Now We Continue Our Lesson Planning Projects Recall That You

Now We Continue Our Lesson Planning Projects Recall That You Will Use

Now we continue our lesson planning projects. Recall that you will use the same two lesson plans that you submitted in 700.3. Please do not submit those plans in this project until you have successfully completed 700.3 and reached the "Course Complete" page. This project, 700.4 continues with those same two plans, this time evaluating different parts of the lesson plan. Your coursework preceding this project will have prepared you for the evaluation criteria of this project. Using the feedback from your submissions in 700.3, and the knowledge gained in the preceding coursework revise and submit your plans for initial evaluation in this project. As before, this project is much more detailed than lesson plans typically used in the classroom. The projects are designed to evaluate your skills in a comprehensive way; thus you are asked to provide much more detail than traditional plans so that your instructor is able to evaluate your skills in these areas. Please allow 3 - 5 days for scoring. 700.4 (this project) evaluates your knowledge and skills in the following areas: Instructional strategies, The inclusion of effective literacy strategies, The inclusion of effective student use of technology, The extent to which you have differentiated each lesson. For 700.4, you will submit two complete lesson plans for evaluation and feedback. You will use the same format and plans as submitted in 700.3 after revising to meet the criteria being evaluated in 700.4.

Paper For Above instruction

The assignment requires revising and resubmitting two lesson plans previously submitted in coursework 700.3. These lesson plans are to be reused in the current project (700.4) after successful completion of 700.3 and reaching the "Course Complete" page. The focus of this project is to evaluate various components of the lesson plans, including instructional strategies, literacy strategies, technology integration, and differentiation. The plans must be detailed, to allow comprehensive evaluation by the instructor.

The initial submission should incorporate feedback received in 700.3, along with new insights gained from the coursework, to enhance and refine the lesson plans. The revised plans should explicitly demonstrate effective instructional strategies tailored to diverse learners, incorporating literacy strategies that improve reading and writing skills. Technology integration should be meaningful and aligned with lesson objectives, fostering active student engagement.

Moreover, differentiation must be clearly articulated within each lesson, ensuring that instruction accommodates varying student needs, learning styles, and levels of readiness. The detailed lesson plans should specify instructional activities, assessments, materials, and technology tools used. They should also include strategies for monitoring student progress and adjusting instruction accordingly.

Since this project evaluates your teaching skills, it is crucial to submit well-developed, comprehensive lesson plans that reflect thoughtful planning and alignment with best practices in education. The plans should be formatted consistently with those submitted in 700.3, including all necessary components such as objectives, procedures, assessments, and reflection points. You are advised to spend adequate time refining your plans to meet the specified evaluation criteria, and to allow 3-5 days for the instructor’s review and scoring.

In summary, your task is to revise your original lesson plans to meet the detailed criteria of instructional strategies, literacy and technology integration, and differentiation, and submit these for thorough evaluation and feedback. Your revised plans will demonstrate your growing competency in designing engaging, inclusive, and effective lessons aligned with educational standards and best practices.

References

• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. ASCD.
• Harvey, S., & Goudvis, A. (2000). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Stenhouse Publishers.
• Heidi Hayes Jacobs (2010). Curriculum-Centered Design. ASCD.
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
• Blachowicz, C., & Ogle, D. (2008). Read, Write, Lead: Breakthrough Strategies for School Leaders. International Reading Association.
• Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
• Johnson, D. W., & Johnson, R. T. (2009). An Introduction to Cooperative Learning. Edina, MN: Interaction Book Company.
• Newmann, F. M., & Wehlage, G. G. (1993). Five Standards of Authentic Instruction. Educational Leadership, 51(2), 8-12.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.