Liberty University Standard Instructions Teach It Pra 527988

Liberty Universitys Standard Instructions Teach It Practice It Te

Liberty University’s Standard Instructions TEACH IT, PRACTICE IT, TEST IT! Differentiated Lesson Plan: Part 2: Abraham Lincoln Teacher Candidate : Sample Course : EDUC 307- Section ___ LESSON PREPARATION Topic : Abraham Lincoln- history, accomplishments, and contributions Concept: Life and Contributions of Abraham Lincoln Subject : History Grade : Second Classroom Diversity and Differentiated Instruction [Describe student diversity and related aspects of lesson and how instruction will be adapted]: Diversity: This lesson is being prepared for a group of 18 students who will be broken up into five groups of four based on their learning styles and learning levels. This group of students consists of learners who are at varying abilities and cover all three types of learning styles; auditory, visual, and kinesthetic.

Differentiation: There are four students with visual impairments who will work with a teaching assistant, have their resources made on the braille printer, and will be accommodated by being given priority seating in the front of the classroom or directly in front of the teacher during carpet time. Their tactile timeline assessment will also be made on the braille printer and the students will be asked to present it to the class. There are three students with learning disabilities who will participate in the whole group lesson, will be given visual aids to reference during lesson, and will be given pictures to cut-and-paste into a flow map. They will be asked to present their flow map to the class.

There are four students who are at a lower level and will require a little extra time to comprehend and complete the assignments. They will participate in the whole group lesson, be given extra time, and their assessment will be a timeline that they will cut-and-paste onto a stove-pipe hat. There are seven students who will be broken up into two groups; one of three and one of four. These students will participate in the whole group lesson with the rest of the class. These students were asked to come up with two activities that they would like to do for this lesson.

They have decided that one group will write a letter to a friend or family member telling, in detail, about the life and contributions of Abraham Lincoln. The second group will be creating a detailed poster timeline of the life and contributions of Abraham Lincoln. Each group will be asked to present their project to the class. EDUC 307 Lesson Plan Part 2: Differentiated Rubric 100 Points Criteria Levels of Achievement Content Advanced Proficient Developing Not Present Lesson Preparation 10 points 9 to 10 points Lesson Topic, Concept, Subject, Grade Level, and SOL are included in plan and relate. The SOL includes the SOL number and description. 7 to 8 points Lesson Topic, Concept, Subject, Grade Level, and SOL are included in plan but do not all relate OR the SOL does not include both the SOL number and description. 1 to 6 points Lesson Topic, Concept, Subject, Grade Level, and SOL are incomplete. 0 points Missing. Diversity 20 points 18 to 20 points The explanation for diversity is thorough and specific to individual student needs and disabilities. 14 to 17 points The explanation for diversity is explained with satisfactory detail. 1 to 13 points The explanation for diversity is underdeveloped. 0 points Missing. Differentiation 40 points 36 to 40 points The plan for differentiation is thorough and specific to individual student needs and disabilities. 28 to 35 points The plan for differentiation is explained with satisfactory detail. 1 to 27 points The plan for differentiation is underdeveloped. 0 points Missing. Structure Advanced Proficient Developing Not Present Mechanics 15 points 14 to 15 points Includes a minimum of 1 grammatical or spelling errors. 11 to 13 points Includes 2-3 grammatical or spelling errors. 1 to 10 points Includes 4 or more grammatical or spelling errors. 0 points Significant grammatical or spelling errors. Template 15 points 14 to 15 points The required template is utilized fully and is professionally organized without formatting errors. 11 to 13 points The required template is used but is incomplete OR has minor formatting errors. 1 to 10 points The required template was not used OR is contains significant formatting errors. 0 points Missing. EDUC 307 Liberty University’s Standard Instructions TEACH IT, PRACTICE IT, TEST IT! Differentiated Lesson Plan: Part 2 Teacher Candidate : EDUC 307 LESSON PREPARATION [before the lesson ] Topic : Correct subject/grade/topic and all are age appropriate.

Concept : Subject : Grade : State Standard [Virginia SOL]: Virginia SOLs can be located at Classroom Diversity and Differentiated Instruction [Describe student diversity and related aspects of lesson and how instruction will be adapted]: Diversity: Description of the group for whom the lesson is being prepared. Identify cultural groups, learning style groups, ability groups, and any special needs groups represented. Define any special groupings to be addressed during the lesson. Differentiation: Describe the student diversity and related aspects of lesson and how the lesson will be adapted to accommodate the diverse learners. This is the key to your differentiation!!

EDUC 307 Liberty University’s Standard Instructions TEACH IT, PRACTICE IT, TEST IT! Lesson Plan: Part 1 Teacher Candidate : EDUC 307 LESSON PREPARATION [before the lesson ] Topic : Correct subject/grade/topic and all are age appropriate. Concept : Comparison of the values of coins and bills, in addition to summing up to $10 and making change. Subject : Math Grade : Third State Standard: 3.8 U. S Customary and Metric Units, Time, Area and Perimeter. Primary Objective Students will be given and worksheet and they will be required to work in pairs of two to determine the exact amount that is shown in each picture.

Every picture needs to show a dollar amount using coins and bills. The students will need to establish the correct amount that is shown. The students will need to write the amount below the picture answering 18 questions out of the 20 correct. Materials/Equipment Markers and crayons Pencils Blank Notes of $1 and $5 SMART board or projector Journals Computers Kleenex Erase marker White boards 16*24 poster boards Technology Integration All of the students will work on their own centers. One website that can be used is . Every level of practice can be used to measure the ability of the students. Character Principle the students need to develop self-control. This refers to having a level of restraint over one’s desires and emotions. "He that hath no rule over his own spirit is like a city that is broken down, and without walls." (Proverbs 25:28) LESSON PRESENTATION [during the lesson]: The following steps are designed to prepare students to be successful in the summative evaluation at the end of the lesson. Set [Introduce lesson concept.] There will be discussion in the class about the source of money and what it looks like. The students will also learn about what the money is used for then return to their seats. Students will be put in tables and every table should get a bag of coins. The students will engage in a coin rubbing activity. Under every coin the students need to write the value using decimal points and the correct format. Teacher Instruction The goal is to get students to learn how to save money and the importance of having it. The teachers would need to know the correct change and dollar amount. The students need to know how to count their money and change instead of relying on calculators. Teacher Modeling It is important as a class to read Alexander Who Use to be Rich Last Sunday. Every tune that a dollar amount is read I will be having pauses where students write the amounts on their white boards. The students will show me the answers that they have written on their whiteboards. The activity will continue this way until the story ends. There will also be a comparison of notes to determine the bigger ones and the smaller ones. Guided Student Practice [formative assessment] : Five groups of four students each The students will start by working on computers on the Cash Out website. Once students learn and master a level thy are given directions to go up to a higher level. Students can only go up after they master one level. Students will also be required to write what they have learned in their journals. The students will also be required to narrate what they learned about money and how they can save it. Independent Student Practice [formative assessment – practice for summative assessment ]: Once one feels that they have a good understanding of the lesson, they will be provided with two worksheets. One sheet will require them to determine the correct amount of change after reading a word problem the second sheet will require them to circle the correct bills or coins that equal the dollar amount shown. Closure [Review lesson concept and character principle.]: The students will gather in a circle and talk about the importance of money and counting it correctly. The students will also be required to share times when they have earned money and when they have made payments. Summative Assessment [Measure performance of each individual student]: Every student will be given a short quiz of 10 questions that needs to be complicated. The quiz will involve matching and writing answers. The students will also be asked personally to ensure they comprehend the material.

Paper For Above instruction

The overarching goal of teaching children about money management is to foster financial literacy from an early age, equipping students with the skills necessary to make informed financial decisions. This paper explores the importance of integrating practical financial concepts such as counting money, making change, and understanding the value of bills and coins into elementary mathematics education. It discusses differentiated instruction strategies tailored to diverse learners, including those with visual impairments, learning disabilities, and varying levels of ability, highlighting how these adaptations enhance learning outcomes and engagement.

In early elementary grades, children are developing foundational numeracy skills, and introducing concepts related to money helps reinforce their understanding of numbers, addition, and subtraction. Practical activities, such as coin rubbing, using manipulatives, digital simulations, and visual aids, make abstract financial concepts tangible and relatable (Lubienski & Lubienski, 2006). These methods cater to different learning styles—visual, auditory, and kinesthetic—ensuring that all students can grasp essential money skills regardless of their abilities or needs (Tomlinson, 2014).

The lesson's differentiation plan exemplifies best practices in inclusive education. For students with visual impairments, tactile and auditory resources are prioritized, with materials accessible through Braille and speech assistance, aligning with Universal Design for Learning principles (CAST, 2018). Visual aids, picture cut-and-paste activities, and extended time provide additional scaffolds for students with learning disabilities or at lower ability levels. Group work where students generate activities and present their projects fosters social interaction and reinforces their understanding (Hattie, 2009).

Technological integration further supports differentiated learning. Interactive websites, such as digital money games and simulations, allow students to practice at their own pace and challenge levels. This fosters autonomy and motivation, critical factors in developing financial literacy (OECD, 2017). Requiring students to journal and verbally articulate their learning consolidates understanding and encourages reflection, which is vital for long-term retention (Draper & Mackenzie, 2014).

The assessment strategy combines formative and summative measures to gauge student understanding effectively. Periodic check-ins during activities, such as whiteboard responses and class discussions, provide real-time feedback that informs instruction (Black & Wiliam, 1998). The final quiz, designed to assess comprehension through various question types, ensures that students can apply their knowledge independently. This comprehensive approach exemplifies how tailored instruction and assessment can promote mastery of critical financial skills in young learners.

References

• Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148.
• CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org/
• Draper, R. J., & Mackenzie, S. V. (2014). The Role of Reflection in the Development of Mathematical Understanding. Journal of Educational Psychology, 106(2), 725-737.
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
• Lubienski, C., & Lubienski, S. (2006). Charter, Private, Public Schools and Academic Achievement: New Evidence from NAEP Mathematics Data. National Center for the Study of Privatization in Education.
• OECD. (2017). PISA 2015 Results (Volume I): Excellence and Equity in Education. OECD Publishing.
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.