Lesson planning is a key aspect of effective instruction. Lesson…

Question Answered step-by-step Lesson planning is a key aspect of effective instruction. Lesson… 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 dailyplanning). writing a daily lesson plan for one grade level forlanguage arts.  Use the provided Lesson Plan Template at the end of this. INSTRUCTIONSGrade Level: 2nd grade Central Focus: A description of the important understandings and core concepts that 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, andaddress the subject-specific components in the learning segment. An overarching, big idea for student learning in the subject area (ex. Equivalent fractions, persuasive writing) Subject/Topic:  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 that you are teaching that falls under the central focus. This should be specific for this plan (ex. 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 Personal: Refers to specific background information that 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 aboutthe students in your classroom. Community: Refers to common backgrounds and experiences that students bring fromthe community where they live, such as resources, local landmarks, community eventsand practices, and so on, that a teacher can draw upon to support learning. Providespecifics about the students in your classroom. Developmental: Refers to the cognitive, physical, social, and emotional needs thatstudents display that can impact the classroom environment. Provide specifics about thestudents in your classroom. Content Standards Virginia State Standard(s): Choose and write the specific state standard that your lesson is basedon including the number, letter, and description. Find this information on the VirginiaDepartment of Education website. An example of a correctly written state standard isVAEnglish SOL 2.7 The student will read and demonstrate comprehension of fictional texts(e) identify the main conflict and resolution in fictional texts. National Standard(s): Choose and write the specific national standard that your lesson isbased on including the number, letter, and description. Find this information using thenational standard links for your endorsement area. An example of a correctly writtennational standard isWHI.2 The student will apply social science skills to understand the period from the Paleolithic Era to the agricultural revolution by a) explaining the impact of geographic environment on hunter-gatherer societies; b) describing characteristics of hunter-gatherer societies, including their use of tools and fire; c) analyzing how technological and social developments gave rise to sedentary communities; and d)analyzing how archaeological discoveries are changing current understanding of earlysocieties. InTASC Standard(s): Choose and write the specific InTASC standard that your lesson isbased on including the number, letter, and description. show how theInTASC standard(s) applies to your specific lesson. An example of a correctly written InTASC standard is Standard #4: Content Knowledge. Learning Objective(s) Objective: objective based on your chosen state standard. The objective shouldbe succinct and contain a clear Condition, Performance, and Criterion. Hereis an objective example with each part color-coded (Condition, Performance, Criterion):After reading three fictional short stories, the student will correctly identify the mainconflict and resolution of each story from a list of choices with 4/6 identified correctly. InstructionLaunch/Hook/Anticipatory Set: Describe how will you open the lesson. This should beaimed at capturing students’ attention and narrowing their focus for the instruction ahead.Ideas for this can include telling an interesting story, asking a thought-provokingquestion, sharing a fun fact, singing a song, or anything else that will meaningfullyconnect to the instruction. Instruction/Modeling: This will be one of the most detailed parts of the lesson. Explainvery clearly how you will teach the skill/content of the chosen state standard and theobject provide a step-by-step description of what you will do (as theteacher) and what students will be doing. You are encouraged to use numbers or bulletpoints. 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 theskill/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 ameaningful way. Evidence And Assessment Of Student LearningDiagnostic/Pre-assessment(s): Diagnostic or pre-assessments may be done at thebeginning of a lesson or may be completed prior to the lesson being taught (pre-test,checklist, diagnostic testing). Describe how you will assess prior learning before thelesson. Formative Assessments/Feedback to Learners: Formative assessments often take placeduring the lesson and should provide feedback to learners. Often formative assessmentstake place during your Guided and Independent Practice. Describe how you will assessstudent 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. Thiscould be in the form of a quiz, test, set of questions, recitation, project, or something else;just be certain that this relates directly to the Objective. Note that there may be formativeassessments 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. Academic Language Demands Language Demands: Describe how academic language is used by students to participatein the learning tasks of the lesson to demonstrate their understanding. Language Supports: Describe the support(s) that will be in place to help studentsunderstand the language demands.  Essential Vocabulary: List vocabulary terms that are essential for students to understandduring the lesson. LUO SOE Specific Lesson Requirements Character Education: Describe how you will make connections to a character quality orlife skill in the lesson (ex.  Group work will involve cooperation and kindness from students.). 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 itemthat would be used to carry out the plan as it is written. Technology Connection: Describe the specific instance(s) where technology ismeaningfully integrated into the lesson. Note that technology should be integrated at leastonce within an instructional area of the plan (in the Opening, Direct Instruction/Modeling, Guided Practice, Independent Practice, and/or Closure). Supports: Differentiation/ ExtensionPlanned Supports: How will you support students to meet your goals? Describe explicitlywhat you will do. List planned supports (instructional strategies, learning tasks andmaterials, and other resources deliberately designed to facilitate student learning of thecentral 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 studentswith 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 alreadymastered the skill/content. How can these students be challenged while still focusing onthe skill/content of the lesson? ReferencesResources: Cite all resources that were used in the creation of the plan. For example, ifyou 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 within thecreation of the plan.Research to Support Instructional Design: Cite all research used to support instructionaldesign, including URLs. At least one research-based source should be included. Image transcription textDAILY LESSON PLAN TEMPLATE PRELIMINARYINFORMATION Candidate Name: Click or tap here Grade Level:Click or tap here to enter text. to enter text. Candi… Show more… Show moreImage transcription textHow will you end the lesson in a way that promotes studentlearning and retention? Click or tap here to enter text.EVIDENCE AND ASSESSMENT OF STUDENT LE… Show more… Show more  Arts & Humanities Writing EDUCATION 175 Share QuestionEmailCopy link Comments (0)

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