Lesson plan development pt. 2 brainstorm

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Please attached documents for further instruction! 

Need by: February 11, 2022

Use Week 3’s Lesson Plan and Add Three More Components
to this Existing Lesson Plan for Week 5
See attached week 5 template

Need by: February 11, 2022
Will pay: $15 now / $15 Complete

Lesson Plan Development Part 2

Overview

For this assignment, you will create objectives and other elements of a lesson plan.

Instructions

Your textbook contains a template or outline for organizing a lesson plan. Take into account that
you may need to modify the outline to better fit the plan you created in the first assignment as
you add the following to your lesson plan:

● Create the measurable objectives for your lesson plan and describe how they relate to Common
Core Standards or your state’s requirements.

● Create the evaluation methodology for measuring authentic learning within your plan.
● Integrate technology that helps to ensure that your plan is relevant to today’s tech-oriented

students.
○ How does the use of that technology benefit your students?
○ What is your backup plan should the technology be unavailable on the day of your

teaching?

The specific course learning outcomes associated with this assignment are:

● Create a lesson plan that outlines objectives and the instructional and assessment strategies.

RUBRIC:::

Unacceptable Needs
Improvement

Competent Exemplary

Create the
measurable

objectives for the
lesson plan and

describe how
they relate to

Common Core
Standards or

state
requirements.

Points:
0 (0.00%)
Does not create
the measurable
objectives for the
lesson plan nor
describe how they
relate to Common
Core Standards or
state requirements.

Points:
27 (22.50%)
Partially creates
the measurable
objectives for the
lesson plan and
describes how they
relate to Common
Core Standards or
state requirements.

Points:
30.6 (25.50%)
Creates the
measurable
objectives for the
lesson plan and
describes how they
relate to Common
Core Standards or
state requirements.

Points:
36 (30.00%)
Creates the
measurable
objectives for the
lesson plan and
thoroughly
describes how they
relate to Common
Core Standards or
state requirements.

Create the
evaluation

methodology for
measuring

authentic learning
within the plan.

Points:
0 (0.00%)
Does not create
the evaluation
methodology for
measuring
authentic learning
within the plan.

Points:
27 (22.50%)
Partially creates
the evaluation
methodology for
measuring
authentic learning
within the plan.

Points:
30.6 (25.50%)
Creates the
evaluation
methodology for
measuring
authentic learning
within the plan.

Points:
36 (30.00%)
Thoroughly creates
the evaluation
methodology for
measuring
authentic learning
within the plan.

Integrate
technology that
helps to ensure
that the plan is

relevant to
today’s

tech-oriented
students,

including benefits
and a backup

plan.

Points:
0 (0.00%)
Does not integrate
technology that
helps to ensure
that the plan is
relevant to today’s
tech-oriented
students.

Points:
18 (15.00%)
Partially integrates
technology that
helps to ensure
that the plan is
relevant to today’s
tech-oriented
students, including
benefits and/or a
backup plan.

Points:
20.4 (17.00%)
Integrates
technology that
helps to ensure
that the plan is
relevant to today’s
tech-oriented
students, including
benefits and a
backup plan.

Points:
24 (20.00%)
Thoroughly
integrates
technology that
helps to ensure
that the plan is
relevant to today’s
tech-oriented
students, including
benefits and a
backup plan.

Coherence and
organization.

Points:
0 (0.00%)
Student
communicates
several
unconnected ideas
or points, with no
apparent pattern or
coherence.

Points:
9 (7.50%)
Student
communicates a
main idea or point,
but may
incorporate other
unrelated topics.
Coherence and
organization are

Points:
10.2 (8.50%)
Student
communicates a
central idea or
point that is woven
throughout most of
the writing in a
coherent manner.
Writing is easy to

Points:
12 (10.00%)
Student effectively
communicates a
central idea or
point that is woven
throughout in a
coherent and
logical manner.
Writing is very easy
to understand.

somewhat
apparent.

understand for the
most part.

Mechanics. Points:
0 (0.00%)
Contains major
errors related to
grammar, spelling,
sentence structure,
and citations,
which may distract
the reader from the
content of the
assignment.

Points:
9 (7.50%)
Contains errors
related to grammar,
spelling, and
sentence structure.
The errors do not
distract the reader
from the content of
the assignment.
Student cites
resources (if
applicable), per
instructor
expectations.

Points:
10.2 (8.50%)
Contains several
minor errors
related to grammar,
spelling, and
sentence structure,
but they do not
distract the reader
from the content of
the assignment.
Student properly
cites resources (if
applicable), per
instructor
expectations.

Points:
12 (10.00%)
Contains very few,
if any, minor errors
related to grammar,
spelling, and
sentence structure.
Content is easy to
read and
understand.
Student properly
cites resources (if
applicable), per
instructor
expectations.

PAGE

2

EDU 573: Instructional Methods

Week 5 Assignment – Lesson Plan Development Part II

YOUR NAME GOES HERE

Dr. Hau Nguyen – Course Instructor

Strayer University

February 7, 2022

Lesson Plan

Teacher’s Name

Date of Lesson

Time of Lesson

Subject ( – Check appropriate box on the right)

Single Subject

or

Interdisciplinary Unit

Factors (Describe what factors (class size, time, space, etc) that can affect what you can teach)

Class Demographics (describe the school setting/environment, students demographics {age, gender, socioeconomic status or class, ability levels, etc.}, schedule, teachers’ qualities and other traits.

List and Describe Three potential advantages to teaching this mix of students.

List and Describe Two potential challenges to teaching this mix of students.

Scope

1. Define the time to teach this lesson.

2. Identify classroom resources (computer lab, science lab, manipulatives, space, circle time, breakout groups, etc).

3. Describe how this lesson plan fits into either a single-subject curriculum or connects as an interdisciplinary plan.

Measurable Objectives (minimum two)

· Create the measurable objectives for your lesson plan and describe how they relate to Common Core Standards or your state’s requirements.

Evaluation Methodology for Measuring Learning

· Create the evaluation methodology for measuring authentic learning within your lesson plan.

Technology Integration

This was from Week 3.

Now add three more components

below to this lesson plan.

Add three more parts to the lesson plan from

Week 3

EDU 573: Instructional Methods

Daily Math Lesson Plan- Development Part I

Taya Hervey-McNutt

Dr. Hau Nguyen – Course Instructor

Strayer University

January 26, 2022

Lesson Plan-Daily Math Lesson

Teacher’s Name Professor Allen

Date of Lesson 14-02-2022

Time of Lesson 10:05 a.m.

Subject The concept is Single subjected; Observation.

Factors that can affect
what you can teach

The first factor is class size. The classroom is small, which
makes it very convenient to teach the subject. The small class
size will help increase student engagement and make them
have a higher ability to adapt to educational and intellectual
challenges that they will likely face.
The next factor is time. Over the years, it has been deduced
that the time of the day significantly impacts students’
achievement. The selected time is suitable as it matches their
scores and learning style preferences.
The other factor is space. Students will be placed at a safe
distance from one another to ensure they are in a tidy and
clean environment, which will make them more focused and
have motivation towards the lesson.

Class Demographics

There are 402 students. Their average age is six years. There
are a total of 218 girls and 184 boys. On average, the
economic status of the students in the middle.

The ability levels of the students are as follows: visual
learners, auditory learners, writing learners, and kinesthetic
learners.

The school setting is learner-centered. This is the case since
the learning institution assesses students’ needs, for instance,
allowing students to create their own meaning according to
the previous knowledge.

A brief summary of the schedule is 8:20-9:00 as arrival time,
9:25 clean up, 10:00 – 10:45 math talk, and 10:45 to 11:00,
individual/partner work, 11:15 dismissal.

The teachers’ qualities include love for their work, creativity,
flexibility, patience, sense of humor, and compassion.

Three potential
advantages to teaching
this mix of students.

In this environment, teachers mix students with mixed
abilities, which allows them to learn and accept their
differences.
A teacher will have an easy time placing the students into
discussion groups or engaging the class in the discussion
because each student has their own perspective on things.
The high-level students can assist lower-level learners by
encouraging and modeling them.

Two potential challenges
to teaching this mix of
students.

Teachers face the challenge of teaching effectively because
they will be required to know every student’s ability and
identify a suitable way of teaching them.

It is possible that teachers may feel out of touch with the
learners when they post negatively unintended outcomes.

Scope

● The time to teach
this lesson.

● Classroom
resources

● How this lesson
plan fits into either
a single-subject
curriculum or
connects as an
interdisciplinary
plan

1. The lesson will be taught at 10:05 a.m. Usually, students
tend to be better focused on learning at this time of the day.
This is normally the time when many institutions give
important learning tasks. This is also the time when many
institutions issue significant tests to their kindergarten
learners.

2. The classroom resource will be a science lab where they
will have access to scientific tools to help them during the
scientific inquiry process; this is, observing, measuring, and
recording their outcomes. Examples of the scientific tools
required are the thermometer, magnifying scale, and
measuring tape.

3. The lesson plan fits into an interdisciplinary plan. The
lesson plan combines lessons in different disciplines around
one theme. Different ideas related to a common theme are
assimilated, and they are then taught to students.

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