Final Project Part One: Lesson Plan Review The Common Core ✓ Solved

Final Project Part One: Lesson Plan Review the Common Core S

Final Project Part One: Lesson Plan Review the Common Core State Standards website. Select two to three academic standards on which a unit of study can be developed. Utilize the KUD Lesson Plan Template to create three lesson plans, each of which implements a different instructional model. Create clear KUD objectives to meet the standard you have chosen to teach. Each of the items below must be addressed in each of your KUD Lesson Plans:

  • Identify the grade level for which you are designing the lesson and explain why it is appropriate.
  • Describe the instructional model you have chosen and tell why it fits your plan.
  • Identify the academic standard on which the lesson is based, including its full nomenclature.
  • Write one "students will understand" objective, at least two "students will know" objectives, and at least two "students will be able to do" objectives to meet the academic standard you have chosen.
  • Describe assessments that will be utilized to measure students’ mastery of objectives.

Your lesson plans should be written using the KUD Lesson Plan Template. You may choose to create a new lesson for each of the three instruction models you have chosen, or you may repeat the same lesson utilizing a different instructional model for each of the three plans you are required to create. If you choose to repeat your lesson and apply a different instructional model, you will need to adjust your assessment plan and lesson procedures accordingly. Incorporate the feedback you received from your instructor throughout the course to create a cohesive and well-supported set of KUD Lesson Plans.

Part Two: Rationale

Address each of the following bullet points in your Final Project:

  • Introduction: Describe the focus of your project (unit of study).
  • Rationale for selection of instructional models: Explain how and why each selected model will be effective in meeting instructional objectives for that lesson.
  • Meeting the needs of diverse learners: Describe how individual needs can be met in each model/lesson plan.
  • Assessment and accountability: Describe types of assessment that will be used in each lesson and how they measure students’ mastery of objectives. Describe how you will use assessment data to guide your instruction.
  • Evaluation plan: Explain how you will evaluate the effectiveness of your unit of study. Describe adjustments you might have to make during implementation.
  • Conclusion: Describe how you feel about lesson planning. What do you think are your strengths? What do you need more support with?

The entire project must be a minimum of 10 double-spaced pages in length, not including title and reference pages, and formatted according to APA style (where appropriate) including a title and reference page. You must use a minimum of four sources, in addition to the course text. The sources do not have to be scholarly.

Paper For Above Instructions

Introduction

The focus of this project is on the development of a unit of study for fifth-grade students in a social studies class. The unit will center on the theme of American history, specifically the exploration and colonization of North America. This topic provides an excellent opportunity to engage students with various instructional models that can cater to different learning styles, ensure inclusivity, and promote critical thinking skills.

Selected Common Core Standards

The following Common Core State Standards will be the focus of this unit:

  • CCSS.ELA-LITERACY.RI.5.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • CCSS.ELA-LITERACY.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • CCSS.SS.5.1.1: Explain the significance of historical events and their impact on communities.

Lesson Plans Overview

Three lesson plans will be developed, employing different instructional models: Direct Instruction, Cooperative Learning, and Inquiry-Based Learning. These models are chosen to maximize student engagement and accommodate diverse learning preferences.

Lesson Plan 1: Direct Instruction

Grade Level: 5th Grade

This lesson is appropriate for this age group as they are expected to understand and analyze historical texts critically.

Instructional Model: Direct Instruction is chosen for its clarity and effectiveness in teaching historical facts and foundational concepts. This model allows the teacher to guide students through the information systematically.

Objectives:

  • Students will understand the key motivations for European exploration.
  • Students will know the names and dates of key explorers.
  • Students will be able to describe the impact of exploration on Native American populations.

Assessment: A quiz at the end of the lesson will assess students' retention of key facts and their ability to connect these to broader historical themes.

Lesson Plan 2: Cooperative Learning

Grade Level: 5th Grade

This lesson promotes collaborative skills, essential for this age group's social development.

Instructional Model: Cooperative Learning is selected to foster teamwork and communication skills as students work in groups to engage with the material.

Objectives:

  • Students will understand how exploration influenced cultural exchanges.
  • Students will know the contributions of different explorers.
  • Students will be able to analyze the effects of exploration through group discussions.

Assessment: Students will present their group's findings, evaluated based on their understanding, participation, and collaboration.

Lesson Plan 3: Inquiry-Based Learning

Grade Level: 5th Grade

This lesson type encourages curiosity and independent thought, which aligns well with the developmental stage of fifth graders.

Instructional Model: Inquiry-Based Learning allows students to ask questions, research, and explore topics that interest them related to early American exploration.

Objectives:

  • Students will understand how to formulate research questions.
  • Students will know how to use various sources to gather information.
  • Students will be able to create a presentation sharing their findings.

Assessment: Formative assessment via peer reviews of presentations will provide insights into students' analytical abilities and understanding of the material.

Rationale for Selected Instructional Models

Each instructional model is effective for specific reasons:

Direct Instruction provides a structured approach to impart essential knowledge quickly and efficiently, vital for foundational historical facts.

Cooperative Learning encourages peer interaction, critical for social skill development while deepening learning through discussion.

Inquiry-Based Learning aligns with constructivist theories of education, promoting independent research and critical thinking.

Meeting the Needs of Diverse Learners

Each lesson plan incorporates strategies to meet diverse learners' needs. For example, in Cooperative Learning, varied roles are assigned based on students' strengths, enabling everyone to contribute. In Inquiry-Based Learning, students can select topics based on personal interests, ensuring higher engagement.

Assessment and Accountability

Assessments will be varied—quizzes, presentations, and peer reviews—to comprehensively measure mastery of objectives. Data from these assessments will inform future instructional adjustments, ensuring targeted support for students needing additional help.

Evaluation Plan

The effectiveness of the unit will be evaluated through student performance on assessments and feedback from students about their engagement levels. Adjustments may include modifying lesson content or instructional pacing based on assessment outcomes.

Conclusion

Lesson planning is a complex but rewarding process. My strengths lie in the ability to create engaging content, while I seek further support in tailoring assessments to meet all students' needs effectively.

References

  • Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and instruction for the 21st Century. Bridgepoint Education.
  • Common Core State Standards Initiative. (2023). Retrieved from http://www.corestandards.org
  • Tomlinson, C.A., & Strickland, C.A. (2005). Differentiated instruction: Making it work. ASCD.
  • Marzano, R.J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.
  • Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Bruner, J.S. (1961). The act of discovery. Harvard Educational Review.
  • Dewey, J. (1938). Experience and education. Macmillan.
  • Leahy, S., & Wiliam, D. (2011). Embedding formative assessment: Practical techniques for classroom assessment. The Solution Tree Press.
  • Richards, J.C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics. Routledge.

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