Week5 CUR 505 Criterion Assignment Objective One and Two (3.0 points) Introduction with demographics for lesson plan. Global Perspective Lesson Plan based on attached format Assignment Objective Three Narrative on three questions is addressed as conclusion of Lesson Plan Global Perspective Lesson Plan Exceptional Satisfactory Assignment Content – 50 Percent (6.0 Points) Objective is well researched Vague and/or incomplete and detailed information information provided provided Objective is well researched and detailed information provided Vague and/or incomplete information provided Unsatisfactory No information provided or completely off topic 2.0 No information provided or completely off topic 3.0 Academic Research – 20 Percent (2.5Points) Two or more appropriate One appropriate academic academic references have been reference has been used for used for the paper the paper Zero appropriate references have been used for the paper. APA – Title Page (page 286) Writing Mechanics – 20 Percent (2.5 Points) No issues noted with spelling, Minor issues noted with vocabulary, or grammar spelling, vocabulary, and grammar No Title Page Errors Minor Title Page Errors Major issues noted with spelling, vocabulary, and grammar No Title Page Presented APA – Double Spaced and Font (page 285 - 286) Entire paper is double spaced and 12 point font Portions are double spaced or 12 point font No double spacing or incorrect font used APA – Citations (page 207) Citations are used and formatted correctly References are formatted and used appropriately Citations are used but formatted incorrectly Reference page present but not formatted correctly There are not citations used in the paper No reference page. Appropriate academic research conducted for the assignment Spelling, Vocabulary & Grammar (10 points) APA – References Page (page 215 – 281) General Paper and APA Formatting The introduction contains the thesis statement and the body continues to build on the central theme / purpose of the paper. The conclusion follow logically from the papers body Total The paper is properly Attention to detail or formatted, attention to detail formatting is average and professional Paper Organization – 10 Percent (1 Point) There is a well-defined One or two of the three introduction with a clear thesis primary elements statement. The body of the (Introduction, body, and paper is clear, logical, and easy conclusion) are present, are to follow with each section clear and logical, and continuing to support and provide the reader with a develop the thesis or central clear description of the theme. The conclusion and / or thesis / topic of the paper. recommendations follow The logical flow of the paper logically from the body of the is hit or miss paper. Score Formatting and attention to detail is completely missing. There is no conclusion or introduction to the paper. If there is an introduction or conclusion, they fail to inform the reader what the purpose of the paper is or was. There is no logical flow to the paper. Lesson Plan Guide The Lesson Plan Guide can assist you in creating exemplary, formal lesson plans in a methodical manner. Grade Level: Content Area(s): What grade level is this lesson intended for? What content area(s) will this lesson address? How will you be integrating more than one curricular area? How will you integrate technology? Unit Goals: What global idea or “BIG” idea will you apply in this lesson? The goal for a lesson should be very general and could apply to many lessons in the same unit of study. Academic Content Standard(s): Which content standard(s) will be the focus of the teaching in this lesson? Write out the complete standard including the item number and descriptor. Lesson Rationale: What is the purpose for choosing to teach this lesson? Was the decision based on analysis of collected data; classroom assessment, district assessment, state assessment? Is it an essential standard identified for the grade level? Essential Question(s): What essential questions will focus students on the learning in this lesson? Essential questions are influential, directive and require students to employ the process of critical thought through inquiry. Students construct a response that involves building personal knowledge. Essential questions require decision-making and/or implementation of an action plan. Behavioral Objective(s): Under what conditions, will the student demonstrate what they learn and how well can they validate the knowledge gained in the lesson? Objectives should be written including four components; condition, audience, behavior, and degree of mastery. Instructional Objective(s): Assessment Tool(s): Instructional Strategies: What will be the teacher focus during the lesson? How will the teacher’s focus during the lesson define and develop their practice? How will the teacher’s actions demonstrate a holistic, developmental view of teaching? What assessment tool will you use to determine each student’s mastery of the objective(s)? The assessment tool should be aligned with the goal(s), standard(s), and objective(s) in the lesson. What instructional strategies will you use during the lesson? Varied instructional strategies should be used in each lesson, going beyond lecture and workbook pages. Lesson Sequence Time: Transfer Of Knowledge, Setting The Stage For Learning, Sharing Of Objective(s) With Students: Guided Practice: How much time will you allot for the teaching of this lesson? How will you transition from the various instructional stages of the lesson? What methods will you use to focus students on the lesson? How will you capture their interest? In what ways will you tie this lesson to the students’ past knowledge? How will you communicate the objective/lesson purpose to students? In what way will you practice the lesson concepts with the entire class before differentiating the instruction for various learner groups? What instructional strategy will be incorporated during guided practice? Independent Practice: What will students from various learner groups do to practice the new concept from the lesson? Closure: What culminating comments, activities, or discussions will be used to restate the concepts taught in the lesson? How will you establish whether or not students have developed concept understandings and can execute basic skills? Differentiated Instruction Activities – Teaching & Grouping Strategies Gifted & Talented ELL What activities will the GATE students be asked to perform that are appropriate to their abilities and which will lead to further development of personal understanding? What activities will the ELL students be asked to perform that are appropriate to their abilities? How will the lesson use scaffolding to allow equal access to lesson content? Below Grade Level What activities will the below grade level students be asked to perform that are appropriate to their abilities? How will these activities create concrete experiences which can be applied in an abstract manner? Special Education (IEP, 504, Or Other) What activities will the students with special needs be asked to perform that are appropriate to their abilities? How will individualized scaffolding be incorporated for each student’s distinct need? Resources Texts/Trade Books: What textbooks or trade books will best support the instruction of the lesson and student learning? Handouts: What handouts need to be prepared and used to best support the instruction of the lesson and student learning? Technology: What technology will be utilized to best support the instruction and student learning? Other Materials: What other materials will be needed to support the instruction and student learning?
Purchase answer to see full attachment