Reference no: EM133941418

Learning Objectives

Add rows here as needed. Name the learning objective(s) you have identified and list the assessment(s) that will provide evidence that students have met the learning objective.

Learning objectives must be observable and measurable. You must indicate what a student will be able to do at the end of the lesson AND the level of success expected.

You may also use "I Can" statements in student friendly language.
For example:
The student will write a minimum of three details from the story to support the main idea.
The student will solve given linear equations with 80% accuracy. Get the best assignment help from top tutors.
I can identify 40/50 states on a map of the USA.

Identify the vocabulary essential for mastery of this content and the supports for vocabulary you will use within the lesson (whole class, specific group, individual).

Vocabulary:

Supports - Whole Class:

Supports - Differentiated (specific group and/or individual):

Scope and Sequence of Skills:

Upon what academic content knowledge does this lesson build and/or what academic prior knowledge might it activate?

21st Century Skills (e.g. critical thinking, collaboration, communication, creativity) and/or Technology Goals:

Cross-Disciplinary or Cross-Curricular Skills and/or Connections:

Part III: Instructional Focus

A. Supporting Diverse Learners
How do you plan to differentiate your instruction related to the learning objectives and learning intention [e.g. product - what students create or produce; process - plan for how students will come to understand content; content - the questions and information that engage students toward meeting the learning goals; environment-the classroom climate or tone (see Carol Tomlinson's extensive work).

How will you support each learner or groups of learners throughout the lesson instruction in ways specific to meet the learning objective(s)? You MUST address any supports for students with IEPs, 504 plans, ELL, Dyslexia, or gifted needs. You might also include struggling readers, underperforming students, students with gaps in prior knowledge, native or heritage speakers, or other criteria.

In the spaces below, do the following:
Explain how you will accommodate for students identified in Part II with specific learning needs. Make sure you use supports that align with their required accommodations and/or goals and objectives.
Explain how you plan to differentiate for any student (without required accommodations) that needs differentiated teaching or learning opportunities. You must differentiate in at least two ways daily.

Will you be using specific groupings (e.g. purposeful, flexible, heterogeneous grouping)?
If so, what criteria will you use to determine the groups (e.g. assessment data, interests, assets, literacy levels)?

What potential misconceptions and/or developmental approximations are possible with this content and how will you address each? (Consider understanding based on age of the student.)

How did you consider your student's assets (personal, cultural, and/or community, developmental) within your classroom? Be specific to the content of the lesson and assets of your students. (What do they already know or have experiences with?)

Which aspect of your lesson reflects culturally responsive teaching? (Consider the social and cultural representations in your classroom, school or community.)

How will students use problem solving, analysis, critical thinking, creativity, and/or higher order thinking throughout your lesson?

Problem Solving
Analysis
Critical Thinking
Creativity
Higher Order Thinking

C. Learning Theories

What specific learning theories and/or principles of child development guided your instructional choices for this lesson?

Explain how the tenants of the theory or theories apply to your learning objective(s) and instructional choices.