Description
Part 1
Create an extended lesson plan in which you address the following: Discuss the subject to be taught, including activities, lesson hooks, and other factors that impact teaching. Include a detailed demographics section, addressing school setting, environment, and student body. Identify at least three potential advantages and two potential challenges to teaching this mix of students. Define the time necessary to teach the lesson and other classroom or school resources to be used. Describe how the plan fits into a single-subject curriculum or how it connects as an interdisciplinary plan.
Part 2
Don’t worry about the textbook, just create a good lesson plan
Your textbook contains a template or outline for organizing a lesson plan. Take into account that you may need to modify the outline to better fit the plan you created in the first assignment as you add the following to your lesson plan: Create the measurable objectives for your lesson plan and describe how they relate to Common Core Standards or your state’s requirements. Create the evaluation methodology for measuring authentic learning within your plan. Integrate technology that helps to ensure that your plan is relevant to today’s tech-oriented students. How does the use of that technology benefit your students? What is your backup plan should the technology be unavailable on the day of your teaching?
Part 3
Complete the following in your online lesson plan: Describe which educational theory your plan is based upon and why you believe this is the most appropriate theory. Describe and justify your instructional strategies. Address how you will introduce the lesson, teach the main material, wrap up the lesson, and transition into the assessment. Indicate if your strategy changed for online delivery, and if so, why. Explain why you chose each strategy and why you think each one is effective for each part of your lesson. Outline and provide three examples of how you plan to respond to the needs of different types of learners: learning disabilities, English language learning students, and so on. Describe your strategy to ensure inclusion for all students in the class, such as specific questions, analogies, or in-class activities. Identify remediation activities for students who need help or additional time to fully understand or complete the lesson. Identify additional material or activities to keep gifted students engaged if the lesson appears too easy for them. Describe the difference between your formative and summative evaluations for this lesson.
Part 4
Unit plans are used to organize and sequence content. For this assignment, you will create a miniunit with three lessons, including the lesson you started in the first assignment and refined in subsequent assignments. If you need samples, refer to an example of a unit plan. A lesson plan is also found in Chapter 6 of your course text. Include three lessons: 1. For the first lesson, revise the lesson from the Week 3 assignment, Lesson Plan Development Part 1, taking into account the feedback you received. 2. Add two more lessons using the same format as the first lesson. 3. Using the rubric and guide from the Week 3 assignment, Lesson Plan Development Part 1, make sure to address all the parts of the rubric for lessons two and three. 4. The structure of each lesson within the unit must include standards, objectives, instructional practices and resources. 5. Each lesson must also include methods for assessment, feedback, and reflection.
Part 5
Using an example of a unit plan, create a unit plan that contains the three lessons from the Week 9 assignment, Developing a Unit Plan Part 1. While there is no set format for your unit plan, it must contain: 1. Unit description: Unit topic and title. Grade level. Course and discipline. Time allocation to complete unit. 2. Main purpose of the unit study. Describe the purpose of the unit and how it will fit in the overall scheme of the course. 3. Instructional resources or technology. Describe instructional materials, resources, or technology used in this unit. 4. Evaluation of unit. How will you decide if the students successfully completed the unit? How will you reflect on your teaching of the unit and lessons?
Part 6
https://www.geneseo.edu/~educ204/fuller.htm
Complete the Teacher Concerns Checklist using Appendix A in your textbook or the
Fuller Concerns Checklist
.
Reflect on your checklist.
The concerns in the checklist relate to multiple categories: self, tasks, institutional decisions, state or federal standards, and so on.
Which category is dominant in your concerns?
How do your concerns affect your ability to be more effective in the classroom?
What proactive steps can you take to help alleviate some of your concerns and how would you initiate a discussion about the concerns you cannot address on your own?
Part 7
Read the case history on page 62 of your text about Anna Ramirez and her experience in Mrs. Dodge’s math class. Thinking about how multiple intelligences and differentiated learning play a key role in ensuring that all students are able to learn, retain, and apply knowledge, give three different examples of how Mrs. Dodge might have helped Anna understand the concepts discussed in the case history.
Support your suggestions from your research, reading, and practical experience teaching or if you are not yet teaching, what practices have you observed in your own educational journey.
I DO NOT HAVE THE TEXTBOOK BUT BELOW IS WHAT ANOTHER STUDENT POSTED SO GO BY THIS AND POST SOMETHING DIFFERENT
Good Evening everyone, Three examples that I would like to discuss on how Mrs. Dodge might have helped Anna understand the concept discussed in the case history is first Mrs. Dodge could have encouraged Anna instead of belittling her in front of the entire class. She could have encouraged her by assisting Anna in working out the problem she gave her in a step by step method. She could have used art as a way of helping Anna to understand based on her love of drawing pictures. Second she could have given Anna a real chance to answer instead of moving on to another student. This would have allowed Anna to speak up about not understanding and possibly being able to receive some extra help. Third I would say that Mrs. Dodge could have pulled Anna aside after class to discuss how she could better encourage Anna to want to learn more about math or to at least better understand it so that she is able to retain something. As well Mrs. Dodge could have created the groups where students who were good in math were divided up amongst the class so that they could assist the learners who didn’t understand or know how to do the work. I have seen where some learners do better with peer to peer learning. These methods were based off of our text on The teacher and culture, linguistic, socioeconomics bias in the classroom.
Part 8
A PBIS (Positive Behavioral Intervention and Supports) matrix is a way for a school to standardize its approach to school safety and positive behavior. The premise is that students can and do learn good behavior when expectations are clear.
You have been tasked with creating a matrix for your school or institution. Keeping in mind that there is no one-size-fits-all approach for managing a classroom, create a simple matrix that allows for flexibility for students who have challenges (single parent, improper nutrition, learning challenges, language barriers, and so on).
Part 9
http://www.corestandards.org/read-the-standards/
According to the Common Core State Standards Initiative (2019), “Building on the best of existing state standards, the Common Core State Standards provide clear and consistent learning goals to help prepare students for college, career, and life” (1).
On the Common Core Standards Web page
Read the Standards,
access and read the linked standards for English language arts literacy and mathematics and choose one for a grade you currently teach or hope to teach.
Include the standard in your response and create one learning objective and a brief summary of how your lesson plan achieves the objective.
Respond to at least one peer and discuss whether their objective and plan leads to mastery of the standard.
Sources
1. Common Core State Standards Initiative. 2019.
http://www.corestandards.org/
Part 10
Using your assignment topic, discuss how your lesson plan relates to a Common Core or state standard.
Create a matrix that maps out the topic, standards, and objectives for your unit. Based on your matrix, outline a classroom activity or assessment that measurably demonstrates how you ensure authentic learning has taken place.
