Common Core Standards, assignment help

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Question Description

For this benchmark, you will be creating two children’s informational text lesson plans to teach from three different strands of the Common Core Standards based on the same informational text selection.

Use your Class Profile as background information on your students. Utilize an informational text listed in Appendix B of the Common Core Standards.

Create two formal lesson plans utilizing the COE Lesson Plan template. Each lesson must include a combination of instructional strategies that are best suited for the lesson and the needs of the students. Though it is not necessary to use all six of the strategies below, each chosen strategy should provide opportunities for all students to succeed.  

  1. Direct instruction
  2. Indirect instruction
  3. Collaborative learning
  4. Experiential learning
  5. Independent study
  6. Interactive instruction

While the two lesson plans share a theme, each lesson plan must be completed and submitted as a separate lesson plan.


Unformatted Attachment Preview

ELM-525 - Lesson Summary and Focus Male No Tier 2 RTI for Reading Grade level 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 Emma No Mid SES White Female No None One year below grade level One year above grade level Two years above grade level Internet Available at Home Hispanic Parental Involvement Low SES Math Performance Level Reading Performance Level Yes Age IEP/504 Arturo Other Gender Ethnicity Socio-economic Status English Language Learner Student Name Class Profile 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 Grade level One year below grade level At grade level Low No Grade level At grade level At grade level Low Yes One year below grade level One year below grade level No Tier 2 RTI for Reading One year above grade level Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level Frances No White Female No Diabetic Francesca No White Female No None Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math Grade level Grade level One year above grade level Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level Jade No Mid SES African American Female No None Grade level At grade level Kent No High SES White Male Emotionally Disabled None Grade level At grade level Female No None Grade level Mid SES Low SES One year below grade level One year below grade level Internet Available at Home Male Parental Involvement Hispanic Math Performance Level Reading Performance Level Low SES Age IEP/504 No Other Gender Ethnicity Socio-economic Status English Language Learner Student Name Enrique 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 Lolita No Mid SES Native American/ Pacific Islander Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Sharlene No Mid SES White Female Sophia No Mid SES White Female Stuart No Mid SES White Terrence No Mid SES White Wade No Mid SES White Male Wayne No High SES White Wendell No Mid SES Yung No Mid SES Internet Available at Home Parental Involvement Math Performance Level Other None Reading Performance Level IEP/504 No Low SES Age Gender Ethnicity Socio-economic Status English Language Learner Student Name Male No Noah Grade level At grade level At grade level Med Yes No None Grade level One year above grade level At grade level Med Med No None Grade level At grade level At grade level Med Yes Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes Male No None Grade level At grade level At grade level Med Yes No None Grade level Med Yes Male Learning Disabled Tier 3 RTI for Math Grade level High Yes African American Male Learning Disabled Tier 3 RTI for Math Grade level Med Yes Asian Male No NOTE: School does not have gifted program One year below grade level Low Yes White At grade level One year below grade level One year below grade level Two years above grade level One year above grade level Two years below grade level Two years below grade level Two years above grade level GCU College of Education LESSON PLAN TEMPLATE 03/2014 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. PLANNING Lesson summary and focus: Classroom and student factors: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students. National / State Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text. Learning Standards: Specific learning target(s) / objectives: Teaching notes: Specify exactly what the students will be able to do Clarify where this lesson falls within a unit of study. after the standards-based lesson. Agenda: Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment. Academic Key vocabulary: Language: Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson. Instructional Materials, Equipment and Technology: Grouping: Formative assessment: Identify the process and how you will measure the progress toward mastery of learning target(s). Function: Clarify the purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding? Form: Describe the structures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding? List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION. Identify grouping strategies that will support your students’ learning needs. Page 1 of 2 II. INSTRUCTION A. Opening Prior knowledge connection: Anticipatory set: Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives. Identify how this lesson is meaningful to the students and connects to their lives. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Your “I Do” instructional procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment. Students Do Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list. Differentiation Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Please use a corresponding numbered list. Also include extension activities: What will students who finish early do? III. ASSESSMENT Summative Assessment: Closure: Homework: Include details of any summative assessment as applicable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives. Differentiation: Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom. Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework. Page 2 of 2 ...
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Tutor Answer

peachblack
School: University of Maryland

HI.  I am looking forward to working with you on this one. Thanks!
HI. Please find attached. Do not hesitate to let me know if you me to do any revision. Thanks!

GCU College of Education

LESSON PLAN TEMPLATE
03/2014

Teacher
Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan
Title

Reading skills

I. PLANNING
This lesson will be keen on testing the students reading skills. They will be
Lesson
required to read a paragraph each of a comprehensive story. The main focus will
summary
and focus:
be to determine whether they can pronounce words correctly and also enhancing
their speaking skills. All the other students will be listening while they wait for
their turn to read.
Most of the students in my class are at the reading performance level grade.
Classroom
However, a few students are above the reading performance level while others are
and student
factors:
at level or two below the reading performance level. Therefore, for the students
that have special needs and those below the level of most students will be given
special attention. This includes arranging more time for them so that they can be
helped to be at the same level as others. Because the school has no gifted
programs, the students that are challenged will be studied keenly with the main
aim being letting them learn as much as possible from the lessons.
CCSS.ELA-LITERACY.RL.5.10By the end of the year read and comprehend
National /
literature, including stories, dramas, and poetry, atthe high end of the grades 4-5
State
text complexity band independently and proficiently.
Learning
CCSS.ELA-LITERACY.RL.5.4Determine the meaning vocabularies as they are
Standards:
used in a text, including figurativelanguage such as metaphors and similes
Specific learning target(s) / objectives:
Teaching notes:
After all the students have finished reading,
This lesson falls under the reading skills category.
they will be required to answer questions
It will test on the stud...

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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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