Liberty University Standard Instructions: Teach It Pr 616631

Liberty Universitys Standard Instructions Teach It Practice It Te

Liberty University’s Standard Instructions TEACH IT, PRACTICE IT, TEST IT! Lesson Plan # 1: 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 State Standard : VA SOL 2.11 - The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr., as Americans whose contributions improved the lives of other Americans. Primary Objective: Given a list of eight events and contributions, students in groups of three or four will demonstrate knowledge of Abraham Lincoln’s life by placing at least six out of eight events in the correct order. Classroom Diversity and Differentiated Instruction: 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. 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. Materials/Equipment: Whole Group - computer, SmartBoard, KWL charts, àbe’s Honest Words by Doreen Rappaport, Abraham Lincoln supplemental material (large print) by Barbara Spillman Lawson - one for each student, Abraham Lincoln worksheet from U.S. Presidents workbook, braille printer, braille paper, 11â€x14†black construction paper, slant boards, scissors, glue sticks, wiki sticks, writing paper, pencils, 8.5â€x11†white paper, construction paper of various colors, crayons, markers, and/or colored pencils, visual aids to reference during whole group for students with learning disabilities, 11â€x14†white construction paper for cut-and-paste flow map, cut-and-paste parts for flow map, stove-pipe hat cut-outs in black, cut-and-paste timeline pieces Lawson, B. S. (n.d.). Abraham Lincoln. Virginia S.O.L. Famous Americans Rappaport, D. (2008). Abe’s honest words. Hyperion Books for Children. New York Technology Integration: Brain Pop Jr. video to be used as closure for the lesson - Character Principle: Loyalty – Steadfastness or faithfulness to a person, custom, or idea. "A friend loves at all times." (Proverbs 17:17a) LESSON PRESENTATION Set: The students will be broken up into their respective groups. Each student will then be given a KWL chart and asked to write down or braille at least three things they know about Abraham Lincoln and at least three things they want to know about Abraham Lincoln. Teacher Instruction: The goal of this lesson is teach the students a brief biography of Abraham Lincoln, as well as, some of his most important contributions. The history portion of the lesson will include Lincoln’s birth, why he was known as “Honest Abe," becoming a lawyer, election to Congress, election to Presidency, Emancipation Proclamation, Gettysburg Address, and his assassination. Contributions to be covered include the Emancipation Proclamation and his Gettysburg Address. Teacher Modeling: The Abraham Lincoln supplement written by Barbara Spillman Lawson will be handed out to all students. They will assemble on the carpet and the teacher will read the supplement aloud to the students, making sure to stop and highlight the parts listed above. This is to be followed up by the Brain Pop Jr. video which will discuss the remaining historical facts such as an example of why his nickname was “Honest Abe." Optional - Children’s Literature Selection: Selection: Abe’s Honest Words by Doreen Rappaport Lesson Concept: provide real examples of Abraham Lincoln’s honesty, loyalty to his fellow man, and his fight for equal opportunity for all people Character Principle: Equal Opportunity, Gratitude and Loyalty Rappaport, D. (2008). A guided student practice: Group one - They will create a tactile timeline using the brailled events provided and the wiki sticks to connect the events. The teaching assistant will assist the students in cutting out the events and gluing them down. Group two - these students will construct a flow map by cutting and pasting pictures provided onto a sheet of 11â€x14†construction paper. They will be asked to write a one-sentence description under each picture. Group three - these students will create a timeline using the cutout of the stove-pipe hat. They will cut out the events provided and glue them onto the hat. Group four - these students will write a letter to a friend or family member telling that person what they have learned about Abraham Lincoln. They are to include all eight facts that they have learned and why Lincoln’s contributions are so important to this country. Group five: these students will create a poster timeline of the eight events discussed during the lesson. They will use the construction paper and supplies provided to create eight separate posters, one of each event. They will then attach them together to create a timeline. Independent Student Practice: Students will complete a writing activity. They are to write a short biography of Lincoln’s life and it should include at least six of the historical points discussed during the lesson. They are to be given the topic sentence: Abraham Lincoln was an extraordinary man and President. The rest is up to them. They can write as much or as little as they want as long as they include the appropriate information. Closure: Gather students back on the carpet and review the eight events from Lincoln’s life. Remind the students of how Lincoln showed his loyalty to the country by honoring all those who died in his Gettysburg Address; how Lincoln was loyal and gave equal opportunity to all of the citizens of this country by freeing the slaves. Summative Assessment: The students will be given a sheet of the historical events and contributions placed out of order. They are to write the correct number by each event, placing them in the correct order. Students should get six out of eight events and contributions correct. This assignment is to be graded by the teacher. LESSON REFLECTION I would anticipate all students to remain engaged throughout the lesson. I would anticipate full participation from all students. I would anticipate at least 14 students to be able to put at least 6 out of 8 events and contributions in the correct order. This lesson could also be taught as a reader’s theater. A part could be assigned to each student and the students could then create props, puppets, etc. to use while they “act” out their respective parts. This lesson should be followed up by exploring the life and contributions of Martin Luther King, Jr. It should be pointed out to the students that Abraham Lincoln paved the way for people like Martin Luther King, Jr. and other Civil Rights leaders. The VA SOL is named (2.11) and written out. The objective contains the important components described in the directions and rubric. Notice that the diversity of the classroom is described…18 students, 4 students with visual impairments, 3 students with learning disabilities, etc. Also, specific ideas are shared for how the lesson will be differentiated for instruction for the individual needs. Notice that the assessment matches the objective. Forum post #1-2 (I attached the doc. for this Q. And it’s called ‘ART’) Read the article attached prior to answering the question. Question: Write an explanation that answers the question, “Is it possible to select at random 10 ART cycles that did not result in a clinical pregnancy?†Include in your explanation the appropriate probability distribution and your calculation of the probability of no clinical pregnancies in 10 ART cycles. Reference Larson, R., & Farber, B. (2012) Elementary statistics: picturing the world, (5th Ed.). Boston, MA: Pearson. -------------------------------------------------------------------------------------------------------- Forum post #2-2 The formal study of probability began with questions regarding gambling and games of chance. The conventional analysis of gambling is based on the expected values of these games which is always negative for the player and positive for the casino house. The absolute values of the two are exactly the same. Therefore, what the player loses equals what the house wins (in the long run). If the expected value of a game for the player is 0, then the game is 'fair'. Note that fair games would earn zero revenue for the casino, so casinos cannot afford to provide players with fair games! To earn revenue for the casino, games must be 'unfair', to the advantage of the house. The 'unfairness' of casino games is well-known to players. The players, however, knowingly play the 'unfair' games! (Reference: ) Consider the game of roulette, a well-known casino game. Originating in late seventeenth-century France, this game is typically played on a wheel with 38 slots numbered 00, 0, and 1 through 36, although not in sequence. The 00 and 0 slots are green, and all other slots alternate in color, black/red/black (and so on), enabling players to place wagers many different ways. The wheel is spun, then a ball is dropped onto the wheel and is equally likely to end up in any one of the 38 slots. There are many ways to bet and the payoffs are different for different wagers. For example, to make a "straight" bet (payoff 35:1), the chip(s) will be placed in one of the numbered spaces on the game board, and if the ball ends up in that slot, the player wins $35 for every $1 wagered. Note that the game of roulette returns your initial bet to you if you win, so with this straight bet, a player who bets $1 will either have a gain of $35 or a loss of $1. a) Marco decides to play roulette for the rest of the evening and repeatedly places a $1 wager on the number 22. What is the expected value of this game? (In other words, what is his expected net gain over many, many repeated plays?) Explain why this is an 'unfair' game. b) Maxine is a little less adventurous and hopes to win more often (and lose less often) so she repeatedly places her $1 bet on red (which has more ways to win but a winning payoff of only 1:1, $1 won for every $1 bet). Should she expect to break even by playing this way since the payoff is 1:1? Does she have a 50/50 chance of winning each time the wheel is spun? What is the expected net gain? Explain. c) Recall last week's discussion on The Law of Averages vs. The Law of Large Numbers and combine that with the questions that you just answered. What do you think are some of the motivations behind gambling (that is, how do people justify gambling)? User name: Tambra Moser Book: Elementary Statistics: Picturing the World, Fifth Edition Page: 232. No part of any book may be reproduced or transmitted by any means without the publisher's prior permission. Use (other than qualified fair use) in violation of the law or Terms of Service is prohibited. Violators w ill be prosecuted to the full extent of the law . CourseSmart - Instructors - Print 1 of 1 8/2/2012 9:25 PM EDUC 307 Liberty University’s Standard Instructions TEACH IT, PRACTICE IT, TEST IT! Differentiated Lesson Plan # ____________ 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 or reading standard of your state]: Virginia SOLs can be located at Primary Objective [Objective must match Summative Assessment below.]: Must be a specific behavioral objective which provides a basis for evaluating whether or not the objective was accomplished by each individual student (measured by the summative assessment). The objective should describe the skill to be taught, not the content to be used. The following components must be stated in each objective: A udience/Learner: Be specific. “each student†or “students in group 3â€. B ehavior/Observable task : Must be a verb that can be observed – not “know†or “understandâ€. C riterion (MEASURABLE) : For example, “state three reasons,†“draw one picture,â “answer 18 of the 20 correctlyâ€. Do not use percentages in lesson plan objectives. D emonstration/Condition of the task : for example, “Given ten vocabulary words...†– not “After a vocabulary lesson.†Sample objectives : Given 10 vocabulary words, each student will write a correct definition for at least 9 of the words. In an essay, each student in group two will write an essay integrating each of 10 teacher identified vocabulary words with contextual accuracy. 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!! Materials/Equipment [Be creative! Manipulative activity required]: List the materials and equipment needed for the lesson. Be creative! Include authentic children’s literature: poetry, drama, fiction, nonfiction, and research materials suitable to the content area of study. Or perhaps manipulatives, maps, samples, etc. Be sure to list printed materials in current APA format. Technology Integration [Provide software title or website that could be used for this topic]: Hardware/software used by teacher and/or students and how it will be integrated into the lesson. Specify the net address for each entry. Character Principle [Choose character principle related to children’s literature selection.]: Choose a character trait that applies to the lesson. State the principle in children’s terms, a correlated verse (or an appropriate excerpt for young children), and the Scripture reference. The character principle must also be applied to the lesson procedures. 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.] Introductory activity to get students’ attention and focus attention on the lesson topic. Teacher Instruction [Explain lesson concept.] Teacher Modeling [Demonstrate examples of lesson concept.]: Include a brief explanation of the concept to be taught and one or more examples to be modeled by the teacher. If steps or skills are part of the lesson, list the steps or skills. This needs to be explained in the detail that a reader will know that you understand the concept being taught. Guided Student Practice [formative assessment]: Students practice additional examples with the teacher's guidance using an activity, assignment, or experience. Group activities are appropriate for learning style and ability…this is differentiation. Teacher observes student performance (formative assessment). Independent Student Practice [formative assessment – practice for summative assessment]: Once the teacher is satisfied that the students understand the examples completed as a group with teacher guidance, additional examples are assigned to be completed independently. The teacher should circulate through the room to observe whether students are having difficulty and help them as needed (formative assessment). This is not the same as the summative assessment not is this where you evaluate the objective. Rather it is practice for the summative assessment. Closure [Review lesson concept and character principle.]: Review the concept taught. (Restate the objective and/or ask students.) Summarize and solidify. Summative Assessment [Measure performance of each individual student]: Must measure the objective stated in the lesson plan. (How will you grade or check to see if the objective was achieved?) Example: Student quiz, student writing, or checklist (marked by the teacher, student, or peer) to assess each student’s performance. This is not the same as the independent practice. Do not assign homework unless the students demonstrate mastery. The parents are important in the lives of their children, but you are the teacher.