Explain how the level of rigor increased from one grade level to the next one. Consider the Student Expectations as they move from low-level thinking to high-level thinking.
Standards (TEKS) and Objective:
Write one TEKS -and one student expectation
Write one related objective (Remember Bloom’s Taxonomy! And use the ABCD method) Audience, Behavior, Condition, Degree
Example: The student will be able to identify the upper and lower case “Bb” after going on a letter hunt around the class and correctly identifying the capital and lower case “Bb” five times.
Materials:
List the materials needed for this lesson. (Be sure to include materials that will support individualization.
Describe an explicit connection to how the materials consider the cultural and developmental needs of the students.
Describe an explicit connection to how the materials consider various interests of students.
Differentiation:
Describe how you will differentiate for all developmental needs listed below. How will the lesson support a child who:
Speaks a language other than the language of instruction
Comes to school with a cast on his/her arm – How did you individualize your materials, content, and environment to support this child?
Has a limited attention span, but it is not diagnosed.
Guidance: How did you support positive behavior
Describe how you applied ideas from Guidance into your lesson
(See Instructional Procedure) Describe routines, steps (or guidelines) for distributing, using and cleaning-up materials.
(See Instructional Procedures) Describe how the lesson will consider students who might finish earlier or later than expected.
Instructional Procedures: 5E’s
Considerations while you are developing each of the 5E’s:
Indicate how long each section will last.
Include examples of high-order thinking (HOT) open-ended questions throughout all 5E’s.
Describe routines, steps (or guidelines) for distributing, using and cleaning-up materials.
Describe how the lesson will consider students who might finish earlier or later than expected.
Engage: (indicate how long this section will take) How will you motivate students to get excited about the ideas/concepts in the lesson? How will you spark their interest? Examples: thought-provoking question, scenario, picture, word, song, artifacts, a book, etc. No videos!
Explore: (indicate how long this section will take) How will students investigate the ideas/concepts through concrete materials that can stimulate dialogue and disequilibrium? This section should be child-guided with little to no teacher-direction – No worksheets!
Explain: (indicate how long this section will take) How will students explain what they learned during their exploration? How will the teacher describe, elaborate, and deepen on the ideas/concepts of the lesson? This section can be more teacher-directed with child-guided discussion- No worksheets!
Expand: (indicate how long this section will take) How will the students apply the ideas/concepts they have explored and learned to new scenarios? To the real world? This section should support child-guided learning and consist of activities that engage children in inquiry-based learning and connections to experiences. – No worksheets!
Evaluate: (indicate how long this section will take) How will the teacher close the lesson? Which of the following assessment tools will you use to evaluate children’s learning: for example, grading rubric, checklist, inventory, anecdotal record? Which assessment criteria will you use? Be sure this aligns back to the lesson plan Learning Objective. The teacher should be able to see skill mastery of the decided learning objective. No worksheets!
Connection to Theory:
How did the lesson connect to theory? Identify the theory from the theorist and use key terminology- Ex. Piaget’s types of cognitive play, Isenberg & Durham’ s types of social play, 4C’s, Vygotsky’s zone of proximal development, and/or Gardner’s multiple intelligences).
How did the lesson incorporated DAP’s “Principles of child development and learning and implications for practice”? (See Appendix pages 1-14)
Developmentally Appropriate and Culturally Relevant Approaches
How did the lesson incorporate four of the following developmentally appropriate approaches: oral communication, child-initiated inquiry, free exploration, teacher modeling, centers, technology, units of study, manipulatives, hands-on learning, the arts, cooperative learning, play?
How are you being culturally aware of your students and the ways in which they might feel included and/or excluded in your lesson?
Writing Conventions
Written plan is clear, well organized, professional, and free of grammatical and spelling errors. A reference sheet should be included per APA 7th edition for all cited references.
Last Completed Projects
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