Posted: February 26th, 2023

# Lesson Plan

INSTRUCTIONS When you are ready to write your Lesson Plan, use the provided Lesson Plan Template. The following details the information needed in each section of the template. Lesson Plan Examples have also been provided for your reference.

I attached the instructions, example and template

I also attached my actual Lesson plan that can be used for the assignment so you can just plug in the info my lesson plan that I attached was from September.

 PPS Lesson Plan Template Teacher Name: Course: Math Period(s): 10:15-12:05                     1:00-2:30 Date:  September 26, 2022 Cognitive Level(s): Remember and Apply Day Lesson Plan Monday Tuesday Wednesday Thursday Friday Relevancy to other grade levels, content areas, and/or real life: Rounding whole numbers is a process for finding the multiple of 10, 100, and so on closest to a given number Materials/Resources: student text book Lesson 1-4, pg.23 Standard(s): 4.1c Essential Knowledge, Skills, and Processes 1. Rounding whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand 2. 3. Objectives:  The students will be able to… Behavior  Conditions  Criteria Read and  Round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand Whole group with guided practice along with problem solving and independent practice By the end of this lesson, students will show at least 75% accuracy Misconceptions/Gaps: Students may have difficulty rounding to the desired number. To review how to round, encourage students to write the place value chart, use the number with rules for rounding, and procedure for using the place value, use the number line with rules for rounding, and procedure for using the place value chart (for instance, drawing a box around the letters representing the place that will be rounded) each time rounding is required. Set/Opening Experience:  Activate prior knowledge: Math Talk Math Warmup Solve and Share p.23 Learning Experiences – Evidence that the standard is unpacked  (Include co-teaching strategies for inclusive classroom and strategies to address achievement gaps) 1. TSW write the rounding rule for Rounding Whole Numbers. What does it mean to round?Replacing a number with a close value. For example, 96 is closer to 100 than 90. How is rounding used in real life?sav TTW review how to round to the nearest ten and hundred from last year using the chant to remind you of what to do. 2. TTW give students some examples to model with the change. Monitor to see where and if students are following directions that goes with the rules. 3. Do the Visual Learning Bridge that reviews how to round a number. 4. Practice-p. 25 Do 1- 8 together (have students identify the place and the value as a review for each number and at the end, ask them which number is the greatest and least). If time, do numbers 9-16 independently SDI Specially Designed Instruction: The Special Education teacher will provide (D. Y., A. J., G. L. and N. H.) small group instruction/ testing, use fluency strategies. (D. Y.) extended time and immediate feedback. (N. H., A. J. and G. L.) repeated directions, use of graphic organizers to monitor comprehension, repetitive guided practice, visual/ physical prompts, modeling, extended time to complete tasks, highlighted material, paraphrasing, KWL Strategy to monitor comprehension during reading, use audio materials to listen to fiction and nonfiction text read aloud and respond orally and in writing to comprehension questions. Vocabulary Strategies: Aligned to learning experiences  Introduce Vocabulary for the week:  Rounding Differentiation:  Identify learning experiences for each tier group.  Indicate where student data is located. Tier 1: Tier 2: Tier 3: Closure: Say the chant. Point to different children and have them give the lines one at a time. Assessment:  A daily newspaper has a circulation of 126,632. What is this number rounded to the nearest thousand? (a) 126,000 (b) 126,600 (c ) 127,000 (d) 130,000  Let students work cooperatively to get their answers then call on a child from each group to answer. Homework: Do numbers 17-24. Formative:  TSW answer question: When you see the word rounding, what does it mean? Summative: Friday: Unit 1 Lesson Reflection:

EDLC 510

Lesson Plan Assignment Instructions

Overview

Lesson planning is a key aspect of effective instruction. Lesson planning ranges from long-term planning (such as yearly or unit planning) to short-term planning (such as weekly or daily planning). For this assignment, you will write a daily lesson plan for one grade level/subject.

· If you are pursuing the MAT: Elementary Education, you may focus your lesson on any grade level (K-5) and any one of the four core subject areas (English, Math, Science, Social Studies).

· If you are pursuing the MAT: Middle Grades Education, you may write the plan for any grade level (6-8) and you must write it in the subject area for which you are seeking endorsement.

· If you are pursuing the MAT: Secondary Education, you may write the plan for any grade level (9-12) and you must write it in the subject area for which you are seeking endorsement.

Instructions

When you are ready to write your Lesson Plan, use the provided Lesson Plan Template. The following details the information needed in each section of the template. Lesson Plan Examples have also been provided for your reference.

Preliminary Information

Central Focus: A description of the important understandings and core concepts you want students to develop within the learning segment. The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the learning segment. An overarching, big idea for student learning in the subject area (e.g., equivalent fractions, persuasive writing)

Subject: Subject area for the lesson

Learning Segment Theme: A learning segment is a set of 3–5 lessons that build one upon another toward a central focus, with a clearly defined beginning and end. You need to list the specific skill you are teaching that falls under the central focus. This should be specific for this plan (e.g., Central Focus: retelling/ Learning Segment: summarizing a story).

Where in the learning segment does this lesson occur? Choose where this lesson falls in the learning segment (beginning, middle, or end).

Lesson Structure of Grouping: Choose which type of grouping you will use for this lesson (whole class, small group, other)

Student Assets

Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A.

Personal: Refers to specific background information students bring to the learning environment. Students may bring interests, knowledge, everyday experiences, family backgrounds, and so on, which a teacher can draw upon to support learning. Provide specifics about the students in your classroom.

Cultural: Refers to the cultural backgrounds and practices that students bring to the learning environment, such as traditions, languages and dialects, worldviews, literature, art, and so on, that a teacher can draw upon to support learning. Provide specifics about the students in your classroom.

Community: Refers to common backgrounds and experiences that students bring from the community where they live, such as resources, local landmarks, community events and practices, and so on, that a teacher can draw upon to support learning. Provide specifics about the students in your classroom.

Developmental: Refers to the cognitive, physical, social, and emotional needs students display that can impact the classroom environment. Provide specifics about the students in your classroom.

Content Standards

· State Standard(s): Choose and write the specific state standard that your lesson is based on, including the number, letter, and description. Links to the Virginia Standards of Learning and Common Core Standards have been provided with this assignment. Only Virginia Standards of Learning or Common Core Standards may be used for this assignment.

An example of a correctly written state standard is: VA English SOL 2.7 The student will read and demonstrate comprehension of fictional texts (f) identify the problem and solution.

National Standard(s): Choose and write the specific national standard that your lesson is based on, including the number, letter, and description. Links to the National Standards approved for you to use have been provided with this assignment.

An example of a correctly written national standard is: D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

InTASC Standard(s): Choose and write the specific InTASC standard that your lesson is based on, including the number, letter, and description. A link to the InTASC Model Core Teaching Standards has been provided with this assignment. Write a sentence to show how the InTASC standard(s) applies to your specific lesson.

An example of a correctly written InTASC standard is: Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Learning Objective(s)

Objective: Write an objective based on your chosen state standard. The objective should be succinct and contain a clear Condition, Performance, and Criterion. Here is an objective example with each part numbered ([1] Condition, [2] Performance, [3] Criterion): [1] After reading three fictional short stories, [2] the student will correctly identify each story’s main conflict and resolution from a list of choices [3] with 4/6 identified correctly.

Instruction

Launch/Hook/Anticipatory Set: Describe how you will open the lesson. This should capture students’ attention and narrow their focus for the instruction ahead. Ideas for this include telling an interesting story, asking a thought-provoking question, sharing a fun fact, singing a song, or anything else that will meaningfully connect to the instruction.

Instruction/Modeling: This will be one of the most detailed parts of the lesson. Explain very clearly how you will teach the skill/content of the chosen state standard and the objective. To do this, provide a step-by-step description of what you will do (as the teacher) and what students will do. You are encouraged to use numbers or bullet points.

Guided Practice: Describe how students will practice the skill/content taught during Direct Instruction/Modeling. This includes teacher monitoring, support, and feedback. Guided practice is intended to help students form their learning in a meaningful way, enhancing their understanding and/or accuracy of the skill/content. Guided Practice can also be known as “Supervised Practice”.

Independent Practice: Describe how students will continue practicing the skill/content taught during Direct Instruction/Modeling. This includes less teacher support than Guided practice. Instead, this practice gives students a chance to develop fluency and/or accuracy with the skill/content. This may include an opportunity for the application of the skill/content. Independent Practice can also be known as “Extended Practice”.

Closure: Describe how you will close the lesson. This should tie the lesson together in a meaningful way.

Evidence and Assessment of Student Learning

Diagnostic/Pre-assessment(s): Diagnostic or pre-assessments may be done at the beginning of a lesson or completed prior to the lesson being taught (pre-test, checklist, diagnostic testing). Describe how you will assess prior learning before the lesson.

Formative Assessments/Feedback to Learners: Formative assessments often take place during the lesson and should provide feedback to learners. Often formative assessments take place during your Guided and Independent Practice. Describe how you will assess student learning during the lesson.

Summative Assessment: Summative assessment is the evaluation of the Objective. Describe how you will assess student learning after the instruction has occurred. This could be in the form of a quiz, test, set of questions, recitation, project, or something else; be certain that this relates directly to the Objective. Note that there may be formative assessments embedded within the instruction areas as students are forming their learning, but the Summative Assessment is the final assessment and link back to the Objective.

Important Note: Detailed information about these areas is found in the edTPA Handbook. Please consult this for important information about each area.

Language Demands: Describe how students use academic language to participate in the learning tasks of the lesson to demonstrate their understanding.

Language Supports: Describe the support(s) that will be in place to help students understand the language demands.

Essential Vocabulary: List vocabulary terms that are essential for students to understand during the lesson.

Luo Soe-Specific Lesson Requirements

Character Education: Describe how you will connect to a character quality or life skill in the lesson (e.g., Group work will involve student cooperation and kindness.).

Materials: List all materials that would be necessary to teach the lesson. For example, tangible items, links to planned technology, handouts, manipulatives, or any other item that would be used to carry out the plan as it is written.

Technology Connection: Describe the specific instance(s) where technology is meaningfully integrated into the lesson. Note that technology should be integrated at least once within an instructional area of the plan (in the Opening, Direct Instruction/Modeling, Guided Practice, Independent Practice, and/or Closure).

Supports: Differentiation/ Extension

Planned Supports: How will you support students to meet your goals? Explicitly describe what you will do. List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus).

Exceptionalities (special needs-IEPs/504 plans, gifted and talented, accommodations, etc.): Describe how the lesson will include specific planning, modifications, and/or accommodations for students with special needs. Areas to consider would be students with learning disabilities, physical impairments, and gifted and talented.

ELL (English Language Learners): Describe how the lesson will include specific planning, modifications, and/or accommodations for English Language Learners

Learning Styles/Student Engagement: Describe how the plan supports student learning. Include how the plan addresses different learning styles (modalities). Also, describe how the plan includes elements that are engaging/motivating as well as elements that support student-teacher interaction.

Extension: Describe how the learning can be extended for students who have already mastered the skill/content. How can these students be challenged while still focusing on the skill/content of the lesson?

References

Resources: Cite all resources that were used in the creation of the plan. For example, if you used the course textbook to get ideas for activities to include in the guided practice, you would cite it here. For each citation, describe how the source was used in the plan creation.

Research to Support Instructional Design: Cite all research that supports the instructional design, including URLs. At least one research-based source should be included.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

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EDLC 510

Lesson Plan Template

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 Daily Lesson Plan Template Preliminary Information Candidate Name: Click or tap here to enter text. Grade Level: Click or tap here to enter text. Candidate’s Endorsement: Click or tap here to enter text. Central Focus: Click or tap here to enter text. Subject: Click or tap here to enter text. Learning Segment Theme: Click or tap here to enter text. Where in the learning segment does this lesson occur? ☐Beginning ☐Middle ☐End Lesson Structure or Grouping: ☐Whole Class ☐Small Group ☐1:1 Other (specify): Click or tap here to enter text. Student Assets (Knowledge of Students) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) Click or tap here to enter text. Cultural (Traditions, dialects, worldview, literature, arts, etc.) Community (Landmarks, community events, etc.) Developmental (Cognitive, physical, social, and emotional) Content Standards State Standards Click or tap here to enter text. National Standards InTASC Standards Learning Objective(s) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. Click or tap here to enter text. Beginning: Launch/Hook/Anticipatory Set How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? Click or tap here to enter text. Middle: Instructional Strategies to Facilitate Student Learning For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/Modeling Guided Practice Independent Practice End: Closure How will you end the lesson in a way that promotes student learning and retention? Evidence and Assessment of Student Learning How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? Diagnostic/Pre-assessment(s) (could be prior to the lesson) Formative Assessments/ Feedback to Learners (part of the activities in the lesson) Summative Assessment (matches the objective) Click or tap here to enter text. Academic Language Demands Language Demand(s) Language Support(s) Essential Vocabulary LU SOE-Specific Lesson Requirements Character Education Materials Technology Connection Consider the Following Question for the next section of this Form: How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). Planned Supports Supports: Differentiation/Extension How will you provide successful access to the key concepts to all the students at their ability levels? Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.) ELL Learning Styles/Student Engagement Extension References: Resources Cite all sources used in the development of the lesson materials and resources, including URLs or other references. References: Research to Support Instructional Design Cite all research used to support instructional design, including URLs or other references.

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EDLC 510

Lesson Plan Template