Posted: September 13th, 2017

21st Century Instructional Plan: Student Population

Paper, Order, or Assignment Requirements

 

 

Part 1: Instructional Plan Design

This week you will construct a new instructional plan by considering your student population. Regardless of grade level, your class consists of 27 students. Of those, two are diagnosed with specific learning disabilities (SLD) in reading and math. One student has Attention Deficit Hyperactivity Disorder (ADHD). Moreover, you just received a student last week who is not fluent in English (ELL). Your school follows a full English immersion program. Therefore, you and the student are getting very little “extra” support.

Synthesize what you have learned thus far by developing a new or continuing instructional plan utilizing one of the templates provided below. It is practical to construct a lesson that would naturally occur after the previous lesson plan you designed in Week Three—a continuation of the lesson but with different instructional strategies and student activities/assessments. If you select this approach, your lesson cannot be a replica of last week’s plan. Remember, your lesson should be designed to occur during a single class period that lasts anywhere between approximately 30 and 90 minutes in length and focuses on content pertaining to either English/Language arts or Math. Do not construct a unit of instruction.
•Hunter Template
•Understanding by Design (UbD) template
•Common Core Template

Your instructional plan must include the following components regardless of the format you choose:

•Grade level content standard (using either math or English Language Arts [ELA] standards).
•Learning objective (clear, measurable, describes WHO will do WHAT and HOW).
•Gradual Release of Responsibility (each phase clearly labeled and utilized).
•Considerations for unique learners (differentiation, accommodations, modifications through instructional activities AND assessments for the specific students identified as having diagnosed disabilities and language barriers. *You must be more deliberate in how and where you interject your differentiation, modifications, accommodations, and so on within your activities, etc.
•Evidence of purposeful rigor and student thinking; ◦At least two levels of Depth of Knowledge (DOK), clearly labeled.

•At least one purposeful question posed by teacher to promote critical thinking.
•Assessment FOR learning; ◦Embed three different ways to assess FOR learning including authentic formative assessment.

Part 2: Description

Provide a one- to two-page (not including title and reference pages) synopsis of your plan, following APA formatting requirements. Elaborate on how you determined the types of accommodations/modifications needed throughout your lesson activities and assessments. Describe how this plan sets ALL of your students up for mastering the objective and a future summative assessment.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

This is the grading rubric to follow,

Description:

Total Possible Score: 10.00

Develops an Instructional Plan That Includes All Required Components

Total: 5.00

Distinguished – Develops a clear and accurate instructional plan that includes all required components.

Proficient – Develops an instructional plan that includes all required components. Minor details are missing, inaccurate, or unclear.

Basic – Develops a limited instructional plan that includes most of the required components. Relevant details are missing, inaccurate, or unclear.

Below Expectations – Attempts to develop an instructional plan; however, does not include all the required components and/or significant details are missing, inaccurate, or unclear.

Non-Performance – The development of an instructional plan is either nonexistent or lacks the components described in the assignment instructions.

Provides a Synopsis of the Instructional Plan That Elaborates on How the Types of Accommodations/Modifications Needed Throughout the Lesson Activities and Assessments Were Determined

Total: 1.25

Distinguished – Provides a synopsis of the instructional plan that thoroughly elaborates on how the types of accommodations/modifications needed throughout the lesson activities and assessments were determined.

Proficient – Provides a synopsis of the instructional plan that elaborates on how the types of accommodations/modifications needed throughout the lesson activities and assessments were determined. The synopsis is slightly underdeveloped and/or lacks minor details.

Basic – Provides a synopsis of the instructional plan that minimally elaborates on how the types of accommodations/modifications needed throughout the lesson activities and assessments were determined. The synopsis is underdeveloped and/or lacks relevant details.

Below Expectations – Provides a synopsis of the instructional plan that attempts to elaborate on how the types of accommodations/modifications needed throughout the lesson activities and assessments were determined; however, the synopsis is significantly underdeveloped and/or lacks significant details.

Non-Performance – A synopsis of the instructional plan that elaborates on how the types of accommodations/modifications needed throughout the lesson activities and assessments were determined is either nonexistent or lacks the components described in the assignment instructions.

Describes How This Plan Sets All Students Up for Mastering the Objective and a Future Summative Assessment

Total: 1.25

Distinguished – Thoroughly describes how this plan sets all students up for mastering the objective and a future summative assessment.

Proficient – Describes how this plan sets all students up for mastering the objective and a future summative assessment. The description is slightly underdeveloped.

Basic – Minimally describes how this plan sets all students up for mastering the objective and a future summative assessment. The description is underdeveloped.

Below Expectations – Attempts to describe how this plan sets all students up for mastering the objective and a future summative assessment; however, the description is significantly underdeveloped.

Non-Performance – The description of how this plan sets all students up for mastering the objective and a future summative assessment is either nonexistent or lacks the components described in the assignment instructions.

Written Communication: Evidence and Sources

Total: 0.75

Distinguished – Demonstrates consistent use of reliable, appropriate sources and/or evidence to support ideas that are situated within the discipline and genre of the writing.

Proficient – Demonstrates mostly consistent use of reliable sources that are appropriate to the discipline and genre of the writing. Sources offer some support to the ideas in the writing.

Basic – Demonstrates somewhat inconsistent use of sources that are mostly reliable to the discipline and genre of the writing. Sources offer very little support to the ideas in the writing.

Below Expectations – Inconsistently utilizes sources and/or evidence in the writing. Such sources/evidence may also be unrelated, offering no support to the ideas in the writing.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Creative Thinking: Solving Problems

Total: 0.75

Distinguished – Develops a logical, consistent plan to solve a problem, identifies consequences of the solution, and can clearly communicate the reason for choosing the solution.

Proficient – Carefully chooses among alternatives, and develops a logical, consistent approach to problem solving.

Basic – Takes into account and eliminates less acceptable approaches to problem solving.

Below Expectations – Takes into account a single approach and uses the approach to problem solving.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Control of Syntax and Mechanics

Total: 0.25

Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: APA Formatting

Total: 0.25

Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.

Basic – Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.

Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Page Requirement

Total: 0.25

Distinguished – The length of the paper is equivalent to the required number of correctly formatted pages.

Proficient – The length of the paper is nearly equivalent to the required number of correctly formatted pages.

Basic – The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations – The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Resource Requirement

Total: 0.25

Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient – Uses required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic – Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations – Uses inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

MADELINE HUNTER LESSON PLAN MODEL

 

Lesson Date and Time: Monday 2-9-2014                              Teacher: Kierstin Backes

 

Grade Level:      Kindergarten                                                     Subject: Mathematics

 

Grade level content standard(s)

The standard to be focused on in this lesson is Common Core Standard CCSS.Math.Content.K.G.A.2
Correctly name shapes regardless of their orientations or overall size (corestandards.org).

The lesson also meets ITSE-S #6 Technology operations and concepts (http://vizedhtmlcontent.next.ecollege.com)

 

LESSON OBJECTIVE  – Today we will be talking about shapes. At the end of the lesson you will each get the opportunity to take apart a flannel board picture and identify the different shapes used to make the picture

 

Anticipatory Set – During the anticipatory set the children will engage in a shape sorting activity. They will be given a variety of shapes and asked to place them in the spot with the same shape.

 

Lesson Sequence & Duration

Gradual Release of Responsibility

Instructional Input “I do”- The teacher will start out by asking the children if they have ever noticed that many pictures are created from different shapes. She will hold up different shapes and ask the children to identify the shape. After identifying the shapes the teacher will place them on the flannel board one at a time creating a house.  (10 minutes)      

Modeling  The teacher will point out that although the picture is now a house it is still just many different shapes. She will next dissect the house naming the shapes. ( 5 minutes)      

Check for Understanding  – The teacher will repeat this activity encouraging the children to help her create a clown face. She will allow the children to determine what shape to put where and identify the shape while doing so. (10  minutes)        

Questioning Strategies/Topical or Overarching Questions- During the activity the teacher will ask these questions. I wonder does a shape change if it is very big or very small?  She will also ask Do you think a shape is still a shape even when it becomes something else?  Exp. Is a circle still a circle if it is a pumpkin?        

Guided Practice  — During this portion of the lesson the children and teacher will engage in a computer game with shape pictures. The children will all be given the opportunity to build and take apart different shape pictures. The teacher will take note of any child who may not be able to recognize shapes of varying sizes while practicing this activity. (15 minutes)    

Independent Practice  – During this time children will be placed in small groups and given a variety of shapes and asked to create a flannel board  picture. After this is completed they will switch boards with a different group and take the pictures apart naming the different shapes as they go. The teacher will spend time with each group and see if they are able to identify the various shapes as they take it apart. This will be done through verbal questioning and observation.      

Closure –The closing activity will again be an individual activity. Each child will be given the same flannel board picture of a robot. Each child will be given a specific shape and asked to collect this shape from the flannel. To make it a fun activity it can be presented as a race. (Note: There will be equal numbers of each shape for each child  to find. Students will be told how many shapes they are searching for)