Lesson Plan

We have examined a variety of instructional models. Select one of the models we have learned about and create a lesson plan (based on academic standards) using that instructional model.

Be sure to address each of the items below in your lesson plan:

a. Identify the instructional model you have chosen.

b. State the academic standards on which the lesson is based.

c. Describe the grade level for which your lesson is written.

d. Write one students will understand objective, at least two students will know objectives, and at least two students will be able to do objectives to meet the academic standard you have chosen.

e. Describe assessments that will be utilized to measure students' mastery of the objectives.

f. Explain the procedures you will use to teach the lesson. Be as specific as possible. Pretend you are writing plans for a substitute teacher. Your lesson must be explicit enough for the substitute teacher to be able to implement.

Your lesson plan should be written using the KUD format (look below for KUD attachment) provided in the resources section of the course. Please refer to chapters 3, 4, and 5 as well as other resources to create your lesson plan.

Instructional Goals: A Closer Look at the Standards

Let's return to the discussion of instructional goals. The Common Core State Standards (CCSS) and the Next Generation Science Standards(first introduced in Chapter 1) provide the basis for the instructional goals most states have established. The states that have adopted theCommon Core Standards in English/Language Arts (ELA) and Math have agreed that these standards will comprise at least 85 percent of thetotal. State-specific standards may comprise the remaining 15 percent. State standards in other areas (e.g., science, social studies, art, music,or physical education) are usually framed within the context of national, state, and professional association recommendations. For example,the Next Generation Science Standards were developed by a team of lead state writers in partnership with the National Research Council,National Science Teachers Association, American Association for the Advancement of Science, and Achieve. They were released to the publicin April 2013, and various state departments of education are in the process of adopting them. National Curriculum Standards for SocialStudies were revised in 2010 by the National Council for the Social Studies, a professional organization, and may influence state social studiesstandards. The following sections provide an overview of the standards that most states have either adopted or adapted: the CCSS inEnglish/Language Arts and Math, and the Next Generation Science Standards.

English Language Arts

ELA standards in reading, writing, speaking and listening, and language are anchored by College and Career Readiness standards (CCR).These anchor standards are articulated at each level, with grade-level descriptions of what the students should know. They define 32 broadcompetencies that form the basis for literacy expectations across all grades. Beginning at grade 6, the standards also apply to literacy inhistory, social studies, science, and technical subjects, emphasizing the shared responsibility for all teachers to teach reading and writingacross all subject areas (NGA & CCSSO, 2010).

ELA Standards for Reading

The reading standards focus on a holistic view of comprehension as an evolving skill and emphasize developing meaning from the beginningstages of reading development. As seen in Table 3.2, the reading standards are based on the idea of gradually increasing complexity of text sothat by the end of high school, students are ready for the demands of college and career-level reading. Readiness for these demands requiresprogressive development in reading comprehension so that students are able to gain more from what is read. The anchor standards aregrouped according to concepts of key ideas, craft and structure, integrating knowledge and ideas, range of reading, and text complexity.Throughout the grades and within the standards, reading occurs in classic and contemporary literature, as well as challenging informationaltexts in a range of subjects. While the CCSS has no reading list, Appendix A of the Core Standards website (http://www.corestandards.org)gives annotated examples of sample texts that meet the standards for each grade level. These lists of sample texts enable teachers anddistricts to make local decisions when choosing curriculum content that still meets text complexity and range of reading aspirations thestandards describe.

ELA Standards for Foundational Skills

The ELA standards outline foundational skills that foster students' working knowledge of concepts of print, alphabetic principle, phonicsand word recognition, and fluency. These fundamental literacy skills are those recommended by the National Reading Panel (NICHHD, 2000).ELA foundational skills are components of a comprehensive reading program for grades K-5. They emphasize outcomes, but not process.Teachers must decide what is appropriate for each child and be careful to avoid teaching what students may already know (NGA & CCSSO,2010). Students who quickly and automatically apply these concepts will need less direct instruction in this area; those who are strugglingmay need more.

ELA Standards for Literacy in Social Studies, Science, and Technical Subjects

The ELA standards for literacy in History/Social Studies, Science, and Technical Subjects begin in grade 6. The basic premise of thesestandards is that college and workforce training programs require literacy skills based on sophisticated nonfiction. Because reading is such animportant skill for building knowledge, the standards require students to learn discipline-specific reading that enables them to understandspecific words and phrases, attend to details and concepts, and evaluate and synthesize arguments and information. The standards requirestudents to apply literacy skills when reading primary and secondary sources in history and social studies, as well as when reading andunderstanding challenging scientific and technical texts that use diagrams and data to convey information and illustrate concepts. Whenwriting in the areas of history and social studies, students are required to use narrative in analyzing individuals, places, and historical events.When writing in science and technical subject areas, students must be able to write descriptions of procedures and results in a manner thatothers could potentially replicate (NGA & CCSSO, 2010). The reading and writing standards, with descriptions of what the students shouldknow, are organized by middle school (each grade 6-8), and high school (two bands each of grades 9-10 and 11-12). They are written in asimilar language and with similar terms as their corresponding standards in reading and writing.