Large Question - Elementary Education Major

Content Type

User Generated

User

varrquryc92

Subject

Writing

Description

A. Write an essay (suggested length of 2–4 pages) in which you describe the contextual factors in the observed classroom and discuss how these factors affect the teaching and learning process. In your essay:

1. Describe three of the following observed classroom factors: physical features, availability of technology equipment and resources, classroom rules and routines, grouping patterns, scheduling, and classroom arrangement.
2. Describe two student characteristics considered when designing instructionand assessing learning (e.g., age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles/modalities, or skill levels).
3. Discuss student skills and prior learning that may influence the development of each of the

B. Determine learning goals and objectives for this lesson, which will later be incorporated into your lesson plan. Write an essay (suggested length of 1–2 pages) in which you:

1. List the learning goals that define what you expect students to know and be able to do by the end of the lesson. (These goals must align with learning goals and/or objectives the classroom teacher has established.)
2. Discuss how the goals are aligned with local (where available), state, and national standards. (If no local standards are available, discuss the lack of these standards.) ***** NJ STATE

C. Create an original assessment plan to monitor student progress toward learning goal(s) related to mastery of social science concepts. Your plan must include a written pre-assessment, a formative assessment, and a written post-assessment.

__Note: You will include the administration of a pre-assessment and a post- assessment from your assessment plan with your lesson.__

1. Provide blank copies of your pre- and post-assessments.
2. Write an essay (suggested length of 1–2 pages) in which you:
a. Explain how your assessments align with the learning goal(s) and objective(s).
b. Explain how your assessments authentically measure student learning.

D. Using the attached lesson plan format, develop your original 30–40 minute lesson plan. You will need to incorporate specific strategies to increase student comprehension of the content you will be teaching. Submit this lesson plan as an attachment to this task.

1. Develop one of the following original lesson aids to include in your integrated lesson plan:

• An appropriate worksheet or practice sheet
• An appropriate instructional game for 2–4 students (describe the game and its rules in 1–2 pages)
• An appropriate 10-question quiz

2. Include in your integrated lesson plan one visual aid that complements and extends meaning in the context of your lesson.

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.). 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.).