SPD 570 GCU Operations and Algebraic Lesson Plan

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timer Asked: Mar 3rd, 2019
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Question Description

Select a 1-5 grade level and corresponding Louisiana Standard on the Operation and Algebraic Thinking domain.

Locate four sample lesson plans that focus on your chosen standard and grade level, from four different websites. Using the sample lesson plans as resources, design a new Operation and Algebraic Thinking lesson plan using the COE Lesson Plan Template.

Upon completion of your new lesson plan, identify an appropriate instructional strategy for a student with difficulty in perception and attention, and an instructional strategy appropriate for a student with difficulty in memory and retrieval.

In 500-550 words, summarize each strategy, describing how each encourages critical thinking specific to your lesson. Be sure to rationalize the appropriateness of each strategy in regards to the specified student and learning target.

Support your choices with this week's readings and a minimum of two outside scholarly resources. In addition, cite the websites that you used as references to develop your lesson plan.

Prepare this assignment according to the guidelines found in the APA Style Guide, an abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Information to help with assignment

Elementary and Middle School Mathematics: Teaching Developmentally, Eighth Edition, by John A. Van de Walle, Karen S. Karp, and Jennifer M. Bay-Williams.

Read "Math Learning Disabilities," by Garnett, available from the LD Online website. http://www.ldonline.org/article/5896/

I and II of "Task Group Reports ofChapter 6: Report of the Task Group on Instructional Practices," by Gersten et al., from the U.S. Department of Education website. http://www2.ed.gov/about/bdscomm/list/mathpanel/report/instructional-practices.pdf

View the "Common Core State Standards for Math," video available on the Teaching Channel website.

https://www.teachingchannel.org/videos/common-core-state-standards-for-math?fd=1

Read "RTI: Mathematics," on The IRIS Center website. http://iris.peabody.vanderbilt.edu/module/rti-math/

Louisiana Believes http://www.louisianabelieves.com/



Unformatted Attachment Preview

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. © 2019. 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. © 2019. 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. © 2019. 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): © 2019. 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): © 2019. 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 how 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): © 2019. 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. © 2019. Grand Canyon University. All Rights Reserved. Time Needed Course Code SPD-570 Class Code SPD-570-O500 Criteria Content Percentage 70.0% Lesson Plan Content 15.0% PLANNING: Instructional Script and Materials 10.0% PLANNING: Meeting the Varied Learning Needs of Students 10.0% PLANNING: Meeting the Language Needs of Students 10.0% PLANNING: Assessments to Monitor Student Learning 10.0% Instructional Strategies Rationale 15.0% Organization and Effectiveness 20.0% Mechanics 20.0% Format 10.0% Paper Format (use of appropriate style for the major and assignment) 5.0% Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) 5.0% Total Weightage 100% Operations and Algebraic Lesson Plan No Evidence (0.00%) No submission. No submission. No submission. No submission. No submission. No submission. No submission. Template is not used appropriately or documentation format is rarely followed correctly. No submission. 80.0 Nominal Evidence (69.00%) Lesson plan does not include learning objectives and instructional activities related to the Operation and Algebraic Thinking domain; modifying and extending skills taught in the lesson plan and aligns to the identified learning target. Lesson plan does not use effective, verbal, nonverbal techniques in a way that would create opportunities for learning and collaboration. Lesson plan instruction and instructional supports ignores the learning needs of the students. Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of the student. Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of the student. Instructional strategies rationale in supporting choices specific to the individual student, to include the established learning target. The lesson plan contains inappropriate, incoherent language and/or sentence structures. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Reference page is present. Citations are inconsistently used. Unacceptable Evidence (74.00%) Lesson plan includes inappropriate instructional activities related to the Operation and Algebraic Thinking domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning target. Lesson plan does not adequately address student or class needs, and/or include thinly designed use of verbal, nonverbal techniques to create opportunities for learning and collaboration. Lesson plan does not fully differentiate instructional activities and supports. It inadequately addresses the needs of the students. Lesson plan only cursorily describes content-based vocabulary and includes underdeveloped instructional support for the use of vocabulary and additional language demands associated with the language function. Planned assessments are inadequate for monitoring the understanding and skill development of students in the content area. The assessments are not well aligned to the stated learning targets and do not include adequate modifications for the individual student. Instructional strategies rationale is insufficient in supporting choices specific to the individual student, to include the established learning target. The lesson plan contains mechanical and conventional errors or non-relevant language that affects meaning and clarity. Appropriate template is used. Formatting is correct, although some minor errors may be present. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present Acceptable Evidence (87.00%) Lesson plan includes appropriate instructional activities related to the Operation and Algebraic Thinking domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning target. Lesson plan includes basic, appropriate use of studentcentered verbal, nonverbal techniques to create opportunities for learning and collaboration. Lesson plan includes basic differentiated instructional activities and supports that are designed to generally meet the needs of students. Lesson plan identifies content-based vocabulary and includes general instructional support for the use of vocabulary and additional language demands associated with the language function. Planned assessments provide clear, basic methods to monitor the deep understanding and skill development of students in the content area throughout and at the end of the lesson. They generally align to the stated learning targets and include simple modifications for the individual student. Instructional strategies rationale is sufficient in supporting choices specific to the individual student, to include the established learning target. The lesson plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. Appropriate template is fully used. There are virtually no errors in formatting style. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. Target Evidence (100.00%) Lesson plan includes engaging instructional activities related to the Operation and Algebraic Thinking domain; modifying and extending skills taught in the lesson plan, and aligns to the identified learning target. Lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal techniques to create opportunities for active inquiry, collaboration and supportive interaction. Lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. Lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function. Planned assessments creatively allow for multiple forms of evidence in order to monitor the understanding and skill development of students in the content area throughout and at the end of the lesson. They align with the stated learning targets and standards and include well-crafted modifications for the individual needs of students. Instructional strategies rationale is comprehensive and professional in supporting choices specific to the individual student, to include the established learning target. Comments The lesson plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topicrelated language. All format elements are correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. Points Earned ...
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Tutor Answer

Msharon
School: UCLA

Attached.

Running head: LEARNING STRATEGIES

1

Learning Strategies
Name:
Course:
Professor:
Date:

2

LEARNING STRATEGIES
Instructional strategy for improved attention: use of one-on-one and small group
instruction

Many students have persistent trouble paying attention at some point in the classroom.
While the classroom is a busy environment, the inability of a student to pay the required attention
can create learning disabilities. For example, a student who does not pay attention can find it
difficult to not only memorize by until understanding the basic facts of the algebraic expressions.
While this can be a health issue, a teacher has responsibility of development an accommodative
environment that allows the student to improve his or her listening and contributory abilities at the
classroom.
The use of group focus and minimizing distractions at the classroom are essential measures
that can be used by an instructor to improve the attention of a student. Essentially, the use of oneon-one and small group instruction is an essential strategy that can be used to improve the focus
of the fourth-grade students on algebra lessons. Group focus is an essential strategy that can be
used to maintain activity flow in a classroom. Essentially, teaching groups requires fewer skills
and effort to keep the whole class attentive and involved, while other students are performing
(understood.org). Group altering is the ability to attract and sustain the attention of the whole class
while one individual is presenting his or her argument. As such, an instructor cab easily monitory
the students with difficulty in conversation and ensure that they can all contribute to the discussions
as required. Learning in small groups can be helpful for students with both learning and attention
issues. For example, students with dyslexia can frequently meet in a small group setting for various
discussions (understood.org). During the group focus, the instructor should be present to ensure
that each group member participates and is up to date with the information provided by the
presenting individual.

LEARNING STRATEGIES

3

An instructor can advance this instructional strategy by eliminating any distractions in the
classroom. For example, the instructor should get rid of any visualization such as wall charts that
may cause distractions. Also, a teacher should ensure that the students are in a quiet environment
to be able to keep the attention of the students. During the group setting, the instructor should guide
the students in ensuring consistency. Ideally, an inconsistent tends to undermine the attention of
the students. For example, an instructor should provide curriculums that allow the student to
maintain a precise flow to ensure that the students can be able to maintain their ...

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Anonymous
Tutor went the extra mile to help me with this essay. Citations were a bit shaky but I appreciated how well he handled APA styles and how ok he was to change them even though I didnt specify. Got a B+ which is believable and acceptable.

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