In this assignment you will continue working on the lesson plan you started in Topic 1. Identify academic language, including key vocabulary, functions, and form from your informational text selection and complete the “Academic Language” sections on the COE Lesson Plan Template.   Next, identify three different instructional strategies to teach the informational text that […]

Review “A Quick Guide to Selecting Great Informational Books for Young Children” and “Assessing Children’s Literature.”   Review the children’s section at a local public library. Consider and reflect upon the following questions:   What is included in the collection?   How does the collection support cultural and linguistic diversity, language development, and reading acquisition […]

Select a first- to fifth-grade level lesson plan from the Internet aligned to a Common Core English Language Arts standard (national or state).   In a 500-750 word analysis, deconstruct and critique the thoroughness of the lesson plan components, with special emphasis on the learning and related activities of the lesson.   Use the COE […]

Using the COE Lesson Plan Template, you will be developing a lesson plan by completing and submitting several sections of the template throughout this course. (These assignments are separate from the Benchmark assessment, which you should also be working on throughout this course.) As you submit sections and receive feedback, you may revise previously submitted […]

DQ1 Using the information in Chapter 3 of Lesson Planning: A Research-Based Model for K-12 Classrooms, what should a teacher consider when selecting topics and standards during the lesson planning process?   DQ2 View the video Evidence & Arguments: Lesson Planning. How did the teacher approach planning to integrate and teach a variety of standards? […]

DQ1 Lillian Katz, a highly acclaimed expert professor, researcher, and speaker on child education, has said, “When a teacher tries to teach something to the entire class at the same time, chances are, one-third of the kids already know it; one-third will get it, and the remaining third won’t. So two-thirds of the children are […]

DQ1 In Chapter 5 of Lesson Planning: A Research-Based Model for K-12 Classrooms Hattie states, “The most powerful single modification that enhances achievement is feedback” (Hattie, 1992). What is makes feedback effective? Provide examples of times when you were given effective and ineffective feedback, and explain how each helped or hindered you.   DQ2 How […]

DQ1 How do you select or design activity-related materials to meet the developmental needs of students? How does Christian worldview impact the review of materials? What are some of the considerations?   DQ2 Why is it important to review texts and other materials for their cultural perspective and possible bias?

DQ1 Identify at least two types of feedback. How would you use these in your own classroom? How might you have to differentiate these types depending on the student’s needs and learning styles?   DQ2 What is the difference between effective praise and ineffective praise? How does this relate to performance-based assessment?

DQ1 What is the overall goal for using student self-assessments? Are self-assessments best used for pre-assessment, formative assessment, or summative assessment, or are they all equal in value? Explain your answers.   DQ2 How can students benefit by setting, monitoring, and evaluating their own learning goals? How can teachers assist students in this process?