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Assessment Description

Lesson planning is not just about planning what you want your students to know but also planning for possible situations that might arise and solutions that can be used. Using academic and behavioral data, a teacher must plan for what each child is going to need to help them access the curriculum as well as any individual accommodations that will be needed. The time spent on planning helps to ensure the successful delivery of the lesson.

Select 5-grade level and a corresponding Arizona or other state standard based on the Number and Operations-Fractions domain.

Compose an aligning learning objective and design appropriate activities for a selected group of 3-4 students, of varying academic levels, from the “Class Profile.”

Using the “COE Lesson Plan Template,” complete the lesson plan through the Multiple Means of Engagement section, making sure the activities are supported by the recommendations found in the topic Resources.

• Fraction tasks, including area, length, and set/quantity models; or
• Equivalent fractions. In the Multiple Means of Engagement section, draft five questions you could ask students during the lesson that promote conceptual understanding related to fractions.
• In the Multiple Means of Representation section, describe five potential issues and/or roadblocks that might happen while delivering the lesson, based on the needs of the selected group of students. Provide possible solutions to each potential issue.

GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

 Teacher Candidate Name: Eartha Coard Grade Level: 5th grade Date: 12/14/2021 Unit/Subject: Number and Operations-Fractions Domain. Instructional Plan Title: Differentiating Math Activities Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

Section 2: Instructional Planning

GCU College of Education

LESSON PLAN TEMPLATE

21

2022

Section 1

: Lesson Preparation

Teacher Candidate

Name:

Eartha Coard

5

th

Date:

12/14/2021

Unit/Subject:

Number and Operations

Fractions

D

omain.

Instructional Plan Title:

Differentiating Math Activities

Lesson Summary and

Focus:

In 2

3 sentences, summarize the lesson, identifying the central focus

based on the content and skills you are teaching.

Classroom and Student

Factors/Grouping:

Describe the important classroom factors (demographics and

environment) and student factors (

IEPs, 504s, ELLs, students with

behavior concerns, gifted learners), and the effect of those factors on

planning, teaching, and assessing students to facilitate learning for all

students. This should be limited to 2

3 sentences and the information

should i

nform the differentiation components of the lesson.

National/State Learning

Standards:

Review national and state standards to become familiar with the standards

you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of

the lesson being presented. Standards must addres

s learning initiatives

from one or more content areas, as well as align with the lesson’s learning

targets/objectives and assessments.

GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate

Name:

Eartha Coard

5

th

Date:

12/14/2021

Unit/Subject:

Number and Operations-Fractions Domain.

Instructional Plan Title: Differentiating Math Activities

Lesson Summary and

Focus:

In 2-3 sentences, summarize the lesson, identifying the central focus

based on the content and skills you are teaching.

Classroom and Student

Factors/Grouping:

Describe the important classroom factors (demographics and

environment) and student factors (IEPs, 504s, ELLs, students with

behavior concerns, gifted learners), and the effect of those factors on

planning, teaching, and assessing students to facilitate learning for all

students. This should be limited to 2-3 sentences and the information

should inform the differentiation components of the lesson.

National/State Learning

Standards:

Review national and state standards to become familiar with the standards

you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of

the lesson being presented. Standards must address learning initiatives

from one or more content areas, as well as align with the lesson’s learning

targets/objectives and assessments.

,

Class Profile

9

Class Profile

Student Name

English Language

Learner

Socio

economic

Status

Ethnicity

Gender

IEP/504

Other

Age

Performance

Level

Math

Performance

Level

Parental

Involvement

Internet

Available

at Home

Arturo

Yes

Low

SES

Hispanic

Male

No

Tier 2 RTI for

R

level

One year

level

Med

No

Bertie

No

Low

SES

Asian

Female

No

None

level

One year

level

Low

Yes

Beryl

No

Mid

SES

White

Female

No

NOTE: School

does not have

level

Two years

level

Med

Yes

Brandie

No

Low

SES

White

Female

No

Tier 2 RTI for

Math

level

One year

level

Low

No

Dessie

No

Mid

SES

White

Female

No

Tier 2 RTI for

Math

level

One year

level

Med

Yes

Diana

Yes

Low

SES

White

Female

No

Tier 2 RTI for

level

One year

level

Low

No

Donnie

No

Mid

SES

African

American

Female

No

Hearing

Aids

level

Med

Yes

Class Profile

Student Name

English Language Learner

Socio

economic

Status

Ethnicity

Gender

IEP/504

Other

Age

Performance Level

Math Performance

Level

Parental

Involvement

Internet Available

at Home

Arturo Yes

Low

SES

Hispanic Male No

Tier 2 RTI for

level

One year

level

At grade level Med No

Bertie No

Low

SES

Asian Female No None

level

One year

level

At grade level Low Yes

Beryl No

Mid

SES

White Female No

NOTE: School

does not have

level

Two years

level

At grade level Med Yes

Brandie No

Low

SES

White Female No

Tier 2 RTI for

Math

level

One year

level

Low No

Dessie No

Mid

SES

White Female No

Tier 2 RTI for

Math

level

One year

level

Med Yes

Diana Yes

Low

SES

White Female No

Tier 2 RTI for

level

One year

level

At grade level Low No

Donnie No

Mid

SES

African

American

Female No Hearing Aids