Application in Instructional Planning and Presentation in Elementary Education

An effective teacher develops lesson plans according to set standards for the grade level and subject matter being taught. An effective teacher must also carefully consider the needs of each individual learner in the class. The successful presentation of a lesson accommodates the physical, academic, social, and emotional needs of learners.

For this assessment you will create a standards-based lesson plan for a third-, fourth-, or fifth-grade science class. You will need to incorporate active participation strategies, grouping strategies, technology strategies, and formative assessment strategies into the lesson plan. You will then analyze and justify the use of these strategies for the class as a whole and for the diverse learners in the class.

Scenario:

You are a self-contained general education teacher in an elementary school (grades 3%u0432%u0402%u201C5 only). Your class comprises a variety of students with different abilities and backgrounds:

%u0432%u0402%u045E 26 students total (15 boys and 11 girls)
%u0432%u0402%u045E 16 students are on-grade-level readers
%u0432%u0402%u045E 5 students are two grades below reading level (3 with identified learning disabilities in reading)
%u0432%u0402%u045E 5 students are two grades above reading level (2 with identified gifted exceptionalities)
%u0432%u0402%u045E 2 students are English language learners at the intermediate level
%u0432%u0402%u045E 3 students have been diagnosed with attention deficit hyperactivity disorder (ADHD)

Daily planning, instruction, and assessment should reflect the individual needs of each student.

Requirements:

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

The rubric provides detailed criteria for evaluating your submission. You are expected to use the rubric to direct the creation of your submission. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A. Create a standards-based science lesson plan for the third-, fourth-, or fifth-grade class described in the scenario that includes and clearly labels each of the following:
%u0432%u0402%u045E an identification of general information (i.e., topic, grade, student grouping, seating arrangement)
%u0432%u0402%u045E an identification of standards and one measurable objective, including condition, behavior, and criterion
%u0432%u0402%u045E an identification of materials and resources for students and teacher
%u0432%u0402%u045E a description of prerequisite skills or connections to previous learning (i.e., What previously learned skills are necessary for students to be able to participate in and benefit from the planned lesson?)
%u0432%u0402%u045E an explanation of instructional sequence for new information, guided practice, independent practice, and culmination
%u0432%u0402%u045E an explanation of differentiated instruction accommodations for each of the four diverse student groups (i.e., students below grade level, students above grade level, students who are English language learners, and students diagnosed with ADHD)
%u0432%u0402%u045E an explanation of assessment (A copy of the assessment may be submitted, or the assessment may be explained. The assessment may be formal or informal.)

Note: Make sure you submit your completed lesson plan for this project.

1. Within the lesson plan, identify and clearly label the following seven strategies to support student learning:
a. three different types of active participation strategies to promote student engagement
b. one grouping strategy
c. two different strategies to incorporate the use of student-centered technology to support student learning
d. one formative assessment strategy that aligns with the stated lesson objective

Note: You should clearly label these seven identified strategies so evaluators can easily find them.

B. In a separate essay written in APA style, cite relevant academic sources to support each of the seven strategies from part A for use with both the class as a whole and specifically-named diverse learner groups from the scenario (i.e., students below grade level, students above grade level, students who are English language learners, or students diagnosed with ADHD) by doing the following:
1. Justify, citing relevant academic sources, your three selected active participation strategies for the following:
a. the class as a whole
b. one of the four diverse learner groups
2. Justify, citing relevant academic sources, your selected grouping strategy for the following:
a. the class as a whole
b. one of the four diverse learner groups
3. Justify, citing relevant academic sources, your two selected technology strategies for the following:
a. the class as a whole
b. one of the four diverse learner groups
4. Justify, citing relevant academic sources, your selected formative assessment strategy for the following:
a. the class as a whole
b. one of the four diverse learner groups

C. Acknowledge sources, using APA formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

 

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