Reference no: EM133516920

Assignment: Plan for Teaching, Learning, and Assessment

Before planning your lesson, select a standard you will be teaching to your students. You may locate these through ALEX Course of Study. Select a subject and grade and then locate a standard you might teach in a future classroom.

Ex. Grade 3 READING STANDARDS: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Next begin planning your lesson based on the standard you selected.

Include the following parts in your Lesson Plan. Be sure to assign the roles and responsibilities of each of the teachers (general and special education) who are co-teaching in the general education classroom.

I. Central Focus (Also describe what each teacher will do [their responsibilities]) for this section of the Co-Teaching Lesson Plan.)

1. Describe the central focus and purpose of the content you will teach.

2. Describe how the standard(s) and learning objectives address the development of student competencies.

3. Explain how your plan helps students make connections.

4. Describe how the physical environment in which you are teaching supports the active and multimodal nature of children's learning. (If, in your view, the physical environment in which you are teaching does not adequately support the active and multimodal nature of children's learning, please describe the changes you would make.)

II. Knowledge of Students to Inform Teaching (Also describe what each teacher will do [their responsibilities]) for this section of the Co-Teaching Lesson Plan.)

Describe what you know about your students with respect to the central focus of your instruction. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

1. Prior academic learning and prerequisite skills related to the central focus-Cite evidence of what students know, what they can do, and what they are still learning to do.

2. Personal, cultural, and community assets related to the central focus-What do you know about your students' everyday experiences, cultural and language backgrounds and practices, and interests?

III. Supporting Students' Learning(Also describe what each teacher will do [their responsibilities]) for this section of the Co-Teaching Lesson Plan.)

Support your justifications, refer to the instructional materials and lesson plan developed. In addition, use principles from research and/or theory to support your justifications.

1. Justify how your understanding of your students' prior academic learning and personal, cultural, and community assets guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between the learning tasks and students' prior academic learning, their assets, and research/theory.

2. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs. Consider the variety of learners in your class who may require different strategies/support (i.e. students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

3. Describe common developmental approximations or common misconceptions related to content of your central focus and how you will address them.

IV. Supporting Children's Vocabulary and Language Development(Also describe what each teacher will do [their responsibilities]) for this section of the Co-Teaching Lesson Plan.)

Respond by referring to children's range of vocabulary development related to the learning segment-What do they know, what are they struggling with, and/or what is new to them?

What academic language is important for them to know? Ex. - In math, understanding SUM means "the total amount of all the numbers added together".

1. Identify the key vocabulary (i.e. developmentally appropriate sounds, words, phrases, sentences, and paragraphs) essential for children to use during instruction.

2. Identify the learning experience that provides children with opportunities to develop, practice, and/or use the key vocabulary identified.

3. Describe how you plan to support the children (during and/or prior to the learning experience) to develop and use the key vocabulary identified.

4. Language Function. Using information about your students' language assets and needs, identify one language function essential for students to develop and practice the central focus of your instruction. Listed below are some sample language functions. You may choose one of these or another more appropriate for your instructional plan.

Analyze	Argue	Categorize	Compare/contrast	Describe	Explain
Summarize	Interpret	Predict	Question	Retell

1. Identify a key learning task from your plans that provides students with opportunities to practice using the language function in ways that support learning.

2. Language Supports. Refer to your lesson plans and instructional materials as needed, and identify and describe the planned instructional supports (during and/or prior to the learning task) to help students understand, develop, and use the identified language demands (function, vocabulary, key phrases, discourse, or syntax).

V. Monitoring Student Learning (Also describe what each teacher will do [their responsibilities]) for this section of the Co-Teaching Lesson Plan.)

Refer to the assessment(s) submitted in your responses.

1. Describe how your planned formal and informal assessments will provide direct evidence of your students conceptual understanding.

2. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. Consider the variety of learners in your class who may require different strategies/support (i.e. students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).