Initial Lesson Plan, Revised Lesson Plan, and  Reflection Paper (75 points)

Students will submit a lesson plan that they have taught or will design one for use with students (preferably in the content areas of language arts, science, or social studies - math allowed with prior permission from instructor).  No particular format is required, but the plan should include common elements of a formal lesson plan (KY standards being addressed, materials, procedures, methods, assessment, etc.).  The instructor will review this lesson plan and will ask students to review the lesson plan for comment and comparison at the END of the semester.  Students will revise the lesson plan to demonstrate learned content from this course and will submit the revised lesson plan and a response paper which includes explanations of changes made in the lesson plan, pedagogy changes, etc.  Instructor will provide comments on the REVISED lesson plan and response paper, but not on the initial lesson plan - that plan is submitted for comparison purposes only. 
 

Directions:  1) Log into Blackboard and upload a lesson plan into the ASSIGNMENTS tab labeled INITIAL LESSON PLAN.  2) Criteria for lesson plan: Must be a lesson you have taught or one that you have written and plan to teach. Must be in your content area specialty (must have special permission for math) No specified format, but must include the following elements: Objectives KY content standards http://www.kde.state.ky.us/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Core+Content+for+Assessment.htm  Materials and Technology Procedures Student Assessment Note:  You may include other elements in your plan, but these are required. 3)  Specifically, I will be looking at how you provided for the ACTIVE literacy and comprehension skills and strategies that your students needed AND how you have provided support for diverse learners. I MUST see attention to modifications /considerations made for cultural differences reflected in revised lesson plan.  The revised lesson plan should include: Exactly how you support readers as they interact with text What PRE-READING strategies do you have in place that activate schema, build on prior learning, and motivate students for the reading? What DURING READING strategies do you have in place to aid students in ACTIVELY making sense of the reading?  How does the actual READING of the text take place?  Peer reading, choral reading, read alouds, etc.?  What POST READING strategies do you have in place to aid students in RETELLING or REFORMATTING the reading to ENSURE complete and DEEP comprehension?  What vocabulary instruction strategies have you included to help students comprehend unknown or specialized terminology?  What SPECIFICALLY have you included THROUGHOUT all these aspects of supporting readers to ensure that diverse learners (cultural diversity, gender, socio-economic status, etc.) are supported?  4)  Do NOT revise the initial lesson plan prior to submission.  Revision of the lesson plan will take place much later in the course.  You should keep the lesson plan with you throughout each week of the course and make notes on it as to changes, inclusions, and deletions you plan to make. 5)  As you gain insights into how the lesson plan could better ensure comprehension for ALL students, you should begin to revise the lesson plan.  As you make revisions, keep a journal or develop a note-taking system where you document what you are changing, adding, or deleting and WHY.  These notes will serve as fodder for your REFLECTION PAPER that will be turned in at the same time as the revised lesson plan (see course calendar).  6)  The Reflection Paper is a first person narrative on what you changed in the lesson plan and WHY you changed it.  Specifically, I will be looking to see incorporation of concepts and tenets from our course (includes all readings, discussion board topics, research). 7)  The Response Paper and the Updated Lesson Plan should be submitted via the drop box in Blackboard by the due date listed on the course calendar.  As examples I am including an INITIAL lesson plan and a REVISED lesson plan complete with comments and scoring guide.  There are many ways to revise your lesson plan correctly, but to score the most points you must follow the rubric for this assignment very carefully.  Students lose points when they ask students to READ, WRITE, LISTEN, or VIEW something WITHOUT pre/during/and post ACTIVE comprehension strategies provided for EACH.  Also, points are tied to how you have provided support for diverse learners.  Click HERE for an initial example lesson plan. Click HERE for a REVISED example lesson plan.  Another word of advice:  The terms "discuss" and "discussion" are related to highly structured cooperative learning strategies.  In most classrooms those terms boiled down mean TALK.  "Talk" is not an active learning strategy.  "Talk" usually boils down to Q and A - with "T" doing all the "Q's" and students doing all the "A's."  Only a few students get to participate (actually "talk") and only those who are adept auditory learners benefit.  Do NOT use the words "discuss" or "discussion" in your plan as pre/during/or post reading strategies UNLESS you plan a highly organized, specifically detailed cooperative learning discussion technique in which roles are clearly delineated, purposes are set, and a "product" of the discussion is included.

Scoring on the FINAL lesson plan and paper will include grammar/mechanics.  Type in 12 point Times New Roman or Arial font, double-space, front-side of page only ... bold headings.  Bibliography/resources APA style (5th ed). 

Rubric for this assignment found by clicking on "Evaluation" button on left panel of this page. 

Print resource you may find useful for this task: 

Grant, C. A., & Sleeter, C. E. (1998).  Turning on learning:  Five approaches for multicultural
           teaching plans for race, class, gender; and disability, 2nd.  Upper Saddle River, NJ: 
           Prentice Hall. 

On-line resources you will find useful.  In other words, USE these RESOURCES in your revised lesson plan - these are ACTIVE comprehension strategies for pre/during/post. 

Pre-During-Post Reading Strategies:  http://www.somers.k12.ny.us/intranet/reading/strategic_reading.html

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2befor.htm

 07/07/2007 22:12:48 -0500