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ASSIGNMENT 1 For this benchmark, you will be creating a week-long unit (five individual lessons, one of which is the lesson you created throughout the course) on literacy, based on each of the Common Core strands for a grade level – reading, writing, speaking, listening, and language. Your unit should incorporate a grade-level text exemplar found in Appendix B of the Common Core. Select a 1-8 grade level for which to design your unit, then use the “Class Profile” as background information on your students and use the COE Lesson Plan Template for each of the five lesson plans.In your unit, design five lesson plans that:Include the use of three reading strategies.Incorporate teacher and student use of digital tools and resources.Differentiate instruction based on the needs of students in the class.Use a combination of instructional strategies (outlined below) that are best suited for each lesson and student.Though it is not necessary to use all six of the strategies below, each chosen strategy should provide opportunities for all students to succeed. Direct instructionIndirect instructionCollaborative learningExperiential learningIndependent studyInteractive instructionAlong with the unit, submit a 250-500 word rationale that explains your reasoning behind your instructional strategies and choices.APA format is not required, but solid academic writing is expected.ASSIGNMENT 2 Visit “Multimedia in the Classroom” from the Teaching English with Technology website and explore the links on the various multimedia tools. After your review, use the grade level you selected in Topic 1 to identify three multimedia tools that could be used to support your lesson. Using the “Class Profile” and tools you selected, complete the “Integrating Multimedia in the ELA Classroom Table.”APA format is not required, but solid academic writing is expected.
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elm580_class_profile.docx

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College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I. PLANNING
Lesson
summary and
focus:
Classroom and
student factors:
In a few sentences, summarize this lesson, identifying the central focus based on the content/skills
you are teaching.
Describe the important classroom factors (demographics and environment) and student factors
(IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning,
teaching and assessing students to facilitate learning for all students.
National / State Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by
Learning
number and its text.
Standards:
Specific learning target(s) / objectives:
Teaching notes:
Specify exactly what the students will be able to do
Clarify where this lesson falls within a unit of study.
after the standards-based lesson.
Agenda:
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post
as an agenda for the students that includes the
approximate time for each segment.
Academic
Key vocabulary:
Language:
Include the content-specific terms
you need to teach and how you
will teach students that
vocabulary in the lesson.
Instructional
Materials,
Equipment and
Technology:
Grouping:
Formative assessment:
Identify the process and how you will measure the progress
toward mastery of learning target(s).
Function:
Clarify the purpose the
language is intended to
achieve within each subject
area. Functions often consist
of the verbs found in the
standards and learning goal
statements. How will your
students demonstrate their
understanding?
Form:
Describe the structures or
ways of organizing
language to serve a
particular function within
each subject area. What
kinds of structures will you
implement so that your
students might demonstrate
their depth of
understanding?
List ALL materials, equipment and technology the teacher and students will use during the lesson.
Add or attach copies of ALL printed and online materials at the end of this template. Be sure to
address how you will teach the students to use the technology in Section II. INSTRUCTION.
Identify grouping strategies that will support your students’ learning needs.
Page 1 of 2
II. INSTRUCTION
A. Opening
Prior
knowledge
connection:
Anticipatory
set:
Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and
students’ lives.
Identify how this lesson is meaningful to the students and connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
Your “I Do” instructional
procedures should include:
The teaching strategy you will use to
teach each step that includes
modeling and formative assessment;
transition statements you will make
throughout your lesson and essential
questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step
instructions on how you will
implement the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Students Do
Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”
Please use a corresponding numbered
list.
Differentiation
Describe methods of
differentiation, including
accommodation or
differentiation strategies for
academically, behaviorally and
motivationally challenged
students.
Please use a corresponding
numbered list.
Also include extension activities:
What will students who finish
early do?
III. ASSESSMENT
Summative
Assessment:
Closure:
Homework:
Include details of any summative assessment as applicable and
attach a copy with an answer key. Explain how the summative
assessment measures the learning target(s)/objectives. If you do
not include a summative assessment, identify how you will
measure students’ mastery of the learning target(s)/objectives.
Differentiation:
Describe methods of
differentiation for your
summative assessment, including
accommodation or
differentiation strategies for
academically, behaviorally and
motivationally challenged
students.
Explain how students will share what they have learned in the lesson. Identify questions that you can
ask students to begin the closure conversation. Identify how students will confirm transfer of the
learning target(s)/ objectives to application outside the classroom.
Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or
skill-practice-based and explain how the homework assignment supports the learning targets /
objectives. Attach any copies of homework.
Page 2 of 2
Parental
Involvement
Yes
At grade level
Med
Yes
Low
No
Med
Yes
At grade level
Low
No
At grade level
At grade level
Med
Yes
Grade
level
One year
below grade
level
At grade level
Low
No
Grade
level
At grade level
At grade level
Low
Yes
Arturo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
Bertie
No
Low
SES
Asian
Female
No
None
Grade
level
Beryl
No
Mid
SES
White
Female
No
NOTE: School
does not have
gifted program
Grade
level
Brandie
No
Low
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
At grade level
Dessie
No
Mid
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
Grade level
Diana
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
Donnie
No
Mid
SES
African
American
Female
No
Hearing Aids
Grade
level
Eduardo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Emma
No
Mid
SES
White
Female
No
None
One year
below grade
level
One year
above grade
level
Two years
above grade
level
One year
below grade
level
One year
below grade
level
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Low
Age
At grade level
Other
No
IEP/504
Med
Gender
At grade level
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Class Profile
Grade
level
White
Female
No
Diabetic
White
Female
No
None
At grade level
Low
No
One year
above grade
level
Low
Yes
At grade level
At grade level
Med
Yes
At grade level
At grade level
High
No
Two years
below grade
level
One year
below grade
level
Two years
below grade
level
One year
below grade
level
One year
above grade
level
One year
above grade
level
Very
High
No
Low
No
High
Yes
Med
Yes
At grade level
Med
Yes
At grade level
Two years
above grade
level
Low
Yes
At grade level
At grade level
Med
Yes
One year
below grade
level
One year
below grade
level
Enrique
No
Fatma
Yes
Low
SES
Frances
No
Francesca
No
Fredrick
No
Low
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
Grade
level
Grade
level
One year
above
grade level
Ines
No
Low
SES
Hispanic
Female
Learning
Disabled
Tier 2 RTI for
Math
Grade
level
Jade
No
Mid
SES
African
American
Female
No
None
Grade
level
At grade level
No
High
SES
White
Male
Emotionally
Disabled
None
Grade
level
At grade level
Lolita
No
Mid
SES
Native
American/
Pacific
Islander
Female
No
None
Grade
level
At grade level
Maria
No
Mid
SES
Hispanic
Female
No
NOTE: School
does not have
gifted program
Grade
level
Mason
No
Low
SES
White
Male
No
None
Grade
level
Kent
Mid
SES
Low
SES
Hispanic
Male
White
Internet
Available
at Home
Tier 2 RTI for
Reading
Parental
Involvement
No
Math
Performance
Level
Age
Female
Reading
Performance
Level
Other
One year
above
grade level
Gender
IEP/504
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
No
Tier 2 RTI for
Reading
Low
SES
Age
Reading
Performance
Level
Math
Performance
Level
Parental
Involvement
One year
above grade
level
At grade level
Med
No
None
Grade
level
At grade level
At grade level
Med
Yes
One year
above grade
level
At grade level
Med
Med
Internet
Available
at Home
Other
IEP/504
Gender
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
None
Grade
level
Nick
No
Low
SES
Noah
No
Low
SES
Sharlene
No
Mid
SES
White
Female
No
None
Grade
level
Sophia
No
Mid
SES
White
Female
No
None
Grade
level
At grade level
At grade level
Med
Yes
Stuart
No
Mid
SES
White
Male
No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level
Med
Yes
Terrence
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
Wade
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
Med
Yes
Wayne
No
High
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
High
Yes
Wendell
No
Mid
SES
African
American
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
Med
Yes
No
Mid
SES
No
NOTE: School
does not have
gifted program
One year
below
grade level
Low
Yes
Yung
White
Male
No
White
Male
No
Asian
Male
One year
below grade
level
One year
below grade
level
Two years
above grade
level
One year
above grade
level
Two years
below grade
level
Two years
below grade
level
Two years
above grade
level

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