SEC 516 Grand Canyon University World Geography Lesson Plan Worksheet

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Humanities

SEC 516

Grand Canyon University

SEC

Description

After analyzing assessment data to understand patterns and gaps in learning, the next step in instructional planning is to develop lessons that integrate the information to create appropriate learning experiences.

For this assignment, select a topic from your Assessment Analysis Action Plan to create a single lesson plan using the “COE Lesson Plan Template.”

Focus on the following:

  • National/State Learning Standards – List reading or writing standard from the Assessment Analysis Action Plan
  • Specific Learning Objectives – Align to selected standard
  • Resources, Materials, Equipment, and Technology – Include a rationale for how resources provide differentiated learning experiences
  • Anticipatory Set – Include  rationale for how student interest and prior knowledge are integrated
  • Multiple Means of Representation – Include rationale for how assessment data was used to adapt the planning and instruction for differentiated learning
  • Multiple Means of Expression – Include rationale and modifications for how the assessments in the lesson plan can be used to monitor and adjust instruction and create diverse learning experiences

Review this lesson plan with your mentor teacher prior to implementing it in Clinical Field Experience C.

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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 SEC-516 Class Code SEC-516-O500 Criteria Criteria Percentage 100.0% National/State Learning Standard, Selected Reading/Writing Standard, and Learning Objectives 10.0% Anticipatory Set (including rationale for how student interest and prior knowledge are integrated) 15.0% Multiple Means of Representation (including rationale for how state standardized assessment data was used to adapt the planning and instruction for differentiated learning) 20.0% Multiple Means of Expression (including rationale and modifications for how the lesson plan assessments can be used to monitor and adjust instruction and create diverse learning experiences) 20.0% Resources, Materials, Equipment, and Technology (including a rationale for how these resources provide differentiated learning experiences) 15.0% Organization 10.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0% Total Weightage 100% Assignment Title Lesson Plan No Submission (0.00%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Total Points 60.0 Insufficient (69.00%) The reading/writing and content area standards are ineffectively aligned with learning objectives. The anticipatory set rationale unclearly explains how student interest and prior knowledge are integrated. Multiple means of representation rationale unrealistically explains how the assessment data was used to adapt the planning and instruction for differentiated learning. Multiple means of expression rationale poorly explains how the lesson plan assessments can be used to monitor and adjust instruction and create diverse learning experiences. Modifications are not identified. The list of instructional materials, equipment, and technology required to implement the lesson is not complete and the rationale inadequately explains how these resources provide differentiated learning experiences. An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized; may not relate to each other. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and/or word choice are present. Approaching (74.00%) The reading/writing and content area standards are marginally aligned with learning objectives. The anticipatory set rationale minimally explains how student interest and prior knowledge are integrated. Multiple means of representation rationale vaguely explains how the assessment data was used to adapt the planning and instruction for differentiated learning. Multiple means of expression rationale weakly explains how the lesson plan assessments can be used to monitor and adjust instruction and create diverse learning experiences. Modifications are unclear. The list of instructional materials, equipment, and technology required to implement the lesson is unfocused and/or the rationale ambiguously explains how these resources provide differentiated learning experiences. The content may not be adequately organized even though it provides the audience with a sense of the main idea. Some mechanical errors or typos are present but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language. Acceptable (87.00%) The reading/writing and content area standards are logically aligned with learning objectives. The anticipatory set rationale clearly explains how student interest and prior knowledge are integrated. Multiple means of representation rationale logically explains how the assessment data was used to adapt the planning and instruction for differentiated learning. Multiple means of expression rationale appropriately explains how the lesson plan assessments can be used to monitor and adjust instruction and create diverse learning experiences. Modifications are identified. The list of instructional materials, equipment, and technology required to implement the lesson is complete and the rationale descriptively explains how these resources provide differentiated learning experiences. The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech. Target (100.00%) The reading/writing and content area standards are innovatively aligned with learning objectives. The anticipatory set rationale creatively explains how student interest and prior knowledge are integrated. Multiple means of representation rationale thoroughly explains how the assessment data was used to adapt the planning and instruction for differentiated learning. Multiple means of expression rationale insightfully explains how the lesson plan assessments can be used to monitor and adjust instruction and create diverse learning experiences. Modifications are expertly identified. The list of instructional materials, equipment, and technology required to implement the lesson is substantial and the rationale innovatively explains how these resources provide differentiated learning experiences. The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea. Comments Writer is clearly in command of standard, written academic English. Points Earned Action Plan for Reading Standards for Informational Text (Grade 9-10) In World Geography, one of the standards that could be addressed in order to drive reading and writing proficiency would be 9-10.L.1 which entails the learner to possess key skills of standard English grammar and usage as they are writing about and speaking about the content administered. Identifying overall performance gap: The performance gap identified is that of learners’ proficiency levels. Forty-two students are minimally proficient, 28 are partially proficient, and only 30 meet or exceed the expectations of the standard. There is a huge difference between the scores of the learners and must be attended to in order for the learners’ enhancement. The overall performance discrepancies: The identified performance problem in these learners is that they are not meeting the expected standards for grade 9/10 learners. This is essential within the planning, layout, and transport of any education and improvement interest within the school environment. Since the regarded reasons to date for overall performance discrepancies were recognized as a loss of content material integration and evaluation of content material which include literature readings, it's important to decide and to remedy those discrepancies as quickly as we are able to. (Banta, 2014) Methods for the education wishes evaluation: The following are techniques we can use to acquire data for the evaluation. Classroom education Formative evaluation – This evaluation method for learners is taken during classroom hours. The learners can be given time in class to draw mind maps for brainstorming. The learners can also draft brief rough drafts to get feedback from the teacher(s). Diagnostic evaluation – This is performed before the facilitation takes place and also determines the design of the plan. In this instance, the educator should be able to determine the learners’ current proficiency skills, what part of reading and writing they have mastered and how the learner performs compared to other learners. Summative evaluation – this evaluation can be taken after all the assessment of learners has taken place to determine whether any change has taken place. (Bianco, 2013) In this case, whether students can now critically follow the desired performance strictly according to their rubrics. We will determine their final drafts on both literature reviews, essays, and readings. We will also determine what still needs to be worked on. The Need for learners: A clear and concise curriculum plan to ensure their reading and writing are up to par. The Cause: High difference in proficiency marks and in thinking critically to proceed to the next grade based on the skills they have developed. Are the teachers teaching them what they need to know? Can the teachers explain the reason for some of the learners underwhelming minimal grades in the reading and writing course? What are the consequences? To develop an action plan for learners to be able to apply the needed skills for next year. To employ educators who are knowledgeable in what they are doing. Goal: To ensure all grade 9-10 learners moving to the next grade are able to comprehend, analyze and answer literary questions with a high degree. How will the goal be achieved? By requesting the addition of study materials from the department and integrating it with the curriculum being offered. REFERENCES Bianco, J. L., & Aliani, R. (2013). Language planning and student experiences: Intention, rhetoric and implementation (Vol. 93). Multilingual matters. Sample Standardized Test Scores within High School Reading/Writing for Informational Text (Grades 9-10) % % % % AZ Reading/Writing Minimally Partially Proficient Highly Standards for Proficient Proficient Proficient Informational Text Reading Standards for Informational 25 33 30 12 Text Key Ideas and Details: 9-10.RI.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Standards for Informational 34 31 20 15 Text Craft and Structure: 9-10.RI.6 – Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Reading Standards for Informational 21 42 17 20 Text Integration of Knowledge and Ideas: 9-10.RI.9 – Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. Reading Standards for Informational 33 26 20 21 Text Range of Reading and Level of Text Complexity: 10.RI.10 – By the end of Grade 10, read and comprehend literary nonfiction at the high end of the Grades 9–10 text © 2021. Grand Canyon University. All Rights Reserved. complexity band independently and proficiently. Standards for Language Conventions of Standard English: 9-10.L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Standards for Language Vocabulary Acquisition and Use: 9-10.L.4 – Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on Grades 9–10 reading and content, choosing flexibly from a range of strategies. Standards for Writing Text Types and Purposes: 9-10.W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Standards for Writing Text Types and Purposes: 9-10.W.2 – Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 42 28 17 13 12 15 45 28 44 20 28 36 35 12 © 2021. Grand Canyon University. All Rights Reserved. 8 17
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Explanation & Answer

Please view explanation and answer below.

GCU College of Education

LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate
Name:

Grade Level:

Date:

Unit/Subject:

World Geography

Instructional Plan Title:

Reading Standards for Informational Text (Grade 9-10)
This lesson will equip the learner to attain Standard English Grammar and
Key Skills. Thus, the candidate will demonstrate proficiency when
speaking and writing about World Geography.

Lesson Summary and
Focus:

In 2-3 sentences, summarize the lesson, identifying the central focus
based on the content and skills you are teaching.

The lesson is about helping learners demonstrate proficiency in 9-10.L.1
standards of studying World Geography. The central focus of the lesson is
on identifying performance gaps and discrepancies and embracing several
methods of educative wishes evaluation.

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.

Some of the important classroom factors include the planning, layout, and
transport of education and improvement interest within the school
environment.
These factors have a huge impact on how students understand key
concepts in World Geography.

© 2019. Grand Canyon University. All Rights Reserved.

GCU College of Education

LESSON PLAN TEMPLATE

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.
Include the standards with the performance indicators and the standard
language in its entirety.

In World Geography, one of the standards that could be addressed in
order to drive reading and writing proficiency would be 9-10.L.1.
The identified performance problem in these learners is that they are not
meeting the expected standards for grade 9/10 learners.

Specific Learning
Tar...

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