My lesson sequence targets WIDA ELD standards: “Level 3 developing: relate multiple uses of specific vocabulary in illustrated math sentences (e.g., “How many are left when you take away?” “Which number is to the left?”)” And “level 4 expanding: paraphrase illustrated math sentences using specific or technical vocabulary (e.g., “’How many are left?’ means, ‘What is the remainder?”’) In addition, the central focus is aligned to 4th grade Common Core Standards for math CC.4.G.1, “Draw and identify lines and angles, and classify shapes by properties of their lines and angles.”
The learning objective for lesson one is, “students will be able to identify and draw points, lines, line segments, rays, and angles.” The learning objective for lesson two is, “students will be able to classify triangles by the size of their angles.” The learning objective for lesson three is, “students will be able to identify and draw parallel lines and perpendicular lines.” The learning objective for lesson four is, “students will be able to sort and classify quadrilaterals.”
These four learning objectives are consecutively in order to ensure students understand the progression of a
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Students learn that triangles can be classified by the sizes of their angles; one of the terms presented on the previous lesson. Additionally, this lesson precisely connects to the previous lesson because previously students had to identify and draw geometric figures, in lesson two connecting to the content, students will not only have to identify but they will need to classify. Students’ English language development targets the speaking modality, when students “turn and talk” to explain their classification reasoning while using sentence frames provided in this
Lesson 1, finding the area of different shapes, differed greatly in classifications assigned to the task outlined in the study. Consistent with all other lesson plans in the classifications A and E located in the lower-level demands, the students’ were assigned a task that required memorization of the formula used for calculating the area of a rectangle (p. 49). Unlike the previous nine lessons, the students task of “finding different ways to find the area of different rectangular-based shapes” (p. 50) involved problem-solving skills.
For the assessment blueprint, I will be discussing 4 different L.T. (Learning Targets) and describe what the assessment items are and how the items will be giving my students based on a story called The Lion and the Mouse. L.T #1 allows students to practice vocabulary and create their own sentences to describe the illustrations in the text. L.T. #2 is sorting and determining the order of events using their descriptions or the illustrations in the book.
b. Describe the re-engagement lesson you designed to develop each focus student’s mathematical knowledge in relation to the targeted learning objective/goal. Your description should include targeted learning objective/goal from prompt 3a state-adopted academic content standards that were the basis of the analysis strategies and learning tasks to re-engage students (including what you and the students will be
SIMILARITIES DIFFERENCES TESOL STANDARDS WIDA STANDARDS Both TESOL and WIDA standards have grade level breakdown: PreK-K, 1-2, 3-5, 6-8, and 9-12. And both are broken down by English level proficiency. Both have similarly levels of proficiency.
• Use concrete language: the teacher always have concrete representation when teaching Ashley because of her inability to comprehend when only using words. Concrete representations help Ashley to understand the concept of what is being taught and it also is an aid for her to show what she understood from lesson. •
This will support students by working cooperatively with the teacher to increase their understanding of each requirement (Borich, 2011). Focus Student 1 (Above Proficient) was among this group that met or exceeded the standard in every area identified in the rubric. Additionally, student 1 will be provided enrichment activities to progress his learning. I will build upon their knowledge using strategies to increase my student’s understanding of how to prepare an informative explanatory text using topics that consider the audience. These strategies will assist them with providing credible facts and definitions, well developed points, and a concluding statement that is relative to the topic in their text.
After reading this week’s chapters from our textbook, one interesting topic that was discussed in chapter five was classifying instructional objectives. When a teacher wants to design objectives, it is important that they use three domains and they are the cognitive domain, affective domain, and psychomotor domain. The cognitive domain involves mental operations from the lowest level of the simple recall of information to complex, high-level evaluative process (Carjuzaa & Kellough, 2017, pg. 136). The affective domain involves feelings, attitudes, and values and ranges from the lower levels of acquisition to the highest level of internalization and action (Carjuzaa & Kellough, 2017, pg. 136). Psychomotor domain ranges from the simple manipulation
(previously learned concepts) (Co-teacher will review graphing with a checklist that was previously given to students and encourage students to access it) Explicitly state the learning goal that is written on the top of the students’ notes packet, on the board and on the teachers’ homepage. The teacher reads the classes’ agenda that is written on the board and checks off after each activity is completed.
It is prepared for students to self-assess if they meet each criterion, a vital self-scaffolding technique. Not only that but most often the criteria are linked one another, hence they formulate the learning. Holton & Clarke (2006) highly recommends to empower the students to develop their own problem solving skills, with this in mind, the first process success criterion encourages students to analyse the question and get a greater picture before they start solving it. This is transferable skill that can be applied with any
Reading assignment number three is important because of the rapid growth in technology. The reading assignment touches on the subject of using visual imagery and learning how to properly analyze what we have seen. Analyzed properly a picture can tell the viewer many things. Visual imagery is becoming a more progressive.
Imagine this: You and your classmates are asked to lift ‘x’ amount of weight, ‘x’ amount of times, or for ‘x’ period of time. During these lifts, you will be analyzed and assessed based off performance. The assessment will begin during or after instructions are given and will continue throughout the semester. Steady build of progress is expected and select milestones must be obtained in order to perform well in the class. After the instructions are given, you and your classmates are to begin performing the required criteria.
Students will be enriched when assessing the information attained from these
Lesson 2 Duration of Lesson: 120 minutes Content Standards: CCSS.MATH.CONTENT.7.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. CCSS.MATH.CONTENT.HSG.CO.B.8: Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. Standards for Mathematical Practice: CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them. CCSS.MATH.PRACTICE.MP3
We will go over the learning objectives by describing the equipment, theory, and purpose. Each lesson would be based off by each of the different equipment types. Having each lesson on a different piece
It is my goal to make sure students are not just memorizing facts, but are actually understanding. They should be able to take the lesson and apply it to other areas of their lives. I believe students need to be assessed frequently and routinely. The students need accurate and effective feedback, so they can make any necessary adjustments.