Benchmark – Creating a Standards-Based Lesson Plan FOR A KINDERGARTEN Class GCU
Professional growth in developing effective lessons and lesson plans comes with practice. This assignment provides the opportunity to connect the multiple elements of lesson planning into a single document.
For this benchmark, use the \”COE Lesson Plan Template\” to create a standards-based lesson plan for a KINDERGARTEN grade level. Complete all sections of the lesson plan template. You may use previous work from this course as a starting point for this lesson plan, incorporating feedback received from your mentor teacher.
Your lesson plan should include the following:
Classroom and Student Factors/Grouping: Summarize the “Class Profile†and use this information to direct the differentiation throughout the lesson plan.
National/State Learning Standards: May be based on the standard selected for the Topic 2 assignment.
Specific Learning Target(s)/Objectives: Objective written in Topic 2 to inform this section may be used.
Academic Language: List any vocabulary students will need to learn for full understanding of the lesson.
Resources, Materials, Equipment, and Technology: Lesson must integrate digital tools and resources into the instruction and assessments.
Anticipatory Set: Include pre-assessment or required knowledge student will need to be prepared to learn.
Multiple Means of Representation: Include at least two of the models or strategies previously discussed, along with a thorough explanation of how the chosen model/strategy would apply to the lesson. The Topic 4 assignment may be used to inform this section.
Multiple Means of Engagement: Topic 5 assignment may be used to inform this section. Specify how instruction would be adapted to diverse students, based on an understanding of how elementary students differ in their development and approaches to learning.
Multiple Means of Expression: Include formative and summative assessments to plan, evaluate, and strengthen your instruction. Include technology resources in at least one assessment. Label each assessment as formative or summative as indicated in the lesson plan template.
Extension Activity and/or Homework: Topic 5 assignment may be used to inform this section.
Rationale/Reflection: In 250-500 words, answer the following questions:
How do the instructional models you chose for the lesson meet the diverse learning needs of the students on the \”Class Profile\”?
How does the instruction and assessment meet the developmental needs of students and strengthen future instructional decisions?
How do the technological resources you selected engage students and support your assessment practices?
Support your reflection with 2-3 resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
This benchmark assignment assesses the following programmatic competencies [and professional standards]:
BS in Elementary Education
BS in Elementary Education and Special Education
BS in Elementary Education with an Emphasis in English as a Second Language
BS in Elementary Education with an Emphasis in STEM
BS in Elementary Education with an Emphasis in Teaching Reading
COE 3.2:
Create instructional opportunities that are adapted to diverse students, based on an understanding of how elementary students differ in their development and approaches to learning. [ACEI 3.2; InTASC 7(b), 7(d), 7(j),7(q), 8(a), 8(j), 8(k), 8(p); ISTE-T 2c; 4d; MC2, MC3, MC5]
COE 4.1
Use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development for students’ individual needs and employ technological resources to engage students and support assessment practices. [ACEI 4.0; InTASC 6(a), 6(b), 6(e), 6(g), 6(i), 6(j), 6(k), 6(p), 6(u); ISTE-T 2d, 3d; MC1, MC2, MC5;]
Attachments
I will send you the lesson plan along with any other information. Please message me at.Julie.creativekids@gmail.com if you have questions or get stuck. This assignment can not be like the other papers I must get an A on this paper. Thank you.
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten 2
Date:
January 12, 2020
Unit/Subject:
English
Instructional Plan Title:
Beginning Sound Match Activity
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
The focus of this lesson is on English language. Students will write as well as identify the beginning sounds of the common names of items.
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.
The classroom comprises of 23 students. The 23 students constitute of 14 girls and 9 boys. The class has ten English language learners, three IEPS and four students classified as gifted students. The remaining six students are Tier 2 students. The above mix of student characteristics will affect teaching, planning and assessment in a number of ways. Firstly, the teacher will have to adopt a teaching approach that address the diversity needs of the learners. The teacher will also have to adopt teaching methods that incorporate different learning styles to ensure that the goals of learning are achieved. For example, the teacher will have to combine teaching methods such as narration, demonstration and group instruction to ensure that the different learning needs of the students are met. Therefore, the delivery of the learning content will begin by the teaching guiding the students read through the course text, followed by demonstration and group activity to increase their understanding.
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.
RL.K.1: with promoting and support, ask and answer questions about key details in a text such as what, when, who, why and how
RF.K.1. demonstrate understanding of the organization and basic features of print such as following words from left to right and recognizing sequence of letters for spoken words and names.
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.
By the end of the lesson, students should be able to write their first name and identify the beginning sounds alongside items that are familiar with them with an accuracy of 90%.
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.
Name
Items
Places
Activities
The students will be assisted in writing correctly their first names. The students will then be assisted to identify the beginning sounds of their names and the associated items that have similar sounds at their beginning. The students will also be guided to associate the beginning sound of their names with places, activities and items.
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.
Chart paper for demonstration purposes
Construction paper
Markers
Sample pictures
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.
Students will be introduced to examples of sounds of names familiar to them and their associated names of items, places or activities.
Time Needed
10 min
Multiple Means of Representation (Instruction)
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.
· I will introduce the topic to the students and ask them if they know how to write their first names
· I will ask the students to write their first names and try to identify the beginning sounds in their names
· I will ask the students to make paper cuttings of the first sound of their names
·
Time Needed
20 min
Multiple Means of Engagement (Student Practice)
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.
· I will divide the students into three groups to complete the activity
· I will work with them in writing their first names
· I will ask some of the students if they can spell their names out loud
· I will continue through at least four names for the students to understand the sounds that make up their names
· I will ask the students to match the beginning sound of their name with a name, item or activity familiar to them. For example, “F” for flower
Time Needed
30 min
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.
· Students will break into their groups to complete their activities
· Students will write their first names
· Students will spell out their names loudly
· Students will identify names, items, activities or places that have similar sounds to those of the sounds of their first names
· Students will make paper cutting of the beginning sounds of their first names
· Students will display and share the paper cutting and say the sound in their first names that it represents
Time Needed
10 min
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.
N/a
Time Needed
Reflection
The instructional models that were selected for the lesson were appropriate, as they met the diverse needs of the students. Instructional models represent the instructional practices as well as philosophical orientations that are utilized in instruction delivery. Instructional models structure the teaching methods, strategies, skills and learner activities that will underpin the realization of the developed objectives (Landøy et al., 2019). The selected instructional methods for the assignment stimulated learner interest towards the lesson. For example, introducing the topic created awareness and interest among the learners towards the content of instruction. Through it, the learning needs of the diverse learners were met. The other way in which instructional models met the diverse needs of the learners was the incorporation of active student involvement in the learning process. The students guided the practice alongside being encouraged to engage in independent practice.
The instruction and assessment methods used in the lesson also meet the development needs of the students. The instruction combines different approaches to learning that addresses the diverse needs of the learners. The instruction also builds on the existing knowledge of the learners (Nathial, 2020). As a result, it strengthen the continuity in learner development and realization of their learning needs. The assessment methods used in the lessons are also appropriate. The assessment methods focus on the identification of the learner achievements as well as areas of focus that should be addressed to achieve the outcomes of learning. The lesson did not incorporate any use of technology as an approach to engagement. However, the classroom strategies that were used were appropriate, as they encouraged active involvement of the students in the learning process. The students took the independent role in the learning process with the teacher guiding the learning process (Lesley & Clare, 2020). Therefore, the methods used in the lesson were appropriate since they addressed the needs of the learners and strengthened future instructional decisions.
References
Landøy, A., Popa, D., & Repanovici, A. (2019). Collaboration in Designing a Pedagogical Approach in Information Literacy. Springer Nature.
Lesley, W., & Clare, B. (2020). Handbook of Research on Online Discussion-Based Teaching Methods. IGI Global.
Nathial, D. M. S. (2020). Educational Technology and Methods of Teaching in Physical Education. Friends Publications (India).