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I need help with homework – ## Week5assinmentwithInstructionandRubricandreferences.docx – ## LessonPlanTemplateforweek5.docx **## Week5assinmentwithInstructionandRubricandreferences.docx** Requires Lopeswrite Assessment Description The National Council of Teachers of Mathematics (NCTM), the professi…
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I need help with homework
– ## Week5assinmentwithInstructionandRubricandreferences.docx
– ## LessonPlanTemplateforweek5.docx
**## Week5assinmentwithInstructionandRubricandreferences.docx**
Requires Lopeswrite
Assessment Description
The National Council of Teachers of Mathematics (NCTM), the professional organization whose mission is to promote, articulate, and support the best possible teaching and learning in mathematics, recognizes that “Excellence in mathematics education requires equity—high expectations and strong support for all students” (NCTM, 2000, p. 12). Effective teachers use a variety of strategies to differentiate math activities, instruction, and assessments for all students.
Design a mathematics lesson plan for the K-8 grade level of your choice that is aligned to an age-appropriate standard involving fractions. The lesson plan should include a variety of instructional strategies to differentiate for all students including but not limited to students who are gifted in math, students who have an IEP or 504 plan related to math, and English language learners. Ensure the lesson plan promotes student-centered learning, problem-solving, critical thinking, and mathematical discourse and engages students in mathematical practices. Use the “COE Lesson Plan Template,” the “5E Lesson Plan Template,” or a lesson plan template of your choice to develop a lesson plan that includes the following:
· Math standard and aligned learning objectives
· Mathematical practice standards
· Materials, including manipulatives, technology, etc.
· Vocabulary
· Anticipatory set
· Differentiated content instruction
· Differentiated engagement activity
· Differentiated assessment (formative and summative demonstration of learning)
· Closing/Practice/Home-School connections
Beneath your lesson plan, write a 250–500 word reflection explaining the instructional strategies included in your lesson and how those strategies offer differentiation. Additionally, discuss how your lesson was designed to promote student-centered learning, problem-solving, critical thinking, and mathematical discourse and engage students in mathematical practices.
APA Style is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**Rubric Criteria**
**Math Standard and Aligned Learning Objectives**
7 points
**Mathematical Practice Standards**
7 points
**Materials (including manipulatives, technology, etc.)**
3.5 points
**Vocabulary**
3.5 points
**Anticipatory Set**
7 points
**Differentiated Content Instruction**
7 points
**Differentiated Engagement Activity**
7 points
**Differentiated Assessment**
7 points
**Closing/Practice/Home-School Connections**
7 points
**Reflection**
10.5 points
**Mechanics of Writing**
**Required References**
**Why and How to Differentiate Math Instruction**
**Required**
**Read “Why and How to Differentiate Math Instruction,” from**
**_More Good Questions: Great Ways to Dif_**
**… Read More**
**https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=NV%2BmKCl3nM8%3D**
****Differentiated Learning****
****Required****
****Read “Differentiated Learning,” located on the National Council of Teachers of Mathematics website.****
****https://www.nctm.org/conferences-and-Professional-Development/Tips-for-Teachers/Differentiated-Learning/****
****20 Differentiated Instruction Strategies and Examples****
****Required****
****Read “20 Differentiated Instruction Strategies and Examples,” by Guido, located on the Prodigy website (2021).****
****https://www.prodigygame.com/main-en/blog/differentiated-instruction-strategies-examples-download/****
****Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom****
****Required****
****Read “Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom,” by Johnson, located on the Tea****
****… Read More****
**[**https://www.teachervision.com**](https://www.teachervision.com/)**
****Elementary and Middle School Mathematics****
****Required****
****Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).****
****_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038****
**## LessonPlanTemplateforweek5.docx**
**5E LESSON PLAN TEMPLATE**
**Revised 1-5-2016**
| | | |
| — | — | — |
| **Teacher Candidate:**<br>**Grade Level:**<br>**Date:**<br>**Unit/Subject:**<br>**Instructional Plan Title** | |
| **I. Planning** |
| **Lesson Summary and Focus**: | _In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Clarify where this lesson falls within a unit of study._ |
| **Instructional Materials, Equipment, and Technology:** | _List ALL materials, equipment, and technology the teacher_<br>_**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._ |
| **Classroom and Student Factors**: | _Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students._ |
| **National / State Learning Standards:** | _Identify the relevant grade level standards, including the strand, cluster, and standards by number_<br>_**and** its text._ |
| **Specific Learning Targets/Objectives:**<br>_Specify exactly what the students will be able to do after the standards-based lesson._ |
| **Lesson Focus Question:**<br>_Write a question which is aligned to the learning target and which demonstrates the overall “big idea” students should learn through this lesson._ |
| **Academic Language:** | **_Key Vocabulary:_**<br>_Include the_<br>_content-specific terms you need to teach and their meanings according to this lesson._ | **_Instruction and Development:_**<br>_Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms._ |
| **Summative Assessment:** | _Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives._ |
| **Differentiation Strategies** |
| **Instruction** | **Activities** | **Assessment** |
| _Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and make the content comprehensible for all students._ | _Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students._ | _Describe differentiation strategies for formative and summative assessments to allow all students to demonstrate what they know or have learned._ |
| | | |
| — | — | — |
| **II. Instruction** |
| **The 5Es** | **Probing Questions** |
| **Engage** | _Designed to help students understand the learning task and make connections to past and present learning experiences. It should stimulate interest and prompt students to identify their own questions about the topic. Typical activities in this stage include posing a question, defining a problem, or demonstrating a discrepant event, then using small group discussions to stimulate and share ideas. Instructors help students connect previous knowledge to the new concepts introduced in the unit._ | _Develop a few questions which help students access prior knowledge and get them thinking about the big idea of the lesson._ |
| **Explore** | _Students have the opportunity to get directly involved with key concepts through guided exploration of information. They begin identifying patterns and make connections to other disciplines. Frequently, students will diverge from the slated activity to explore their own questions, continually building on their knowledge base. In this stage, instructors observe and listen to students as they interact with each other and the information provided. Probing questions help students clarify their understanding and redirect their investigations when necessary._ | _Develop a few probing questions which help students move towards mastery of the learning target and promote critical thinking and inquiry-based learning._ |
| **Explain** | **_Activity:_** _Students are introduced more formally to the lesson’s concepts. Through readings and discussions, students gain understanding of the major concepts and can verify answers to questions or problems posed earlier. In addition, more abstract concepts not easily explored in earlier activities are introduced and explained. As students formulate new ideas, appropriate vocabulary can be introduced._ | _Develop a few questions for class discussion which help students work through misconceptions, gain a deeper understanding of the content, and move students toward mastery of the learning target._ |
| **Elaborate** | **_Activity:_** _Students expand on what they have learned and apply their newfound knowledge to a different situation. They test ideas more thoroughly and explore additional relationships._<br>**_Closure:_** _Providing closure to the lesson and verifying student understanding is critical at this point._ | _Develop a few questions, aligned to the learning target, which allow students to apply new knowledge in a different context. Include the focus question here._ |
| **Evaluate** | **_Formative Assessment:_** _The instructor continually observes students’ learning to monitor their progress using questioning techniques and discussions. More formal evaluation – traditional assessments in the form of quizzes and alternative assessments such as concept maps, summary projects or reports – can be conducted at this stage. The assessment should be aligned with the content of the learning experience._ |
.
**## LessonPlanTemplateforweek5.docx**
**5E LESSON PLAN TEMPLATE**
**Revised 1-5-2016**
| | | |
| — | — | — |
| **Teacher Candidate:**<br>**Grade Level:**<br>**Date:**<br>**Unit/Subject:**<br>**Instructional Plan Title** | |
| **I. Planning** |
| **Lesson Summary and Focus**: | _In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Clarify where this lesson falls within a unit of study._ |
| **Instructional Materials, Equipment, and Technology:** | _List ALL materials, equipment, and technology the teacher_<br>_**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._ |
| **Classroom and Student Factors**: | _Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students._ |
| **National / State Learning Standards:** | _Identify the relevant grade level standards, including the strand, cluster, and standards by number_<br>_**and** its text._ |
| **Specific Learning Targets/Objectives:**<br>_Specify exactly what the students will be able to do after the standards-based lesson._ |
| **Lesson Focus Question:**<br>_Write a question which is aligned to the learning target and which demonstrates the overall “big idea” students should learn through this lesson._ |
| **Academic Language:** | **_Key Vocabulary:_**<br>_Include the_<br>_content-specific terms you need to teach and their meanings according to this lesson._ | **_Instruction and Development:_**<br>_Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms._ |
| **Summative Assessment:** | _Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives._ |
| **Differentiation Strategies** |
| **Instruction** | **Activities** | **Assessment** |
| _Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and make the content comprehensible for all students._ | _Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students._ | _Describe differentiation strategies for formative and summative assessments to allow all students to demonstrate what they know or have learned._ |
| | | |
| — | — | — |
| **II. Instruction** |
| **The 5Es** | **Probing Questions** |
| **Engage** | _Designed to help students understand the learning task and make connections to past and present learning experiences. It should stimulate interest and prompt students to identify their own questions about the topic. Typical activities in this stage include posing a question, defining a problem, or demonstrating a discrepant event, then using small group discussions to stimulate and share ideas. Instructors help students connect previous knowledge to the new concepts introduced in the unit._ | _Develop a few questions which help students access prior knowledge and get them thinking about the big idea of the lesson._ |
| **Explore** | _Students have the opportunity to get directly involved with key concepts through guided exploration of information. They begin identifying patterns and make connections to other disciplines. Frequently, students will diverge from the slated activity to explore their own questions, continually building on their knowledge base. In this stage, instructors observe and listen to students as they interact with each other and the information provided. Probing questions help students clarify their understanding and redirect their investigations when necessary._ | _Develop a few probing questions which help students move towards mastery of the learning target and promote critical thinking and inquiry-based learning._ |
| **Explain** | **_Activity:_** _Students are introduced more formally to the lesson’s concepts. Through readings and discussions, students gain understanding of the major concepts and can verify answers to questions or problems posed earlier. In addition, more abstract concepts not easily explored in earlier activities are introduced and explained. As students formulate new ideas, appropriate vocabulary can be introduced._ | _Develop a few questions for class discussion which help students work through misconceptions, gain a deeper understanding of the content, and move students toward mastery of the learning target._ |
| **Elaborate** | **_Activity:_** _Students expand on what they have learned and apply their newfound knowledge to a different situation. They test ideas more thoroughly and explore additional relationships._<br>**_Closure:_** _Providing closure to the lesson and verifying student understanding is critical at this point._ | _Develop a few questions, aligned to the learning target, which allow students to apply new knowledge in a different context. Include the focus question here._ |
| **Evaluate** | **_Formative Assessment:_** _The instructor continually observes students’ learning to monitor their progress using questioning techniques and discussions. More formal evaluation – traditional assessments in the form of quizzes and alternative assessments such as concept maps, summary projects or reports – can be conducted at this stage. The assessment should be aligned with the content of the learning experience._ |
.
**## Week5assinmentwithInstructionandRubricandreferences.docx**
Requires Lopeswrite
Assessment Description
The National Council of Teachers of Mathematics (NCTM), the professional organization whose mission is to promote, articulate, and support the best possible teaching and learning in mathematics, recognizes that “Excellence in mathematics education requires equity—high expectations and strong support for all students” (NCTM, 2000, p. 12). Effective teachers use a variety of strategies to differentiate math activities, instruction, and assessments for all students.
Design a mathematics lesson plan for the K-8 grade level of your choice that is aligned to an age-appropriate standard involving fractions. The lesson plan should include a variety of instructional strategies to differentiate for all students including but not limited to students who are gifted in math, students who have an IEP or 504 plan related to math, and English language learners. Ensure the lesson plan promotes student-centered learning, problem-solving, critical thinking, and mathematical discourse and engages students in mathematical practices. Use the “COE Lesson Plan Template,” the “5E Lesson Plan Template,” or a lesson plan template of your choice to develop a lesson plan that includes the following:
· Math standard and aligned learning objectives
· Mathematical practice standards
· Materials, including manipulatives, technology, etc.
· Vocabulary
· Anticipatory set
· Differentiated content instruction
· Differentiated engagement activity
· Differentiated assessment (formative and summative demonstration of learning)
· Closing/Practice/Home-School connections
Beneath your lesson plan, write a 250–500 word reflection explaining the instructional strategies included in your lesson and how those strategies offer differentiation. Additionally, discuss how your lesson was designed to promote student-centered learning, problem-solving, critical thinking, and mathematical discourse and engage students in mathematical practices.
APA Style is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**Rubric Criteria**
**Math Standard and Aligned Learning Objectives**
7 points
**Mathematical Practice Standards**
7 points
**Materials (including manipulatives, technology, etc.)**
3.5 points
**Vocabulary**
3.5 points
**Anticipatory Set**
7 points
**Differentiated Content Instruction**
7 points
**Differentiated Engagement Activity**
7 points
**Differentiated Assessment**
7 points
**Closing/Practice/Home-School Connections**
7 points
**Reflection**
10.5 points
**Mechanics of Writing**
**Required References**
**Why and How to Differentiate Math Instruction**
**Required**
**Read “Why and How to Differentiate Math Instruction,” from**
**_More Good Questions: Great Ways to Dif_**
**… Read More**
**https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=NV%2BmKCl3nM8%3D**
****Differentiated Learning****
****Required****
****Read “Differentiated Learning,” located on the National Council of Teachers of Mathematics website.****
****https://www.nctm.org/conferences-and-Professional-Development/Tips-for-Teachers/Differentiated-Learning/****
****20 Differentiated Instruction Strategies and Examples****
****Required****
****Read “20 Differentiated Instruction Strategies and Examples,” by Guido, located on the Prodigy website (2021).****
****https://www.prodigygame.com/main-en/blog/differentiated-instruction-strategies-examples-download/****
****Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom****
****Required****
****Read “Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom,” by Johnson, located on the Tea****
****… Read More****
**[**https://www.teachervision.com**](https://www.teachervision.com/)**
****Elementary and Middle School Mathematics****
****Required****
****Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).****
****_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038****
**## LessonPlanTemplateforweek5.docx**
**5E LESSON PLAN TEMPLATE**
**Revised 1-5-2016**
| | | |
| — | — | — |
| **Teacher Candidate:**<br>**Grade Level:**<br>**Date:**<br>**Unit/Subject:**<br>**Instructional Plan Title** | |
| **I. Planning** |
| **Lesson Summary and Focus**: | _In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Clarify where this lesson falls within a unit of study._ |
| **Instructional Materials, Equipment, and Technology:** | _List ALL materials, equipment, and technology the teacher_<br>_**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._ |
| **Classroom and Student Factors**: | _Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students._ |
| **National / State Learning Standards:** | _Identify the relevant grade level standards, including the strand, cluster, and standards by number_<br>_**and** its text._ |
| **Specific Learning Targets/Objectives:**<br>_Specify exactly what the students will be able to do after the standards-based lesson._ |
| **Lesson Focus Question:**<br>_Write a question which is aligned to the learning target and which demonstrates the overall “big idea” students should learn through this lesson._ |
| **Academic Language:** | **_Key Vocabulary:_**<br>_Include the_<br>_content-specific terms you need to teach and their meanings according to this lesson._ | **_Instruction and Development:_**<br>_Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms._ |
| **Summative Assessment:** | _Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives._ |
| **Differentiation Strategies** |
| **Instruction** | **Activities** | **Assessment** |
| _Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and make the content comprehensible for all students._ | _Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students._ | _Describe differentiation strategies for formative and summative assessments to allow all students to demonstrate what they know or have learned._ |
| | | |
| — | — | — |
| **II. Instruction** |
| **The 5Es** | **Probing Questions** |
| **Engage** | _Designed to help students understand the learning task and make connections to past and present learning experiences. It should stimulate interest and prompt students to identify their own questions about the topic. Typical activities in this stage include posing a question, defining a problem, or demonstrating a discrepant event, then using small group discussions to stimulate and share ideas. Instructors help students connect previous knowledge to the new concepts introduced in the unit._ | _Develop a few questions which help students access prior knowledge and get them thinking about the big idea of the lesson._ |
| **Explore** | _Students have the opportunity to get directly involved with key concepts through guided exploration of information. They begin identifying patterns and make connections to other disciplines. Frequently, students will diverge from the slated activity to explore their own questions, continually building on their knowledge base. In this stage, instructors observe and listen to students as they interact with each other and the information provided. Probing questions help students clarify their understanding and redirect their investigations when necessary._ | _Develop a few probing questions which help students move towards mastery of the learning target and promote critical thinking and inquiry-based learning._ |
| **Explain** | **_Activity:_** _Students are introduced more formally to the lesson’s concepts. Through readings and discussions, students gain understanding of the major concepts and can verify answers to questions or problems posed earlier. In addition, more abstract concepts not easily explored in earlier activities are introduced and explained. As students formulate new ideas, appropriate vocabulary can be introduced._ | _Develop a few questions for class discussion which help students work through misconceptions, gain a deeper understanding of the content, and move students toward mastery of the learning target._ |
| **Elaborate** | **_Activity:_** _Students expand on what they have learned and apply their newfound knowledge to a different situation. They test ideas more thoroughly and explore additional relationships._<br>**_Closure:_** _Providing closure to the lesson and verifying student understanding is critical at this point._ | _Develop a few questions, aligned to the learning target, which allow students to apply new knowledge in a different context. Include the focus question here._ |
| **Evaluate** | **_Formative Assessment:_** _The instructor continually observes students’ learning to monitor their progress using questioning techniques and discussions. More formal evaluation – traditional assessments in the form of quizzes and alternative assessments such as concept maps, summary projects or reports – can be conducted at this stage. The assessment should be aligned with the content of the learning experience._ |
.
**## Week5assinmentwithInstructionandRubricandreferences.docx**
Requires Lopeswrite
Assessment Description
The National Council of Teachers of Mathematics (NCTM), the professional organization whose mission is to promote, articulate, and support the best possible teaching and learning in mathematics, recognizes that “Excellence in mathematics education requires equity—high expectations and strong support for all students” (NCTM, 2000, p. 12). Effective teachers use a variety of strategies to differentiate math activities, instruction, and assessments for all students.
Design a mathematics lesson plan for the K-8 grade level of your choice that is aligned to an age-appropriate standard involving fractions. The lesson plan should include a variety of instructional strategies to differentiate for all students including but not limited to students who are gifted in math, students who have an IEP or 504 plan related to math, and English language learners. Ensure the lesson plan promotes student-centered learning, problem-solving, critical thinking, and mathematical discourse and engages students in mathematical practices. Use the “COE Lesson Plan Template,” the “5E Lesson Plan Template,” or a lesson plan template of your choice to develop a lesson plan that includes the following:
· Math standard and aligned learning objectives
· Mathematical practice standards
· Materials, including manipulatives, technology, etc.
· Vocabulary
· Anticipatory set
· Differentiated content instruction
· Differentiated engagement activity
· Differentiated assessment (formative and summative demonstration of learning)
· Closing/Practice/Home-School connections
Beneath your lesson plan, write a 250–500 word reflection explaining the instructional strategies included in your lesson and how those strategies offer differentiation. Additionally, discuss how your lesson was designed to promote student-centered learning, problem-solving, critical thinking, and mathematical discourse and engage students in mathematical practices.
APA Style is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**Rubric Criteria**
**Math Standard and Aligned Learning Objectives**
7 points
**Mathematical Practice Standards**
7 points
**Materials (including manipulatives, technology, etc.)**
3.5 points
**Vocabulary**
3.5 points
**Anticipatory Set**
7 points
**Differentiated Content Instruction**
7 points
**Differentiated Engagement Activity**
7 points
**Differentiated Assessment**
7 points
**Closing/Practice/Home-School Connections**
7 points
**Reflection**
10.5 points
**Mechanics of Writing**
**Required References**
**Why and How to Differentiate Math Instruction**
**Required**
**Read “Why and How to Differentiate Math Instruction,” from**
**_More Good Questions: Great Ways to Dif_**
**… Read More**
**https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=NV%2BmKCl3nM8%3D**
****Differentiated Learning****
****Required****
****Read “Differentiated Learning,” located on the National Council of Teachers of Mathematics website.****
****https://www.nctm.org/conferences-and-Professional-Development/Tips-for-Teachers/Differentiated-Learning/****
****20 Differentiated Instruction Strategies and Examples****
****Required****
****Read “20 Differentiated Instruction Strategies and Examples,” by Guido, located on the Prodigy website (2021).****
****https://www.prodigygame.com/main-en/blog/differentiated-instruction-strategies-examples-download/****
****Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom****
****Required****
****Read “Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom,” by Johnson, located on the Tea****
****… Read More****
**[**https://www.teachervision.com**](https://www.teachervision.com/)**
****Elementary and Middle School Mathematics****
****Required****
****Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).****
****_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038****
**## LessonPlanTemplateforweek5.docx**
**5E LESSON PLAN TEMPLATE**
**Revised 1-5-2016**
| | | |
| — | — | — |
| **Teacher Candidate:**<br>**Grade Level:**<br>**Date:**<br>**Unit/Subject:**<br>**Instructional Plan Title** | |
| **I. Planning** |
| **Lesson Summary and Focus**: | _In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Clarify where this lesson falls within a unit of study._ |
| **Instructional Materials, Equipment, and Technology:** | _List ALL materials, equipment, and technology the teacher_<br>_**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._ |
| **Classroom and Student Factors**: | _Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students._ |
| **National / State Learning Standards:** | _Identify the relevant grade level standards, including the strand, cluster, and standards by number_<br>_**and** its text._ |
| **Specific Learning Targets/Objectives:**<br>_Specify exactly what the students will be able to do after the standards-based lesson._ |
| **Lesson Focus Question:**<br>_Write a question which is aligned to the learning target and which demonstrates the overall “big idea” students should learn through this lesson._ |
| **Academic Language:** | **_Key Vocabulary:_**<br>_Include the_<br>_content-specific terms you need to teach and their meanings according to this lesson._ | **_Instruction and Development:_**<br>_Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms._ |
| **Summative Assessment:** | _Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives._ |
| **Differentiation Strategies** |
| **Instruction** | **Activities** | **Assessment** |
| _Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and make the content comprehensible for all students._ | _Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students._ | _Describe differentiation strategies for formative and summative assessments to allow all students to demonstrate what they know or have learned._ |
| | | |
| — | — | — |
| **II. Instruction** |
| **The 5Es** | **Probing Questions** |
| **Engage** | _Designed to help students understand the learning task and make connections to past and present learning experiences. It should stimulate interest and prompt students to identify their own questions about the topic. Typical activities in this stage include posing a question, defining a problem, or demonstrating a discrepant event, then using small group discussions to stimulate and share ideas. Instructors help students connect previous knowledge to the new concepts introduced in the unit._ | _Develop a few questions which help students access prior knowledge and get them thinking about the big idea of the lesson._ |
| **Explore** | _Students have the opportunity to get directly involved with key concepts through guided exploration of information. They begin identifying patterns and make connections to other disciplines. Frequently, students will diverge from the slated activity to explore their own questions, continually building on their knowledge base. In this stage, instructors observe and listen to students as they interact with each other and the information provided. Probing questions help students clarify their understanding and redirect their investigations when necessary._ | _Develop a few probing questions which help students move towards mastery of the learning target and promote critical thinking and inquiry-based learning._ |
| **Explain** | **_Activity:_** _Students are introduced more formally to the lesson’s concepts. Through readings and discussions, students gain understanding of the major concepts and can verify answers to questions or problems posed earlier. In addition, more abstract concepts not easily explored in earlier activities are introduced and explained. As students formulate new ideas, appropriate vocabulary can be introduced._ | _Develop a few questions for class discussion which help students work through misconceptions, gain a deeper understanding of the content, and move students toward mastery of the learning target._ |
| **Elaborate** | **_Activity:_** _Students expand on what they have learned and apply their newfound knowledge to a different situation. They test ideas more thoroughly and explore additional relationships._<br>**_Closure:_** _Providing closure to the lesson and verifying student understanding is critical at this point._ | _Develop a few questions, aligned to the learning target, which allow students to apply new knowledge in a different context. Include the focus question here._ |
| **Evaluate** | **_Formative Assessment:_** _The instructor continually observes students’ learning to monitor their progress using questioning techniques and discussions. More formal evaluation – traditional assessments in the form of quizzes and alternative assessments such as concept maps, summary projects or reports – can be conducted at this stage. The assessment should be aligned with the content of the learning experience._ |
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