EDUC 676
LESSON PLAN TEMPLATE
Name: Stefanie Wilson
Date: November 7, 2019
Subject and Grade Level: English 9
Topic: The Power of Listening
STANDARDS
A. State’s Standard of Learning:
B. State’s Aligned Standards of Learning:
Objectives:
• Students will understand the power of active listening.
• Students will learn and practice active learning techniques.
• Students will discuss the power of listening to others.
Materials:
• SMART board and speakers
• Active listener handout
Technology Connection:
• SMART Technology
Character Education Principle:
This lesson will help students become more aware of God’s intent for us to listen to one another exemplifying
love and respect to all human kind. God’s will for us is to be quick listeners, slow to anger and slow to speak
(James 1:19, NLT). Through reflecting on the power of listening, students will be able to develop stronger
listenings skills and model listening to others and what it’s like to be listened too.
Pre Assessment:
Facilitate a short group discussing using the following prompt:
Name a time when you had to listen to a lecture, speech, or directions?
Was it easy or difficult to hear the message?
Why do you think it might be have been easy/difficult to listen?
Procedures
• Set: The teacher explain that students will explore the power of listening to others, as well as being
listended to. The teacher will play video on active listening and ask for volunteers to summarize the
clip. The teacher will facilitate a short discussion using the following prompts:
•
How did Walker show Marisa that he was really listenting to her?
•
Why do you think it was powerful for John to listen to Frankie regardless of the
caterpillar?
•
Developmental Activities
1. Instruction:
• Instruction/Modeling: Students will be given necessary background information and
participate in classroom discussion to describe the power of listening.
2. Guided Practice:
• Guided Practice: The teacher will model the steps on how to demonstrate active listening
EDUC 676
through response, body language, and engagement.
3. Independent Practice:
• Independent Practice: Students will participate in group discussion to complete classroom
anchor chart on how to be a powerful listener.
Closure:
The student will write a short paragraph on their philosophy on being a powerful listener to create a healthy
classroom environment.
Diversity / Differentiation for Exceptionalities
Description of Class:
•
•
•
•
Learning Styles (modalities / multiple intelligences) LEP LD, ED, ADD, ID –
Multicultural Connections –
Impact on Instructional Design:
Evaluation:
EDUC 676
LESSON PLAN TEMPLATE
Name:Corey A. Reid
Date: November 6, 2019
Subject and Grade Level: Social Studies 6th grade
Topic: Latin Americann Geography
STANDARDS
A. State’s Standard of Learning:
SS6G1
Locate selected features of Latin America
a) Locate on a world and regional political-physical map: Amazon River, Amazon Rainforest,
Caribbean Sea, Gulf of Mexico, Atlantic Ocean, Pacific Ocean, Panama Canal, Andes
Mountains, Sierra Madre Mountains, and Atacama Desert.
b) Locate on a world and regional political-physical map the countries of Brazil, Chile,
Colombia, Cuba, Mexico, and Panama.
B. State’s Aligned Standards of Learning:
Providing access to grade-level content standards will be different for each student, based upon
individual strengths and needs. Teachers may utilize different types of instructional materials to
teach academic content (including pictures, symbols, tactile objects, adapted books, and assistive
technology), and students may show understanding using different methods (including using
Augmentative/Alternative Communication (AAC) devices to answer questions, matching
symbols or tactile objects, using switches to make choices). Other skills important to the student,
such as adapted behavior, self-help, communication and motor, will continue to be a part of each
student’s IEP and instructional day.(Ga Standards.org)
Objective: Given a word bank and a blank map of specific Latin American geography students will match the
proper word with its proper place on the map with 85% accuracy.
Materials:
Map of Latin America
Globe
School Text Book
Video detailing the plant, animal, and human inhabitants of the Amazon Rain Forest
Outside Text) World Regions: The Americas: Student Edition 2012 (Holt McDougal, 2010)
Power Point detailing each geographic location
Interactive Panel
Word Bank with definition and description of each word (each word coincides with a place on the regional map
that we are studying)
Technology Connection: Teacher will utilize slides with pictures of geographic locations highlighted and
game clickers will be used in a team environment with point accumulation for competition. Videos chronicling
the geography, animal, plant, and human life of the region of study.
Character Education Principle:
Thankfulness: The hope is that students will study the social construct of the people that inhabit this particular
area of study. Students will identify with the inhabitants of the region of study. Students will contrast their lives
and their access to natural resources and human necessities and understand the hardships that people in other
EDUC 676
regions of the world struggle with on a daily basis.
Pre Assessment: The student’s attention will be directed to the smart board. The map of the geographical areas
of Latin America that the class will study will be on the smart board. I will access through discussion, question
and answer, what level of understanding the students have regarding the areas of study
Procedures
a. Set:
Student’s attention will be focused on the interactive panel. On the panel will be a blank map of the
region of study. On the side of the map will be a word bank with words that coincide with places on the
blank map. Students will be asked to volunteer and come up to the panel and write the word that
coincide with the blank area of the map. Students will be informed that this region of the world will be
the topic of study for the next assessment and that they will be required to match the names with their
place on the map.
b. Developmental Activities
Instruction:
• To provide context to the region students will view a video about the region of study.
• Students will participate in class discussion paired with a power point presentation about each
individual place or body of water.
• Students will participate in read aloud from the text book World Regions: The Americas.
• Using the interactive panel students will guide the discussion by asking questions about the region of
study and researching the answers on the interactive panel for the class to view.
1. Guided Practice:
The students will be broken up into groups and they will be given a blank map of the region.
There will be a word bank on the side and the student groups will be asked to fill in the blank
map within an allotted time frame. It will be structured as a game and the group that is most
accurate will be the game winner. The teacher will walk around and listen to the students and
analyze their discussions and identify areas that need further instruction.
2. Independent Practice:
Student will be asked to use colored pencils and a blank sheet of white craft paper and draw the
region of study. This drawing should be complete with the names of the land masses and the
bodies of water that we are studying. Students are to strive for accuracy relating to the proximity
of the land masses and bodies of water to each other.
c. Closure:
A few students will be called upon to display their drawings and again describe some of the places on
the drawing.
The teacher will again call on students to walk up to the interactive panel and match the words from the
word bank with its place on the map.
Diversity / Differentiation for Exceptionalities
Description of Class: General education classroom that also includes students with disabilities as described
in their IEP’s. The fictional class consist of a general education teacher and a special education co-teacher.
•
Learning Styles (modalities / multiple intelligences) – Auditory learners will benefit from listening to
descriptions of specific geography and read aloud from the designated text. Visual learners will benefit
EDUC 676
•
•
•
from viewing maps and pictures of geography. Kinesthetic learners will benefit from standing and
finding places on the map and also finding places on the globe.
LEP - Classroom discussion about geographic vocabulary at the beginning of the unit is essential. The
association of pictures of geographic locations with the names of the locations will benefit these
students.
LD, ED, ADD, ID – These students will benefit from more individual instruction. Regular feedback is
necessary. Also, independent segmented practice given a few geographic locations at a time will be
beneficial to these students
Multicultural Connections – Pictures of the inhabitants of the geographic locations will be utilized.
The attempt to compare the social construct of the inhabitants of the geographic locations with the lives
of the students’ present day will be useful.
Impact on Instructional Design:
This lesson is designed with all students in mind. The objective for this lesson is very simple. The students
will be asked to match the words from the word bank with its proper place on the map given. The hope is
that the students will be inquisitive as to the areas of study and that their inquisitiveness will lead to
meaningful discussion.
Evaluation:
Each student will be given the same blank map that we previously studied. There will be a word bank on the
side of the map. The student will be asked to match the word from the word bank with its place on the map. For
extra credit the student will be asked to pick two places on the map and describe a day in the life of an adult
male or an adult female that inhabits the areas chosen.
EDUC 676
DISCUSSION BOARD FORUM GRADING RUBRIC
Criteria
Content 70%
Thread
Replies
Structure 30%
Professional
Writing Skills
Advanced
24 to 25 points
All major points of the prompt are
addressed with thoughtful analysis
(considering assumptions, analyzing
implications, and comparing
/contrasting concepts from Reading
& Study materials) in at least 300
words.
Levels of Achievement
Proficient
22 to 23 points
Most major points of the prompt
are addressed with thoughtful
analysis (considering assumptions,
analyzing implications, and
comparing/contrasting concepts
from Reading & Study materials)
in 250–299 words.
9 to 10 points
7 to 8 points
Candidate responds to the thread of at Candidate responds to thread of at
least 2 peers and includes
least 2 peers and includes
• At least 150 words in both posts
• Fewer than 150 words in at
least 1 post
• Substantive comments (not just
“agree” or “great post”)
• Substantive comments (not just
“agree” or “great post”)
• Comments that further the
discussion with cited insights
• Comments that somewhat add
from text or professional
to the discussion without cited
resources (in-text citations and
insights from text or
reference list at end of posts).
professional resources.
Advanced
Proficient
14 to 15 points
13 points
Between 1-3 errors in
• Correct spelling and grammar
• Spelling and grammar used
• Correct sentence structure (no
fragments, comma splices, or run• Sentence structure or run-on
on sentences)
sentence)
• Correct APA format of in-text
• APA format of in-text citations
citations and reference list.
and reference list.
Developing
1 to 21 points
Some of the major points of
the prompt are addressed
with thoughtful analysis
(considering assumptions,
analyzing implications, and
comparing/contrasting
concepts from Reading &
Study materials) in fewer
than 250 words.
1 to 6 points
Candidate responds to thread
of 1–2 peers and includes
• Fewer than 150 words in
at least 1 post
• Comments are more
personal in nature with
weak substance
• Comments that do not
add to the discussion.
Not present
0 points
Major points of the
prompt are not
addressed with
thoughtful
analysis.
Developing
1 to 12 points
Between 4-6 errors in
• Spelling and grammar
used
• Sentence structure
• APA format of in-text
citations and reference
list.
Not present
0 points
More than 6 errors
are present in
spelling, grammar,
sentence structure,
or APA format.
0 points
Candidate failed to
respond to peers as
required.
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