LESSON PLAN AND REFLECTION by cuiliqing

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									                                                                                    Revised Fall 2011
                                                                                       Common Core
NOTE: This template provides a basis for unit planning and providing summary information, but is
purposefully generic to accommodate a variety of programs and developmental levels. Faculty and/or
programs may require additional information. Candidates are encouraged to consult their assignment
guide and directions!

                                 NSU UNIT PLAN TEMPLATE

CANDIDATE NAME ___________________________________ DATE

GRADE LEVEL                            TIME ALLOTED (days/weeks):

SUBJECT AREA(S)

UNIT TITLE/ THEME:



TITLES OF INDIVIDUAL LESSONS: (add lines as necessary)

   1.

   2.

   3.

   4.

   5.


CONTEXTUAL FACTORS / STUDENT CHARACTERISTICS:

        Gender:        Male                    Female                 Total # Students

        Students w/exceptional learning needs:          IEP                   504

        Language diversity (please explain):

        Socio-economic considerations (please explain):

        Race / ethnicity considerations (please explain):

RATIONALE:

        Provide an answer to this student question, “Why do we need to know this material?”
        Write a brief explanation to students / parents that provides information on how the
        learning in this unit relates to past and future learning.




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                                                                                 Revised Fall 2011
                                                                                    Common Core
LEARNING GOALS / LESSON OBJECTIVES

       List the learning goals / student outcomes (not the activities) that will guide the planning,
       delivery and assessment of your unit. The goals should be significant (reflect the big
       ideas or structure of the discipline) challenging, varied and appropriate. After identifying
       the major goals / student outcomes, list specific objectives under each goal. Define what
       you expect students to know and be able to do at the end of the unit.

ALIGNMENT OF GOALS/ OBJECTIVES TO STATE & NATIONAL STANDARDS:

       Explain how the learning goals are aligned with Common Core, OK PASS skills, and/or
       national SPA standards. At a minimum, address Common Core standards and OK PASS
       skills. You may use a chart or table to show the alignment.

UNIT ASSESSMENT ALIGNMENT & SUMMARY

1. For each lesson objective for each unit goal/ student outcome mentioned above, identify
   method(s) of assessment. The purpose of this overview is to depict the alignment between
   learning goals and assessments.

Lesson #                    Lesson Objective                                Assessment



2. After you have identified your assessment strategies, summarize the types of assessment used
   in the table below. Consider the following: multiple choice (selected response), fill-in-blank
   (cloze), KWL charts, Venn Diagrams, observation, checklists, peer evaluation, journals,
   projects, portfolios, essays, exams / tests, presentations (individual, group), concept mapping,
   skill performance, scored discussions, other. List the assessment strategy and the lesson(s) in
   which these were used.

Lesson #         Pre-Assessment            Formative Assessments              Summative (Post)
                                                                                Assessment



INSTRUCTIONAL DESIGN

Instructional Strategies: Using the table below, summarize the instructional strategies
represented in your lesson plans. These may include, but are not limited to the following:

   What instructional strategies/methodologies will you use? (check all to be used)
          Class Discussion                           KWL Chart
          Computer Assisted Instruction              Lecture
          Constructions/Modeling                     Library/Internet Research
          Cooperative Learning                       Mock Trial
          Demonstration                              Oral History


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                                                                                     Revised Fall 2011
                                                                                        Common Core
              Experiment                                     Peer Editing
              Field Study/Trip                               Problem Solving
              Guest Speaker                                  Role Play (Simulation)
              Group Activities                               Student Presentations
              Hands-On Activity                              Venn Diagram
              Inquiry/Guided Discovery                       Videotape
              Journaling                                     Other (specify):
              Other (specify):                               Other (specify):

  Learning Styles: In the table below, indicate the use of instructional strategies in each lesson to
  accommodate various learning styles. Use an X or checkmark. Add rows as needed.

                      Visual      Tactile    Auditory      Kinesthetic      Global       Analytic
     Lesson #1
     Lesson #2
     Lesson #3
     Lesson #4
     Lesson #5

  Level of Challenge: In the table below, indicate the level of challenge for the instructional
  strategies in each lesson using Bloom’s Taxonomy (Original or Revised). Each lesson should
  include instruction and assessment above the Knowledge/Remembering and Comprehension/
  Understanding levels. Your instruction and assessments should address the upper levels of
  Bloom’s to be consistent with Common Core expectations.

  In the first row, circle the version of Bloom’s you are referencing. Then use an X or checkmark
  to indicate the level of challenge addressed for each lesson. Add rows as needed.

   Original Knowledge          Comprehension       Application    Analysis      Synthesis     Evaluation
   Revised Remembering         Understanding       Applying       Analyzing     Evaluating    Creating
Lesson #1

Lesson #2

Lesson #3

Lesson #4

Lesson #5




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                                                                                Revised Fall 2011
                                                                                   Common Core
Adjustments/Adaptations:

   1. In the table below, indicate which types of exceptional learning needs you must address.
      This information should match the contextual information about student characteristics
      detailed earlier.

     Attention Deficit / Hyperactivity
                                                     Mobility Impairments
     Disorder (ADHD)
     Autism Spectrum Disorders                       Multiple Disabilities
                                                     Other Health Impairments (Epilepsy,
     Behavioral Disorders
                                                     Diabetes, etc…)
     Communication Disorders                         Orthopedic Impairments
     Developmental Delays                            Specific Learning Disability
     English Language Learners /
                                                     Speech/Language Impairment
     Limited English Proficient
     Emotional Disorders                             Traumatic Brian Injury
     Gifted & Talented                               Visual Impairment
     Hearing Impairments                             Other:
     Intellectual Disability (includes MR)           Other:

   2. Now, using the table below, indicate strategies you will use to adjust your instruction to
      accommodate students with exceptional learning needs, language diversity or other
      learning variations.

     Use visual cues to signal change in             Substitute non-written assignments for written
     activities                                      ones
     Use cue cards for non-verbal
                                                     Use a variety of grouping strategies
     communication
     Reduce or limit options / distracters
                                                     Structure classroom to meet physical needs
     for classroom assessments
     Use graphic organizers (webs,                   Compact the curriculum for advanced
     clusters, maps, outlines)                       students
     Use tactile techniques                          Provide checklists
                                                     Follow IEP guidelines for students who have
     Use color-coding
                                                     them.
     Provide extended time                           Use assistive technology
     Other                                           Other




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                                                                                                                                       Revised Fall 2011
                                                                                                                                          Common Core
RESOURCES AND MATERIALS (including technology)

   1. Using the table below, indicate technology-based resources you will use in your
      instruction. Add rows as needed.




                                                                                                                   Internet Websites
                                                                                 Distance Learning




                                                                                                                                       Projector/ ELMO
                                 Audio Recording




                                                                                                                                                         Video Recording
                                                                                                                                                         (CD/ DVD/ VHS)
                                                               Digital Camera
                                                               (still & video)




                                                                                                     Whiteboard
                    Technology




                                                                                                     Interactive
                                                                                 / Webcast
                                                    Computer




                                                                                                                                       Overhead
                                                    Software
                    Assistive




                                                                                                                   / Tools




                                                                                                                                                                           Other
Lesson #1
Lesson #2
Lesson #3
Lesson #4
Lesson #5

   2. List other resources and materials (non-technology based) needed by both teacher and
      students. Be sure to include textbooks, literature books, manipulatives, materials,
      laboratory equipment. Add rows as needed.

                                                   Teacher                                                                         Students
Lesson #1
Lesson #2
Lesson #3
Lesson #4
Lesson #5




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