Benchmark-Mathematics Mini Unit Plan

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timer Asked: Jan 3rd, 2019
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Question description

For this assignment, you will create a mini-unit plan containing three individual lesson plans designed for the students outlined in the “Class Profile.”

Using the Curriculum Based Measurement (CBM) probe and grade level you selected in Topic 6, select a corresponding standard from your state’s standards or Common Core State Standards on geometry to develop a learning target. Align one or more NCTM process standards with your learning target. Using these standards and learning target, create a mini-unit of three lesson plans using the “COE Lesson Plan Template.”

The mini-unit must include the use of THREE research-based math instructional strategies for teaching geometry and integrate teacher/student use of technology. You may use, as applicable, prior assignments from this course to complete the benchmark, provided that you incorporate feedback from your instructor.

In your mini-unit, design the three lesson plans so that they:

  • Align to one or more of the items on your CBM probe, and show how the CBM probe is implemented in the class.
  • Use a variety of teaching strategies and technologies that encourage the students’ development of critical thinking and problem solving.
  • Use strategies that create opportunities for students’ active engagement in their learning and promote a supportive learning environment.
  • Incorporate the use of digital resources to promote effective verbal, nonverbal, and media communication techniques while creating opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom.
  • Integrate formative and summative assessment techniques that measure the learning targets of the lesson plans.
  • Incorporate differentiated strategies into the technology, engagement, and assessment in order to meet the needs of all students in the “Class Profile.”

Along with the mini-unit, submit a 250-500 word rationale describing your reasoning for your instructional choices, explaining how you connected the content to student learning needs, and citing the research you used for your instructional strategies.

Submit the mini-unit plan and the rationale as one deliverable.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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 Turnitin. Must be free of plagiarism.

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. © 2018. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE 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. © 2018. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE 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. © 2018. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE 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): © 2018. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE 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): © 2018. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE 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 upthumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain if 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): © 2018. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE 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. Rationale/Reflection After writing your complete lesson plan, explain three instructional strategies you included in your lesson and why. How do these strategies promote collaboration, communication, critical thinking, and creativity? Bold the name of the strategy. For example: . • Think-Pair-Share promotes engagement, communication, and collaboration because all students get a chance to share their ideas or answers. This is beneficial to students because they get to put their ideas into words, and hear and discuss the perspectives of others. © 2018. Grand Canyon University. All Rights Reserved. Time Needed
At grade level Med No At grade level Low Yes At grade level Med Yes Low No Med Yes At grade level Low No At grade level At grade level Med Yes One year below grade level At grade level Low No One year below grade level One year above grade level Two years above grade level Arturo Yes Low SES Bertie No Low SES Asian Female No None Grade level Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level Donnie No Mid SES African American Female No Hearing Aids Grade level Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level Hispanic Male © 2015. Grand Canyon University. All Rights Reserved. One year below grade level One year below grade level Internet Available at Home Parental Involvement Age Grade level Math Performance Level Other No Tier 2 RTI for Reading Reading Performance Level IEP/504 Gender Ethnicity Socio-economic Status English Language Learner Student Name Class Profile Enrique No Low SES Hispanic Fatma Yes Low SES Frances No Francesca No Fredrick No Ines Jade Grade level One year above grade level At grade level At grade level Low Yes At grade level Low No One year above grade level Low Yes At grade level At grade level Med Yes At grade level At grade level High No Two years below grade level One year below grade level Two years below grade level One year below grade level One year above grade level One year above grade level Very High No Low No High Yes Med Yes At grade level At grade level Med Yes At grade level Two years above grade level Low Yes One year below grade level One year below grade level Male No Tier 2 RTI for Reading White Female No Tier 2 RTI for Reading White Female No Diabetic White Female No None Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math Grade level Grade level One year above grade level No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level No Mid SES African American Female No None Grade level At grade level No High SES White Male Emotionally Disabled None Grade level At grade level Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level Kent Mid SES Low SES Grade level © 2015. Grand Canyon University. All Rights Reserved. Internet Available at Home Parental Involvement Other None Math Performance Level IEP/504 No Reading Performance Level Gender Female Mid SES Age Ethnicity Socio-economic Status English Language Learner Student Name White No Emma Parental Involvement At grade level Med No No None Grade level At grade level At grade level Med Yes No None Grade level One year above grade level At grade level Med Med Female No None Grade level At grade level At grade level Med Yes White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes Mid SES White Male No None Grade level At grade level At grade level Med Yes No Mid SES White Male No None Grade level At grade level Med Yes Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level High Yes Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level Med Yes No Mid SES No NOTE: School does not have gifted program One year below grade level Low Yes Male No None Grade level Low SES Nick No Low SES White Male Noah No Low SES White Male Sharlene No Mid SES White Female Sophia No Mid SES White Stuart No Mid SES Terrence No Wade Yung Asian Male One year below grade level One year below grade level Two years above grade level © 2015. Grand Canyon University. All Rights Reserved. One year above grade level Two years below grade level Two years below grade level Two years above grade level Internet Available at Home Math Performance Level None One year above grade level Age No Grade level Other Yes IEP/504 Med Gender At grade level Ethnicity Reading Performance Level Socio-economic Status English Language Learner Student Name At grade level White No Mason © 2015. Grand Canyon University. All Rights Reserved.

Tutor Answer

Robert__F
School: Cornell University

sorry cannot do it i...

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Anonymous
Goes above and beyond expectations !

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