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To begin

To begin. Copy & follow these links with a web browser: Video1 http:// www.youtube.com/watch?v=6nm06AdeJK4 Video 2: http:// www.youtube.com/watch?v=lU6WA7Myd9k Print or view the following PowerPoint Presentation as a video guide & permanent source of information.

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To begin

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  1. To begin • Copy & follow these links with a web browser: • Video1 http://www.youtube.com/watch?v=6nm06AdeJK4 • Video 2: http://www.youtube.com/watch?v=lU6WA7Myd9k • Print or view the following PowerPoint Presentation as a video guide & permanent source of information

  2. Powerful Practices Assignment 3/19/2012 EDSP 443 The Lesson Plan – An Overview Alysa Eberhart

  3. Part 1: Basic Information • Day & Date • Class Name & Grade • Lesson Name • Tuesday 2/21/2012 • EDRL 461 Upper-level College • “Chunking”

  4. Part 2: Student Learning • Content Standard • Content Objective • Language Objective • Key Vocabulary • CCSSI: Reading Foundation Skills 4a Read with sufficient accuracy & fluency to support comprehension

  5. Part 2: Student Learning • SW use the chunking strategy to divide sentences into meaningful parts. • Content Standard • Content Objective • Language Objective • Key Vocabulary

  6. Part 2: Student Learning • Content Standard • Content Objective • Language Objective • Key Vocabulary • Students will identify meaningful units of text orally & in writing.

  7. Part 2: Student Learning • Content Standard • Content Objective • Language Objective • Key Vocabulary • Fluency • Comprehension

  8. Part 3: Student Diversity • Learning Styles (Preferences) • Cognitive Progression • Language Domain • Gardner’s Model: • Verbal-linguistic • Math-logic • Spatial • Bodily-kinesthetic • Musical • Interpersonal • Intrapersonal • Naturalist

  9. Part 3: Student Diversity • Bloom’s Taxonomy • Learning Styles (Preferences) • Cognitive Progression • Language Domain • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

  10. Part 3: Student Diversity • Learning Styles (Preferences) • Cognitive Progression • Language Domain • Reading • Writing • Listening • Speaking

  11. Part 4: Instructional Sequence • Lesson Starting • Direct Teaching • Student Activity • Lesson Ending

  12. Part 5: Instructional Materials • Print • Nonprint • Technology • 2 printed 10-digit numbers • The Gingerbread Man • Guided practice sentences • Independent practice sentences

  13. Part 5: Instructional Materials • Print • Nonprint • Technology • Dry erase markers • White board

  14. Part 5: Instructional Materials • Print • Nonprint • Technology • SMART board • Microsoft OneNote

  15. Part 6: Assessment & Evaluation • Authentic, Bias Free, Constructivist • Developmental, Embedded, Focused • Generalizable, High in Rigor, Interesting • Powerful Practices for Higher Performing Special Educators • ABC Tool, p.81

  16. Resources Berk, L.E. (2012). Cognitive Development in Middle Childhood. Infants and children (436-479). (7th ed.). New York, NY: Allyn & Bacon. Common Core State Standards Initiative. Retrieved from http://www.corestandards.org /the-standards/english-language-arts-standards Kaufman, R., Wandberg, R. (2010). Designing effective instruction. Powerful practices for high-performing special educators (63-83). Thousand Oaks: Corwin. McLeskey, J., Rosenberg, M.S., & Westling, D.L. (2010). Formal plans and planning for differentiated instruction. Inclusion: Effective practices for all students (246-282). Upper Saddle River: Pearson. Old Dominion University. [Graph and table of Bloom’s Taxonomy]. Bloom’s Taxonomy.Retrieved from http://www.odu.edu/educ/roverbau/ Bloom/blooms_ taxonomy.htm

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