Part 1 Select a 1-5 grade level and a corresponding Louisiana Standard from the Measurement and Data domain. Compose an aligning learning target and select a group of three to four students, from the “Class Profile,” who would benefit from the use of augmentative and/or alternative communication devices. (Class Profile is uploaded at bottom) With your identified learning target and small group in mind, complete a lesson plan, using the COE Lesson Plan Template, (COE Lesson plan template downloaded at bottom) that specifies applicable assistive technology and includes differentiated activities to facilitate students making comparisons; and Uses models of measuring units; orUses measuring instruments; orRepresents and interprets the data. Part 2 In addition to your completed lesson plan, rationalize your augmentative and/or alternative communication device choices in a 250-300-word summary. Support your choices with 2-3 scholarly resources. Prepare this assignment according to the guidelines found in the APA Style Guide, 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. (Rubric is uploaded at bottom) The following information may help to complete the assignment: Read “Assistive Technology and Learning Disabilities,” from the South Carolina Assistive Technology Program. URL:http://www.sc.edu/scatp/documents/ATLearningDifferences.pdfRead “Assistive Technology 101,” from Brainline.org.URL:https://www.brainline.org/article/assistive-technology-101Read “Augmentative and Alternative Communication,” located on the American Speech-Language-Hearing Association website. URL:http://www.asha.org/public/speech/disorders/AAC.htmRead “Integrating AAC into the Classroom: Low Tech Strategies,” by Downey et al., from The ASHA Leader (2004). URL:http://leader.pubs.asha.org/article.aspx?articleid=2292200Chapters 4, 19, and 20 of Elementary and Middle School Mathematics: Teaching Developmentally.Elementary and Middle School Mathematics: Teaching Developmentally, Eighth Edition, by John A. Van de Walle, Karen S. Karp, and Jennifer M. Bay-Williams. Published by Pearson. Copyright © 2013 by Pearson Education, Inc.
coe_lesson_plan_template__1_.docx
spd_570_class_profile.docx
rubric_print_format__3_.xlsx
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GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate
Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and
Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus
based on the content and skills you are teaching.
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.
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.
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GCU College of Education
LESSON PLAN TEMPLATE
Include the standards with the performance indicators and the standard
language in its entirety.
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.
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.
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GCU College of Education
LESSON PLAN TEMPLATE
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.
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.
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Time
Needed
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LESSON PLAN TEMPLATE
Multiple Means of Representation
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.
Explain how you will differentiate materials for each of the following groups:
•
English language learners (ELL):
•
Students with special needs:
•
Students with gifted abilities:
•
Early finishers (those students who finish early and may need additional
resources/support):
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GCU College of Education
LESSON PLAN TEMPLATE
Multiple Means of Engagement
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.
Explain how you will differentiate activities for each of the following groups:
•
English language learners (ELL):
•
Students with special needs:
•
Students with gifted abilities:
•
Early finishers (those students who finish early and may need additional
resources/support):
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Time
Needed
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LESSON PLAN TEMPLATE
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 upthumbs middle-thumbs down and pair-share discussions, where you will determine if you need to
re-teach or re-direct learning.
Explain how you will differentiate assessments for each of the following groups:
•
English language learners (ELL):
•
Students with special needs:
•
Students with gifted abilities:
•
Early finishers (those students who finish early and may need additional
resources/support):
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Time
Needed
GCU College of Education
LESSON PLAN TEMPLATE
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.
© 2019. Grand Canyon University. All Rights Reserved.
Time
Needed
Male
No
Tier 2 RTI for
Reading
Grade
level
Bertie
No
Low
SES
Asian
Female
No
None
Grade
level
Beryl
No
Mid
SES
White
Female
No
NOTE: School
does not have
gifted program
Grade
level
Brandie
No
Low
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
At grade level
Dessie
No
Mid
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
Grade level
Diana
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
Donnie
No
Mid
SES
African
American
Female
No
Hearing Aids
Grade
level
At grade level
One year
below grade
level
One year
above grade
level
Two years
above grade
level
© 2015. Grand Canyon University. All Rights Reserved.
Internet
Available
at Home
Hispanic
Parental
Involvement
Low
SES
Math
Performance
Level
Reading
Performance
Level
Yes
Age
IEP/504
Arturo
Other
Gender
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Class Profile
At grade level
Med
No
At grade level
Low
Yes
At grade level
Med
Yes
Low
No
Med
Yes
At grade level
Low
No
At grade level
Med
Yes
One year
below grade
level
One year
below grade
level
No
Tier 2 RTI for
Reading
Emma
No
Mid
SES
White
Female
No
None
Enrique
No
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Fatma
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Frances
No
White
Female
No
Diabetic
Francesca
No
White
Female
No
None
Fredrick
No
Low
SES
White
Male
Traumatic
Brain
Injury
Tier 3 RTI for
Reading and
Math
Grade
level
Grade
level
One year
above
grade level
Ines
No
Low
SES
Hispanic
Female
ASD
Tier 2 RTI for
Math
Grade
level
Jade
No
Mid
SES
African
American
Female
No
None
Grade
level
At grade level
Kent
No
High
SES
White
Male
Emotionally
Disabled
None
Grade
level
At grade level
No
Mid
SES
Native
American/
Pacific
Islander
Female
No
None
Grade
level
At grade level
Lolita
Mid
SES
Low
SES
Grade
level
Grade
level
One year
above
grade level
Grade
level
Internet
Available
at Home
Male
Parental
Involvement
Hispanic
Math
Performance
Level
Reading
Performance
Level
Low
SES
Age
IEP/504
Yes
Other
Gender
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Eduardo
One year
below grade
level
At grade level
Low
No
At grade level
At grade level
Low
Yes
At grade level
Low
No
One year
above grade
level
Low
Yes
At grade level
At grade level
Med
Yes
At grade level
At grade level
High
No
Two years
below grade
level
One year
below grade
level
Two years
below grade
level
One year
below grade
level
One year
above grade
level
One year
above grade
level
Very
High
No
Low
No
High
Yes
Med
Yes
Med
Yes
One year
below grade
level
One year
below grade
level
© 2015. Grand Canyon University. All Rights Reserved.
At grade level
Internet
Available
at Home
Parental
Involvement
Math
Performance
Level
Reading
Performance
Level
Age
Other
IEP/504
Gender
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Maria
No
Mid
SES
Hispanic
Female
No
NOTE: School
does not have
gifted program
Grade
level
At grade level
Two years
above grade
level
Low
Yes
Mason
No
Low
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
Nick
No
Low
SES
White
Male
No
None
Grade
level
One year
above grade
level
At grade level
Med
No
Noah
No
Low
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid
SES
White
Female
No
None
Grade
level
One year
above grade
level
At grade level
Med
Med
Sophia
No
Mid
SES
White
Female
No
None
Grade
level
At grade level
At grade level
Med
Yes
Stuart
No
Mid
SES
White
Male
No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level
Med
Yes
Terrence
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
Wade
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
Med
Yes
Wayne
No
High
SES
White
Male
Intellectu
ally
Disabled
Tier 3 RTI for
Math
Grade
level
High
Yes
Wendell
No
Mid
SES
African
American
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
Med
Yes
One year
below grade
level
One year
below grade
level
© 2015. Grand Canyon University. All Rights Reserved.
One year
above grade
level
Two years
below grade
level
Two years
below grade
level
NOTE: School
does not have
gifted program
One year
below
grade level
Two years
above grade
level
© 2015. Grand Canyon University. All Rights Reserved.
Two years
above grade
level
Low
Internet
Available
at Home
Parental
Involvement
Math
Performance
Level
Reading
Performance
Level
No
Age
Male
Other
Ethnicity
Asian
IEP/504
Mid
SES
Gender
No
Socio-economic
Status
English Language
Learner
Student Name
Yung
Yes
Course Code
SPD-570
Class Code
SPD-570-O500
Criteria
Content
Percentage
70.0%
Reflections on Content Knowledge [InTASC: 4;
CEC 3]
40.0%
Application of Conclusions to Practice [InTASC: 4,
9; CEC 3, 6]
30.0%
Organization and Effectiveness
20.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
20.0%
Format
10.0%
Paper Format (use of appropriate style for the
major and assignment)
10.0%
Total Weightage
100%
Field Experience C: Content Knowledge
No Evidence (0.00%)
No submission.
No submission.
No submission.
Template is not used appropriately or documentation format
is rarely followed correctly.
30.0
Nominal Evidence (69.00%)
Reflection does not relate to the assignment.
Responses on applying conclusions to practice is not related
to assignment or not submitted.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice
and/or sentence construction are used.
Appropriate template is used, but some elements are missing
or mistaken. A lack of control with formatting is apparent.
Unacceptable Evidence (74.00%)
Reflection does not integrate the subject matter content,
connections among concepts and/or content areas, and/or
tools of inquiry in an acceptable manner.
Responses on applying conclusions to practice are unclear or
under-developed.
Some mechanical errors or typos are present, but are not
overly distracting to the reader. Correct and varied sentence
structure and audience-appropriate language are employed.
Appropriate template is used. Formatting is correct, although
some minor errors may be present.
Acceptable Evidence (87.00%)
Adequate reflection on the subject matter content,
connections among concepts and content areas, and tools of
inquiry to create meaningful learning experiences in an
acceptable manner is provided.
Application of conclusions drawn reflects development as a
professional.
Prose is largely free of mechanical errors, although a few may
be present. The writer uses a variety of effective sentence
structures and figures of speech.
Appropriate template is fully used. There are virtually no
errors in formatting style.
Target Evidence (100.00%)
Thorough reflection on the subject matter content,
connections among concepts and content areas, and tools of
inquiry to create meaningful learning experiences is provided.
Application of conclusions drawn reflects development as a
professional with an awareness of the needs of students,
parents, and community.
Writer is clearly in command of standard, written, academic
English.
All format elements are correct.
Comments
Points Earned
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