I need this social science lesson and essay done asap

fjvfure
timer Asked: Nov 18th, 2014

Question Description

Task: 

A. Using the attached lesson plan format, create an original lesson plan that WGU Lesson Plan Format (0913) (1).docx 

combines social sciences and one or more other disciplines. Submit this lesson 

plan as an attachment to this task. In your lesson plan, include the use of the 

following: 

1. Appropriate hands-on activities 

2. Appropriate primary resources (e.g., poems, songs, personal journals 

representing first-hand interpretations) B. Contact the specific school staff member, teacher, or administrator at the 

location of your school placement who supervises your pre-clinical experience 

(PCE); arrange to meet with a classroom teacher to review your lesson plan. Ask 

the classroom teacher to make suggestions for improving your plan. If you have 

not yet received confirmation of your PCE placement, contact your mentor before 

proceeding with this task. 

C. Revise your lesson plan based on the collaboration with the classroom teacher. 

Clearly indicate revised portions of the lesson plan using highlighting or 

bold/italicized font. Submit this revised lesson plan as an attachment to this task. 

D. Write an essay (suggested length of 1–2 pages) reflecting on the process of this 

collaboration and your subsequent revision of your lesson plan as a result of this 

collaboration. In your essay: 

1. Explain the importance of collaborating effectively with colleagues to support 

student development, learning, and well-being. 

2. Explain the insights you gained from the observed video regarding 

collaborative planning. 

3. Analyze the process of your collaboration with the classroom teacher. 

4. Explain how the collaborative process impacted your teaching strategies and 

instructional plan/sequence of instruction. 

5. Explain why you made your revisions to your lesson plan based on the 

collaboration. 


Unformatted Attachment Preview

LESSON PLAN Name: WGU Task Objective Number: GENERAL INFORMATION Lesson Title & Subject(s): Topic or Unit of Study: Grade/Level: Instructional Setting: (e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays) STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s): To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state. Select standard(s). Lesson Goals: (A statement describing the overall purpose of the lesson; what the students are expected to know or do at the end of the lesson) Lesson Objective(s): (Your objective(s) should align with the knowledge and skills taught as well as with the assessment chosen for this task. All learning objectives must include a Specific Behavior, Condition, and Measurable Criteria) MATERIALS AND RESOURCES Instructional Materials: Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates) Resources: Supplementary information and/or places where you found information for the lesson INSTRUCTIONAL PLAN Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Identification of Student Prerequisite Skills Needed for Lesson: (e.g., anticipatory set, schema, purpose of lesson for students, connections to previous learning, definitions of terms reviewed) 2. Presentation of New Information or Modeling: (e.g., term definitions, concepts, processes and/or approaches) 3. Guided Practice: (e.g., teacher directed, scaffolding, check for student understanding – including any questions to ask or anticipate from students) 4. Independent Student Practice: (e.g., teacher monitored, check for student understanding – including any questions to ask or anticipate from students) 5. Culminating or Closing Procedure/Activity/Event: (e.g., review terms, concepts, and/or learning process; establish connections to the next lesson; check for student understanding – including any questions to ask or anticipate from students) Pedagogical Strategy (or Strategies): (e.g., direct instruction, cooperative learning groups, partner work) Differentiated Instruction: Describe accommodations for such groups as English Language Learners, hearing impaired, learning disabled, physically disabled, and/or gifted/accelerated learners. Student Assessment/Rubrics: Describe how you will know if students have met the objective(s) for this lesson (include pre- and post-assessment plans—formal and/or informal, summative and/or formative, etc.).
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