Posted: May 19th, 2024

ELM-470 Lesson Planning – Lesson plan and 250-500 word reflection

Section 1: Lesson Preparation
Teacher Candidate Name:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title:

Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.

Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
• Who is the audience
• What action verb will be measured during instruction/assessment
• What tools or conditions are being used to meet the learning

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.

Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

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 Earth and 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 activity where 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

Please pick a student from the attachment and fill out the lesson plan template with a reflection plan with 250 words or more on the bottom.

Educators can develop critical thinking and problem-solving skills for their students by asking strategically planned questions during lessons.

Design an original mathematics lesson plan for the K-5 grade level of your choice that promotes critical thinking and problem solving. Using your state’s math standards and the “Class Profile” as resources, design an original lesson using the “COE Lesson Plan Template.”

In the Multiple Means of Expression section, include five questions that align to the lesson objective the teacher can pose to students .

The questions should:

Activate prior knowledge.
Identify potential student misconceptions that could interfere with learning.
Connect concepts, procedures, and applications.
Encourage critical thinking, exploration, and problem-solving.
In the Multiple Means of Engagement section include opportunities for students to consider real-world application, prior knowledge, and the steps to solve a problem.

Beneath your lesson plan, write a 250-500 word reflection explaining three instructional strategies you included in your lesson. Describe why these strategies were used and how the strategies promote collaboration, communication, critical thinking, and creativity. Bold the name of the strategy

Lesson Plan Template

Section 1: Lesson Preparation

Teacher Candidate Name: [Leave Blank]

Grade Level: K-2 (This can be adjusted based on your preference)

Date: [Leave Blank]

Unit/Subject: Mathematics

Instructional Plan Title: Building Bridges: A Journey in Problem-Solving

Lesson Summary and Focus: In this engaging lesson, students in grades K-2 will embark on a problem-solving adventure by designing and constructing bridges using various materials. Through hands-on exploration and collaborative activities, they will develop critical thinking skills as they experiment with different bridge designs to meet specific criteria (e.g., stability, length).

Classroom and Student Factors/Grouping: Consider the demographics, learning styles, and any special needs of your students when planning and differentiating instruction. This lesson is designed to be adaptable for a diverse classroom and can be implemented in heterogeneous or small-group settings.

National/State Learning Standards: (Align with your state’s math standards)

Focus Standard: K.MD.A.3: Measure objects with non-standard units (e.g., cubes, fingers).
Learning Objectives:
Students will explore the concept of length using non-standard units (e.g., cubes, manipulatives).
Students will collaboratively design and construct bridges using various materials.
Students will test and evaluate the stability and effectiveness of their bridge designs.
Academic Language:

Key Vocabulary: bridge, span, length, stable, strong, weak, experiment, test
Integration Strategies:
Pre-teach key vocabulary words before the lesson.
Provide visuals and manipulatives to support understanding.
Encourage students to use vocabulary words throughout the activity.
Resources, Materials, Equipment, and Technology:

Large building blocks or manipulatives (e.g., Legos, cardboard boxes, straws)
Craft materials (e.g., tape, paper, glue)
Rulers or measuring tools (optional)
Pictures of different bridges (optional)
Chart paper or whiteboard for recording observations
Section 2: Instructional Planning

Anticipatory Set (5 minutes)

Materials: Pictures of different bridges (optional)
Activity:
Begin by showing students pictures of various bridges (optional) or asking them to describe bridges they have seen in real life.
Facilitate a discussion about the purpose of bridges and the materials used to build them.
Ask prompting questions: “What do bridges do?” “How are bridges strong?” “What materials do you think we could use to build bridges?”
Multiple Means of Representation (20 minutes)

Materials: Building materials, rulers (optional)
Activities:
Collaborative Design: Divide students into small groups and provide them with building materials.
Challenge: Present the challenge: “You are engineers! Today, we will design and build bridges that can span a certain distance (demonstrate the distance using rulers or manipulatives).”
Exploration: Encourage students to explore the materials, brainstorm ideas, and discuss potential designs within their groups.
Construction: Students will collaboratively build their bridges using the provided materials.
Multiple Means of Engagement (25 minutes)

Activities:
Testing and Evaluation: Once the bridges are built, each group will test their bridge’s stability by placing objects (e.g., blocks, toy cars) on it and observing how much weight it can hold.
Problem-Solving: If a bridge collapses, encourage students to analyze the problem, discuss what went wrong, and redesign their bridge to improve its stability.
Real-World Connection: Ask students to reflect on how their bridge designs compare to real bridges they have seen. How are they similar or different?
Multiple Means of Expression (15 minutes)

Assessment Options:
Formative: Observe students’ collaboration, communication, and problem-solving skills during the activity.
Summative:
Exit Ticket: Students can draw their bridge designs and label the materials used.
Group Presentation: Each group can present their bridge to the class, explaining their design choices and how they addressed any challenges.
Differentiation

English Language Learners (ELLs): Provide visuals, manipulatives, and sentence starters to support understanding

Check Price Discount

Study Notes & Homework Samples: In what ways did literary modernism “make it new”? »Part 1: Continued Language Support