When students are learning mathematical operations and skills, the concepts and skills will build upon each other. It is important for teachers to plan meaningful learning progressions in their lessons to help with this learning process. Higher-order questioning within a lesson plan can help ensure skill mastery before the next learning concept is introduced.
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Part 1: Partial Lesson Plan
Select a 1-5 grade level and a corresponding Arizona College and Career Ready Standard or other state standard based on the Number and Operations in Base Ten domain.
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 materials.
Include appropriate support and guidance to help students learn related academic language.
Part 2: DOK Essential Questions
Upon completion of the partial lesson plan, draft 20 essential questions to guide meaningful learning progressions and foster problem-solving for students with disabilities, using the “DOK Questions Template.” Five of the questions should activate prior knowledge and the remaining 15 questions should be based on the progression of the lesson activity, probing the four Depth of Knowledge (DOK) levels.
Using four of the questions you drafted, one from each DOK level, identify the following using the DOK Questions Table within the “DOK Questions Template”:
· Examples of student responses
· Rationale of why chosen question meets DOK level
APA format is not required, but solid academic writing is expected.
DOK Questions Table
DOK Level
One Question from that Level
Examples of Student Responses
Rationale of why Chosen Question Meets DOK Level
Level 1: Recall
Level 2: Skill/Concept
Level 3:
Strategic Thinking
Level 4:
Extended Thinking
© 2015. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
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
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a visual of the planet Earth and ask students to describe what Earth looks like.
· I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.
· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.
· I will model one example of solving a number sentence on the white board before having students search for the matching card.
· I will then have the partner who has the number sentence explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.
Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.
Explain how you will differentiate assessments for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.
Time Needed
© 2019. Grand Canyon University. All Rights Reserved.
Charlotte White
SPD 570 Drafing Essential Questions Partial Lesson Plan x
1646 Words
undefined69
Similarity Score
0%
Quoted Text
8
Citation Items
16
Grammar Items
0
Feedback Comments
CITATION OPTIONS
Web References
School Repository
Self Plagiarism
GRAMMAR OPTIONS
Grammar
Style
Spelling
Spelling Duplicates
FEEDBACK COMMENTS
Comments
Charlotte White
SPD 570 Drafing Essential Questions Partial Lesson Plan x
Summary
Submission Ide: f6613722-cf26-4123-ab37-616a5580ab29
1646 Words
69%
SIMILARITY SCORE
8
CITATION ITEMS
16
GRAMMAR ISSUES
0
FEEDBACK COMMENTS
Internet Source
0%
Institution
69%
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
Section 1: Lesson Preparation Teacher Candidate Name:
Charlotte Sanders-White
Grade Level:
First Grade
Date:
8th April 2021
Unit/Subject:
Mathematical Thinking and Expression
Instructional Plan Title:
Unit Plan Template
Lesson Summary and Focus:
This lesson plan has been established following comprehensive considerations and the learning standards required by fourth grade’s childhood practitioners and specialists. Teachers will be required to follow the set guidelines to the letter in order to achieve the desired learning outcomes and ensure development of the children. This unit plan has been formulated in a manner that it accommodates and adjusts when need arises on the basis of differences in students. Successful completion and achievement of this unit’s objectives will equip the students with skills, discovery, and knowledge about the general physical environment and its properties.
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
Classroom and Student Factors/Grouping:
Various factors will impact the planning, teaching, and assessment of the students:
1.Classroom factors
• The class will have adequate students with whom it will be easy for the teacher to monitor the strengths and weaknesses of individual students and that of the class.
• The class will be located in a quite environment, strategically arranged to avoid overcrowding, and filled with charts, posters, and manila hangings on the wall to enhance students’ learning.
2.English Language Learners
• The teacher will group the students with those that share a common language and also encourage them to read aloud to enhance their vocabularies.
• The teachers will also use rubrics to assess the students.
3.Students with Special Needs
• The students with special needs will be grouped with those possessing higher capabilities during group discussions.
• The teacher will monitor the groups to ensure the students participate equally.
• The students will be given regular performance appraisals and encouraging them to work harder.
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
4.504s
• The school will offer comfortable accommodation to the students and ensure that their needs are attended to.
National/State Learning Standards:
1.Reasoning and Explaining
The students will be required to reason abstractly and quantitatively. They will learn to construct viable arguments and critique the reasoning of others.
2.Modeling and use of tools
The students will work with tools and use the appropriate tools strategically.
3.Seeing structure and generalizing
The students will identify and use structures. They will identify and express regularity in repeated reasoning.
4.Habits of mind of a productive mathematical thinker
The students will make sense of problems and persevere in solving them. They will attend to the problems in precision.
Specific Learning Target(s)/Objectives:
By the end of this unit, the students should be able to:
• Count 1 to 120
• Add or subtract within the range of 1 to 100
• Construct viable arguments and critique reasoning of others
• Solve word problem that call for additional three whole numbers
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
• Compare and contrast two and three dimensional shapes
• Build or draw shapes
• Develop mathematical communication skills
Academic Language
• Numbers and Operations
• Algebra
• Geometry
• Measure
• Data
• Probability
The teacher will present and explain the various vocabularies using textbooks, YouTube videos, and voice recognition materials.
The teacher will introduce the vocabularies at the beginning of the lessons and ask the students to first define the terms from their own understanding.
The teacher will also ask the students to read aloud the vocabularies in class.
Resources, Materials, Equipment, and Technology:
The following materials and resources will be used during the course of this unit:
• Educational Videos
• Books on mathematical operations
• Computers
• Voice recognition software
• Geo-boards, pattern blocks, building blocks, charts, drawing materials, two and three dimensional objects.
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
Section 2: Instructional Planning Anticipatory Set
• I will engage the reasoning of the students by writing a word problem on the board for them to solve at the start of the class
• I will point out different shapes on charts for them to identify, compare, and contrast their attributes
• I will ask students to come solve mathematical problems on the board
Time Needed
15 Minutes
Multiple Means of Representation
• I will distribute guided notes for the students to refer from
• I will use videos and voice recognition softwares to explain further new concepts in class.
• I will provide students with different shapes and objects to identify with.
Explain how you will differentiate materials for each of the following groups:
• English language learners (ELL):
1.I will get to know each student and their background to prepare appropriate learning materials for them.
2.I will put in place research-based strategies to modify match their needs and styles of learning.
3.I will provide the students with alternative means of accessing information such as the use of charts or books published in their first language.
• Students with special needs:
Time Needed
45 Minutes
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
1.I will create a one-page sheet that is colored to identify the students with special needs, a list with their names, and their disabilities. I will make a list of materials they require and keep them in a special colored box.
2.I will ensure the students have access to computers, voice recognition materials to aid and make learning more effective.
3.Having each student with a disability corporate with a peer helper.
4.Provide written materials in forms they can understand.
• Students with gifted abilities:
1.Have a more challenging assessment test for the students.
2.Provide more advanced learning and reading materials for them.
3.Rely on more informative and summative assessments.
• Early finishers (those students who finish early and may need additional resources/support):
1.Provide plasticine and modeling clay
2.Provide puzzles
3.Provide drawing
Multiple Means of Engagement
• I will form groups where students will carry out various activities as a group such as solving complex mathematical problems
• I will involve the students in hands-on projects such as constructing various shapes to enhance concentration and completion of work individually.
Time Needed
20 Minutes
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
• I will write a number problem on the board and ask for a volunteer to solve and discuss it with the class.
Explain how you will differentiate activities for each of the following groups:
• English language learners (ELL):
1. Involve them in discussions with students sharing a common first language.
2.I will encourage them to read aloud vocabularies
• Students with special needs:
1.I will group the students with special needs with those of higher capability during group discussions and activities.
2.I will monitor the groups to ensure equal participation of all the members.
3.I will regularly give the students feedback on their performance, encourage them, and comment on their improvements.
• Students with gifted abilities:
1.Assign the students with the most challenging and difficult tasks to solve.
2.Speak with the students to know their interests
3.Group the gifted students with those less gifted or those with special needs in discussions
4.I will also group the gifted students together
5.Encourage them to take on higher challenges
• Early finishers (those students who finish early and may need additional resources/support):
1.I will encourage them to complete puzzles
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
2.I will also provide drawing and coloring books for them to complete
3.The students can also observe math tables on the walls
4.I will encourage them to ask questions
Time Needed
Multiple Means of Expression
Interacting and working with different students shows that the students differ in many ways and measures and strategies should be set to accommodate those differences. The teacher should adjust the learning strategies, activities, and materials to accommodate the differences of every student. Students should also be assessed to identify their mastery of concepts. Alternative means of assessment will be provided to the students to show their mastery such as:
• Asking the students to interpret symbols and diagrams and recording their views
• Using students interviews
• Using standardized written assessment
• Assessing the students through observation
The students should be allowed to illustrate their mastery of different concepts in their understanding. Students may express their understanding through in a summative form through:
• Drawing images
• Naming and describing real-life objects
• Handling a book effectively, turning pages in the right order and identifying new words
25 Minutes
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
• Reading a book effectively
The students may also illustrate their understanding by more formative means such as:
• Writing short sentences
• Drawing and naming objects and pictures
• Raising hands
• Sharing and explaining a concept
Explain how you will differentiate assessments for each of the following groups:
• English language learners (ELL):
1.I will use rubrics to assess the performance of the students
2.I will assess the students using oral performances or presentations
3.I will assess the activities done by the students such as drawings.
• Students with special needs:
1.The student can be assessed by answering questions regarding their tasks.
2.I will assess the students by observing while they carry out their tasks
• Students with gifted abilities:
1.They should be assigned more challenging test
2.They should be asked questions
• Early finishers (those students who finish early and may need additional resources/support):
1.I will give the students more work to do
2.I will give them a puzzle to complete
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
Extension Activity and/or Homework
The students will be required to draw and construct various shapes and objects
They will be required to complete a project by making simple objects using clay.
The students will be given homework to be completed with the help of their parents.
Time Needed
1 hour
References
National Institute for Early Education Research (2009) Yet More Evidence: It’s Time to Strengthen Math, Science in Pre-K. Retrieved from http://nieer.org/
Pollman, M J (2010) Blocks and Beyond: Strengthening Early Math and Science Skills through Spatial Learning. Baltimore, Md : Brookes Publishing
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Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
13-Feb-2021
Grammatical problem: i…:
quite environment
Grammatical problem: incorrect adverb:
quite environment
You used an adverb (‘quite’) instead an adjective, or a noun (‘environment’) instead of another adjective.
accommodation:
accommodation
room
accommodation:
accommodation
room
“room”.
Hyphenation p…:
three dimensi…
three-dimensi…
Hyphenation problem:
three dimensional
three-dimensional
This word is normally spelled with hyphen.
Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
13-Feb-2021
Three successive sentences begin wit…:
The
Three successive sentences begin with the same word.:
The
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
Redundant phrase:
during the course…
during
Redundant phrase:
during the course of
during
Consider using “during”.
Hyphenation p…:
three dimensi…
three-dimensi…
Hyphenation problem:
three dimensional
three-dimensional
This word is normally spelled with hyphen.
Spelling mistake:
softwares
software
Spelling mistake:
softwares
software
softwares
soft wares
softwares
software s
Possible spelling mistake found
Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
31-May-2020
Three successive sentences begin with …:
I
Three successive sentences begin with the same word.:
I
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
14-Jun-2020
Three successive sentences begin with …:
I
Three successive sentences begin with the same word.:
I
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
Spelling mistake:
summative
summation
Spelling mistake:
summative
summation
summative
summarize
Possible spelling mistake found
Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
31-May-2020
Spelling mistake:
plasticine
Plasticine
Spelling mistake:
plasticine
Plasticine
Possible spelling mistake found
Three successive sentences begin…:
Provide
Three successive sentences begin with the same word.:
Provide
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
31-May-2020
Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
31-May-2020
Three successive sentences begin with …:
I
Three successive sentences begin with the same word.:
I
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
Three successive sentences begin with …:
I
Three successive sentences begin with the same word.:
I
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
Spelling mistake:
summative
summation
Spelling mistake:
summative
summation
summative
summarize
Possible spelling mistake found
Three successive sentences begin with …:
I
Three successive sentences begin with the same word.:
I
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
14-Jun-2020
Charlotte White
SPD 570 Drafing Essential Questions Partial Lesson Plan x
1646 Words
undefined69
Similarity Score
0%
Quoted Text
8
Citation Items
16
Grammar Items
0
Feedback Comments
CITATION OPTIONS
Web References
School Repository
Self Plagiarism
GRAMMAR OPTIONS
Grammar
Style
Spelling
Spelling Duplicates
FEEDBACK COMMENTS
Comments
Charlotte White
SPD 570 Drafing Essential Questions Partial Lesson Plan x
Summary
Submission Ide: f6613722-cf26-4123-ab37-616a5580ab29
1646 Words
69%
SIMILARITY SCORE
8
CITATION ITEMS
16
GRAMMAR ISSUES
0
FEEDBACK COMMENTS
Internet Source
0%
Institution
69%
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
Section 1: Lesson Preparation Teacher Candidate Name:
Charlotte Sanders-White
Grade Level:
First Grade
Date:
8th April 2021
Unit/Subject:
Mathematical Thinking and Expression
Instructional Plan Title:
Unit Plan Template
Lesson Summary and Focus:
This lesson plan has been established following comprehensive considerations and the learning standards required by fourth grade’s childhood practitioners and specialists. Teachers will be required to follow the set guidelines to the letter in order to achieve the desired learning outcomes and ensure development of the children. This unit plan has been formulated in a manner that it accommodates and adjusts when need arises on the basis of differences in students. Successful completion and achievement of this unit’s objectives will equip the students with skills, discovery, and knowledge about the general physical environment and its properties.
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
Classroom and Student Factors/Grouping:
Various factors will impact the planning, teaching, and assessment of the students:
1.Classroom factors
• The class will have adequate students with whom it will be easy for the teacher to monitor the strengths and weaknesses of individual students and that of the class.
• The class will be located in a quite environment, strategically arranged to avoid overcrowding, and filled with charts, posters, and manila hangings on the wall to enhance students’ learning.
2.English Language Learners
• The teacher will group the students with those that share a common language and also encourage them to read aloud to enhance their vocabularies.
• The teachers will also use rubrics to assess the students.
3.Students with Special Needs
• The students with special needs will be grouped with those possessing higher capabilities during group discussions.
• The teacher will monitor the groups to ensure the students participate equally.
• The students will be given regular performance appraisals and encouraging them to work harder.
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
4.504s
• The school will offer comfortable accommodation to the students and ensure that their needs are attended to.
National/State Learning Standards:
1.Reasoning and Explaining
The students will be required to reason abstractly and quantitatively. They will learn to construct viable arguments and critique the reasoning of others.
2.Modeling and use of tools
The students will work with tools and use the appropriate tools strategically.
3.Seeing structure and generalizing
The students will identify and use structures. They will identify and express regularity in repeated reasoning.
4.Habits of mind of a productive mathematical thinker
The students will make sense of problems and persevere in solving them. They will attend to the problems in precision.
Specific Learning Target(s)/Objectives:
By the end of this unit, the students should be able to:
• Count 1 to 120
• Add or subtract within the range of 1 to 100
• Construct viable arguments and critique reasoning of others
• Solve word problem that call for additional three whole numbers
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
• Compare and contrast two and three dimensional shapes
• Build or draw shapes
• Develop mathematical communication skills
Academic Language
• Numbers and Operations
• Algebra
• Geometry
• Measure
• Data
• Probability
The teacher will present and explain the various vocabularies using textbooks, YouTube videos, and voice recognition materials.
The teacher will introduce the vocabularies at the beginning of the lessons and ask the students to first define the terms from their own understanding.
The teacher will also ask the students to read aloud the vocabularies in class.
Resources, Materials, Equipment, and Technology:
The following materials and resources will be used during the course of this unit:
• Educational Videos
• Books on mathematical operations
• Computers
• Voice recognition software
• Geo-boards, pattern blocks, building blocks, charts, drawing materials, two and three dimensional objects.
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
Section 2: Instructional Planning Anticipatory Set
• I will engage the reasoning of the students by writing a word problem on the board for them to solve at the start of the class
• I will point out different shapes on charts for them to identify, compare, and contrast their attributes
• I will ask students to come solve mathematical problems on the board
Time Needed
15 Minutes
Multiple Means of Representation
• I will distribute guided notes for the students to refer from
• I will use videos and voice recognition softwares to explain further new concepts in class.
• I will provide students with different shapes and objects to identify with.
Explain how you will differentiate materials for each of the following groups:
• English language learners (ELL):
1.I will get to know each student and their background to prepare appropriate learning materials for them.
2.I will put in place research-based strategies to modify match their needs and styles of learning.
3.I will provide the students with alternative means of accessing information such as the use of charts or books published in their first language.
• Students with special needs:
Time Needed
45 Minutes
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
1.I will create a one-page sheet that is colored to identify the students with special needs, a list with their names, and their disabilities. I will make a list of materials they require and keep them in a special colored box.
2.I will ensure the students have access to computers, voice recognition materials to aid and make learning more effective.
3.Having each student with a disability corporate with a peer helper.
4.Provide written materials in forms they can understand.
• Students with gifted abilities:
1.Have a more challenging assessment test for the students.
2.Provide more advanced learning and reading materials for them.
3.Rely on more informative and summative assessments.
• Early finishers (those students who finish early and may need additional resources/support):
1.Provide plasticine and modeling clay
2.Provide puzzles
3.Provide drawing
Multiple Means of Engagement
• I will form groups where students will carry out various activities as a group such as solving complex mathematical problems
• I will involve the students in hands-on projects such as constructing various shapes to enhance concentration and completion of work individually.
Time Needed
20 Minutes
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
• I will write a number problem on the board and ask for a volunteer to solve and discuss it with the class.
Explain how you will differentiate activities for each of the following groups:
• English language learners (ELL):
1. Involve them in discussions with students sharing a common first language.
2.I will encourage them to read aloud vocabularies
• Students with special needs:
1.I will group the students with special needs with those of higher capability during group discussions and activities.
2.I will monitor the groups to ensure equal participation of all the members.
3.I will regularly give the students feedback on their performance, encourage them, and comment on their improvements.
• Students with gifted abilities:
1.Assign the students with the most challenging and difficult tasks to solve.
2.Speak with the students to know their interests
3.Group the gifted students with those less gifted or those with special needs in discussions
4.I will also group the gifted students together
5.Encourage them to take on higher challenges
• Early finishers (those students who finish early and may need additional resources/support):
1.I will encourage them to complete puzzles
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
2.I will also provide drawing and coloring books for them to complete
3.The students can also observe math tables on the walls
4.I will encourage them to ask questions
Time Needed
Multiple Means of Expression
Interacting and working with different students shows that the students differ in many ways and measures and strategies should be set to accommodate those differences. The teacher should adjust the learning strategies, activities, and materials to accommodate the differences of every student. Students should also be assessed to identify their mastery of concepts. Alternative means of assessment will be provided to the students to show their mastery such as:
• Asking the students to interpret symbols and diagrams and recording their views
• Using students interviews
• Using standardized written assessment
• Assessing the students through observation
The students should be allowed to illustrate their mastery of different concepts in their understanding. Students may express their understanding through in a summative form through:
• Drawing images
• Naming and describing real-life objects
• Handling a book effectively, turning pages in the right order and identifying new words
25 Minutes
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
• Reading a book effectively
The students may also illustrate their understanding by more formative means such as:
• Writing short sentences
• Drawing and naming objects and pictures
• Raising hands
• Sharing and explaining a concept
Explain how you will differentiate assessments for each of the following groups:
• English language learners (ELL):
1.I will use rubrics to assess the performance of the students
2.I will assess the students using oral performances or presentations
3.I will assess the activities done by the students such as drawings.
• Students with special needs:
1.The student can be assessed by answering questions regarding their tasks.
2.I will assess the students by observing while they carry out their tasks
• Students with gifted abilities:
1.They should be assigned more challenging test
2.They should be asked questions
• Early finishers (those students who finish early and may need additional resources/support):
1.I will give the students more work to do
2.I will give them a puzzle to complete
GCU College of Education LESSON PLAN TEMPLATE
© 2019. Grand Canyon University. All Rights Reserved.
Extension Activity and/or Homework
The students will be required to draw and construct various shapes and objects
They will be required to complete a project by making simple objects using clay.
The students will be given homework to be completed with the help of their parents.
Time Needed
1 hour
References
National Institute for Early Education Research (2009) Yet More Evidence: It’s Time to Strengthen Math, Science in Pre-K. Retrieved from http://nieer.org/
Pollman, M J (2010) Blocks and Beyond: Strengthening Early Math and Science Skills through Spatial Learning. Baltimore, Md : Brookes Publishing
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Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
13-Feb-2021
Grammatical problem: i…:
quite environment
Grammatical problem: incorrect adverb:
quite environment
You used an adverb (‘quite’) instead an adjective, or a noun (‘environment’) instead of another adjective.
accommodation:
accommodation
room
accommodation:
accommodation
room
“room”.
Hyphenation p…:
three dimensi…
three-dimensi…
Hyphenation problem:
three dimensional
three-dimensional
This word is normally spelled with hyphen.
Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
13-Feb-2021
Three successive sentences begin wit…:
The
Three successive sentences begin with the same word.:
The
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
Redundant phrase:
during the course…
during
Redundant phrase:
during the course of
during
Consider using “during”.
Hyphenation p…:
three dimensi…
three-dimensi…
Hyphenation problem:
three dimensional
three-dimensional
This word is normally spelled with hyphen.
Spelling mistake:
softwares
software
Spelling mistake:
softwares
software
softwares
soft wares
softwares
software s
Possible spelling mistake found
Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
31-May-2020
Three successive sentences begin with …:
I
Three successive sentences begin with the same word.:
I
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
14-Jun-2020
Three successive sentences begin with …:
I
Three successive sentences begin with the same word.:
I
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
Spelling mistake:
summative
summation
Spelling mistake:
summative
summation
summative
summarize
Possible spelling mistake found
Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
31-May-2020
Spelling mistake:
plasticine
Plasticine
Spelling mistake:
plasticine
Plasticine
Possible spelling mistake found
Three successive sentences begin…:
Provide
Three successive sentences begin with the same word.:
Provide
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
31-May-2020
Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
31-May-2020
Three successive sentences begin with …:
I
Three successive sentences begin with the same word.:
I
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
Three successive sentences begin with …:
I
Three successive sentences begin with the same word.:
I
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
Spelling mistake:
summative
summation
Spelling mistake:
summative
summation
summative
summarize
Possible spelling mistake found
Three successive sentences begin with …:
I
Three successive sentences begin with the same word.:
I
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
Student:
Submitted to Grand Canyon University
Student:
Submitted to Grand Canyon University
Date:
14-Jun-2020
