Expert answer:Lesson planing and charts
Solved by verified expert:ASSIGNMENT A Use the “Class Profile” and grade level text you selected in Topic 1 to complete this assignment.In 500-750 words, draft at least two learning activities to promote the practice of each of the effective reading comprehension strategies mentioned in the IES Practice Guide: Activating prior knowledge/predicting; questioning; visualizing; monitoring, clarifying and fix up; drawing inferences; and summarizing/retelling. Do not restate the examples provided by IES.Select one of your activities and include a 250-500 word rationale explaining why the activity will lead to or improve student achievement in reading comprehension and how it aligns to the assessments in Topic 1.Using the “COE Lesson Plan Template” you began in Topic 1, complete the template for this lesson, making any revisions necessary. Incorporate your work from this topic and feedback from the previous assignments.Submit your completed lesson plan, with a focus on:Effective use of communication tools including verbal, nonverbal, and electronic media that create opportunities for active inquiry, collaboration, and supportive interactionDifferentiated instructional activities that meet the diverse learning and languages needs of studentsMultiple forms of assessments that monitor understanding and development of students, throughout and at the end of the lesson, that are aligned to learning objectives and standards and can be modified to meet the diverse needs of studentsSubmit learning activities, rationale, and completed lesson plan as one deliverable. ASSIGNMENT B The “Talk Moves: Developing Communication Skills” and “Using Sentence Frames to Jumpstart Writing” videosgive examples of effective strategies to support and expand students’ verbal and non-verbal communication skills. Research three additional effective communication strategies that would be useful for the grade level you identified in Topic 1.Complete the “Effective Communication Strategies” chart.
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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
Effective Communication Strategies Assignment
Complete the chart below. Using the videos, the first two rows of the table are completed for you as an
example:
Strategy
Talk
moves
for
listening
and
speaking
Sentence
frames
for
writing
Description
Allows students to
revoice, restate, and
reason about what they
have heard.
Expected Results
…: students participate in at
least two of the three ways.
Reference
https://www.teachingchannel.
org/videos/developingcommunication-skills?fd=1
Provides structure for
students to focus on
learning specific
elements of content or
language.
Students understand what an
answer might look like, gives
student a starting point for an
answer.
https://www.teachingchannel.
org/videos/jumpstart-studentwriting?fd=1
…
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