not have prior knowledge of what they are going to learn. Lesson planning enable teachers to inform students clearly about what they are going to learn, why the lesson is important, how the lesson is connected with the knowledge that is already known and how the lesson is going to be taught.
Introduction to new materials
Since the teacher has prepared the students psychologically and mentally to learn, it is time to introduce new materials that will assist the students to learn. The strategies used to introduce new materials is very important in the learning process(Bonney, 2015). Bearing in mind that teacher is the expert in the classroom, he/she should ensure that examples and explanations are concise, accurate, clear and correct. In this case the history lesson is about World War II: Pacific, therefore as a teacher it is imperative to make students understand the conditions under which the war was fought.
Guided practice
Practice helps the students to explore and apply new knowledge and skills. Studies indicated that teachers introduces the lesson, give the students all the materials and explicitly introduced the concept through modelling and demonstration of skills, but fails to allow the students to practice in order to internalize and explore the new skills and knowledge(Rowland, C., 2003). The main purpose of guided practice is to allow students to engage and interact with new materials to the extent of internalizing them. Lesson planning enables the teachers to establish guided practice strategies that work well for them. The review of mnemonic devices, summaries, recitations, concept webs, graphic organizer, sample problem and teacher questioning are some forms of guided practice.
Independent practice
This section involves students refining the knowledge and skills about the subject matter without the guidance of the teachers. Independent practice comes in different forms including completing the tasks, demonstrating the skills, answering questions and solving the problems(Brewster, 2015). By the end of the lesson, the teachers should be able to determine if the students clearly understood the objectives of the lesson through the use of independent practice.
Closing
It is important to end the lesson by restating and reinforcing the objectives of the lesson and giving the students the opportunity to test their understanding(Bonney, 2015). The closing should take few minutes since it involves reinforcing and clarification of lesson’s objectives, restating the importance of the objectives and assessing student’s mastery.
References
Bonney, M. K. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains. Journal of Microbiology & Biology Education, 16(1): 21-28.
Brewster, J. (2015). The Feudal System: Castles At War. Retrieved from Discovery Education: http://www.discoveryeducation.com/teachers/free-lesson-plans/the-feudal-system-castles-at-war.cfm
Olgun, S. O. & Adali, B. (2008). Teaching Grade 5 Life Science With A Case Study Approach. Journal of Elementary Science Education, 20(1): 29-44.
Rowland, C. (2003). Tainos: SIOP History Lesson Plan. Retrieved from Sheltered Instruction Observation Protocol: http://www.cal.org/siop/pdfs/tainos.pdf
Yalcinkaya, E., Boz, Y. & Erdur-Baker, O. (2012). Is Case-Based Instruction Effective in Enhancing High School Students Motivation Towards Chemistry. Science Education Intelect, 23(2): 102-116.