As an educator, it is important to develop the skills to write lesson plans that include state standards, effective learning objectives, appropriate instructional strategies, and differentiate to meet the diverse needs of all students.

For this benchmark, you will create a lesson plan that integrates ELA and math standards, with an aligning summative assessment. You may use any prior assignments as applicable from this course to complete the benchmark, provided you incorporate feedback from your instructor. Use the “Class Profile” for background information on your students to plan the lesson plan and summative assessment. The lesson plan and summative assessment must be aligned to the chosen Grades K-8 state standards and learning objectives.

Part 1: Lesson Plan

Use the “COE Lesson Plan Template” for your lesson plan. The lesson must include a variety of instructional strategies that are best suited for the lesson and the needs of the students. Your lesson plan should focus on:

• Math and ELA state standards.
• Instructional strategies that can be adapted to meet the needs of diverse students.
• Technology that supports assessment practices.
• Formative assessment.
• Differentiation activity for students identified as below grade-level.
• Differentiated activity using critical thinking for students identified as above grade-level

Part 2: Summative Assessment

In connection with this lesson plan, you will create a summative assessment that is directly aligned to state standards and highlights how you will use assessment to modify and strengthen instruction to promote the continuous intellectual, social, emotional, and physical development of students.

Your summative assessment must be aligned to the standards in the lesson plan and include:

• Description of a summative assessment, which includes specific directions for students.
• Three short-answer response items.
• 10 multiple-choice questions.
• One restricted response essay question that clearly identifies the task(s) to be performed.
• How you will differentiate to meet the diverse needs of students.

Part 3: Rationale

In 250-500 words, write a rationale for the instructional strategies and assessment practices, both formative and summative, included in your lesson plan and summative assessment. How do your chosen assessments contribute to the development of students? How does your summative assessment work to meet the various learning needs of the students in the “Class Profile”?

Class Profile

 

Student Name	English Language Learner	Socio-economic Status	Ethnicity	Gender	IEP/504	Other	Age	Reading Performance Level	Math Performance Level	Parental Involvement	Internet Available at Home
Arturo	Yes	Low SES	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Med	No
Bertie	No	Low SES	Asian	Female	No	None	Grade level	One year above grade level	At grade level	Low	Yes
Beryl	No	Mid SES	White	Female	No	NOTE: School does not have gifted program	Grade level	Two years above grade level	At grade level	Med	Yes
Brandie	No	Low SES	White	Female	No	Tier 2 RTI for Math	Grade level	At grade level	One year below grade level	Low	No
Dessie	No	Mid SES	White	Female	No	Tier 2 RTI for Math	Grade level	Grade level	One year below grade level	Med	Yes
Diana	Yes	Low SES	White	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Donnie	No	Mid SES	African American	Female	No	Hearing Aids	Grade level	At grade level	At grade level	Med	Yes
Eduardo	Yes	Low SES	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Emma	No	Mid SES	White	Female	No	None	Grade level	At grade level	At grade level	Low	Yes
Enrique	No	Low SES	Hispanic	Male	No	Tier 2 RTI for Reading	One year above grade level	One year below grade level	At grade level	Low	No
Fatma	Yes	Low SES	White	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	One year above grade level	Low	Yes
Frances	No	Mid SES	White	Female	No	Diabetic	Grade level	At grade level	At grade level	Med	Yes
Francesca	No	Low SES	White	Female	No	None	Grade level	At grade level	At grade level	High	No
Fredrick	No	Low SES	White	Male	Learning Disabled	Tier 3 RTI for Reading and Math	One year above grade level	Two years below grade level	Two years below grade level	Very High	No
Ines	No	Low SES	Hispanic	Female	Learning Disabled	Tier 2 RTI for Math	Grade level	One year below grade level	One year below grade level	Low	No
Jade	No	Mid SES	African American	Female	No	None	Grade level	At grade level	One year above grade level	High	Yes
Kent	No	High SES	White	Male	Emotion-ally Disabled	None	Grade level	At grade level	One year above grade level	Med	Yes
Lolita	No	Mid SES	Native American/ Pacific Islander	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Maria	No	Mid SES	Hispanic	Female	No	NOTE: School does not have gifted program	Grade level	At grade level	Two years above grade level	Low	Yes
Mason	No	Low SES	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Nick	No	Low SES	White	Male	No	None	Grade level	One year above grade level	At grade level	Med	No
Noah	No	Low SES	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Sharlene	No	Mid SES	White	Female	No	None	Grade level	One year above grade level	At grade level	Med	Med
Sophia	No	Mid SES	White	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Stuart	No	Mid SES	White	Male	No	Allergic to peanuts	Grade level	One year above grade level	At grade level	Med	Yes
Terrence	No	Mid SES	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Wade	No	Mid SES	White	Male	No	None	Grade level	At grade level	One year above grade level	Med	Yes
Wayne	No	High SES	White	Male	Learning Disabled	Tier 3 RTI for Math	Grade level	One year below grade level	Two years below grade level	High	Yes
Wendell	No	Mid SES	African American	Male	Learning Disabled	Tier 3 RTI for Math	Grade level	One year below grade level	Two years below grade level	Med	Yes
Yung	No	Mid SES	Asian	Male	No	NOTE: School does not have gifted program	One year below grade level	Two years above grade level	Two years above grade level	Low	Yes

 

 

© 2017. Grand Canyon University. All Rights Reserved.

Answer each question. The respond should be paragraphs. Each answer should be more than 250 wards. Except Question 8 – The Twittersphere no more than 140 characters. Remember watch the video first, then answer the question. NO OUTSIDE RESOURCE!

 

1. Watch video https://www.youtube.com/watch?v=PcZg51Il9no

Dear Education & Computer Students:

Most likely, you have seen this video. While it’s a few years old, the video still brings up some very valid questions like the one you’re left with at the end – “What does it all mean?” Educationally speaking, what does this mean for today’s students, educators, parents?

 

2. Facebook & The Classroom

Dear Students:

In this discussion, we’re going to briefly cover why Facebook and some other similar alternatives. Many educators today are already using Facebook in their classrooms to engage students in their work. At the college level, this is relatively common, but what about at the K-12 level?

Watch the following video below about schools in the UK utilizing Facebook in the classroom: watch video https://www.youtube.com/watch?v=Xrpx7qr6Ftc

In addition to watching the above video, take a look at the following article, “5 Best Practices for Educators on Facebook” (https://mashable.com/2011/12/05/educators-on-facebook/#gOG7DquVzgq8) about ways to engage students using Facebook.   In your response below:

· Specific to the K-12 setting, how could you see Facebook being used positively to engage students and promote student learning?

· Specific to the K-12 setting, what disadvantage do you see about using Facebook?

· If given the chance to use Facebook in your future classroom, would you take the risk to use Facebook?  If so, under what conditions.  If not, why?

 

 

3. Google Apps for Education (GAFE)

Dear Students:

As you are probably aware, Rutgers, like many other academic institutions K-16, has embraced Google Apps for Education (GAFE) as an accepted practice of instruction for both professors and students. In late 2016, Google Apps for Education has now become G Suite for Education. Please watch the following video below about some of the apps included in G Suite:

When finished, please share your experience with using some of these apps as a student:

· What app did you use or were instructed to use? Was using the app effective? If so, why? If not, why?

· As a future educator, what’s one way you can see utilizing one of these tools in your future classroom?

 

 

 

4. Khan Academy

Dear Students,

As you will see in Unit 2 of this course, I utilize a program called Jing to help me create and share video tutorials with my students.  While educators are quickly picking up on the possibilities with using Jing, there are many “out there” who utilize the program for day-to-day needs including giving directions, locating information on a website for a friend, etc. This concept of integrating video tutorials into the classroom is becoming more and more popular. For this discussion, please watch this 15 minute video on https://www.youtube.com/watch?v=zxJgPHM5NYI&feature=youtu.be

from CBS’s 20/20. MIT and Harvard graduate Sal Khan, in attempting to help his teenage niece with Algebra, started a video tutorial sensation that has transformed the way educators, students, parents and the community look at education.

Questions to Consider:

What are your thoughts on Khan Academy? The “Flipped Classroom?”

Have you ever watched one of the videos? (www.khanacademy.org)

Do you believe that their mission truly provides “A free word-class education for anyone, anywhere?”

What are the implications for students, parents, educators?

 

5. No Choice?

Dear Students: Digital natives are students who were brought up during the age of digital technology and are familiar with the Internet, mobile devices, computers from birth. Watch the video below and respond to the following: How do you feel about this perspective on the classroom of the future? Do you think gamified learning would get students excited about school? What role do you think teachers would play in a tech-fuelled classroom? Share below!

Watch video: https://www.youtube.com/watch?v=uZ73ZsBkcus

 

6.Pinterest

Dear Education & Computer Students:

In this discussion, we’ll explore how educators can integrate Pinterest into their classroom to effectively engage today’s 21st century learners. After watching this video, what are your thoughts about using Pinterest to engage students? After posting your initial reaction, please respond an additional three times to other classmates.

Watch video: https://www.youtube.com/watch?time_continue=4&v=x6V0MYDIZoY

 

7. Smart Phones, Apps & Students

Dear Ed Tech Students,

For this discussion, take a look at this short clip from “The Simpsons” which will sure to make you laugh out loud.

How is this clip, if at all, representative of what teachers AND students face in regards to technology in their traditional classroom experiences today? What part stood out to you? What issues do educators/students/parents need to address, if any, for this scenario to be successful?

Watch video: https://www.youtube.com/watch?v=d1C9jDXSr3I

 

8. The Twittersphere (no more than 140 characters)

Dear Students:

Sometimes — we just need to laugh. Take a look at the video below, laugh, and share your feelings regarding Twitter. Is this video, and Twitter, still relevant today and valuable for integrating into the classroom? Please post your initial response and replies with no more than 140 characters (Twitter increased the character limit to 280 in recent years), but let’s try to stick with the original 140 characters for your initial response and replies.

Watch video: https://www.youtube.com/watch?v=Xo8IfYFyLgQ

 

9. What Do You Remember?

Watch this trailer for “School of Rock.” https://www.youtube.com/watch?v=XCwy6lW5Ixc Did you ever have a teacher like this — fun, exciting, always telling stories, but never really teaching what he or she was supposed to? What happened? What was your experience like? Is this the type of teacher that students remember?

 

10. What is a Lesson Plan?

Dear Students,

In Unit 2 of this course, we’re first going to learn how to write a lesson plan. However, before we get into that, let’s have a dialogue about the type of “planner” that you are in life. In your response, please answer the following questions below and then reply to three other classmates:

Are you the type that is spontaneous in life; one who doesn’t require a script and can do things on the fly…?

OR…

Are are you the type that needs a solid plan, detailed instructions to proceed…?

Which “type” of person do you think would make a better teacher?

Which “type” of teacher do you think students “enjoy” more?