Expert answer:Can anyone complete this assignment following the
Answer & Explanation: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.docxAttached 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 toTTWS stands for the teacher will sayTSWS stands for the students will say******I NEED THIS ASSIGNMENT BY 5pm CENTRAL STANDARD TIME NOVEMBER 24, 2015.*******
lesson_plan_template_to_use_for_lesson_plan.docx
grading_rubric_for_lesson_plan_2015.docx
Unformatted Attachment Preview
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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