week 3-MitchellR (Lesson Plan) (1) (1) (1)

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Walden University *

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4010

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Communications

Date

Apr 3, 2024

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docx

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Uploaded by rkaisamitchell

ECE Lesson Plan Elementary Education Lesson Plan Template The lesson plan is your written guide to what you will teach, how you will teach, what materials you will use, and how you will know what the children learned. You will use this lesson plan template for each lesson created during your field experiences and demonstration teaching. Consider these questions when creating this plan:  What do the children know, what can they do, and what are they learning to do?  What do you want the children to learn? What standards are you using? What are the important understandings and core concepts you want children to develop within the learning segment?  What instructional strategies, learning experiences, and assessments will you design to support children’s language and literacy development?  How is the teaching you propose supported by research and theory about how children learn?  How is the teaching you propose informed by your knowledge of children and of the content? Attention to detail contributes to your effectiveness in lesson planning and student learning. We recognize that this lesson plan requires more detail than may be expected of most classroom teachers on a daily basis. However, this template is designed to support you in learning how to incorporate all critical elements of effective lesson plans. . ). As you build lesson plans throughout your program, prepare by paying careful attention to each element of the lesson plan template. Read all prompts each time you complete a lesson plan and review the evaluation rubric. Ask your faculty member and host/ cooperating teacher questions throughout the process. As you complete this lesson plan, please delete the instructions and type directly in the boxes. Read the information in each box prior to deleting. ** Please delet e this page prior to submitting. ** Walden University Richard W. Riley College of Education and Leadership Page 1

ECE Lesson Plan Grade: Subject Area(s) Date: List the grade level and the academic subject area(s). 3rd Date lesson will be taught. 3/14/24 Age Range & Background: Anticipated Lesson Duration: Briefly describe the developmental needs and characteristics of this group, including family and community characteristics. Identify any class characteristics that affect your planning. 9-10 year olds *Use initials for names individuals. Indicate the number of minutes allotted to this lesson. 35 minutes While your lesson plan reflects the anticipated lesson duration, be prepared to modify your lesson based on student responses. Foundations of Lesson Plan Curricular Focus, Theme, or Subject Area : Identify the subject area, topics, or themes that you will address in this lesson. If appropriate, identify the unit of study that defines the larger context of the lesson. Briefly describe the resources used to develop the lesson. Natural resources State/District/Professional Standards Identify one or more state-adopted student academic content standards. (Note: Please list the number and text of each standard that is being addressed. If only a portion of a standard is being addressed, then make a note of it here. Keep the number of standards to a minimum in any one lesson. These standards clearly align with the learning objectives, teacher and child activities, and the assessment in the lesson. Alabama/Vestivia Hills SC15.4.5 Compile information to describe how the use of energy derived from natural renewable and nonrenewable resources affects the environment (e.g., constructing dams to harness energy from water, a renewable resource, while causing a loss of animal habitats; burning of fossil fuels, a nonrenewable resource, while causing an increase in air pollution; installing solar panels to harness energy from the sun, a renewable resource, while requiring specialized materials that necessitate mining). Learning Objective(s) : The lesson objective is the learned outcome of the lesson. These should align with the state standards and curricular focus. The lesson objective includes three elements: (1) Outcome, behavior or task – the action: what children will do (Must be an action verb; cannot measure what a child knows) (2) Conditions – the conditions under which the behavior is performed: how children will demonstrate the outcome (3) Criterion – the degree of accuracy and fluency necessary for success: to what extent children achieve the outcome Explain how these objectives align with the standards above, teacher and child activities, and the assessment. Keep the number of lesson objectives to a minimum. Example: When asked to recount the sequence of events in a story, students will state at least four out of five events in chronological order. How energy is derived from natural resources Walden University Richard W. Riley College of Education and Leadership Page 2

ECE Lesson Plan Differentiation/Adaptations for Individual Children: Knowledge of children participating in the lesson is essential for lesson effectiveness.. Consider children’s current level of performance and readiness to learn in areas related to the objective(s). The teacher must:  Understand the multiple influences that impact the learning and development of the children  Identify child developmental levels, interests, learning styles, health status, disabilities, and life experiences  Recognize the centrality of the family to the child’s learning and growth  Understand the connections between research and practice.  Examine child diversity in the class, including cultural, racial, religious, socio-economic, gender, disability, and any unique personal factors that may contribute to or inhibit children’s learning  Attend to requirements in IEPs and 504 plans. Complete this chart with modifications and/or accommodations you will make based on the needs of your students. If a column does not apply (like English Language Learners, then type N/A for Not Applicable. Academic Level and Students with IEPs/504s Modifications During Instruction Modifications During Assessments Students needing enrichment (gifted and high achieving students) Allowing them to help other students that need extra help when it comes to recording data Students Needing Additional Support Three of the students need extra support when it comes to understanding directions, so instead of writitng the instrustions on paper, I verbally tell them and change my wording to help them understand better. Students who are English Language Learners One student is an ELL student, however she doesn’t need much help anymore List each student by initial on a separate row who have IEP/504 plan, using initials (Use tab to add new rows) Attach any appropriate documentation to illustrate these adaptations. Pre-assessment : Assessment begins with observation and documentation. Pre-assessment of children’s prior knowledge of lesson objective(s) allows the teacher: There should be a pre-assessment prior to every lesson you teach. (1) To determine the range of children’s knowledge of the standards before the lesson; (2) To compare performance before and after the lesson in order to evaluate the impact on children’s learning, both individually and for the entire class. (3) To support development of language and literacy. See rubrics 1, 4, and 5. The pre-assessment needs to be aligned with the lesson standards, objectives, and teacher and student activities. The format of the pre-assessment may differ from the post-assessment, but the standards and objectives measured will be the same. Walden University Richard W. Riley College of Education and Leadership Page 3

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