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LESSON PLAN DETAILS
Lesson Preparation

Subject/Grade Level and Topic Appropriate for age

State Standard
Virginia SOL or standard of your state. State the standard and identify the source.

National Standard
Source will vary with subject. Use the link. located on the template to find possible sources. Please cite the source with the standard.

Objective
Must be a specific behavioral objective which provides a basis for evaluating whether or not the objective was accomplished by each individual student as measured by the summative assessment. The objective should describe the skill taught, not the content used. It should be stated in terms of what the student will do to demonstrate mastery and include the criteria for mastery. The following components must be included in the objective:

Audience/Learner: Be specific – “each student” or “students in group 3”

Behavior/Observable Task: Must be a verb that can be observed – not “will know” or “will understand”

Criteria for Mastery: For example – “state three reasons,” “draw one picture,” “correctly answer 18 of 20 multiple choice questions” Do not use percentages in lesson plans.

Demonstration/Condition of the task: For example, “Given 10 vocabulary words…” “Given a 20-question multiple choice quiz….”

Sample Objectives:
• Given 10 vocabulary words, each student will write correct definitions for at least 9 of the words.
• Given a math test on adding numbers with sums less than 10, each student will correctly answer at least 18 of the 20 problems.

Materials
List materials used in the presentation of the lesson. Include materials for hands-on learning. Examples: literature selections, research materials, manipulatives, maps, art supplies, etc. Consider assistive technology for students with disabilities.

Resources
List resources used by the teacher in the preparation of the lesson and/or by the student during the course of the lesson.

Technology Connection
Hardware/software used by the teacher and/or the students. Explain how it is integrated into the lesson. Specify software title or website if used.

Character Education Principle
Identify a character education principle that is integrated in the lesson and relate the principle to Scripture.

Diversity
Today’s classrooms include a wide diversity of students. Describe the diversity present in the class for which the lesson was designed. For full credit you need to include at least three disability categories. Your description should demonstrate your knowledge of the characteristics of each disability identified. Also consider cultural and learning style differences. Include a detailed Differentiated Instructions section explaining how the activities in your lesson plan will meet the needs of your learners.

Lesson Presentation
In each section be sure to consider and identify any differentiation and/or accommodations necessary for diverse learners.

Pre-Assessment
Identify the means by which you will determine students’ prior knowledge of the topic to be taught.

Set
Introductory activity to get students’ attention and create a sense of interest.

Instruction/Modeling
Include a brief explanation of the concept to be taught and the method of instruction. If steps or skills are part of the lesson, list the steps or skills. Your understanding of the concept(s) taught should be evident. Knowledge of the major concepts, principles, and theories related to teaching/learning should also be demonstrated through methods utilized.

Guided Student Practice
Means by which students are given examples with teacher’s guidance using an activity, assignment or experience to promote learning. Group activities are appropriate. Teacher observes student performance (formative assessment).

Independent Student Practice
Assignment designed to allow student to practice concepts/skills independently. Teacher may observe and assist as needed. This is practice for the summative assessment.

Closure
Review, summarize and solidify the concept/skill being taught.
Evaluation - Summative Assessment
Means by which student mastery of the objective is measured. The summative assessment should match the objective. (The objective stated what the students would do to demonstrate mastery. The summative assessment is what the objective stated would be done.) Practice assignments cannot be used for summative assessment.

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These solutions may offer step-by-step problem-solving explanations or good writing examples that include modern styles of formatting and construction of bibliographies out of text citations and references. Students may use these solutions for personal skill-building and practice. Unethical use is strictly forbidden.

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