Creating A Standards-Based Lesson Plan
Professional growth in developing effective lessons and lesson plans comes with practice. This assignment provides the opportunity to connect the multiple elements of lesson planning into a single document.
For this benchmark, use the “COE Lesson Plan Template” to create a standards-based lesson plan for a K-8 grade level. Complete all sections of the lesson plan template. You may use previous work from this course as a starting point for this lesson plan, incorporating feedback received from your mentor teacher.
Your lesson plan should include the following:
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Order Paper Now- Classroom and Student Factors/Grouping: Summarize the “Class Profile” and use this information to direct the differentiation throughout the lesson plan.
- National/State Learning Standards: May be based on the standard selected for the Topic 2 assignment.
- Specific Learning Target(s)/Objectives: Objective written in Topic 2 to inform this section may be used.
- Academic Language: List any vocabulary students will need to learn for full understanding of the lesson.
- Resources, Materials, Equipment, and Technology: Lesson must integrate digital tools and resources into the instruction and assessments.
- Anticipatory Set: Include pre-assessment or required knowledge student will need to be prepared to learn.
- Multiple Means of Representation: Include at least two of the models or strategies previously discussed, along with a thorough explanation of how the chosen model/strategy would apply to the lesson. The Topic 4 assignment may be used to inform this section.
- Multiple Means of Engagement: Topic 5 assignment may be used to inform this section. Specify how instruction would be adapted to diverse students, based on an understanding of how elementary students differ in their development and approaches to learning.
- Multiple Means of Expression: Include formative and summative assessments to plan, evaluate, and strengthen your instruction. Include technology resources in at least one assessment. Label each assessment as formative or summative as indicated in the lesson plan template.
- Extension Activity and/or Homework: Topic 5 assignment may be used to inform this section.
Rationale/Reflection: In 250-500 words, answer the following questions:
- How do the instructional models you chose for the lesson meet the diverse learning needs of the students on the “Class Profile”?
- How does the instruction and assessment meet the developmental needs of students and strengthen future instructional decisions?
- How do the technological resources you selected engage students and support your assessment practices?
Support your reflection with 2-3 resources.
Running head: Aligned learning activities and differentiation 1
Aligned learning activities and differentiation 9
Aligned learning activities and differentiation
ELM-210
Vanessa Gonzalez
Learning activity – Group learning activity.
Student #1 | ||
Class Grade: Grade level 3 | Academic Standard: Solve mathematical problems and problems in the actual world that involve the perimeter of polygons. | |
Learning Objective: Students should be able to calculate the perimeter of different polygons when all the side lengths are given. In addition, students should be able to find the side length of a polygon when the perimeter is given. | ||
Aligned Learning Activity | Divide students into small groups and issuing questions that they are supposed to collaboratively solve. Ensure that the student is actively engaging in the group discussion to ensure he better understands the topic. This should be kind of a cross age peer tutoring whereby the student that is proficient on perimeter teaches the one that is not (Goldenfeld, 2016). | |
Student from Class Profile and
Brief Description of Differentiation |
Based on the class profile, the student is a slow leaner and therefore he requires much more time to comprehend what is taught in class. As result, he needs more practice in order to be at par with other fellow students. | |
Home Extension Activity | Watch the a video using the link https://www.youtube.com/watch?v=CA5O69Fv9NY and answer the six questions that will be provided at the end of the lesson. |
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Student #2 | ||
Class Grade: Grade level 3 | Academic Standard: Solve mathematical problems and problems in the actual world that involve the perimeter of polygons. | |
Learning Objective: Students should be able to calculate the perimeter of different polygons when all the side lengths are given. In addition, students should be able to find the side length of a polygon when the perimeter is given. | ||
Aligned Learning Activity | Grouping the student with other gifted students. Extensive research indicates that when gifted students work together in groups, their academic achievement is boosted because they are able to challenge themselves in ways that are unexpected (Plucker, 2016). | |
Student from Class Profile and
Brief Description of Differentiation |
This is a gifted student that has high performance capability. She is a fast learner and she requires greater challenging tasks to enhance her knowledge. | |
Home Extension Activity | Construct compound shapes and measure the side lengths then find the perimeter. The compound shapes should have more than seven side lengths. |
Student #3 | ||
Class Grade: Grade level 3 | Academic Standard: Solve mathematical problems and problems in the actual world that involve the perimeter of polygons. | |
Learning Objective: Students should be able to calculate the perimeter of different polygons when all the side lengths are given. In addition, students should be able to find the side length of a polygon when the perimeter is given. | ||
Aligned Learning Activity | The student should be allowed to choose a group where he is comfortable. Through, this he will be able to pick a group whereby he is comfortable in engaging. After the group work, the student should be asked to present what was discussed during the group time. | |
Student from Class Profile and
Brief Description of Differentiation |
The student is neither a gifted student or a slow learner but he is an introvert and shy thus he rarely participates in group work. | |
Home Extension Activity | Watch the video https://www.youtube.com/watch?v=_sQ3dqhLsIw in order to understand how the side lengths are found when the perimeter is given. The student should present his findings at the beginning of the next class. |
References
Goldenfeld, N. (2018). Lectures on phase transitions and the renormalization group. CRC Press.
Plucker, J. A., & Peters, S. J. (2016). Excellence Gaps in Education: Expanding Opportunities for Talented Students. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.