Fluent Essays

All educators regularly collect information pertaining to student performance during lessons or instructional activities as a method of monitoring student progress. This type of assessment, while informal, provides excellent information related to the content standards such as the Common Core and the pacing of the lessons. Instructions: Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation. Use the below guidelines for creating your written assignment. If you have questions about the assignment or the rubric, please contact your Instructor using the “Ask Your Instructor” discussion before the due date. Content Expectations: Lesson Plan (4 points): Using one of the Example Lesson Plans in the Week One Required Resources list as a starting point, revise the lesson plan, using the lesson plan template, to include accommodations and/or modifications that align to two or more CCSS. Justification (4 points): Write a one page justification of your revisions, fully addressing the reasons why the accommodations and/or modifications you designed are effective for students with mild to moderate disabilities. Written Expectations: Syntax and Mechanics (1 point): Exhibit meticulous use of grammar, spelling, and organization throughout your submission. Organization (.5 points): Use the lesson plan template provided. Source Requirement (1 point): Reference at least three scholarly sources, which may include your course textbook, in order to provide credible evidence to support your ideas. The Scholarly, Peer Reviewed, and Other Credible Sources table downloadoffers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. Additional Page Requirement (.5 points): Your submission must include a separate title and reference page. APA format (1 point): All in-text citations, page formatting, and references must be written in APA 6th edition format. Text Cohen, L. & Spenciner, L. (2009) Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Publication.Content Area or Developmental Focus: Math- Geometry Age/Grade of Children: 7th grade Length of Lesson: 50 minute class/3-5 days Goal Students will create a city, park, or other structural plan using geometry Objective Identify the total number of degrees in supplementary and complementary angles Describe the relationship between vertical and adjacent angles Explain how the volume and surface area would be affected when dimensions of a figure are doubled and/or tripled Identify acute, obtuse, straight and right angles Identify perpendicular, parallel, and intersecting lines Work collaboratively Create and conduct an oral presentation Standards Included 7.G.2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Materials Digital Cameras iPad/Computer Projector/Smartboard Pencils Paper Self-Assessment Rubric that assesses the final project as well as the presentation skills (can be created by the students or teacher-made) Introduction Introduction will take one class period · Pose the following question and discuss: Where do we find geometry? · Place students in groups of 3-4. Go outside and take pictures of any shapes that you see in the neighborhood, paying particular attention to different shapes and angles: acute, obtuse, right, straight angles, and triangles · Have students share some of their findings with the projector or smartboard Lesson Development Students, in groups of two to four, will create a city, public park, or other structure using geometry · Students will need to create a paper blueprint as well as one using technology (they can start with whichever version they feel comfortable exploring) · Their creations must include: · acute, obtuse, straight, and right angles · adjacent and vertical angles · perpendicular, parallel, and intersecting lines · triangles and quadrilaterals · Students will name their city and label all the building, streets, etc. appropriately · Students will present their design to the class with a thoughtful explanation of how they derived their design · Students will self-assess themselves with a quick checklist to determine how well they think they did working in a group, collaborating, designing, and presenting Assessment (Practice/ Checking for Understanding) · Project Finished to Completion · Successful Presentation of Project · Self-Assessment · Traditional quiz based on math terms and concepts included in the project Closing · Use Virtualnerd.com to highlight/review the essential math concepts · Ask for student feedback · Teacher self-reflection: · What went well? · What needs to be changed? · What should be reviewed? · Possible extension activitiesThis is a sample lesson plan based upon information gained from EDSITEment! The Best of the Humanities on the Web: http://edsitement.neh.gov/lesson-plan/aesop-and-ananse-animal-fables-and-trickster-tales#sect-introduction Content Area or Developmental Focus: ELA Age/Grade of Children: Second Grade Length of Lesson: 1 hour Goal Students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. Objective · Identify the definition and understand elements of fables and trickster stories · Recognize Aesops fables and Ananse spider stories · Identify the specific narrative and thematic patterns that occur in fables and trickster tales across cultures · Compare and contrast themes of fables and trickster tales from different cultures · Differentiate between the cautionary lessons and morals of fables and the celebration of the wiles and wit of the underdog in trickster stories Standards Included CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Materials Print or online versions of the following stories: Set A · The Lion and the Mouse (Aesop) · Mr. Buffu and the Snake (Ananse) Set B · The Fox and the Crane · Anansi and the Turtle Introduction Begin the lesson with a game of telephone. The students will sit in a circle, in close enough proximity that they can whisper to their neighbors. You start the message be stating a one sentence message to the first student (just make up anything but be sure to remember it). Then the first student will whisper the message to the next person and it continues on in this fashion until you get to the last person. Have the last student write the message on the board. You then write the original message as well. They will be different, which is the point. You will then have a conversation about how oral storytelling allows for interpretation and change as it is told from person to person and travels to different locations. Lesson Development: Review the vocabulary and elements of folktales from previous lesson: Direct Instruction · Vocabulary Words: Folktale Fable Trickster Story Oral Tradition Moral Folk Wisdom · Elements of Folktales: Folktales…  … are very old stories  … have special beginnings (such as Once upon a time… or There once was…) and endings  … often repeat words or sentences  …have characters, settings, problems, and solutions Guided Practice: · Read aloud the first two stories (Set A) to students and stop to check for understanding and questions. · Ask students to co