California State University, Sacramento | Sacramento State

 Explanation and Examples of Lesson Plan ElementsMultiple Subject Program 2019/20Section 1: Background Information for PlanningA Central focus for the unitB Central focus for today’s lessonEssential QuestionsC: Specific Standards Content Standards: English Language Development (ELD) StandardsContent Standards: Social Justice Standards and DomainObjectives: Content, Language, Multicultural/Social Justice, Social SkillsD: Academic Language Demands and SupportsE. Using Knowledge about Students (and that students already have) to Inform Teaching and LearningF: Supporting Varied Student Learning NeedsUniversal Design for LearningSection 2: Learning Task ImplementationSection 2 considerations, as you planSection 3: Teacher Reflection (after the lesson) Section 1: Background Information for Planning Central focus for the unit:Why is this important? How does its inclusion in the lesson plan promote equity and access?Helps candidates understand there is a larger concept that students are learning in the learning segment, beyond a laundry list of strategies and skills. When students learn concepts, they are more likely to be able to apply the skills they are learning across contexts, and to understand the “so what” of what they are learning.Explanation: A description of the important understandings and core concepts that you want students to develop within the learning segment. Should go beyond a list of facts and skills, align with content standards and objectives and the curriculum, and address the subject-specific components in the learning segment. Example/s: Mathematics: The central focus of this learning segment is for students to learn how multiply a whole number by a fraction. Students will interpret finding a fraction of a set (1/3 of 15) as multiplication of a whole number by a fraction (1/3 x 15) through the use of representations to support their conceptual understanding. The purpose of the content I will be teaching will eventually lead students to see division by a whole number being equivalent to multiplication by its reciprocal.Science The central focus of the learning segment will be earthquake locations, mountain locations, and identifying patterns in these locations. The purpose will be to interpret maps to investigate the relationship between plate tectonics and those patterns in locations. B. Central focus for today’s lesson: Explanation: A description of the important understandings and core concepts that you want students to develop in this lesson. Should go beyond a list of facts and skills, align with content standards and objectives and the curriculum, and address the subject-specific components in the lesson. Example/s: Mathematics: Using student understanding of equivalent fractions to introduce and develop comparing fractions Social Studies Using student understanding of civic engagement to introduce and develop analytical skills on how and why historical figures such as Martin Luther King, Jr., Cesar Chavez, and Dolores Huerta impact social changeEnglish Language ArtsUsing Sarah, Plain and Tall students will compare and contrast (analyze) the character traits of Sarah, Caleb, Anna, and Papa.Essential Questions:Why is this important? How does its inclusion in the lesson plan promote equity and access?Promotes students to ask “so what” and dig deeper into the central focus. Encourages students to think and talk to one another about issues and topics that are important, and have real-world applicability to addressing personal and social issues.Explanation: Overarching essential questions that students will develop answers to over the course of instruction. Should require higher-order thinking and justification, using key ideas from the central focus, to answer. Should engage students and spark curiosity and be revisited throughout instruction, as they develop understanding of the central focus.Example/s: Science: What causes night to happen?What makes objects move the way they do?Mathematics:How is geometry used in the real world?ELA:What is a true friend?What makes a story interesting?Social Studies:How are our jobs impacted by where we live?VAPA:How does art shape our daily lives?C: Specific Standards: Why is this important? How does its inclusion in the lesson plan promote equity and access?The standards are required by the State so that the students in all districts learn the same content at each grade level. In this way, the teachers have grade level expectations for all students. The Standards represent an “on-ramp” to college- level skills and content, by teaching to the Standards, teachers assure that students will be college and career-ready.Explanation: The “what,” not the “how” of what student learningDescription of the skills students should have at each grade level in the content areas. Not a detailed, day-to-day curriculum; rather they are a broad outline of learning expectations from which teachers, district leaders, or publishers craft a curriculum. Example/s: Hyperlinks to California Content Standards: Mathematics, English Language Arts and Literacy, History-Social Science Framework, Science, Visual and Performing ArtsPlease include the number and text of each Standard that is being addressed. See the introduction of each set of Standards for directions on how to identify in your lesson the Standard you will teach (e.g., p. 7 of the ELA Standards). If only a portion of the Standard is being addressed, then only bold the part or parts that are relevant. Social StudiesHSS Analysis Skills (6-8): Chronological and Spatial Thinking 3: Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems.English Language Arts example:RI4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.(entire Standard is being taught)Content Standards: English Language Development (ELD) StandardsWhy is this important? How does its inclusion in the lesson plan promote equity and access?In California, home to more than one million English learner students, English language development needs to be a top priority. The adoption of the California English Language Development Standards (CA ELD Standards) represents California’s attempt towards providing English learner students with high-quality programs that enable them to attain academic proficiency in English— developing skills and confidence in listening, speaking, reading, and writing that are essential to their academic achievement, career readiness, and ability to engage as an active citizen and create social change.Explanation: The CA ELD Standards define the progression of language acquisition through three stages of proficiency and recognize that the student’s native language plays an important role in learning English. Teachers can use the CA ELD Standards document as a tool to support EL students’ access to content and English language acquisitionThere are three levels of ELD proficiency: Emerging, Expanding, and Bridging. Example/s: 2nd GradeInteracting in Meaningful Ways:Collaborative:Expanding level:2. [When] Interacting via written English [students at this level need to be able to] collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.ELD.PII.4.1.Ex stands for: ELD Standards, Part II: Learning About How English Works, Grade 4, Standard 1, Expanding level. Content Standards: Social Justice Standards and DomainExplanation: The CSUS Multiple and Single Subject programs use the Teaching Tolerance Social Justice Standards and Domains. The Standards represent a road map for anti-bias education at every grade level, and are organized into four domains: Identity, Diversity, Justice, and Action. Together, the Social Justice Domains and Standards represent a continuum of engagement in anti-bias, multicultural and social justice education.Example/s: Include the Anti=Bias Framework Anchor Standard and Domain and Grade Level Outcome, and bold the part of the Grade Level Outcome that you are teachingAnti-Bias Framework Anchor Standard and Domain: Diversity 6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.Grade Level Outcome: DI.3-5.6 I like knowing people who are like me and different from me, and I treat each person with respect.Anti-Bias Framework Anchor Standard and Domain: Diversity 8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.Grade Level Outcome: DI.3-5.8 I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally.Objectives: Content, Language, Multicultural/Social Justice, Social SkillsWhy is this important? How does its inclusion in the lesson plan promote equity and access?When learning objectives are present and made explicit, students become the “CEOs” of their own learning- the purpose of the skills being obtained and how students can know if they have attained a skill become transparent. Objectives need to be congruent with the Central Focus and Essential Questions. ObjectivesMust be written in ABCD format. Assessment (Multiple means of expression) Tools for AssessmentList the means or ways you will assess, attach the tool if you can. This is the same instruction for each type of objective.Evaluation CriteriaEvidence that the students are progressing toward learningThis evidence of learning is recorded on your tools for assessment Content Objective(s)Example/s: English Language Arts:By the end of this lesson BTEOTL, SWBAT (A) contrast (B) a firsthand and secondhand account of Westward Expansion, describing the differences in focus and the information provided, by writing a paragraph (C) of four or more sentences (D).Example/s: quick write,exit ticketgraphic organizerwritten paragraphrubricchecklist of sentence frames or language functions for student discussion, etc.Attach the tool if you can. Example/s: Evaluation criteria might be:During a discussion, a student built upon another student’s utterance.In their quickwrite, a student justified their choice of math strategy.In their essay, a student cited evidence from a primary source.In their narrative story, a student included dialogue that illuminated a character’s feelings or response to a situation.In their narrative story, a student included dialogue with the correct punctuation.Example of an Evaluation Criteria chart with Summary of Whole Class LearningLanguage Objective(s)Example/s: BTEOTL, SWBAT (A) explain (B) one or more operations they chose (D) to use to solve the problem by engaging in a turn and talk (C) with a partner using academic language for explaining, such as “My answer is… To get my answer, I…,” “My solution is… I arrived at this solution by…” Example of student talk:(math) My answer is eight blocks. I figured it out by dividing because the question is asking how many blocks each kid got, so I know that I need to make our equal groups, cause there are four kids and each kid needs to get the same number of blocks.Example/s: Observation checklist with examples of explanation language- (e.g., I chose to add/subtract/multiply/divide because the problem…)Example/s: Student used syntax specific to explaining (... to get my answer, I…; I arrived at this solution by…) when explaining what operation they used.Multicultural and Social Justice Objective(s)(see Teaching Tolerance Social Justice Domains and Standards)Example Related to Social Objective:BTEOTL, SWBAT (A) respond in a respectful way by partnering (C) with one student (D) who is similar and different from them Example Related to Content Objective:BTEOTL, SWBAT (A) compare (B) Native American culture to their own culture by completing a Venn Diagram with three written comparative sentences (D), and express curiosity about the experiences and lives of Native Americans by writing one new question to explore.Example Related to Social Objective:In this lesson, a observation checklist will be used when observing students during the partnering process.Example Related to Content Objective:In this lesson, the tool is a Venn Diagram with a place for three sentences and a question at the bottom of the Venn Diagram.Example Related to Social Objective: Students get into partnerships in a respectful way.Example Related to Content Objective: Students use information from the Venn Diagram in their sentences.Students formulate a question related to the Native American culture.Social Skills Objective(s)To consolidate their understanding of the content, students needopportunities to problem solve, discuss, negotiate, and think withtheir peers. During collaboration the students will produce a joint idea, participate in a joint activity, and/or produce a joint product. Once it is determined that students will collaborate, the social objective is determined by the type of collaboration that the students will participate in during the lesson. The question that candidates need to consider is what social skill will the students need to be successful when working collaboratively.Example:The students will refer to the respectful options sentence stems on the chart the class created while verbally agreeing and disagreeing during a partner discussion. (Does not need to be in ABCD format)Chart examples:I agree because…II agree and I would like to add….I disagree because… Example:The teacher will take anecdotal notes as she/he circulates. The notes will be related to their ability to agree/ disagree respectfully as is evidenced by their tone, body language and their sentence stem /frames posted in the front of the room. Example:respectful agreeing respectful disagreeing tonebody languageD: Academic Language Demands and SupportsIdentified Language DemandsPlanned Language SupportsContent Specific Vocabulary Explanation: Key words and/or symbols students need to know and use for the lessonExplanation:Key supports and scaffolds students need in order to successfully meet the language demands of the lessonExample:Mathematics:ParallelogramTrapezoidEnglish Language Arts:ThemeCharacterSimileExamples:Frayer modelAnchor chart with labelsCCD chartLanguage Function Explanation: Ask yourself, what are students doing with language?Represented as the active verb from Bloom’s Taxonomy This active verb is used in writing the Language ObjectiveExplanation: Language supports that provide opportunities for students to use the target language functionLanguage supports that provide opportunities for students to use extended discourseExamples: Explain, justify, compare, describe etc.Examples:Turn and talk, using a prompt that will create opportunities for extended discourseSocratic seminar, using prompts that will create opportunities for extended discourseSyntaxExplanation: How sentences or symbols are organized in order to relay meaningExplanation: Language supports that will create opportunities for students to use the target language, at the sentence levelExamples: If 25% of a number is 4, then 75% is 12. There are 5 times as many apples as oranges.She is as strong as an oak tree is a simile, because it uses the word “as.”Examples: Turn and talk, using a prompt that is geared towards “sharing” as opposed to “back and forth” Sentence starters/framesDiscourseExplanation: Structured oral or written language, often at the paragraph levelExplanation: Supports that help students use language correctly beyond the sentence level (e.g., at the paragraph or extended discourse level)Examples:Making or interpreting a graphConstructing an argumentExplanationExamples:Graphic OrganizersExemplar posters, presentationsTeacher modelingE. Using Knowledge about Students (and that students already have) to Inform Teaching and LearningWhy is this important? How does its inclusion in the lesson plan promote equity and access?This is important because it honors students’ backgrounds and the knowledge they bring to their learning, and disrupts the dominant narrative that nondominant students do not bring relevant background experiences or knowledge to their school experiences. It is important to keep in mind students’ misconceptions, as it helps us remember that students already have ideas about the world, maybe not the ones commonly shared, but they already have theories about how things work, and we need to celebrate that they have already been thinking about what they are learning, as we provide opportunities for them to expand and refine their thinking.Relevant Student InformationHow will you use this information in this lesson plan?Prior Knowledge and Learning Experiences Explanation: Includes students’ content knowledge AND academic and/or personal experiences developed prior to the learning segment.Explanation: Using students’ prior knowledge and academic experiences in this lesson. Be explicit about connections between the learning task and students’ prior learning.Examples: Students have studied ways to add groups of numbers, and have had experiences picking out outfits. Refer to past discussions in class and what students have previously shared with the class about the topic. Examples:Mathematics:For today, we are going to talk about getting ready for school, specifically choosing an outfit. So, what is an outfit? How did you pick your outfit before coming to class?English Language Arts:What kinds of activities do you enjoy participating in afterschool or on weekends? Funds of Knowledge: Family/ Community/ Cultural Assets Explanation:List the knowledge your students bring to the classroom based on their out-of-school life experiences as they relate to the content area of the lesson. Funds of knowledge may include: cultural practices that are a part of families’ inner culture, work experience, family values and traditions, household chores, or their daily routine.Explanation:Using the knowledge you have gathered regarding your students’ out-of-school experiences through getting-to-know-you activities, conversations, questioning, etc. to create relevant experiences for your students that allow them to connect to the content outside of the classroom. Ask yourself, how can students’ funds of knowledge help them connect to and deepen their understanding of the content of the lesson? In what ways can you create a familiar context and real life experience with the content?Examples: Mathematics:A student may be well-versed in proportions and ratios as he helps his parents cook.English Language Arts/Writing:Build a connection to students’ cultural experience- e.g., refer to song lyrics in teaching about figurative language.Science:Students use water at home for household chores and routines.Examples:Math:The student is struggling to express his knowledge of fractions, but shows an understanding of ratios and proportions. Thus, the math teacher who is aware of this would incorporate more of the familiar context and real life examples to support the classroom learning of fractions. English Language Arts/Writing:Teacher can assign students to interview their family members about their biography and migration from one place to another.Science:Use students’ household experience with water use to relate real life to content of science lesson (earth science standards: earth and human activity) on water conservation and California drought issuesCommon Mistakes and/or MisconceptionsExplanation: List here possible common mistakes and/or misconceptions students may have.Explanation: Explain here how you will use this knowledge of common student mistakes or misconceptions to inform your instruction.Examples:Students sometimes use addition instead of multiplication [for a lesson where they will be learning about combinations]In translating word problems, a saying such as “there are twenty-five times as many students as teachers” a common mistake is 25*S=T when the correct translation is 25*T=SIn Science, students may mistake condensation on the outside of a bottle as liquid that has escaped from the inside of the bottle.In ELA, students may mistake reading comprehension as the task of the author as opposed to the reader.Examples:For example, if you have 3 shirts and 2 pairs of pants. You have six combinations (using multiplication) not five (using addition). Using 2 shirts and 2 pairs of pants can lead to this misconception that addition and multiplication are the same. Use numbers so that the sum and product are different. So, don’t use 2 and 2, but 2 and 3. Start out with smaller numbers.Since students commonly translate word problems with the phrase “times as many” incorrectly, I will ask them to try a number for a variable (ex, say 50 students) and ask them to substitute into their equation and check for reasonableness. 25*50=1250, this would mean 50 students would have 1250 teachers - which is nonsensical. F: Supporting Varied Student Learning NeedsWhy is this important? How does its inclusion in the lesson plan promote equity and access?Published curriculum is often “one-size-fits all,” and targets a mainstream student audience- White middle class, without learning challenges. By including content, process, and products that supplant or go beyond the adopted curriculum, teachers will support varied student learning needs (including the need to be represented in the curriculum) and will disrupt patterns of inequity.Materials, Resources,Technology Teacher Materials, Resources:Students’ Materials:Explanation: List the materials that you as the teacher need to facilitate the lesson.Explanation: List the materials that your students will need to engage in the lesson.Examples:Examples:Student InformationHow will you support and/or accommodate the student(s) in this lesson? Include any use of technology Students with IEP or 504 plansExplanation: These students have IEP or 504 plans because of Mild to Severe disabilities (specific learning disabilities, ADHD, serious emotional disturbance, other health impairments, physical disabilities with m/m, mild to moderate intellectual disabilities) and Moderate to Severe disabilities (ASD, orthopedic and neurological disabilities, sensory disabilities, multiple disabilities – all of whom have moderate to severe intellectual disabilities)They will exhibit difficulties on these two main areas. a. Academic Achievement Characteristics (Reading, Written Language, Mathematics, Memory, Executive functioning, Metacognition)b. Social, Emotional, and Behavioral Characteristic (Self-Concept, Negative emotions, Perceiving feelings and emotions, Finding solutions to social dilemmas, Interpersonal skills)Examples: These are some examples that teachers can use to meet the students with IEP or 504 plans in 3 ways..Support core curriculum - systematic explicit instruction (direct instruction), make content concepts “concrete”: tangible, visible, understandable, review the same content more than once, color code and highlight big ideas until students learn and then fade the prompts, teach students how to take notes effectively, teach SQ 3-R strategy (survey, question, read, review, recite) to have them comprehend more complex text, assistive technology to support access to curriculum for wide range of learners within classroom (low-tech to mid-tech to high-tech) Contextualize learning - make it real by using the current and relevant content of student life-making meaningful, highlight their culture to lesson, review the previously taught materialsActive learning - Hands-on manipulatives (use VAKT (visual, auditory, kinesthetic, tactile), Realia (real objects), Pictures, Visuals, Multimedia, Demonstrations, Adapted text, Gesture, sign, and point to pictures related to contentAdaptation of content - graphic organizers, highlighted text, taped text, Jigsaw reading, Marginal notes, native language texts, age appropriate, but correct reading level for lower level learnersAssistive Technology - audio and video based curriculum that can be adjusted by the teacher to meet the specific academic capacities of the student, literacy software packages that utilizes universal design for learning principlesStruggling / underperforming StudentsExplanation:For those who are struggling in a particular area but who do not have IEPs or 504 plans, write the student’s name & specific needs/challenges related to the lesson (and UDL principle that is impacted). To pinpoint the support in the next column, be clear about the need of the student such as processing visual information, engaging in group work (e.g., initiating conversations, positively responding to peers, etc.), expressing their ideas verbally or in writing, etc. Explanation: What will you do to support them when engaging them in the lesson, presenting the lesson information, and/or requiring demonstration of their learning (UDL concepts of multiple means of engagement, representation, and expression). In this section, consider what aspect of the lesson needs to be accommodated to support this student. These may be similar to how you support students with disabilities.Examples:Joseph struggles with sharing ideas in group work (engagement). Atiqua does not respond or offer her ideas in class discussions (engagement).Jack has difficulty processing verbally presented information (representation).Yasemeen has wonderful ideas and struggles to organize and write these into an essay (expression)Examples:Provide Joseph with discussion stems/sentence starters and use cooperative learning groups. Use Turn&Talk during large groups (formative assessment) that allows all students time to think before sharing their ideas to provide Atiqua with time to process the information. Begin the lesson by pre-teaching the vocabulary to the whole class and provide Jack with a vocabulary word bank to use as a reference during the group lesson and independent work.Provide all students with a graphic organizer to structure their ideas and allow Yasemeen to use speech-to-text software to record these ideas on the computer. Then the final project has differentiated assessment options so Yasemeen can choose to construct a project that does not require writing.English Learners /ELPAC levelName:Name:List students’ names and general ELPAC levelsJosefina, Manuel, and Darina are third graders, and are at level 2 in Reading on the ELPAC. I therefore am going to look at the Expanding level in the ELD Standards - Interpretive (Pt. 1) to see what skill level I am targeting for the three of them for the skill of “Analyzing language choices.” Explanation: For integrated ELD lessons (all content lessons) use the appropriate levels of the ELD StandardsReview the “Language Supports” document- identify which supports would be “substantial,” “moderate” and “light”Examples:For the entire class, keep a running anchor chart of synonyms, add to the chart during read-alouds, targeting 2 or 3 specific words in the read-aloud that illuminate shades of meaning of more general words (see ELD Standard, above, for example). Before a writing opportunity, pull the small group of students (Josefina, Manuel, and Darina) and briefly review the chart with them. Let them know that they are responsible for using at least two of the target, more specific words, in their writing that day, and aslo for writing a brief sentence on a stickie note as to why they chose that specific word.Gifted and Talented StudentsWrite the names of students and their gifted/talented considerations.Miamuna- is reading at a third grade level in kindergartenExplanation: Students who are gifted and talented often grow bored in class, and sometimes disassociate themselves from school, as a result. It is crucial that we offer such students challenging and engaging tasks, as opposed to simply “more” work.Examples: During the phonological awareness and decodable reading part of phonics instruction, Miamuna is dismissed to read a book of her choice, on her own. She and the teacher briefly discuss the content of her reading each day, with a focus on higher-level thinking skills, and Miamuna keeps a log of her reading.Social/Emotional Consideration(5 CASEL Core Competencies) Write the names of students and their social/emotional considerations.Kelly tends to roll her eyes and sigh when partnered with someone she does not want to work with.Explanation: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, collaborate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed. The five core competencies are: Self-Awareness, Self-Management, Responsible Decision-Making, Relationship Skills, and Social Awareness.Examples: For the entire class, review and model appropriate body language when partnered up. Have students share what they observed. Have two students role model being partnered up again. Have students share out what they observed. [If necessary, provide a nonexample.] Ask Kelly to be one of the students who role model for the class.Universal Design for LearningWhy is this important? How does its inclusion in the lesson plan promote equity and access?UDL is a framework to guide the design of learning environments that are accessible and challenging for all. Ultimately, the goal of UDL is to support learners to become “expert learners” who are, each in their own way, purposeful and motivated, resourceful and knowledgeable, and strategic and goal driven. UDL aims to change the design of the environment rather than to change the learner. When environments are intentionally designed to reduce barriers, all learners can engage in rigorous, meaningful learning. from Universal Design for LearningHow will you plan for UDL?ExplanationHow will you plan for UDL?ExamplesHow will you plan for multiple means of representation? How are you going to present your content so that it meets the needs of all students…is the information represented in different ways? · Using visually accessible text· Digital text or E-books· Web-based materials and information· Visual presentation – powerpoint slides, posters, etc · Utilizing guided notes and graphic organizers in addition to a lecture format· Having several books that represent different reading levels.· Closed captions for videos· Giving students the option of reading, video clip or audio book to gather information on a topic.· Pre-teach vocabulary and symbols to help students connect their own experience· Chunk information into smaller segments· Create a graphic organizer with various visuals, colors, organization or amount of information to meet individual student needsHow will you plan for multiple means of engagement? How are you going to provide multiple pathways for students to actually learn the material presented? Practice, or active mental/physical engagement, is required by students to make real learning happen. · Provide fidget toys for students with ADHD and LD as needed· Interactive whiteboards· Video conferencing· Tactile activities· Various group configuration· Computer software programs· Content relevant games· Using VAPA· Focus on real-life situations relevant to students’ current life· Guest speakers and presenters from community and university· Some students may benefit from small group learning opportunities; others may require more focused practice with precise feedback, while others might benefit from working independently. Some students will need to write, others will need to talk through ideas before they understand, while others may need to physically represent what they are learning.· Provide students choices in level of challenge with a task· Provide options for tools used for engagement· Offer a menu or Bingo Board with tasks, allowing students options for engagement· Include collaborative learning, small group intervention and individual practice in your lessons· Create self-monitoring tools that meet the needs of individual learners (checklist, virtual reminders)· Allow students to modify their work space (swivel chairs, pillows, varying colors)How will you plan for multiple means of expression? How will students demonstrate what they have learned? Again, the creation of many paths is key. Some students are good test-takers, while others are not. Examples of alternatives to traditional paper/pencil tests· Promote student-created bulletin boards· Encourage to engage photo essay· Provide communication supports for students with speech and language problems· Student recordings and videos· Socratic seminars· Drawing· Music· Provide rubrics and templates· Provide visual reminders· Present what they learned with powerpoint slides, podcast, a written essay, filling in a graphic organizer· Tiered assignments· Oral exams· Building a model· Making a video· Using portfolio assessment· Exit Ticket with options· Break long-term goals into smaller objectivesSection 2: Learning Task Implementation:Section 2 considerations, as you plan:How will I “launch” the lesson in a way that “hooks” the students, or builds motivation?How will I teach the Social Skill Objective?Universal Design for Learning:How will I include multiple means of engagement?How will I include multiple means of representation?How will I include multiple means of expression?How will I tie my lesson content to the Essential Question in the students’ minds, and how will I remind, explicitly, the students of the Essential Question?How will I teach the Language Objective (versus students simply practicing the language skill)?What will I support students’ acquisition of the Content Objective? (e.g., model, lead a discussion, etc.)How will I close the lesson, and guide the students to reflect on their new learning?How will I close the lesson, and guide the students to reflect on their use of the target social skill?How will I provide opportunities for students to think and analyze? (A4)How will I structure instruction so that students are actively engaged? (A8)How will I explicitly draw connections between the disciplines for my students? (C3)How will I facilitate academic conversations (between students, and between students and myself)? (D6)Timing, materials, and other procedural notes including use of technologyPacing(Approx. times)TEACHER DOES: Indicate instructional strategies that address individual learning needs addressing the needs (Refer to Section 1.F)STUDENTS DO: Indicate performance expectations (Refer to Section 1.F) Launch (Multiple means of engagement)I will Students will Instruction/Application (Multiple means of representation) I will Students will Closure/reflection (Multiple means of expression) I will Students will As you plan, consider the following questions. If these are not obvious in your lesson plan, your supervisor will ask you to either highlight them in your lesson plan, or to point them out verbally when you confer about your lesson during your preobservation communication (by email, phone, or in person). These elements may also be discussed during your post-observation conference. Section 3: Teacher Reflection (after the lesson) What specific examples of student learning do you have that showed students met or made progress toward the stated objectives? If you used technology was it an effective means for supporting your learning goals? Looking at this evidence, what were your (the teacher’s) actions and/or strategies that contributed to and built on successful student learning?What specific examples of student learning do you have that showed students struggled to meet or make progress toward the stated objectives?Looking at this evidence, what were your (the teacher’s) actions and/or strategies that interfered with student learning? Describe any missed opportunities.Using the evidence of student learning described and observed, what will be your next steps in future instruction with the class, small groups, and/or individual students?Considering student learning, if you were to teach this lesson again, what would you do differently? ................
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