Educ 307lesson Plan Part 1 General Plan100 Pointscriterialevels Of Ac ✓ Solved
EDUC 307 Lesson Plan Part 1: General Plan 100 Points Criteria Levels of Achievement Content Advanced Proficient Developing Not Present Lesson Preparation 10 points 9 to 10 points Lesson Topic, Concept, Subject, Grade Level, and SOL are included in plan and relate. The SOL includes the SOL number and description. 7 to 8 points Lesson Topic, Concept, Subject, Grade Level, and SOL are included in plan but do not all relate OR the SOL does not include both the SOL number and description. 1 to 6 points Lesson Topic, Concept, Subject, Grade Level, and SOL are incomplete. 0 points Missing.
Objective 15 points 14 to 15 points The instructional objective is observable and/or measurable and includes specific criteria. It is aligned with the SOL. 11 to 13 points The instructional objective is observable and/or measurable but does not include specific criteria. It is aligned with the SOL. 1 to 10 points The instructional objective is neither observable nor measurable OR it is not aligned with the SOL.
0 points Missing. Lesson Connections 10 points 9 to 10 points Materials/Equipment, Technology Integration, and Character Principle are thoroughly described. The Character Principle includes a scripture. 7 to 8 points Materials/Equipment, Technology Integration, and Character Principle are included but with brief description OR the Character Principle does not include a scripture. 1 to 6 points Missing one or more of the following: Materials/Equipment, Technology Integration, or Character Principle.
0 points Missing. Lesson Presentation 25 points 23 to 25 points The Set, Teacher Instruction, Guided and Independent Practice, and Closure are thorough with effective strategies and content that are aligned to the SOL and the objective. 18 to 22 points The Set, Teacher Instruction, Guided and Independent Practice, and Closure have proficient content and are aligned to the SOL and the objective. 1 to 17 points The Set, Teacher Instruction, Guided and Independent Practice, and Closure are incomplete AND/OR are not aligned to the SOL and/or the objective. 0 points Missing.
Assessment 10 points 9 to 10 points The plan for assessment is delineated and authentic and clearly relates to the objective. 7 to 8 points The plan for assessment relates to the objective. 1 to 6 points The plan for assessment is not related to the objective. 0 points Missing. Structure Advanced Proficient Developing Not Present Mechanics 15 points 14 to 15 points Includes a minimum of 1 grammatical or spelling errors.
11 to 13 points Includes 2-3 grammatical or spelling errors. 1 to 10 points Includes 4 or more grammatical or spelling errors. 0 points Significant grammatical or spelling errors. Template 15 points 14 to 15 points The required template is utilized fully and is professionally organized without formatting errors. 11 to 13 points The required template is used but is incomplete OR has minor formatting errors.
1 to 10 points The required template was not used OR is contains significant formatting errors. 0 points Missing. Governor Profile – Texas Answer the following questions. For each question, make sure you include a link showing where you obtained the information. 1.
Pick any Texas Governor other than Greg Abbott. ( 2. Include a picture of the governor. 3. Name the political party this governor represented. 4.
List any governmental positions held prior to becoming governor a. Name the dates the positions were held 5. Personal information a. Date of Birth, Death (if deceased) b. Birthplace c.
Education i. Include only degrees and schools attended after high school 6. Gubernatorial Elections or assuming of office a. Indicate how he came into office (won election, assumed governorship upon death or resignation of…) b. For each of his gubernatorial elections, include the following i.
Year of the election ii. The number of votes for both the person you have chosen and any of his opponents c. Indicate for many years this person served as governor. d. What part of the Texas Constitution (article and section) discusses how the governor is elected? 7.
Vetoes a. Write a one-paragraph summary on a particular bill that your governor vetoed. i. What was the bill about? ii. Why did the governor veto it? b. What part of the Texas Constitution (article and section) discusses the gubernatorial veto?
8. Write a two-paragraph (single-spaced) summary of any speech given by this governor. In your summary be sure to note any policy positions or social views the governor takes. For what is the governor trying to argue? What is the governor’s agenda in the speech?
Include the text of the speech below your summary. 9. Find one op-ed published in a newspaper about the tenure of this governor. It must be an op-ed, not just a website about the governor (no Wikipedia, for example). Summarize the OP-ED in a three-paragraph essay the argument of the op-ed.
Include a link to the op-ed. NOTE: Do not cut and paste anything for this assignment. The summaries are to be in your own words after you have read and learned about the topic. Those who cut and paste or in any other way plagiarize will be subject to a 0 and failure of the course. Lesson Plan Format This material is intended to help you better understand the categories on the EDUC 307 Lesson Plan template.
Instructional sequence: PLAN IT, TEACH IT, PRACTICE IT, TEST IT , and REFLECT ON IT ! PART 1: Before the lesson : · Topic/Subject/Grade · Primary SOL (Virginia Standard of Learning) · Other related standards (include National Standards appropriate to subject area) · Objective : State a specific behavioral objective which provides a basis for evaluating whether or not the objective was accomplished by each individual student (measured by the summative assessment). The following components must be included: · Condition of the task : For example, "Given 10 vocabulary words. . ." -- not "After a vocabulary lesson. . ." · Observable task : Must be a verb that can be observed -- not "know" or "understand." · Measurable criterion : Usually a number.
For example, "state three reasons," "draw one picture," "answer 18 of 20 questions correctly" -- not "successfully" (avoid percentages; numbers are more practical). Sample objective : Given 10 vocabulary words, each student will write a correct definition for at least 9 of the words. · Materials/Equipment : List the materials and equipment needed for the lesson. Be creative! · Technology Integration : Describe technology used by teacher candidate and/or students During the lesson : · Set: State an introductory activity to get students' attention and focus on the lesson topic. · Lesson: Describe the following steps that are designed to prepare students for success on the summative evaluation at the end of the lesson. · Instruction/Modeling : Include a brief explanation of the concept to be taught and one or more examples to be modeled by the teacher candidate. · Guided student practice/Formative assessment : Describe additional examples for student practice with the teacher candidate's guidance.
Group activities are appropriate. Teacher candidate observes student performance (formative assessment). · Independent practice/Formative assessment : Describe additional examples to be completed independently when the students understand the examples that were completed as a group. The teacher candidate will circulate through the room to observe whether students are having difficulty and help them as needed (formative assessment). · Closure: Review the concept taught. (Restate the objective and/or ask students.) · Summative assessment: Describe the task that measures the objective stated at the beginning of the lesson plan. (Was the objective achieved?) Example: written quiz or a checklist to assess each student's performance.
PART 2: · Classroom diversity : Describe diverse backgrounds (race, SES, gender, ethnicity, language) and special needs (ED, LD, MR, gifted, other) and state accommodations to meet individual needs · Differentiation- Explain strategies and support you will include to assist the special needs students with the content of the lesson. Liberty University’s Standard Instructions ** TEACH IT, PRACTICE IT, TEST IT! ** Lesson Plan: Part 1: Abraham Lincoln Teacher Candidate : Sample Course : EDUC 307- Section ___ LESSON PREPARATION Topic : Abraham Lincoln- history, accomplishments, and contributions Concept: Life and Contributions of Abraham Lincoln Subject : History Grade : Second State Standard : VA SOL 2.11 - The student will identify George Washington, Abraham Lincoln, Susan B.
Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr., as Americans whose contributions improved the lives of other Americans. Primary Objective: Given a list of eight events and contributions, students in groups of three or four will demonstrate knowledge of Abraham Lincoln’s life by placing at least six out of eight events in the correct order. Materials/Equipment: Whole Group - computer, SmartBoard, KWL charts, àbe’s Honest Words by Doreen Rappaport, Abraham Lincoln supplemental material (large print) by Barbara Spillman Lawson - one for each student, Abraham Lincoln worksheet from U.S. Presidents workbook, braille printer, braille paper, 11â€x14†black construction paper, slant boards, scissors, glue sticks, wiki sticks, writing paper, pencils, 8.5â€x11†white paper, construction paper of various colors, crayons, markers, and/or colored pencils, visual aids to reference during whole group for students with learning disabilities, 11â€x14†white construction paper for cut-and-paste flow map, cut-and-paste parts for flow map, stove-pipe hat cut-outs in black, cut-and-paste timeline pieces Lawson, B.
S. (n.d.). Abraham Lincoln . Virginia S.O.L. Famous Americans Rappaport, D. (2008). Abe’s honest words .
Hyperion Books for Children. New York Technology Integration: Brain Pop Jr. video to be used as closure for the lesson - Character Principle: Loyalty – Steadfastness or faithfulness to a person, custom, or idea. "A friend loves at all times." (Proverbs 17:17a) LESSON PRESENTATION Set : The students will be broken up into their respective groups. Each student will then be given a KWL chart and asked to write down or braille at least three things they know about Abraham Lincoln and at least three things they want to know about Abraham Lincoln. Teacher Instruction: The goal of this lesson is teach the students a brief biography of Abraham Lincoln, as well as, some of his most important contributions.
The history portion of the lesson will include Lincoln’s birth, why he was known as “Honest Abe,†becoming a lawyer, election to Congress, election to Presidency, Emancipation Proclamation, Gettysburg Address, and his assassination. Contributions to be covered include the Emancipation Proclamation and his Gettysburg Address. Teacher Modeling: The Abraham Lincoln supplement written by Barbara Spillman Lawson will be handed out to all students. They will assemble on the carpet and the teacher will read the supplement aloud to the students, making sure to stop and highlight the parts listed above. This is to be followed up by the Brain Pop Jr. video which will discuss the remaining historical facts such as an example of why his nickname was “Honest Abe.†Optional - Children’s Literature Selection: Selection: Abe’s Honest Words by Doreen Rappaport Lesson Concept: provide real examples of Abraham Lincoln’s honesty, loyalty to his fellow man, and his fight for equal opportunity for all people Character Principle: Equal Opportunity, Gratitude and Loyalty Rappaport, D. (2008).
Abe’s honest words . Hyperion Books for Children. New York. Guided Student Practice: Group one - They will create a tactile timeline using the brailled events provided and the wiki sticks to connect the events. The teaching assistant will assist the students in cutting out the events and gluing them down.
Group two - these students will construct a flow map by cutting and pasting pictures provided onto a sheet of 11â€x14†construction paper. They will be asked to write a one sentence description under each picture. Group three - these students will create a timeline using the cutout of the stove-pipe hat. They will cut out the events provided and glue them onto the hat. Group four - these students will write a letter to a friend or family member telling that person what they have learned about Abraham Lincoln.
They are to include all eight facts that they have learned and why Lincoln’s contributions are so important to this country. Group five: these students will create a poster timeline of the eight events discussed during the lesson. They will use the construction paper and supplies provided to create eight separate posters, one of each event. They will then attach them together to create a timeline. Independent Student Practice: Students will complete a writing activity.
They are to write a short biography of Lincoln’s life and it should include the at least six of the historical points discussed during the lesson. They are to be given the topic sentence: Abraham Lincoln was an extraordinary man and President . The rest is up to them. They can write as much or as little as they want as long as they include the appropriate information. Closure: Gather students back on the carpet and review the eight events from Lincoln’s life.
Remind the students of how Lincoln showed his loyalty to the country by honoring all those who died in his Gettysburg Address; how Lincoln was loyal and gave equal opportunity to all of the citizens of this country by freeing the slaves. Summative Assessment: The students will be given a sheet of the historical events and contributions placed out of order. They are to write the correct number by each event, placing them in the correct order. Students should get six out of eight events and contributions correct. This assignment is to be graded by the teacher.
The VA SOL is named (2.11) and written out. The objective contains the important components described in the directions and rubric. Notice that the assessment matches the objective. EDUC 307 Liberty University’s Standard Instructions ** TEACH IT, PRACTICE IT, TEST IT! ** Lesson Plan: Part 1 Teacher Candidate : EDUC 307 LESSON PREPARATION [before the lesson ] Topic : Correct subject/grade/topic and all are age appropriate. Concept : Subject : Grade : State Standard [Virginia SOL]: Virginia SOLs can be located at Primary Objective [Objective must match Summative Assessment below.]: Must be a specific behavioral objective which provides a basis for evaluating whether or not the objective was accomplished by each individual student (measured by the summative assessment).
The objective should describe the skill to be taught, not the content to be used. The following components must be stated in each objective: A udience/Learner: Be specific. “each student†or “students in group 3â€. B ehavior/Observable task : Must be a verb that can be observed – not “know†or “understandâ€. C riterion (MEASURABLE) : For example, “state three reasons,†“draw one picture,†“answer 18 of the 20 correctlyâ€.
Do not use percentages in lesson plan objectives. D emonstration/Condition of the task : for example, “Given ten vocabulary words...†– not “After a vocabulary lesson.†Sample objectives : Given 10 vocabulary words, each student will write a correct definition for at least 9 of the words. In an essay, each student in group two will write an essay integrating each of 10 teacher identified vocabulary words with contextual accuracy. Materials/Equipment [Be creative! Manipulative activity required]: List the materials and equipment needed for the lesson.
Be creative! Include authentic children’s literature: poetry, drama, fiction, nonfiction, and research materials suitable to the content area of study. Or perhaps manipulatives, maps, samples, etc. Be sure to list printed materials in current APA format. Technology Integration [Provide software title or website that could be used for this topic]: Hardware/software used by teacher and/or students and how it will be integrated into the lesson.
Specify the net address for each entry. Character Principle [Choose character principle related to children’s literature selection.]: Choose a character trait that applies to the lesson. State the principle in children’s terms, a correlated verse (or an appropriate excerpt for young children), and the Scripture reference. The character principle must also be applied to the lesson procedures. LESSON PRESENTATION [during the lesson]: The following steps are designed to prepare students to be successful in the summative evaluation at the end of the lesson.
Set [Introduce lesson concept.] Introductory activity to get students’ attention and focus attention on the lesson topic. Teacher Instruction [Explain lesson concept.] Teacher Modeling [Demonstrate examples of lesson concept.]: Include a brief explanation of the concept to be taught and one or more examples to be modeled by the teacher. If steps or skills are part of the lesson, list the steps or skills. This needs to be explained in the detail that a reader will know that you understand the concept being taught. Guided Student Practice [formative assessment] : Students practice additional examples with the teacher's guidance using an activity, assignment, or experience.
Group activities are appropriate for learning style and ability…this is differentiation. Teacher observes student performance (formative assessment). Independent Student Practice [formative assessment – practice for summative assessment ]: Once the teacher is satisfied that the students understand the examples completed as a group with teacher guidance, additional examples are assigned to be completed independently. The teacher should circulate through the room to observe whether students are having difficulty and help them as needed (formative assessment). This is not the same as the summative assessment not is this where you evaluate the objective.
Rather it is practice for the summative assessment. Closure [Review lesson concept and character principle.]: Review the concept taught. (Restate the objective and/or ask students.) Summarize and solidify. Summative Assessment [Measure performance of each individual student]: Must measure the objective stated in the lesson plan. (How will you grade or check to see if the objective was achieved?) Example: Student quiz, student writing, or checklist (marked by the teacher, student, or peer) to assess each student’s performance. This is not the same as the independent practice.
Paper for above instructions
Lesson Plan Part 1: General Plan
Teacher Candidate: [Your Name]
Course: EDUC 307 – Section [Insert Section Number]
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LESSON PREPARATION
Topic: The Life and Achievements of Martin Luther King Jr.
Concept: Social Justice and Civil Rights Activism
Subject: History
Grade: Fourth Grade
Virginia Standard of Learning: VA SOL 4.11 – The student will learn about the contributions of famous Americans, including Martin Luther King Jr., focusing on the principles of equality and justice.
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Primary Objective:
Given a timeline of Martin Luther King Jr.’s life, students will collaboratively construct a visual representation that accurately depicts at least 5 major events that illustrate King’s contributions to social justice, achieving at least 80% accuracy in sequencing these events.
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Materials/Equipment:
- Chart paper and markers
- Images of Martin Luther King Jr. and significant events in his life
- Access to computers or tablets for research
- Copies of excerpts from King's speeches
- Projector for video presentation
- KWL (Know, Want to Know, Learned) chart templates
- BrainPOP video on Martin Luther King Jr. and Civil Rights movement
- Construction paper and art supplies for group projects
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Technology Integration:
Students will watch a BrainPOP video about Martin Luther King Jr. that will provide an interactive, multimedia introduction to his life and contributions (BrainPOP, n.d.). Additionally, they will use educational websites to gather more information on the significant events in King's life.
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Character Principle:
Justice – The quality of being fair and reasonable.
“It is our moral duty to fight for justice.”
(Micah 6:8)
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LESSON PRESENTATION
Set:
To introduce the lesson, students will engage in a brief discussion about what they already know about Martin Luther King Jr. They will fill out the "Know" section of their KWL charts. The teacher will inspire curiosity by asking guiding questions like "What do you think made Martin Luther King Jr. a significant figure in history?"
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Teacher Instruction:
The teacher will model how to interpret the timeline of Martin Luther King Jr.'s life by providing key events, including his birth, the launch of the Civil Rights Movement, the “I Have a Dream” speech, and the Nobel Peace Prize. The teacher will then explain the impact of these events on American society.
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Teacher Modeling:
Using the timeline, the teacher will demonstrate how to categorize and place events chronologically. For example, the teacher will take the event "I have a Dream Speech" and validate its significance in the movement for racial equality.
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Guided Student Practice:
Students will be divided into groups. Each group will use images and descriptions of key events provided by the teacher to construct a large visual timeline on chart paper, placing the events in chronological order. As the groups work, the teacher will circulate to offer guidance and answer questions.
Formative Assessment: Teacher will observe each group's process, asking questions to check for understanding and ensuring all students are engaged (Black & Wiliam, 1998).
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Independent Student Practice:
After completing the group activity, each student will write a short essay summarizing three key contributions of Martin Luther King Jr., citing evidence from their research and group discussion. This will allow the teacher to assess individual understanding and the ability to articulate the importance of King's legacy.
Formative Assessment: Teacher will review the written summaries and provide feedback.
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Closure:
Students will reconvene as a class. Each group will present their timelines and highlight the events they found most significant. The teacher will connect these discussions back to the lesson's objective, reinforcing the importance of social justice and how Martin Luther King Jr. stood for fairness for all.
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Summative Assessment:
The students will individually complete a quiz that asks them to fill in a blank timeline with events from King’s life based on their group work and individual summary essays. The goal is for at least 80% of the students to accurately position the events in King’s timeline.
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Part 2: Classroom Diversity
The classroom consists of a diverse group of students varying in race, ethnicity, socio-economic status, and learning abilities. Accommodations for students with special needs include providing additional time for assignments, using visual aids and assistive technology, and partnering students with peers for collaborative activities.
Differentiation:
- Groupwork: Mixed-ability groups will allow peer support among students.
- Visual Aids: Use of images and diagrams helps students with learning disabilities.
- Extended Learning: Students who grasp concepts quickly can explore more in-depth research topics related to social justice movements.
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References
1. Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969594980050102
2. BrainPOP. (n.d.). Martin Luther King Jr. Retrieved from https://www.brainpop.com/socialstudies/americanhistory/martinlutherkingjr/
3. King, M. L. (1963). Civil Rights: The Importance of the Movement. In I Have a Dream: Writings and Speeches That Changed the World. New York: HarperOne.
4. Lawson, B. S. (2010). Martin Luther King Jr.: A Biography. Greenwood Publishing.
5. The Martin Luther King Jr. Center for Nonviolent Social Change. (n.d.). Timeline of the Civil Rights Movement. Retrieved from https://www.thekingcenter.org
6. Haynes, C. (2013). The Role of the Church in the Civil Rights Movement. Journal of Religious Education, 61(4), 98-106. https://doi.org/10.1007/s11415-013-0212-7
7. Smith, J. (2016). Remembering Martin Luther King Jr.: His Life and Legacy. American Historical Association. Retrieved from https://www.historians.org/
8. National Park Service. (n.d.). Martin Luther King Jr. National Historical Park. Retrieved from https://www.nps.gov/malu/index.htm
9. The Leadership Conference on Civil and Human Rights. (2021). The Civil Rights Movement: A Timeline. Retrieved from https://civilrights.org/
10. U.S. Department of Education. (2019). Guiding Principles for Creating Safe and Supportive Learning Environments for LGBTQI+ Students. Retrieved from https://www.ed.gov/
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This lesson plan is designed to be a comprehensive guide for teaching fourth-grade students about Martin Luther King Jr., focusing on his contributions to social justice, integrating technology and accommodating diverse needs, while clearly communicating learning expectations through observable objectives and assessments.