I Designed My Lesson Plan

The teacher instructed the content by showing examples of pictures, letters and other learning techniques she could for them. Foremost, the teacher instructed

Think about the objective above. What learning skills can you use to succeed in this lesson? Perhaps you will make a list of details and analyze them for their impact on the central idea. Maybe you will classify the information you find into categories.

Using what you have learned from the readings, discuss why you think lesson plans are important to teaching and which part(s) of the lesson plan will you find most helpful?

Connecting to Schema and Setting up the Lesson: I will start building background knowledge by asking the students some questions. I will write the students responses in the whiteboard. My purpose for asking the questions is to give me an idea of how much the

The Module 2 is covering Interstate Teacher Assessment and Support Consortium (InTASC) Standards’ Standard #7: Planning for Instruction. Oh, I have a long list of questions related to objectives and lesson preparations. How to determine which parts to teach? When should I teach them? Are there any guidelines? Will I be able to choose books to use for the unit? Do I decide what is necessary and what is not? Planning is part of the job. I have no problem with it because I thrive from precision and planning. However, the amount of planning is excessive – to a novice. I have to check with the curriculum of my school district and the State. Also, I will have to ensure that my lessons abide the federal/state laws. But, that does not stop there. I have to acknowledge my students’ needs. There are several steps to validate my teaching.

The artifacts are both math lesson plans used during my student teaching experience. The first artifact is a math lesson plan on coins. The other artifact is a math lesson plan on telling time. The lessons are developmentally appropriate for a 3rd- 5th autism support classroom and focus on math common core standards. The math common core standards are:

The first lesson plan that will be evaluated Nocturnal vs Diurnal Animals. As I begin to browse the lesson, the teacher has a very detailed lesson. The grade and standards, along with objectives (content and language), the strategies used to teach this lesson, and the key vocabulary words the students will need to understand and be knowledgeable of as they move through the lesson. Not limited to, the teacher has listed materials needed for the project pertaining to this lesson. In addition to, there is information listed on how he or she will motivate them to learn the material at hand and the use of different presentations. There is also information listed about application and the assessment process.

What is your objective(s) for this lesson? Identify what the students will be able to do following

When teaching a sequence of lessons, it is important to regularly assess the students and measure their understanding of the material. Taking lessons forward without any form of assessment can result in students being left behind and unable to access the new material because they did not get a grasp of the prior lesson. To ensure this did not happen I used previous exam questions whenever possible as tasks for the students to complete. A competence with these questions suggests that students are confident with the material and the lesson can be moved forward. Examples of this can be seen in REFERENCE FILES. When planning these tasks, it is important to understand the abilities within the class, this view was supported by Atkinson in a CA session (SA, CA, TS6). Despite being a triple science class, projected grades range from 5 to 9. I included questions that ranged in demand, from fact recall (REFERNCE EXAMPLE) to extended written prose (REFERNCE EXAMPLE).

If you did not present your findings to the audience, they would believe you do not know what you are talking about and that what you are telling them is just your opinion.

[Develop an item at DOK2 as a practice activity for the students. You will create this item directly within the Learnosity platform, and provide the item that correlates to the specific question that you’ve created. An example of one of the items would be ELA6_A_1_1_ACT_1. This is the information that you will insert here.]

Students were given a school map that had a key for physical features of the land; students had to draw where they found spiders (p. 75, 2012). Students also had to draw pictures of the spiders they found and describe them. Then, the teachers had the students explain by having them explain their discoveries and make a large school map of all the spiders they found. Through this activity, students were able to see where spiders were found throughout the school grounds (p.75, 2012). During the elaborate stage, McDonald and Dominguez had students make ID cards for the different spiders that they found and created “Adventure Stories,” (McDonald and Dominguez, p.76-77, 2012). The adventure stories involved students creatively describing their explorations and observations of spiders. Finally, the teachers had students evaluate the information they have collected about spiders and the misconceptions they debunked by going back to their answers to what they knew and making changes based on what they know now (p.77,

What is the origin of the ocean? What is an ocean/sea? What are the characteristics of the ocean?

This essay will provide details about how the lesson plan and sequence of lessons for the mathematics unit of symmetry caters for individual students’ needs in regards to active engagement in learning activities and what differentiation measures are put into place for students with varying levels of ability.

Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson.