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Part 1: Lesson Plan Analysis 30.0 Lesson plan analysis is comprehensive, and demonstrates substantial understanding of the lesson plan template. Academic Standard 5.0 The grade level and academic standard are specifically identified and expertly related. KNOW Learning Objective 10.0 The KNOW learning objective is expertly crafted and demonstrates higher-order thinking in identifying expectations of student outcomes. Rationale is compelling and proficiently supports alignment of the academic standard and the objective. UNDERSTAND Learning Objective 10.0 The UNDERSTAND learning objective is expertly crafted and demonstrates higher-order thinking in identifying expectations of student outcomes. Rationale is compelling and proficiently supports alignment of the academic standard and the objective. DO Learning Objective 10.0 The DO learning objective is expertly crafted and demonstrates higher-order thinking in identifying expectations of student outcomes. Rationale is compelling and proficiently supports alignment of the academic standard and the objective. Lesson Summary and Central Focus 15.0 Summary of the lesson and focus is substantial and creative, and expertly aligned to the standard and objectives. Organization 10.0 The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0 Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Aligning Standards and Learning Objectives Part 1: Lesson Plan Analysis Review the "COE Lesson Plan Example" located in Topic Materials. On the "Aligning Standards and Learning Objectives" template, write 250-500 words, responding to the following prompts, as they relate to the lesson plan: · What is the academic standard? · What is the learning objective? · Are the standard and objective aligned? How do you know? Provide a rationale. · What is the lesson about? What does this lesson cover? · Do the assessments effectively measure the academic standard and learning objective? Justify your response. Part 2: Unwrapping the Standards Grade Level: State Learning Standard: KNOW Objective This is what students NEED TO KNOW UNDERSTAND Objective This is what students NEED TO UNDERSTAND DO Objective This is what students NEED TO BE ABLE TO DO Lesson Summary: In a few sentences, summarize this lesson. © 2018 Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE 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 te ...
Part 1 Lesson Plan Analysis 30.0 Lesson plan analysis is comp.docx
Part 1 Lesson Plan Analysis 30.0 Lesson plan analysis is comp.docx
karlhennesey
Course Planning and Syllabus Design, review of the basic education curriculum in the Philippines
Course Planning and Syllabus Design
Course Planning and Syllabus Design
Jovy Elimanao - Mihm
GCU College of Education LESSON UNIT PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Unit/Subject: Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching. Day 1: Day 2: Day 3: Day 4: Day 5: 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. Day 1 Day 2 Day 3 Day 4 Day 5 National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. Academic Language General academic vocabulary and content-specific vocabulary included in the unit. Unit Resources, Materials, Equipment, and Technology © 2021-2022. Grand Canyon University. All Rights Reserved. List all resources, materials, equipment, and technology to be used in the unit. Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? • Level 1: Recall · Level 2: Skill/Concepts · Level 3: Strategic Thinking · Level 4: Extended Thinking Level 1: Level 2: Level 3: Level 4: Level 1: Level 2: Level 3: Level 4: Level 1: Level 2: Level 3: Level 4: Level 1: Level 2: Level 3: Level 4: Level 1: Level 2: Level 3: Level 4: Section 2: Instructional Planning Day 1 Day 2 Day 3 Day 4 Day 5 Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? Presentation of Content Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) • • • · · · · · · · · · · · · · · · · · Application of Content Multiple Means of Engagement How will students explore, practice, and apply the content? Multiple Means of Engagement Differentiation Explain how ma ...
GCU College of EducationLESSON UNIT PLAN TEMPLATE
GCU College of EducationLESSON UNIT PLAN TEMPLATE
MatthewTennant613
Executive Program Practical Connection Assignment Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score Assignment Requirements Student completed all required portions of the assignment Completed portions of the assignment Did not complete the required assignment. Writing Skills, Grammar, and APA Formatting Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct. Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations. Assignment demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills. Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing. Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills. The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations. Maintains purpose/focus Submission is well organized and has a tight and cohesive focus that is integrated throughout the document Submissions has an organizational structure and the focus is clear throughout. Submission lacks focus or contains major drifts in focus Understanding of Course Content Student demonstrates understand of course content and knowledge. Student demonstrates some understanding of course content and knowledge. Student does not demonstrate understanding of course content and knowledge. Work Environment Application Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment. Student demonstrates some practical application, or ability to apply, of course objectives within a work environment. Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment. GCU College of Education LESSON PLAN TEMPLATE 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) an ...
Executive Program Practical Connection Assignment Component .docx
Executive Program Practical Connection Assignment Component .docx
elbanglis
Sei 301 sei301 sei 301 education for service uopstudy.com
Sei 301 sei301 sei 301 education for service uopstudy.com
Sei 301 sei301 sei 301 education for service uopstudy.com
UOPCourseHelp
Rustam
Rustam
Rustam Ali
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B4 task4.6.3 abdias gavilla
Abdías GAvilla Hernandez
Chapter 7: Managing students at work DUE DATE 16 1. Individually or in teams, describe what you would do to control at least two of the following: tattling, procrastination, messiness, irresponsibility, cheating, lying or stealing, swearing, temper tantrums, or bullying. 2. Discuss the best ways to get students’ attention 3. Agree or disagree with the statement: teachers of young children should arrange activities to keep children quiet and still for approximately 45 minutes at a time. 4. What are some purposes of assigning students homework? DUE DATE 21 Chapter 8: Managing special groups 1. How do you see speech differences associated with cultural backgrounds and regional dialects? Are these differences considered to be communication disorders? 2. Discuss the importance of using Response to Intervention (RTI) in an inclusion classroom. 3. Do you agree that because the school success of “second language learners” is so tied up with English, students in primary grades should abandon their native language in favor of English? 4. You have two students who are struggling. Describe how the RTI process will be used to determine whether they require special education services. Chapter 9: Managing student behavior DUE 23 1. Explain why the Wongs believe that teachers who are more effective spend most of the first two weeks of school teaching students to follow class procedures. 2. Discuss the importance of instructional time. 3. Do you agree with Marshall’s statement that responsibility refers to an internal motivation to do the right thing? 4. Discuss Coloroso’s three levels of misbehavior, which she calls: mistakes, mischief, and murder. 5. Virtually all elementary students will agree that they would like to learn. Why then do they so often misbehave and make no effort to do what teachers ask of them? Dack, H. & Merlin-Knoblich, C. (2019). Improving Classroom Guidance Curriculum with Understanding by Design. Professional Counselor, 9(2), 80-90. Evertson, C. & Emmer, T. (2017). Classroom Management for Elementary Teachers (10th ed.). USA: Pearson Education, Inc. Required Text: Charles, C. & Senter, G. (2016). Elementary Classroom Management (6th ed.). Upper Saddle River, NJ: Pearson GCU College of Education LESSON UNIT PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Unit/Subject: Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing 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 differentia ...
Chapter 7 Managing students at work DUE DATE 161. Individually
Chapter 7 Managing students at work DUE DATE 161. Individually
JinElias52
GCU College of Education LESSON PLAN TEMPLATE 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 previ ...
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso
MerrileeDelvalle969
Incorporating creative arts in literacy instruction can increase s
Incorporating creative arts in literacy instruction can increase s
Incorporating creative arts in literacy instruction can increase s
ssuser47f0be
Esl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
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Esl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
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Abdías GAvilla Hernandez
Understanding Educational Terminology Educational Terminology Brief Explanation Purpose in the Planning, Instruction and Assessment Process Lesson Plans Classroom and Student Factors/Grouping National/State Learning Standards Learning Objective Alignment Academic Language Anticipatory Set Prior Knowledge Multiple Means of Representation Multiple Means of Engagement Multiple Means of Expression Instructional Methods Instructional Strategies Essential Questions Extension Activity Guided Practice Independent Practice Closure Formal Assessment Informal Assessment Pre-assessment Formative Assessment Summative Assessment Scoring Rubric Cross-curricular Examining Different Lesson Plan Formats © 2018. Grand Canyon University. All Rights Reserved. © 2018 Grand Canyon University. All Rights Reserved. Aligning Standards and Learning Objectives Part 1: Lesson Plan Analysis Review the "COE Lesson Plan Example" located in Topic Materials. On the "Aligning Standards and Learning Objectives" template, write 250-500 words, responding to the following prompts, as they relate to the lesson plan: · What is the academic standard? · What is the learning objective? · Are the standard and objective aligned? How do you know? Provide a rationale. · What is the lesson about? What does this lesson cover? · Do the assessments effectively measure the academic standard and learning objective? Justify your response. Part 2: Unwrapping the Standards Grade Level: State Learning Standard: KNOW Objective This is what students NEED TO KNOW UNDERSTAND Objective This is what students NEED TO UNDERSTAND DO Objective This is what students NEED TO BE ABLE TO DO Lesson Summary: In a few sentences, summarize this lesson. © 2018 Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE 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 al ...
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Creating effective-language-lessons-combined
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Clinical Field Experience C: Integrating Instruction, K-3 Allocate at least 5 hours in the field to support this field experience. Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction. Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes. Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements. Using any remaining field experience hours, assist the teacher in providing instruction and support to the class. Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E. APA format is not required, but solid academic writing is expected. 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. Refer to the LopesWrite Technical Support articles for assistance. Document the location and hours you spend in the field on your Clinical Field Experience Verification Form. Social Studies and ELA Integrated Five-Day Unit Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered. Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C Integrating Instruction, K-3All.docx
bartholomeocoombs
Clinical Field Experience C: Integrating Instruction, K-3 Allocate at least 5 hours in the field to support this field experience. Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction. Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes. Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements. Using any remaining field experience hours, assist the teacher in providing instruction and support to the class. Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E. APA format is not required, but solid academic writing is expected. 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. Refer to the LopesWrite Technical Support articles for assistance. Document the location and hours you spend in the field on your Clinical Field Experience Verification Form. Social Studies and ELA Integrated Five-Day Unit Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered. Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing ...
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C Integrating Instruction, K-3All.docx
brownliecarmella
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Sei 301 sei301 sei 301 education for service uopstudy.com
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ICT Role in 21st Century Education & its Challenges •This presentation gives an overall view of education in 21st century and how it is facilitated by the integration of ICT. •It also gives a detailed explanation of the challenges faced in ICT-based education and further elaborates the strategies that can help in overcoming the challenges.
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
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This presentation is from the Paper 206: The African Literature, Unit 4 - Poems and I choose the topic The Significance of Rituals in Shaping 'A Dance of the Forests’.
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ICT role in 21st century education and it's challenges.
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Module2 Review Fall09
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