Assessment Description

Using Ga GELDS Standards:

one Lesson plan using:GELDS CD-MA2.4b:

Math Count at least 10 objects using one-to-one correnspondence.

second lesson plan using: GELDS CD- SS2.4b Social Studies

Indenifies and follows rules of the classroom community and displays competence at engaging in appropriate social behavior.

third lesson plan using :GELDS: CD-SC3.4c Identifies and describes the function of many body parts.

Incorporating content from other subject areas into mathematics has many benefits. Cross-disciplinary teaching involves a conscious effort to apply knowledge, principles, and values to the specific subject area which enhances learning for the students.

For this , you will have three lessons using the "COE Lesson Plan Template" that focus on a single theme or topic. The lessons should be connected to form a cohesive unit.

Based on your discussion with your mentor teacher and your assessment results in Clinical Field Experience C, incorporate three mathematics standards being taught in your field experience classroom. You may adapt previous assignments from this course in the creation of these lessons. In at least one of the three lessons, integrate one or more additional content areas (literacy, science, social studies, or the creative arts) in a way that makes sense for the lesson.

The three lesson plans must include the following:

• Specific Learning Target(s)/Objectives: Objectives aligned to state mathematics content standards that are being taught in your field experience classroom.
• Resources, Materials, Equipment, and Technology: Current tools and resources to support learner development across content areas (creative arts, science, social studies, or English language arts), connecting core subjects to meaningful learning experiences.
• Multiple Means of Representation: Instruction that uses effective strategies and resources, including the appropriate use of technology, to meet the needs of individuals and groups of students for early education.
• Multiple Means of Engagement: Explain how you will allow students to explore, practice, and apply the content and academic language
• Multiple Means of Expression: Describe how you will monitor student learning by analyzing data and adjusting instruction and provide meaningful feedback to students.

Section 1: Lesson Preparation

Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
Classroom and Student Factors/Grouping:
National/State Learning Standards:
Specific Learning Target(s)/Objectives:
Academic Language
Resources, Materials, Equipment, and Technology:

Section 2: Instructional Planning

Anticipatory Set Your goal in this section is to open the lesson by activating students' prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: I will use a visual of the planet Earthand ask students to describe what Earth looks like. I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.	Time Needed
Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: English language learners (ELL): Students with special needs: Students with gifted abilities: Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: I will use a matching card activitywhere students will need to find a partner with a card that has an answer that matches their number sentence. I will model one example of solving a number sentence on the white board before having students search for the matching card. I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: English language learners (ELL): Students with special needs: Students with gifted abilities: Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: English language learners (ELL): Students with special needs: Students with gifted abilities: Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.	Time Needed