Mathematics
Grand Canyon COE Lesson Plan and DOK Questions Table Assignment

gcu

Question Description

Details:

Select a 1-5 grade level, NC state standard based on the Number and Operations in Base Ten domain.

Design and complete the National/State Learning Standards, Specific Learning Target(s)/Objectives, and Learning and Teaching Activities sections of the COE Lesson Plan Template. Be sure to include appropriate support and guidance for fostering academic language.

Upon completion of your partial lesson, draft 20 questions to guide meaningful learning progressions and foster problem solving for individuals with exceptionalities. Five of the questions should activate prior knowledge and the remaining 15 questions should be based on the progression of the lesson activity and probe the four Depth of Knowledge levels.

Using four of the questions you drafted, complete the attached “DOK Questions Table.”


See Rubric below

Drafting Essential Questions

1
No Evidence
0.00%

2
Nominal Evidence
69.00%

3
Unacceptable Evidence
74.00%

4
Acceptable Evidence
87.00%

5
Target Evidence
100.00%

70.0 %Content

10.0 %Lesson Plan Content

No submission.

Lesson plan does not include learning objectives and instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets.

Lesson plan includes inappropriate instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets.

Lesson plan includes appropriate instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets.

Lesson plan includes engaging instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets.

10.0 %PLANNING: Instructional Script and Materials

No submission.

Lesson plan does not use effective, verbal, nonverbal techniques in a way that would create opportunities for learning and collaboration.

Lesson plan does not adequately address student or class needs, and/or includes thinly designed use of verbal, nonverbal techniques to create opportunities for learning and collaboration.

Lesson plan includes basic, appropriate use of student-centered verbal, nonverbal techniques to create opportunities for learning and collaboration.

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.

10.0 %PLANNING: Meeting the Varied Learning Needs of Students

No submission.

Lesson plan instruction and instructional supports ignores the learning needs of the students.

Lesson plan does not fully differentiate instructional activities and supports. It inadequately addresses the needs of the students.

Lesson plan includes basic differentiated instructional activities and supports that are designed to generally meet the needs of students.

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.

10.0 %PLANNING: Meeting the Language Needs of Students

No submission.

Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of the student.

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.

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.

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.

15.0 %Essential Questions

No submission.

Essential questions do not promote conceptual understanding related to the Number and Operations in Base Ten domain.

Essential questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are inadequately drafted.

Essential questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are drafted.

Essential questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are expertly drafted.

15.0 %DOK Questions Table

No submission.

Depth of knowledge questions do not promote conceptual understanding related to the Number and Operations in Base Ten domain.

Depth of knowledge questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are inadequately drafted.

Depth of knowledge questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are drafted.

Depth of knowledge questions promoting conceptual understanding related to the Number and Operations in Base Ten domain are expertly drafted.

Unformatted Attachment Preview

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 Learning number and its text. 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 DOK Questions Table DOK Level One Question from that Level Examples of Student Responses Rationale of why Chosen Question Meets DOK Level Level 1: Recall Level 2: Skill/Concept Level 3: Strategic Thinking © 2015. Grand Canyon University. All Rights Reserved. Level 4: Extended Thinking © 2015. Grand Canyon University. All Rights Reserved. ...
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Final Answer

Attached.

DOK Questions Table
DOK Level
Level 1:
Recall

Level 2:
Skill/Concept

One Question from that
Level
-

-

Can you recall how

Examples of Student Responses
-

Rationale of why Chosen Question
Meets DOK Level

60

-

It test the students ability to

many seconds are

remember what they learned in

there in a minute?

the previous lesson

How do I know

-

when I should make
a trade?

-

when the unit value is 10

-

Students are able to explain

you trade with a one rod

why

When the units are 100 you

happened.

trade with a flat

© 2015. Grand Canyon University. All Rights Reserved.

a

certain

scenario

Level 3:
Strategic Thinking

Level 4:
Extended Thinking

-

-

How

is

the

flat

-

100 rods make one flat

related to the rod?

-

100 rods makes 10 flats

When you roll your

-

When the number is 10

-

Students

can

relate

one

mathematical term to another
-

Students connect what they

number cube, when

learned at the beginning of the

can you take your

lesson with what they are

rod and placing it on

doing now.

your

play

without

board

taking

a

unit?

© 2015. Grand Canyon University. All Rights Reserved.


GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher
GRADE 3

Candidate:
Grade Level:

4/11/2018

Date:

MATHEMATICS

Unit/Subject:

NUMBER AND OPERATION IN BASE TEN

Instructional Plan
Title

I. PLANNING
Lesson

Mathematical language basically forms the basis of correct communication and

summary

reasoning of a mathematically talented student. This lesson seeks to help the

and focus:

student understand the use of place value when performing multi-digit arithmetic.
The student will learn how to round-off numbers to the nearest whole numbers
and also deeply understand how fractions operate.

Classroom

Inquiry and wrong answers by students in class are an opportunity for them to

and student

learn more on the topic. ...

Lessermaster (16362)
Cornell University

Anonymous
Return customer, been using sp for a good two years now.

Anonymous
Thanks as always for the good work!

Anonymous
Excellent job

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