Hello there! Want a discount? Grab 5% OFFon your first order!
Hello there! Want a discount? Grab 5% OFF on your first order!

2nd grade  EDLC 634 Integrated Lesson Plan Template Daily Lesson Plan Template

2nd grade 

EDLC 634

Integrated Lesson Plan Template

Daily Lesson Plan Template

Preliminary Information

Candidate Name: Click or tap here to enter text.

Grade Level: Click or tap here to enter text.

Candidate’s Endorsement: Click or tap here to enter text.

Central Focus: Click or tap here to enter text.

Subject: Click or tap here to enter text.

Learning Segment Theme: Click or tap here to enter text.

Where in the learning segment does this lesson occur?

☐Beginning ☐Middle ☐End

Lesson Structure or Grouping:

☐Whole Class ☐Small Group ☐1:1

Other (specify): Click or tap here to enter text.

Student Assets (Knowledge of Students)

Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A.

Personal (Interests, family backgrounds, experiences, etc.)

Click or tap here to enter text.

Cultural (Traditions, dialects, worldview, literature, arts, etc.)

Click or tap here to enter text.

Community (Landmarks, community events, etc.)

Click or tap here to enter text.

Developmental (Cognitive, physical, social, and emotional)

Click or tap here to enter text.

Content Standards

State Standards

Click or tap here to enter text.

National Standards

Click or tap here to enter text.

InTASC Standards

Click or tap here to enter text.

Learning Objective(s)

These must be behavioral and measurable.

Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.

Click or tap here to enter text.

Beginning: Launch/Hook/Anticipatory Set

How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?

Click or tap here to enter text.

Middle: Instructional Strategies to Facilitate Student Learning

For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan.

Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers.

Instruction/Modeling

Click or tap here to enter text.

Guided Practice

Click or tap here to enter text.

Independent Practice

Click or tap here to enter text.

End: Closure

How will you end the lesson in a way that promotes student learning and retention?

Click or tap here to enter text.

Evidence and Assessment of Student Learning

How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning?

Diagnostic/Pre-assessment(s) (could be prior to the lesson)

Click or tap here to enter text.

Formative Assessments/

Feedback to Learners (part of the activities in the lesson)

Click or tap here to enter text.

Summative Assessment (matches the objective)

Click or tap here to enter text.

Academic Language Demands

Language Demand(s)

Click or tap here to enter text.

Language Support(s)

Click or tap here to enter text.

Essential Vocabulary

Click or tap here to enter text.

LU SOE-Specific Lesson Requirements

Character Education

Click or tap here to enter text.

Materials

Click or tap here to enter text.

Technology Connection

Click or tap here to enter text.

Consider the Following Question for the next section of this Form:

How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus).

Planned Supports

Click or tap here to enter text.

Supports: Differentiation/Extension

How will you provide successful access to the key concepts to all the students at their ability levels?

Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.)

Click or tap here to enter text.

ELL

Click or tap here to enter text.

Learning Styles/Student Engagement

Click or tap here to enter text.

Extension

Click or tap here to enter text.

References: Resources

Cite all sources used in the development of the lesson materials and resources, including URLs or other references.

Click or tap here to enter text.

References: Research to Support Instructional Design

Cite all research used to support instructional design, including URLs or other references.

Click or tap here to enter text.

Page 2 of 2

Share This Post

Email
WhatsApp
Facebook
Twitter
LinkedIn
Pinterest
Reddit

Order a Similar Paper and get 15% Discount on your First Order

Related Questions

  Read the information located in the following

  Read the information located in the following links: TheEffectsofInstructionalTransformationandDistributedLeadershiponStudentsAcademicOutcomesAMeta-A.pdf Discuss your own definitions of instructional, transformational, and distributed management styles. Talk about your school or work setting, which one of these styles is being applied by your leaders, and why? Does your school or place of work includes measurements

Part A Reflection on early relationships & belonging [ Translate/traducir]

Part A Reflection on early relationships & belonging [ Translate/traducir] Week 6 Discussion – Reflection on early relationships & belonging First: 1. Read & explore  6.2.1 – Read Week 6 assigned texts & resources 2. Work on your next  DCDEE WORKSLinks to an external site. certificates. Then, create your Discussion 6 post:

ASSESSMENT SESSION FORM Session: 2 Date: September 3, 2024

ASSESSMENT SESSION FORM Session: 2 Date: September 3, 2024 Tutor: Student Name and Grade Level: Emma, 3rd Grade Goal for the Session: To assess Emma’s ability to recognize and produce rhymes as part of phonemic awareness. Assessment Administered: Phonemic Awareness Test: Rhyme Recognition Ekwall/Shanker Reading Inventory, 7th edition (Shanker &