Lesson plan development pt. 3 brainstorm

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Need By: Tomorrow, February 15, 2022

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Use Week 5’s Lesson Plan and Add Three More Components
to this Existing Lesson Plan for Week 7
See attached week 7 template

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

Lesson Plan Development Part 3

Overview

Based on the lesson plan you developed in the previous assignments, create a lesson for online
delivery.

Instructions

Complete the following in your online lesson plan:

● Describe which educational theory your plan is based upon and why you believe this is the most
appropriate theory.

● Describe and justify your instructional strategies.
○ Address how you will introduce the lesson, teach the main material, wrap up the lesson,

and transition into the assessment. Indicate if your strategy changed for online delivery,
and if so, why.

○ Explain why you chose each strategy and why you think each one is effective for each
part of your lesson.

● Outline and provide three examples of how you plan to respond to the needs of different types of
learners: learning disabilities, English language learning students, and so on.

● Describe your strategy to ensure inclusion for all students in the class, such as specific questions,
analogies, or in-class activities.

● Identify remediation activities for students who need help or additional time to fully understand or
complete the lesson.

● Identify additional material or activities to keep gifted students engaged if the lesson appears too
easy for them.

● Describe the difference between your formative and summative evaluations for this lesson.

This course requires the use of Strayer Writing Standards. For assistance and information,
please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check
with your professor for any additional instructions.

The specific course learning outcomes associated with this assignment are:

● Differentiate between instructional methods employed for diverse learner groups.

PAGE

2

EDU 573: Instructional Methods

Week 7 Assignment – Lesson Plan Development Part III

YOUR NAME GOES HERE

Dr. Hau Nguyen – Course Instructor

Strayer University

February 21, 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

Educational Theory and Rationale

Instructional Strategies and Procedures

Lesson Introduction (Beginning/Warm Up)

Teaching the Main Lesson (Guided and Independence Practice/Middle)

Lesson Closure (Ending

Transition into Assessments During Instruction

Responses to the Needs of Different Types of Learners (3 Examples)

Strategies for Inclusion of All Students

Remediation Activities for Identified At-Risk Students

Enrichment Activities for Identified Gifted Students

Rationales for Using Both Formative and Summative Assessments with Specific Examples

Sources

This was from Week 3.

Now add three more components

below to this lesson plan.

This was from Week 5.

EDU 573: Instructional Methods

Daily Math Lesson Plan- Development Part II

Taya Hervey-McNutt

Dr. Hau Nguyen – Course Instructor

Strayer University

February 14, 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.

Measurable Objectives

Preparing students for testing. The Common Core Standards
require that students go through testing. The first way to
achieve this will be through developing games that
incorporate questions such as introducing escape rooms.

Accordingly, I will help students develop test-taking skills by
asking them to support their ideas with examples from the
text.

The next objective will be aligning practices with The
Common Core Standards.

I will embrace particular habits such as using TeacherStep
that illustrates these requirements. In this regard, the
traditional lecture format will be eliminated to give the
learners more chance to collaborate as outlined in the
Common Core Standards.

Perceiving standards as opportunities. It is very hard for
teachers to teach according to the standards because they
seem limiting. However, with the help of this objective, the
teaching standards will be used as guidelines and tools to
assist them in narrowing down what they are expected to
teach. Following this, a new curriculum, instructions, and
assessment plan that meets the standards and includes
students will be introduced.

Methodology for
Measuring Learning

Studio portfolios; how students put their knowledge to work,
and their performance can tell a lot about authentic learning.

Students will develop their portfolios which will be assessed
to show clear patterns of their growth and performance.
Throughout the process of creating portfolios, their goals will
be reflected, and they will get the opportunity to participate in
some degree of self-assessment. Afterward, students will be
required to make presentations, where they will discuss their
work and validate their ideas in front of an audience. It will
also show how well the students know how to use school
facilities and tools such as sticky notes and slides. The
learners can submit copies of the slides and other materials for
review.

Finally, learners will be given memos to gather data and apply
their imagination to weave texts from various perspectives.
The memos will be created by editing them to include a

description of the memo context, and learners will write in
them and submit them when they finish.

Technology Integration

Interactive whiteboards: An interactive whiteboard is similar
to a touchscreen whiteboard that can show images and videos.
They are effective tools for engaging every student in an
interactive lesson.

Digital presentations: The teacher and students can use tools
such as Microsoft PowerPoint to develop multimedia
presentations; they can also be used to share the work of
students. The school can also encourage students to use
Google Docs to collaborate on one multimedia project even
when they are at home.

Online research: The teacher will give the students an
opportunity to carry out online research for their projects.
Here, teachers can introduce students to the Web Quest
Model, which has an unlimited number of activities for
students.

The use of technology will encourage the students to work as
a team as well as enable them to learn even when they are not
in school.

It can also enable swift and easy sharing of information,
which will help save more time for more learning in the long
run.

Should the technology be unavailable during teaching time, I
will have other copies of the data. My backup plan is the
3-2-1 rule; three data copies, stored in two storage devices,
and one remotely located, i.e., inside my phone.

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