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Annotated Lesson Plan Assessment

 

Name: Grade Level: Content:
Curriculum:    

 

 

For this assessment, you will have the opportunity to demonstrate your proficiency in breaking down lesson plans into their component parts.

Step 1: Choose two consecutive lesson plans from any Tier 1 curriculum.

Step 2: Decompose and Modify

· Decompose: Break down the lesson plan into its component parts on the template below. Identify key features and why they are important, and explain how learning these planning decisions will support student learning

· Modify: Revise and improve each lesson plan using the double plan technique (TLAC) and other skills you have learned during institute.

 

You will be assessed on this assessment using parts of the LRCE Rubric

 

Day 1
Identify the unit plan from the Tier 1 Curriculum. Include a link to the unit here:

 

Identify the mastery assessment for this grade level/ content (ie: 3rd Grade ELA Leap; DIBELS)

 

Link the assessment guide from Louisiana Believes here:

 

Standard Breakdown
Standard:
Breakdown of knowledge (What will students know)

·

Breakdown of skills (What will students be able to do)

·

 

 

 

 

 

 

 

 

How is this standard addressed in the end of year Mastery Assessment for the grade? List 1-2 specific questions from the Mastery Assessment aligned to this standard:

 

 

 

 

 

 

 

 

 

Lesson Plan
Learning Goal(s): SWBAT .. by the end of the lesson

 

 

Key Points: (Breakdown of learning goal into specific knowledge and skills)

 

Knowledge:

·

 

 

 

Skills:

·

 

 

 

 

   
Which of the knowledge and skills from the standard breakdown on page 1 of this template does the learning goal align to?

Knowledge:

·

 

 

 

Skills:

·

 

 

 
Key Background Knowledge: (List the background knowledge students need and answer: how does this lesson access/build on prior knowledge?)

·

 

 

 
Focused Processing: What is the MOST important to-be-remembered content in this lesson? Why? Consider the standard breakdown and mastery questions from page one as you respond.
Depth of Processing: What questions and tasks have you embedded in the lesson to ensure students engage in effortful thinking about the most important to-be-remembered content? Please copy and paste the questions here, or link the materials with the questions clearly highlighted.
Formative Assessment – END OF LESSON

How will you and your students know if they have met the learning goal of the lesson? How does this connect to the mastery assessment? Copy and paste the end of lesson assessment here and adjust it as necessary to ensure it aligns to the learning goal.

 

 

 

What materials will you need for this lesson (Technology, readings…)
Double plan your lesson

Prior to completing this section, please review Double Plan TLAC Skill

Teacher actions/ Description of the activity.

 

CFU- Write the Check for Understanding questions you will prompt students during this lesson? How will you ensure that ALL (not just a select few) students have engaged in effortful thinking about the content you just presented? How will you know if they understood it? Student actions (Engagement: What will students be doing? Write MVP directions for student engagement)
Intro (___ minutes) Brief preview/explanation of the learning goal and expectations.- How will you introduce this lesson?

 

 

 

 

 

 

 

   
I DO Model/Focus Lesson (___ minutes) Explicit explanations, think-alouds, visual or worked models, small steps working toward mastery, etc.    
WE DO Guided Practice (___ minutes) students practice a skill and receive targeted feedback so that they can progress toward independence..    
YOU DO (Independent student work) How are you giving feedback?    
Accommodations for students with IEPs/504s-For this section- you must plan how you will support a student who has the following accommodations:

· Small group testing

· Extended Time

 

What is your plan to support this student? Why did you choose this support?
 

 

 

 

 

 

 

 

 

 

 

Closure (___ minutes) Explicitly connect ideas, concepts, and skills together, and clearly connect to the lesson objective(s).

 

 

 

 

Day 2
Identify the unit plan from Louisiana Believes- include a link to the unit here:

 

Identify The mastery assessment for this grade level/ content (ie: 3rd Grade ELA Leap; DIBLES)

 

Link the assessment guide from Louisiana Believes here:

 

Standard Breakdown
Standard:
Breakdown of knowledge (What will kids know) Breakdown of skills (What will kids be able to do)

 

 

 

 

 

 

 

 

How is this standard addressed in the Mastery Assessment? List 1-2 specific questions from the Mastery Assessment aligned to this standard:

 

 

 

 

 

 

 

 

 

Learning Objective(s): SWBAT .. by the end of the lesson

 

 

Key Points: (Breakdown of objective into specific knowledge and skills)

 

 

 

 

 

 

 

   
Which of the knowledge and skills from the standard breakdown on page 1 of this template will the objective build?

 

 

 

 
Key Background Knowledge: (List the background knowledge students need and answer: how does this lesson access/build on prior knowledge?)

 

 

 
Focused Processing: What is the MOST important to-be-remembered content in this lesson? Why? Consider the standard breakdown and mastery questions from page one as you respond
Depth of Processing: What questions and task have you embedded in the lesson to ensure students engage in effortful thinking about the most important to-be-remembered content? Please copy and paste the questions here, or link the materials with the questions clearly highlighted.
Formative Assessment – END OF LESSON

How will you and your students know if they have met the objectives of the lesson? How does this connect to the mastery assessment?- Copy and paste the end of lesson assessment here and adjust it as necessary to ensure it aligns to the objective.

 

 

 

What materials will you need for this lesson (Technology, readings…)
Double plan your lesson

Prior to completing this section, please review Double Plan TLAC Skill

Teacher actions/ Description of the activity.

 

CFU- Write the Check for Understanding questions you will prompt students during this lesson? How will you ensure that ALL (not just a select few) students have engaged in effortful thinking about the content you just presented? How will you know if they understood it? Student actions (Engagement: What will students be doing? Write WTD directions for student engagement)
Intro (___ minutes) Brief preview/explanation of objective and expectations.- How will you introduce this lesson?

 

 

 

 

 

 

 

   
I DO Model/Focus Lesson (___ minutes) Explicit explanations, think-alouds, visual or worked models, small steps working toward mastery, etc.    
WE DO Guided Practice (___ minutes) students practice a skill and receive targeted feedback so that they can progress toward independence..    
YOU DO (Independent student work) How are you giving feedback?    
Accommodations for students with IEPs/504s-For this section- you must plan an intervention for a student who has the following accommodations:

· Small group testing

· Extended Time

 

What is your intervention(s) for this student? Why did you choose this intervention?
 

 

 

 

 

 

Closure (___ minutes) Explicitly connect ideas, concepts, and skills together, and clearly connect to the lesson objective(s).

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