Task:
Select a grade 1-5 and an Arizona Mathematics Standards standard related to mastery of basic facts or Base-Ten Concepts. Using the “COE Lesson Plan Template,” create a learning target and design an activity to teach that target, incorporating and engaging students in generating and evaluating new ideas and novel approaches to find inventive solutions to problems. Include differentiation of the activity for students who perform below grade level, at grade level, and above grade level. Describe the activity and the differentiation of the activity in the “Agenda” area of section I. Plan and complete the remainder of the section. Reference "Promoting Mathematical Thinking and Discussion with Effective Questioning Strategies," in the topic materials, to assist you in completing this part of the assignment. In addition, draft 10 questions you would ask during your lesson that incorporates the following: Promote conceptual understanding related to fractions for students who perform below grade level, at grade level, and above grade level. Identify potential student misconceptions that could interfere with learning. Create experiences to build accurate conceptual understanding. Activate prior knowledge. Connect concepts, procedures, and applications. Encourage exploration and problem solving. List these questions in the “Teacher Notes” section of the “COE Lesson Plan Template.” In addition, using the “Troubleshooting Table,” address five issues that might occur while delivering the lesson.
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.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.
Include the standards with the performance indicators and the standard language in its entirety. 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 audienceWhat action verb will be measured during instruction/assessmentWhat tools or conditions are being used to meet the learningWhat 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. 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.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.
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