Field Experience B: Using Technology And Media In The Classroom

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language arts lesson or mini-lesson that can be taught to a whole group, small group, or to an individual student using a relevant technological or media tool.

You may use any lesson plan template, including one from your mentor teacher.

Include the following in your lesson plan:

  • Specific learning targets/objectives
  • Anticipatory set
  • An “I do”
  • A “students do”
  • Differentiation strategies for, at a minimum, one or more students with exceptionalities
  • A formative or summative assessment that measures whether the learning targets/objectives were met or not
  • Integration of a relevant technological tool

After the lesson, debrief with your mentor teacher and seek his or her feedback. Spend any remaining field experience hours observing your teacher or another language arts teacher in your school, looking for evidence of student differentiation and the use of technology.

In 250-500 words, briefly summarize your lesson plan and reflect upon your teaching experience. Explain how you will use this experience and technology or media tools in your future professional practice.

 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 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 Earth and 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 choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide 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. Underline the 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

 

 

© 2019. Grand Canyon University. All Rights Reserved.

Classroom Crisis Prevention And Intervention Plan

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Teachers will sometimes encounter situations in which students become a danger to themselves or others. It is important for teachers to have a plan in place to respond in ways that are ethical, legal, and appropriate for all students involved. Teachers should incorporate behavior management strategies that are proactive in preventing the escalation of these behaviors, as well.

Design a handout (e.g., brochure, flyer) for paraprofessionals and substitute teachers that provides a visual representation of an interven

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
ECS-550 ECS-550-O500 Classroom Crisis Prevention and Intervention Plan 80.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Criteria 100.0%
Classroom Crisis Prevention and Intervention Plan Handout [CEC 2.3; NAEYC 1c, 4a; InTASC 2(h), 3(a), 3(k), 9(j)] 40.0% Not addressed. Handout depicting step-by-step procedures for incidents that involve severe/injurious behaviors is lacking important information, unclear, or inappropriate for intended audience. Visual representations are ambiguous or inappropriate. Handout depicting step-by-step procedures for incidents that involve severe/injurious behaviors is lacking detail, or includes unnecessary information. Visual representations are overly simplistic or include irrelevant information. Handout depicting step-by-step procedures for incidents that involve severe/injurious behaviors is clear and appropriate for paraprofessionals and substitute teachers. Visual representations clearly align to procedures and are appropriate. Handout depicting realistic step-by-step procedures for incidents that involve severe/injurious behaviors is professional and comprehensive, clearly intended for paraprofessionals and substitute teachers. Visual representations skillfully align to procedures and are thoughtful.
Classroom Crisis Prevention and Intervention Plan Rationale and Summary [CEC 2.3; NAEYC 1c, 4a; InTASC 2(h), 3(a), 3(k), 9(j)] 30.0% Not addressed. Rationale for Classroom Crisis Prevention and Intervention Plan procedure choices is inappropriate. A plan to communicate procedures to students is vague or incomplete. Rationale for Classroom Crisis Prevention and Intervention Plan procedure choices is marginal. Plan to communicate procedures to students is overly simplistic or overburdened with details. . Rationale for Classroom Crisis Prevention and Intervention Plan procedure choices is clear. Plan to communicate procedures to students is mindful and efficient. Rationale for Classroom Crisis Prevention and Intervention Plan procedure choices is thorough and insightful. Plan to communicate procedures to students is comprehensive and professional.
Organization 10.0% Not addressed. An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other; or the reflection is widely outside of the required word count. The content is not consistent or adequately organized even though it provides the audience with a sense of the main idea. The reflection may not be within a reasonable range of the required word count. The content is logically organized. The ideas presented clearly relate to each other. The reflection is within a reasonable range of the required word count. The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit. The reflection is within the required word count.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0% Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 10.0% Not addressed. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting and citation errors are present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style. Format is free of error.
Total Weightage 100%

tion plan for a classroom. Your handout should include step-by-step procedures for incidents that involve severe/injurious behaviors (e.g., a student lashes out or becomes physical) as well as visual representations.

In addition, rationalize your choices in a 500-750 word summary. Justify the procedures outlined within your handout and discuss how you would communicate this plan with students.

Support your choices with 2-3 scholarly resources.

Attach the Classroom Crisis Prevention and Intervention Plan Handout and rationale as one submission.

Prepare this assignment according to the 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.

You are required to submit this assignment to LopesWrite.

Leadership Approaches

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Submit a 3 – 5 paragraph/500-word minimum comparative, analytical essay. Compare and contrast servant, transactional, and transformational leadership approaches. Use the Basic Writing Elements model provided in the course Resources and include evidence from the readings and lectures to support your analysis. Consider the following:

Þ What specific differences did you find in these approaches?

Þ What specific similarities did you find in these approaches?

What specifically did you read and learn from the lectures that informed your analysis of these approaches?

 

: Submit a reflective essay of 500 words (minimum) using the five personal leadership levers from the readings and lecture to reflect on the following:

Þ Your values, beliefs, and attitudes

Þ The way you interact with staff, students, families

Þ How you approach your work

EDLD 5311 Fundamentals Leadership – Week 1 Assignment

WORD-DOC-MAST-HEAD

 

 

Course Objectives

1. Demonstrate a fundamental understanding of leadership approaches and mindsets. (CLO1)

2. Identify personal professional leadership orientation and philosophy. (CLO2)

3. Analyze and synthesize leadership competencies. (CLO3)

4. Develop an initial practicum plan. (CLO4)

5. Exemplify requisite credentials and program requirements. (CLO5)

 

Week 1: Exploring Leadership

 

 

Week 1 Learning Objectives

1. Compare and contrast three leadership approaches. (W1LO1) (CLO1)

2. Explain key leadership concepts, theories, and ideas and apply these to thinking about your own practice. (W1LO2) (CLO1)

3. Record evidence of requisite credentials for candidate and mentor. (W1LO3) (CLO5)

 

Resources

Readings: (W1LO1, W1LO2) (CLO1)

· Breakthrough Principals, “Introduction,” pp. 3-11

· Breakthrough Principals, “Personal Leadership,” pp. 227-252

Lectures: (W1LO1, W1LO2) (CLO1)

· Lecture 1 – Evolution of Leadership

· Lecture 2 – Leadership Approaches

· Lecture 3 – Personal Leadership (Five Leadership Levers)

 

Week 1 Assignment Rubric:

Use the Rubric to guide your writing.

ALL evidence must be appropriately cited in APA format.

Tasks Level 1: Does not meet the minimum criteria Level 2: Approaches minimum criteria Level 3: Meets minimum criteria Level 4: Meets target criteria
Part 1:

30 points

Candidate analyzes leadership approaches (i.e., servant, transactional, transformational) and draws comparisons and contrasts between them.

(W1LO1) (CLO1)

 

 Candidate lists the three leadership approaches. (K) Candidate lists the three leadership approaches with little description. (K) Candidate describes the three leadership approaches briefly and may lack clarity. (K) Candidate describes the three leadership approaches comprehensively and with clarity. (K)
  Candidate provides vague or incomplete statements regarding similarities and differences of the three leadership approaches. (K) Candidate identifies similarities and differences of the three leadership approaches with little or no analysis. (K) Candidate provides minimal analysis of the three leadership approaches with general information of similarities and differences. (K) Candidate provides in depth analysis of the three leadership approaches with specificity of similarities and differences. (K)
  Candidate articulates little or no supporting evidence from the readings and lectures, and analysis is not evident. Published and public sources are inadequately cited or not cited at all. (S) Candidate articulates little supporting evidence from the readings and lectures and may lack clarity and/or specificity in analysis. Most published and public sources are cited, but with many APA formatting errors. (S) Candidate articulates general supporting evidence from the readings and lectures and may lack clarity and/or specificity in analysis. All published and public sources are cited with several APA formatting errors. (S) Candidate articulates comprehensive evidence from the readings and lectures to support analysis with specificity and clarity. All published and public sources are properly cited with APA formatting. (S)
Part 2:

40 Points

Candidate explains each Personal Leadership Lever and reflects on the level of proficiency he/she utilizes each Lever in several capacities.

(W1LO2) (CLO1)

 

 Candidate lists Personal Leadership Levers with no explanation and/or the list may be incomplete. (K) Candidate lists each of the 5 Personal Leadership Levers with little explanation. (K) Candidate explains each of the 5 Personal Leadership Levers with general understanding. (K) Candidate explains each of the 5 Personal Leadership Levers with depth, specificity, and clarity. (K)
  Candidate demonstrates little or no self-reflection regarding personal values, beliefs, and attitudes related to each of the Personal Leadership Levers, and reference to the Levers is incomplete. (M) Candidate demonstrates superficial self-reflection regarding personal values, beliefs, and attitudes related to each of the Personal Leadership Levers and is lacking in specificity and clarity. (M)

 

 Candidate demonstrates an emerging depth of self-reflection regarding personal values, beliefs, and attitudes related to each of the Personal Leadership Levers and may be lacking in specificity and clarity. (M) Candidate articulates depth of self-reflection regarding personal values, beliefs, and attitudes related to each of the Personal Leadership Levers with specificity and clarity. (M)
  Candidate demonstrates little or no self-reflection regarding how he/she approaches his/her work related to each of the Personal Leadership Levers, and reference to the Levers is incomplete. (M) Candidate demonstrates superficial self-reflection regarding how he/she approaches his/her work related to each of the Personal Leadership Levers and is lacking in specificity and clarity. (M) Candidate demonstrates an emerging depth of self-reflection regarding how he/she approaches his/her work related to each of the Personal Leadership Levers and may be lacking in specificity and clarity. (M) Candidate articulates depth of self-reflection regarding how he/she approaches his/her work related to each of the Personal Leadership Levers with specificity and clarity. (M)
  Candidate demonstrates little or no self-reflection regarding interaction between staff, students, and families related to each of the Personal Leadership Levers, and reference to the Levers is incomplete. (M) Candidate demonstrates superficial self-reflection regarding interaction between staff, students, and families related to each of the Personal Leadership Levers and is lacking in specificity and clarity. (M) Candidate demonstrates an emerging depth of self-reflection regarding interaction between staff, students, and families related to each of the Personal Leadership Levers and may be lacking in specificity and clarity. (M) Candidate articulates depth of self-reflection regarding interaction between staff, students, and families related to each of the Personal Leadership Levers with specificity and clarity. (M)
  Candidate articulates little or no supporting evidence from the readings and lectures, and analysis is not evident. Published and public sources are inadequately cited or not cited at all. (S) Candidate articulates little supporting evidence from the readings and lectures and may lack clarity and/or specificity in analysis. Most published and public sources are cited, but with many APA formatting errors. (S) Candidate articulates general supporting evidence from the readings and lectures and may lack clarity and/or specificity in analysis. All published and public sources are cited with several APA formatting errors. (S) Candidate articulates comprehensive evidence from the readings and lectures to support analysis with specificity and clarity. All published and public sources are properly cited with APA formatting. (S)
Writing Quality:

5 points

Grammar, Mechanics, Spelling, Citations

 

 Narrative has glaring and unacceptable grammar, mechanics, and/or spelling errors.

And/Or, published and public sources are inadequately cited or not cited at all. (S)

0-2 points

 Narrative has frequent grammar, mechanics, and/or spelling errors.

And/Or, most published and public sources are cited, but with many APA formatting errors. (S)

3 points

 Narrative has several grammar, mechanics, and/or spelling errors.

And/Or, all published and public sources are cited with several APA formatting errors. (S)

4 points

 Narrative has few or no grammar, mechanics, and/or spelling errors.

And, all published and public sources are properly cited with APA formatting. (S)

5 points

 

 

Part 1: Leadership Approaches – Comparative Essay

(W1LO1) (CLO1)

Directions: Submit a 3 – 5 paragraph/500-word minimum comparative, analytical essay. Compare and contrast servant, transactional, and transformational leadership approaches. Use the Basic Writing Elements model provided in the course Resources and include evidence from the readings and lectures to support your analysis. Consider the following:

· What specific differences did you find in these approaches?

· What specific similarities did you find in these approaches?

· What specifically did you read and learn from the lectures that informed your analysis of these approaches?

ALL evidence must be appropriately cited in APA format.

Use 12 pt. black font: Times New Roman, single spaced. The text box will expand to fit the narrative.

 

 

Part 2: Personal Leadership Levers – Reflective Essay

(W1LO2) (CLO1)

Directions: Submit a reflective essay of 500 words (minimum) using the five personal leadership levers from the readings and lecture to reflect on the following:

· Your values, beliefs, and attitudes

· The way you interact with staff, students, families

· How you approach your work

Use the Basic Writing Elements model provided in the course Resources and include specific evidence/references to the readings and lectures in your reflection.

ALL evidence must be appropriately cited in APA format.

Use 12 pt. black font: Times New Roman, single spaced. The text box will expand to fit the narrative.

 

 

 

 

 

Lamar University Summer 1 2020 2 of 3

Integrated Literacy Unit Assignment /

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For this assignment, you will develop five integrated literacy activities that focus on the piece of literature of your choice. Feel free to use literature from your final project. You will use the attached template and complete the following steps: My State is Michigan

  • Identify the grade level you will use for this assignment Kindergarten
  • Identify a theme for your unit
  • Identify the piece of literature being used as your anchor text
  • Identify 1-2 literacy skills (from your state standards or Common Core) that will
  • provide the objective for your instruction
  • Identify the subject areas you plan to integrate and briefly explain the 5 activities you plan to integrate with your literature selection (Listening- Speaking, Social Studies, Math, Art, Reading Comprehension, Play, Writing, or Science).

Please look at the example which I have uploaded

Part two Assignment
Antitrust Law is my subject

The 1st page is the Title page,  2 pages content, 12 pt. font, the last page will be a reference page for outside sources.

EDU203 – Literacy and Language

 

Name __ _____________________

Integrated Literacy Unit Assignment

 

Grade Level: 2

Unit Theme: The Secret Life of Bees

 

Literature: “Lima & Ina: The Bee Sting” by Mason Nassah

Literacy Skills:

· Writing every day in response to learning (CC.1.4.2.X)

· Compare and contrast the most important points presented by two texts on the same topic (CC.1.2.2.I)

· Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text (CC.1.3.2.B)

· Choose words and phrases for effect (CC.1.4.2.E&Q)

· Recall information from experiences or gather information from provided sources to answer a question (CC.1.4.2.W)

Commonwealth of Pennsylvania. (2020). Subject area – cc.1: english language arts. Retrieved July 13, 2020, from http://www.pdesas.org/Standard/View

 

Integrated Activities

· Listening/Speaking – The students will sit quietly while I read the story to them and raise their hands to answer questions they might have as we go.

· Writing – In addition to their daily journal writing, they will be answering questions about the book in small groups using the book as a reference tool.

· Art – Students will work on the adopt a bee project drawing a picture of the bee they will be adopting as well as explaining details about their bee.

· Science – Students will create their own model bee hive by following the directions and using the given to them.

· Reading Comprehension – Students will do a compare/contrast paper about the two bee books we have read. They will create lists of what is different on each side and similar in the middle (Venn Diagram)