Interdisciplinary Lesson Plan Template New 5400 Important In

Interdisciplinary Lesson Plan Template New 5400important Information

Interdisciplinary Lesson Plan Template NEW 5400 IMPORTANT INFORMATION - I cannot grade your lesson plan if you do NOT reference the standards properly or if you reference the introduction to the standards. The introduction contains ZERO standards. You must scroll past the introduction to the "Knowledge and skills" section to find the actual standards. A standard is made up of TWO parts - a knowledge & skills statement (labeled with a number) and a student expectation (labeled with a capital letter). There are a few standards that do not contain student expectations, but it is just a very few specific standards.

You MUST share the entire standard. Please study what this looks like on the example. There are examples of objectives that align with the standards posted in the "Announcements" section of the course. I check EVERYTHING you plan to make sure that what you have planned aligns with the standards. You can have a beautiful lesson, but if it does not align with the standards, then you will receive a failing grade.

Do not ask me to give you feedback about the rest of your lesson if you have not referenced proper standards or if you have not created objectives that align with those standards. Standards and objectives are what EVERY lesson is built on. As public educators, we are required to teach the standards and understand what those standards are asking us to teach. It's IMPERATIVE that you complete the standards and objectives section correctly in order to receive a grade for this assignment. I check your warm-up, instructional strategies, and assessments to make sure that you are teaching and assessing the standards you reference appropriately and that you interpret the standards properly.

If your standards and objectives section is NOT correct, I send the assignment back to you to work on completing the standards and objectives section appropriately. There is no point in providing feedback for a lesson that is NOT aligned properly with the standards. If you are unsure about what a standard is asking you to teach, make sure to reach out to your mentor teacher for guidance. If you are not yet teaching, email your instructor to seek clarification about the standards you are thinking of targeting before working on this assignment. This assignment is very rigorous and you need to give yourself plenty of time to study the requirements of this assignment before beginning to work on it.

Plan your lesson in the order of this template that matches the order of the rubric and include a bold heading for each section of the rubric. 1. Provide your grade level and the area you are seeking certification to teach. 2. Provide a link to the piece of reading you will include in your lesson or copy/paste the text of the piece of reading. Explain why you chose this piece of reading and how it connects to your content area. The piece of text you choose to read, must connect and support your content area. 3. Copy/paste the standards you will use to create 2-4 objectives. You must copy/paste the full wording of each standard along with the number/letter code. You MUST have at least ONE English/Language Arts/Reading standard in your lesson. Then you need at least one standard from a second content area. If you teach ELAR, please target either a social studies, science, or math standard. If you don't teach ELAR, then include 1-2 standards for your content area and ONE ELAR standard. 4. Once you have copied/pasted the standards you need to create 2-4 properly written objectives that align to the standards you have referenced. Six or more objectives will not help you receive more credit. You need to keep your lesson highly focused on just 3-4 objectives that you will directly assess through summative assessment at the end of your lesson. Two objectives should contain verbs from the top two tiers of Bloom’s taxonomy to receive full credit. You learned how to create objectives in 5300. Please create an objective for each standard you reference. 5. Create a warm-up for your lesson that introduces the connection between your objectives across the two content areas. This should spark student interest and motivate them to learn more or it could be a pre-assessment to inform you about what students already know about the topic of your lesson. How will you introduce the topic of the current event and connect it to both content areas? How will you introduce your content objectives? How will you introduce your ELAR objective? 6. Instructional Strategies – This should be a detailed explanation of YOUR ROLE IN THE LESSON. If you only tell me what your students will be doing, you will receive no credit for this section. How will you use at least 2 high yield strategies to teach your objectives and guide the learning? When will you read the chosen text and how will you expand on key information from the chosen text? What specific literacy strategy will you teach and model as a part of your lesson? What will you do and say? What will you model for students? Be specific. What supports or scaffolds will you provide in order to introduce skills or concepts step by step and not overwhelm your students? What guided practice activities will you give your students? And how will you guide the learning during guided practice? What questions will you ask to promote critical thinking throughout your lesson? Your lesson should align with your objectives. If you show a video, then you need to detail how you will use it. Showing a video does not replace direct teaching. Where will you stop to expand on key information and ask questions? If you are having students conduct research, this does not take the place of a lesson taught by you. Research assignments should be the extension of a well-taught lesson. The research assignment is your summative assessment and not your instructional strategy. You need to explain how you will prepare your students for success with research during your lesson. Having an expert come and talk to your students is NOT APPROPRIATE for this assignment. You need to explain how you will teach your objectives before an expert ever arrives. We have experts come after we have taught students the topic ourselves first. There is a difference between an assignment and a lesson. When you only tell me what your students will do, that is an assignment and not a lesson. 7. What materials will you need and how will you use them? How will your students use them? You must include technology that all students use themselves to be considered for full credit. If the teacher uses technology, this only gets you 2 points and not the full 3 points. You need to explain how you will implement an ISTE standard to receive full credit in this section . 8. How will you assess your objectives using formative assessment? Be specific to each objective. If you are having students provide peer feedback, then you need to teach the students the criteria they will use to provide peer feedback as a part of your lesson in the instructional strategies section. 9. How will you assess your objectives through summative assessment? You need to assess 3 objectives at the top two tiers of Bloom’s taxonomy to qualify for full credit. If questions are involved, you need to share the questions. If a rubric is involved you need to share the rubric.. If you are assigning a project or research to assess your objectives, you need to discuss the criteria you will use to determine your students’ proficiency levels with each objective. The criteria on a rubric should target your objectives. 10. You need to create either a homework assignment or an activity that reinforces the learning in the classroom the next day. This should not be your assessment. This should be a new activity that reinforces your objectives. Make sure to reference the rubric as you work on your assignment.

Paper For Above instruction

Develop an interdisciplinary lesson plan that aligns with academic standards and incorporates engaging instructional strategies. Your plan should integrate at least two content areas, such as English Language Arts and Science or Social Studies, ensuring objectives are clearly linked to standards from both disciplines. Starting with a relevant text or current event, connect it to the specified standards to create focused objectives. Detail your instructional role, including specific high-yield strategies, literacy instruction, and scaffolded supports. Include information about materials and technology, assessment methods (formative and summative), and post-lesson reinforcement activities. The lesson plan must demonstrate alignment with standards, clear objectives, engaging warm-up, detailed instructional strategies, appropriate materials and assessments, and a follow-up activity that consolidates learning. Carefully review the rubric to ensure all components are addressed comprehensively and thoroughly.

References

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• Partnership for 21st Century Learning. (2015). Framework for 21st Century Learning. P21.
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• Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.