Part 1 Partial Lesson Plans For Grade 1-5
Part 1 Partial Lesson Planselect A 1 5 Grade Level And A Correspondin
Part 1: Partial Lesson Plan Select a 1-5 grade level and a corresponding Arizona College and Career Ready Standard or other state standard based on the Number and Operations in Base Ten domain. Using the “COE Lesson Plan Template,” complete the lesson plan through the Multiple Means of Engagement section, making sure the activities are supported by the recommendations found in the topic Resources. Include appropriate support and guidance to help students learn related academic language. Part 2: DOK Essential Questions Upon completion of the partial lesson plan, draft 20 essential questions to guide meaningful learning progressions and foster problem-solving for students with disabilities, using the “DOK Questions Template.” Five of the questions should activate prior knowledge and the remaining 15 questions should be based on the progression of the lesson activity, probing the four Depth of Knowledge (DOK) levels. Using four of the questions you drafted, one from each DOK level, identify the following using the DOK Questions Table within the “DOK Questions Template”: examples of student responses and rationale of why the question meets the DOK level.
Paper For Above instruction
This assignment involves creating a comprehensive lesson plan tailored for students in grades 1 through 5, focusing specifically on the Number and Operations in Base Ten domain as outlined by the Arizona College and Career Ready Standards or relevant state standards. The process is divided into two parts: designing the lesson plan and developing depth of knowledge (DOK) questions to promote critical thinking and problem-solving, especially for students with disabilities.
The first part requires selecting an appropriate grade level within 1 to 5 and aligning it with a specific standard within the specified domain. Using the COE Lesson Plan Template, educators must develop a lesson plan up to the section of Multiple Means of Engagement. This involves planning activities that are supported by recommended resources to ensure student engagement, accessibility, and effective learning support for academic language development. The focus here is on integrating supports that cater to diverse learners, including those who may struggle with language or other learning barriers.
The second part emphasizes the importance of critical questioning as a tool to deepen understanding and foster higher-level thinking. Educators must draft twenty essential questions—five aimed at activating prior knowledge and fifteen targeting the progression of the lesson, aligned with all four DOK levels. This set of questions acts as a scaffold, guiding students through various cognitive levels from basic recall and comprehension to analysis, synthesis, and evaluation.
Furthermore, educators are required to select four questions—one from each DOK level—and analyze them using specific criteria: the nature of student responses they are likely to evoke and the rationale for why these questions are appropriate for the particular DOK level. This reflective exercise ensures that questioning strategies are intentionally aligned with cognitive rigor and developmental appropriateness, especially for learners with disabilities.
In essence, this assignment combines curriculum planning with a focus on inclusive practices and cognitive development, aimed at creating equitable and engaging mathematics learning experiences for elementary students.