Directed instruction lesson plan Assignments Custom Assignments Help

Direct Instruction Lesson Plan Instructions Construct a direct instruction lesson plan related to phonics or word recognition. Align the lesson with common core standards. (IRA Standards 2.1, 2.2; INTASC 4, 7, 8) In addition to following these instructions, please refer to the rubric and model provided for this assignment. Steps to follow when designing the lesson plan: 1. The lesson must be about phonics or word recognition! This can include some type of word study as related to content vocabulary. The time needed for the lesson should be 45minutes to an hour. This is NOT a reading comprehension lesson. 2. The lesson plan should be written in a lesson plan format and should ONLY HAVE THE FOLLOWING SECTIONS IN THIS ORDER. Label each of the following sections in the lesson plan.  Class Context: Grade level, Content Area, Topic of Instruction  Common Core Standards  Objectives  Materials  Anticipatory Set/Motivation  Instructional Procedures  Modeling  Guided Practice Independent Practice  Closure  Assessment 3. About the Common Core Standards:  The standards that you choose must align with the objectives of the lesson.  When you write the standards, include the number and text of the standard being addressed. If only a portion of the standard is being address, then only list that part of the standard.  The standards can be found using the following link: http://www.corestandards.org/ELA-Literacy 4. Learning Objectives: What students will learn or achieve by the end of the lesson. How to Write Objectives:  Objectives are what you want students to be able to do. Hence, each objective should begin: “Students will be able to …”  The second part of the sentence will start with a verb. Ex: Students will be able to recognize inflectional suffixes.  Do not use more than one verb per objective.  Do not disguise 2 objectives in one (no use of word “and”).  Be specific. Do not use vague nouns. For example—what does “know” or “learn” look like? A good way to do this is to refer to Bloom’s taxonomy. Use the following resources for more info on Bloom’s taxonomy and writing objectives: Use the following resources for more info on Bloom’s taxonomy and writing objectives: http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goalsobjectives/writing-objectives https://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fwww.ulm.edu%2F~tall en%2Fbin%2FObjective%2520Tips.doc 5. Materials  Include a list of instructional resources and materials used in the teaching of the lesson.6. Anticipatory Set/Motivation  Make sure you tell the student what he/she is doing and how using this strategy will help achieve the reading skill in your objective.  During this part of the lesson, it is important to engage students by raising interest and motivation for learning. 7. Instructional Procedure:  This refers to the steps and instruction the teacher during the teaching of the lesson. Provide the information needed to meet the objectives through modeling, guided practice, independent practice, and closure.  Write the steps clearly. A good rule of thumb with these types of lessons is to act as if they are instructions for a substitute teacher.8. Modeling  This is called the I DO component of the lesson.  Demonstrate the strategy being taught. Do not include the student. Do not merely model practice sheets but rather a skill (ex: rhyming, sight words, etc.) using a strategy or learning activity.This section should be detailed and present a verbal picture of what you are doing with the student. The teacher demonstrates and explains and the student observes. 9. Guided Practice  This is the WE DO component of the lesson plan.  Using different materials but the same strategy the teacher has modeled the teacher and student(s) work together. This section should also include details and demonstrate how you and the student(s) are working together.  Make sure you transition from modeling to guided practice. For example ( next we will work together to practice the strategy). 10. Independent Practice  This is the YOU DO component of the  lesson. Student works alone. You must again verbalize in written form exactly what the student is doing alone that follows what you have modeled and worked on during guided practice.  Make sure you transition to this component of the lesson by indicating that the student (s)will now work alone. 11. Closure  Turn the lesson over to the student. Ask the student what he/she learned and how it has helped him/her. This allows the teacher to ascertain whether the student has met the learning outcome you set up in the objective. 12. Assessment  Explain how you are assessing the learning of the students in meeting the objectives of the lesson. This can be broken into two sections: Informal and formal .  For informal assessment, you might refer to how you informally assess the student learning in the guided practice and/or the closure.  For formal assessment, you will explain how you are monitoring the student learning of the objective. This is typically done during independent practice. A final note: Teaching is a collaborative practice and teachers share ideas and material freely. However, if you use anything from the Internet or another source, you must cite it. Any incident of plagiarism will result in a grade of F for this assignment and possible failure of the entire course.

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