Please create 3 elementary reading lesson plan. Use the following website to come up with standards. http://www.corestandards.org/ELA-Literacy/RL/K/ Please be sure that your assessment lines up direc

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Please create 3 elementary reading lesson plan. Use the following website to come up with standards.

http://www.corestandards.org/ELA-Literacy/RL/K/

Please be sure that your assessment lines up directly with your objectives and that your objectives are stated in measurable terms.  Remember that verbs such as “understand” and “know” are difficult to assess.  You should use terms such as list, define, describe, label, compare, contrast, etc.  Although it will be fine to search the web (or other resources) for ideas, it is essential that your lesson plan be your own interpretation of these ideas and not a copy of someone else’s lesson plan.

Attached is a sample lesson plan and a lesson plan template that should be used in this assignment and also the rubric

NO PLAGARISM. PROVIDE REPORT SHOWING THAT ASSIGMENT IS AUTHENTIC

USE 3 Different grades and 3 different topics to show diversity.

Please contact me if you have any questions about this assignment.

Please create 3 elementary reading lesson plan. Use the following website to come up with standards. http://www.corestandards.org/ELA-Literacy/RL/K/ Please be sure that your assessment lines up direc
University of Maine at Presque Isle Rubric for Lesson Plan Name: Date: Course: Performance Expectations Beginning Developing Proficient Exemplary Rubric Score Standards No reference made to standards Related content standards are minimally identified Related content standards are mostly detailed from MLR/CCSS/NGSS Related content standards are fully detailed from MLR/CCSS/NGSS Objectives (SWBAT know/do) Lesson objectives lack clarity &/or measurability; connection to standards not apparent Lesson objectives somewhat clear & measurable; partial connection to the standard Lesson objectives are clear, measurable, and specific to the standard Lesson objectives are clear & measurable; learning progression is evident Materials & Use of Technology List of materials and use of technology given limited attention in the lesson plan List of materials and/or use of technology is incomplete or inaccurate. Teacher created handouts and/or other reproduced handouts are not attached to the lesson plan. List of materials and technology is provided and accurate for both teacher and students. All handouts, both teacher created and those reproduced from other resources, are attached to the lesson plan. Detailed list of materials/technology is provided for both teacher and students. All handouts, both teacher created and those from other resources, are referenced in the procedures and attached to the lesson plan. Introduction Little or no attempt to gather students’ attention and/or set a purpose for the lesson Inadequate attempt to gather students’ attention and/or set a purpose for the lesson Introduces the lesson by sharing purpose, relevance, and eliciting schema in student friendly language; partially states what the teacher will say Introduces the lesson by sharing purpose, relevance, and eliciting schema in student friendly language; fully states what the teacher will say Performance Expectations Beginning Developing Proficient Exemplary Rubric Score Procedures Lesson plan has no match between procedures and objectives; no modeling; no evidence for guided or independent practice; plan missing necessary details for teacher’s actions Lesson plan has limited match between procedures and objectives; limited teacher modeling or examples provided; few opportunities for guided & independent practice; plan missing necessary details for teacher’s actions Lesson plan has clear match between procedures and objectives; adequate teacher modeling or examples provided; some opportunities for guided & independent practice; sufficiently details teacher’s actions step-by-step in first person Lesson plan has explicit match between procedures and objectives; multiple teacher modeling or examples provided; with opportunities for guided & independent practice; thoroughly details teacher’s actions in first person Assessment (Formative & Summative) No assessment provided for the lesson, or assessment does not measure objectives Assessment provided for the lesson but inaccurately measures the objectives Formative and/or summative assessments have clear relationship to the lesson objectives Formative and summative assessments are defined, showing clear relationship to all objectives addressed in the lesson Closure Lesson ends without review; limited to clean-up and/or transition to next activity Lesson ends with limited review; focus on clean-up rather than student learning Teacher reviews lesson by summarizing and/or reviewing what was taught; some student engagement Students review the lesson by summarizing and/or sharing what they learned; teacher revisits the purpose for the lesson Accommodations & Differentiation Superficial or little attempt to differentiate Differentiation is not linked to learner characteristics Differentiation is linked to individual learner characteristics with adequate detail Anticipates and plans ahead for any necessary class-wide differentiation Professional Writing Poor quality of professional writing is evidenced by 8 or more errors in clarity of writing, spelling, usage &/or grammar Fair quality of professional writing is evidenced by 5-7 errors in clarity of writing, spelling, usage &/or grammar Professional writing is evidenced by 1-4 errors in clarity of writing, spelling, usage &/or grammar Professional attention to formal writing is evidenced by clarity in writing as well as absence of spelling, usage and grammatical errors Note: A “3” in each category is considered “proficient” toward meeting course proficiencies. By the end of the course, you must demonstrate proficiency in writing lesson plans. Comments: Instructor’s Name: Wendi Malenfant Date: Instructor’s Signature: Wendi Malenfant Total Score: Revised 5/20/2015 adapted from Alvernia University- www.alvernia.edu
Please create 3 elementary reading lesson plan. Use the following website to come up with standards. http://www.corestandards.org/ELA-Literacy/RL/K/ Please be sure that your assessment lines up direc
Instruction Plan for a Single Lesson Name: ___________________________________ Date: ___________________ Grade Level: _____ Subject/Topic______________________________________ Group Size: _____ Individual ______Small Group ( ) ______ Whole Class ( ) Standards: Which Maine Learning Results, Common Core Standards, Next Generation Science Standards or Provincial Standards do these objectives support? 1. 2. Objectives/Outcomes: What do you want the students to learn? (Observable & Measurable) The students will: (SWBAT know/do) 1. 2. Instructional Materials: What instructional materials or technology will you need? 1. 4. 2. 5. 3. 6. Introduction: How do you plan to introduce the lesson and/or motivate the students? (Attention Getter, Review, and/or Preview) Explain your purpose. Procedures: How will the lesson develop or proceed? What steps will you follow? Include questions you will ask and examples you will provide. Assessment/Check for Understanding: How will you measure if the students have met the lesson objective? Closure/Transition: How will you end the lesson? Accommodations/Differentiation: What modifications could you make to lesson procedures, materials, or assessment/check for understanding? UMPI College of Education Lesson Plan Format Revised 5/19/15

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