Week Three Assignment

timer Asked: Apr 17th, 2017

Question description

Lesson Plan

We have examined a variety of instructional models. Select one of the models we have learned about and create a lesson plan (based on academic standards) using that instructional model.

Be sure to address each of the items below in your lesson plan:

  1. Identify the instructional model you have chosen.
  2. State the academic standards on which the lesson is based.
  3. Describe the grade level for which your lesson is written.
  4. Write one students will understand objective, at least two students will know objectives, and at least two students will be able to do objectives to meet the academic standard you have chosen.
  5. Describe assessments that will be utilized to measure students’ mastery of the objectives.
  6. Explain the procedures you will use to teach the lesson. Be as specific as possible. Pretend you are writing plans for a substitute teacher. Your lesson must be explicit enough for the substitute teacher to be able to implement.

Your lesson plan should be written using the KUD format (will be attached) provided in the resources section of the course. Please refer to chapters 3, 4, and 5 as well as other resources to create your lesson plan.

**Example page will be attached as well. If you need any additional assistance let me know.**

EDU 381: Curriculum and Instructional Design Week Three Assignment – EXAMPLE 2 Grade Level Pre-School (ages 3-4), I believe that this will be the most common age to come to Story Hour at the library. Instructional Model I will be using problem-based learning skills (student-centered model) coupled with Bizar and Daniels “7 Best Practices”. I chose this model because I will be working with a small group of children in Story Hour as opposed to a whole class and will be proposing real-world problems for groups to solve. Standards CCSS.MATH.CONTENT.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. (Common Core State Standards Initiative, n.d.) *I borrowed from the Kindergarten standards Objectives Students will understand • The Student will understand that the last number name said tells the number of objects counted. (Common Core State Standards Initiative, n.d.) Students will know • The Student will know the correct sequence of numbers for counting from 0 to 10 forward. • The Student will know that any number minus 1 is the next number less than the original number. Students will be able to • The Student will be able to count backward from 10 to 0. • The Student will be able to recognize the individual numbers from 0 to 10. Assessment Plan Formative: Each child will be able to have a turn to come up and move 1 sticky monkey with a number on his/her tummy from a felt board off of the bed picture to the floor and then lead the other children in counting the monkeys on the bed using labels or sticky notes. This would occur during the reading/singing of the 10 Little Monkeys book by Tina Freeman. This will allow me to see and know what each student knows, understands, and can do as the lesson progresses. If students are not able to perform the task, I will adjust my questioning strategies. Summative: This is a performance-based summative assessment in which I will ask the children to tell Comment [nm1]: Super job….This let’s me know that you understand what formative assessment is for. Comment [nm2]: Love it! It is always good to step outside of the box me the next number in the sequence to start the next round of the song (“fill-in-theblank”. This will occur as we are reading/singing as a group. Prior to beginning, I will show the students a rubric for the summative assessment standards I will be grading them against. Procedure 1. Review previously learned material I would go over each number in order from 0 to 10, adding a monkey with the appropriate number to the felt board with a picture of the bed on it. 2.State objectives of the lesson I would tell the children what story we are going to read, and ask if they are allowed to jump on their bed and what would happen if they do. They will, hopefully, be able to foreshadow the monkeys falling off of the bed and hurting themselves. 3. Present new material We would go over the title and the author of the book and recount the monkeys on the Comment [nm3]: Perfect…. This supports the backward design model….plus it is just good teaching…Great Job! bed. 4. Guided practice For each monkey that falls off the bed, I would have 1 child come up and remove the monkey (starting with the highest number and working backward). The child would then count the remaining monkeys, with help from the other children if needed or wanted. I would point out that the monkeys minus 1 would be the next number down (for example, there were 10 monkeys and we took away 1 monkey, so now we have… “they would answer 9 monkeys”…so 10 minus 1 is 9. This would continue with different phrasing throughout the rest of the story. 5. Independent practice When the lesson is complete, I would have the children make finger puppets of the monkeys (10 in all), so they can sing the song and “lose” a monkey as it falls off the bed. I would pass out the site (Little Kids Channel) of a sing-along video to the parents so that the children can watch it and practice their counting at home. Common Core State Standards Initiative. (n.d.). Kindergarten: Counting & Cardinality. Retrieved from http://www.corestandards.org/Math/Content/K/CC/. Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st Century. Bridgepoint Education. Little Kids Channel. (August 23, 2014). YouTube. 10(Ten) Little Monkeys Jumping On The Bed: Children Nursery Rhyme: Songs. Retrieved from https://www.youtube.com/watch?v=wSGxfOojzE8.
KUD Lesson Planning Template Grade Level I chose the 5th grade because this is the age group where they are developing social skills and are able to hold discussions on the topics presented. They are able to understand the point of views in a story. Instructional Model I will use the Cooperative Learning Model for my students to learn and discuss the new lesson about point of view. We will work on a Point of view Talk-Read-Talk-Write lesson. Standards CCSS.ELA-Literacy.SL. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. (Common Core State Standards Initiative, n.d.) Objectives Students will understand • Students will know • • Students will be able to • • Assessment Plan Formative: Describe your Formative Assessment process. What will it look like? What will you be looking for? How will you use the Formative Assessment process? When will it occur? Summative: Describe your Summative Assessment process. What will it look like? What will you be looking for? How will you use the Summative Assessment process? When will it occur? Procedure 1. Review previously learned material Describe your process 2. State objectives of the lesson How will you present your objectives to your students? 3. Present new material Describe how you will unveil your new material to your students 4. Guided practice What will your guided practice exercise entail? What questions will you ask? What will you have your students do? 5. Independent practice What will your independent practice time look like? What task will you have students practice independently? What strategies will you use to help students master content during this time of instruction?

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