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23 Nov General Lesson Plan Template with Guiding Questions

Based on Lesson Plan and video “How to make 5” individual working answering each question (2 Sentences for each question)

Then fill the table for 5 students work and Teaching Rubric

See attached files

General Lesson Plan Template with Guiding Questions

Directions: For day-to-day planning, use this template. Read and check off the questions that you have addressed in the respective section of the lesson plan.

 Pre-planning: Complete this section in order to prepare all the necessary research, expectation-setting, and resources prior to lesson planning. Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section. Standard(s) : (no more than 2-3 standards) CCSS.MATH.CONTENT.NY K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way. Record each decomposition by drawing or equation. Also NY K.CC.4 The secondary standard is KSL6: Express thoughts, feelings, and ideas. Lesson Objective(s): What will students know or be able to do by the end of the lesson? · Students will show more than one way to make 5 by using two-color counters.  · Students will be able to interpret and explain how to make 5. · Students will understand the concepts to make 5 by two different groups by using worksheets. · Students will be able to apply and use appropriate vocabulary, for addition for making five by answering the questions providing by the teacher. Connections to Prior Learning: What prior content, concepts, and/or skills does this lesson build upon? K.CC.1 – Count to 20 NY-K.CC.3 – Understand the relationship between numbers and quantities to 10; connect count to cardinality Listening. Comprehension. Knowledge of numbers. Counting Assessments: How will you measure progress towards the objective? What criteria will you use? I will: • Observe students’ assess their understanding of the lesson content. • Support students who are not understanding clear (counting together with them). • Observe students if they are able to make different ways to make 5 and ﬁnd the total amount. Differentiation: How will you adapt the content, process, and/or products to meet so all students can be successful? I can adapt the content in order for students to be successful by – Using a 5-frame with a small icon in each corner in place of a hand as the vocabulary may present challenges Materials: Provide links to any resources that are being utilized during lesson facilitation. This can include, but is not limited to, PowerPoint/Slide Deck, worksheets, reading material, videos/images, etc. · Scott Foresman, Math 2016 Common Core Student Edition Grade K Volume 1 · I Can Say My Number Pairs 5 | Math Song for Kids | Number Bonds | Jack Hartmann https://www.youtube.com/watch?v=zija7aVmziY · Math Board · Markers · Worksheets · Pencils · Crayons · Two-color counter · Index cards

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Based on Lesson Plan and video “How to make 5” individual working answering each question (2 Sentences for each question)

Then fill the table for 5 students work and Teaching Rubric

1. Does the task attend to any of the following? Note all that apply.

The structure, concepts, ideas, events or details of the text?

The words, phrases, and sentences within the text?

Understanding the central ideas and development of the text?

2. How does the task require students to use evidence from text(s) to demonstrate understanding and to support ideas about the text?

3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or indicate opportunities for students to demonstrate the requirements of the targeted standard(s) for the task?

Analyzing individual student samples:

1. What does the student’s work demonstrate about his/her understanding of the task?

2. What does the student’s work demonstrate about the depth of his/her understanding of the text and topic?

3. What does the student’s work demonstrate about his/her proficiency with the requirements of the targeted standards?

After looking at student work:

1. On what aspects of the task have students generally performed well?

2. Are there common errors made across the collection of student work?

Student Work Analysis Worksheet

 Student Work Sample What does the student’s work demonstrate about the depth of his/her understanding of the text and topic? What does the student’s work demonstrate about his/her understanding of the task? What does the student’s work demonstrate about his/her proficiency with the requirements of the targeted standard? Student A Student B Student C Student D Student E

Teaching Rubric for Formal Observations of Student Lessons (Practicum)

Domain 3:

Instruction

Unsatisfactory: Unacceptable

Basic:

Novice Student Teacher

Proficient: Effective Student Teacher

3a:

Communicates Clearly and accurately

Student teacher’s oral and written communication is unclear, contains errors, or is inappropriate.

Student teacher’s oral and written communication is appropriate, generally free from error, but may require further explanation.

Student teacher’s oral and written communication is clear, appropriate, and accurate.

Student teacher’s oral and written communication is clear and expressive, and consistently accurate.

Evidence

3b:

Uses High-level, Open ended Questions

Student teacher uses closed, low level questions that allow for little student discussion.

Student teacher uses high level, open-ended questions, and discussion techniques unevenly, which leads to moderate student discussion.

Student teacher uses high level, open-ended questions and discussion techniques, which leads to full student participation.

Student teacher encourages student inquiry by modeling and directly teaching how to create and use high level, open-ended questions to facilitate discussion.

Evidence

3c:

Engages Students in Learning

Student teacher does not intellectually engage students as a result of inappropriate activities/poor lesson structure and implementation.

Student teacher attempts but is minimally successful at intellectually engaging students because of inappropriate activities/ uneven lesson structure and implementation.

Student teacher is generally successful in intellectually engaging students. Activities are appropriate; lesson structure and implementation are usually successful.

Student teacher is successful in intellectually engaging students because of appropriate activities and effective lesson structure and implementation.

Evidence

3d:

Paces Instruction and Provides

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