Can anyone complete this assignment following the exact guidelines? My topic is Spring. The grade level is first grade.

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This assignment needs to be extremely professional.  Grammar free and plagiarism free!!!! It needs complete thinking. Attached is the lesson plan template that must be followed accordingly.  Everything must flow.

Lesson Plan Template to use for lesson plan.docx

Attached is also the grading rubric which is what the grade will be based on.

Grading Rubric for lesson plan 2015.docx

 My topic is Spring. The grade level is first grade. 

TSWBAT stands for the students will be able to

TTWS stands for the teacher will say

TSWS stands for the students will say

******I NEED THIS ASSIGNMENT BY 5pm CENTRAL STANDARD TIME NOVEMBER 24, 2015.*******

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Name/Author: Description Title: Topic: Subject: Integrated Subjects: Grade: Date of lesson: Time and duration of lesson: Description: Standards [PreK: IL-ELS] [K-12: IL-SEL (social/emotional), IL-PDH (physical/health), IL-SS or NCSS (social studies), CC-ELA-2010 (literacy), CC-MA2010 (math), NGSS-2013 (science), NCTE (technology)] List the goal(s), standard(s), and/or related benchmark(s). For each benchmark, list the related standard. Use the appropriate acronym to identify the name of the standard. Make sure all standards match your objectives and lesson. • Content Knowledge Knowledge: State clearly the concepts involved in this lesson or the content knowledge that you used in the creation of this lesson. Academic Language Language: State clearly the language and vocabulary that the students will learn and use (and the teacher will use in the lesson). Lesson Objective(s) Use Blooms taxonomy to create objectives – lower order and higher order thinking. Make sure each objective matches a standard and is addressed in the lesson. Each objective should be assessed (address each one in assessment section). Start each one with a verb from Bloom’s. The students will be able to (TSWBAT): 1. 2. 3. 4. 5. Lesson Assessment Does your assessment and lesson match your objectives? Explain. Prerequisite Knowledge Describe what you expect the students to be able to do or understand beforehand that is important for this lesson. Before Lesson Assessment How will you assess what they know before you teach the lesson? Resources/Materials/Technology applications that will enhance instruction List the materials used in the implementation of this lesson. Include copies of any handouts and website links, if applicable. Be clear with the quantity and description so that any person reading it can understand it. If you want, you can separate it into teacher materials and student materials. • List the resources and references used in planning this lesson. Include title, website or book, etc. • Anticipatory Set/Motivating Activity Describe an activity that introduces the lesson in a way that will help the students begin to think about important aspects of the concepts to be developed in the lesson. Write as a numbered list of instructions (bullets are categorized). Developmental Activity Write as a numbered list (use number bullets) of instructions to yourself. Include specific descriptions of what you would have the students do. Include within the outline important questions that you would ask, including higher order thinking questions throughout the lesson that are circle bulleted and italicized (to stand out). Teaching/Modeling Guided Practice Independent Practice Closure Accommodations for Individual Differences (Directions, Approaches, Activities) Consider behavioral, emotional, and/or physical concerns. Choose at least 3 categories of exceptional learners. Examples include physical impairments, visual impairments, hearing impairments, behavioral issues, emotional concerns, ADHD, Autism, and health concerns. Physical Impairments: Differentiated Instruction Briefly describe several instructional strategies that address different parts of the lesson for each of the following: Students who are performing below level (remediation): Students who are performing above level (enrichment): Alternate activities for ELL: Assessment Describe how you will assess the students’ performance. Specific questions that you will ask to assess learning and objectives: • Paragraph of what specifically you are assessing and how: Rubric with objectives that includes specific criteria for non mastery, emerging, mastery. (include table/chart) Objective Non-Mastery Emerging Post-Lesson Strategies to Implement, based on Assessment data: List several strategies for each category below that address most of the objectives. Strategies for students who mastered objectives: • Strategies for students who did not master objectives: • Mastery Grading Rubric (0 pt) Unsatisfactory (1 pt) Standards, goals, and/or related benchmarks are vague. Basic (2 pt) Standards are stated, but goals/ benchmarks are missing. The major concept(s) to be learned in the lesson are stated but may be incomplete or inaccurate. Lesson objective is vague. Knowledge necessary to learn from the lesson is vague. The assessment of students’ prior knowledge of the lesson concept(s) is vague. Resource list and/or materials’ list are incomplete. Proficient (3 pt) Standards are stated and most goals/ benchmarks are identified. The major concept(s) to be learned in the lesson are stated and accurate. Distinguished (4 pt) All standards, goals, and benchmarks are clearly stated. Lesson objective is stated. Lesson objective is clearly stated using academic language. Knowledge necessary to learn from the lesson is clearly described. Standards, Goals, and /or Related Benchmarks 5% Content Knowledge 10% Standards, goals, and/or related benchmarks are not listed. Lesson Objective 5% Lesson objective is missing. Prerequisite Knowledge 5% Knowledge necessary to learn from the lesson is missing. Before Lesson Assessment 5% The assessment of students’ prior knowledge of the lesson concept(s) is missing. Resource/ Materials/ Technology 5% Resource list and/or materials’ list are missing. Resource list and/or materials’ list are incomplete or inaccurate. Anticipatory Set/ Motivational Activity 5% The activity to introduce the lesson concept(s) is missing. The activity that introduces the lesson concept(s) is incomplete. The activity that introduces the lesson concept(s) is vague. Developmental Activity 30% Activities and procedures for achieving the objective(s) are missing. Activities and procedures for achieving the objective(s) are incomplete. Activities and procedures for achieving the objective(s) are vague. Activities and procedures for achieving the objective(s) are developed and complete. Accommodating for Individual Differences 5% Accommodations for Individual differences are missing. Accommodations for individual differences are incomplete. Accommodati ons for individual’s differences are Accommodations for individual differences are stated and The major concept(s) to be learned in the lesson are missing. The major concept(s) to be learned in the lesson are poorly stated and are either incomplete or inaccurate. Lesson objective is incomplete or inaccurate. Knowledge necessary to learn from the lesson is incomplete or inaccurate. The assessment of students’ prior knowledge of the lesson concept(s) is incomplete or inaccurate. Knowledge necessary to learn from the lesson is stated. The major concept(s) to be learned in the lesson are clearly detailed and accurately stated using academic language. The assessment of students’ prior knowledge of the lesson concept(s) is stated. The assessment of students’ prior knowledge of the lesson concept(s) is clearly described and complete. Resources and materials are listed and handouts are attached. Technology is included. The activity that introduces the lesson concept(s) is clearly stated. Resources and materials are listed in detail and handouts are attached. Technology enhanced the lesson. The activity that introduces the lesson concept(s) is clearly and fully stated in a way that engages students’ thinking about important aspects of the lesson. Activities and procedures for achieving the objective(s) are well developed, Higher order questioning, and closure are included. Accommodations for individual differences are clearly stated, complete, and Differentiated Instruction 5% Remediation activities for students who are performing below level and enrichment activities for those who are performing above level are missing . Remediation activities for students who are performing below level and enrichment activities for those who are performing above level are incomplete. Assessment 10% Assessment is missing. Assessment does not correspond to the objective(s). Reflection 5% Statements that indicate the teacher’s reflection of the lesson presentation, organization and content are missing. Statements that indicated the teacher’s reflection of the lesson presentation, organization, and content are incomplete. Grammatical Conventions 5% The written lesson plan does not adhere to grammatical conventions and is poorly written. The written lesson plan does not adhere to grammatical conventions and has multiple spelling/ typographical errors. vaguely addressed. complete. implemented. Remediation activities for students who are performing below level and enrichment activities for those who are performing above level are vague. Assessment corresponds to the objective(s) but is vague or incomplete. Statements that indicate the teacher’s reflection of the lesson presentation, organization, and content are all vaguely addressed. Remediation activities for students who are performing below level and enrichment activities for those who are performing above level are stated. Remediation activities for students who are performing below level and enrichment activities for those who are performing above level are clearly stated, complete, and engaging. Assessment corresponds to the objective(s) and is complete. Assessment corresponds to the objective(s) clearly and provides feedback about content taught. Statements that indicate the teacher’s reflection of the lesson presentation, organization, and content are all addressed. Detailed statements pertaining to all three components are clearly written. The written lesson plan generally adheres to grammatical conventions but has multiple spelling/ typographical errors. The written lesson plan adheres to written grammatical conventions, with two or fewer spelling mistakes or typographical errors. The concisely written lesson plan adheres to written grammatical conventions, with no spelling mistakes or typographical errors.
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Anonymous
Excellent resource! Really helped me get the gist of things.

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