Using the previously created Collaborative Lesson Plan from Topic 5, complete the “Instructional Materials, Equipment and Technology” section to incorporate three technology sources that can be ut

Running head: COLLABORATIVE LESSON PLAN 0

COLLABORATIVE LESSON PLAN

Stacey Brockhaus

Grand Canyon University

Using the previously created Collaborative Lesson Plan from Topic 5, complete the “Instructional Materials, Equipment and Technology” section to incorporate three technology sources that can be ut 1

COE LESSON PLAN TEMPLATE

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

Stacey Brockhaus

Fourth grade

6th June 2018

Cultures and Civilizations

I. Planning

Lesson Summary and Focus:

The unit to be taught will be cultures and civilizations. The following ELA fundamental criteria will be followed in the course of the unit

1) Describe stories from different cultures recorded in myths, parables and tales and explain the lessons learned in these stories

2) Describe the different characters in these stories and show the repercussions of the actions. Analyze their feelings and inspirations.

3) Write storylines that highlight different experiences or events and make the narratives as detailed and sequential as possible

Classroom and Student Factors:

The class has three students categorized in special education and four other students are categorized as English Language Learners (ELL). A paraeducator has a 45-minute session two times per day to offer services to the special education learners. There is also an assistant tutor who is required to offer fundamental support to any learner in the classroom. During the reading and writing lessons, an ELL teacher is involved daily to support the ELL students.

National/State Learning Standards

4.RL.1 – be able to describe stories from different cultures and explain the lessons learned in the stories

4. RL.2 – be able to describe different characters in these stories and show the repercussions of the actions. Analyze their feelings and inspirations.

4.RL.3 - Write storylines that highlight different experiences or events and make the narratives as detailed and sequential as possible

Specific Learning Target(s)/Objectives

The goal of this unit is to make sure the students are able to understand what culture and civilization are and be able to identify at least five different cultures. They should also be able to identify different elements of the U.S. culture and also understand unique components of their individual cultures.

Teaching Notes

This unit will explore cultural themes such as music, holidays, nutrition and sports. It will also explore people’s way of living and where they live. After the introductory content is presented and evaluated the students will discover each other’s culture at a trip to the museum. Various ways of conveying cultural values, such as fables, biographies, tales and legends, will be taught to the students

Agenda

Employ a smart board activity where the students will be required to match culture and civilization to their descriptions and also sort between U.S. cultural elements and World cultural elements.
Use group works
Use of technological means like tapes and radio presentations

Formative Assessment

Several materials the students can come up with to show their newly acquired knowledge;

Shape-up contracts
Collective culture tasks that involves means that convey art, songs, and dance
Scripting biographies, stories and fables expressing their culture
Making U.S. culture books and updating them daily as the unit progresses
Graphic diaries and written examples of conveying culture

Instructional Materials, Equipment, and Technology

Collective culture tasks that involves means that convey art, songs, and dance
Scripting biographies, stories and fables expressing their culture
Making U.S. culture books and updating them daily as the unit progresses
Graphic diaries and written examples of conveying culture
Use of technological means like tapes and radio presentations

Grouping

LIONS: the brilliance group

Need little supervision
Are capable of achieving more challenging goals

RHINOS: the attainment group

Need moderate supervision
Have marginal learning difficulties
Are capable of attaining most of the goals on their own

ELEPHANTS: the keenness group

Need more supervision from the teacher

II. Instruction
A. Opening
Prior Knowledge Connection	This lesson will aim at expanding the student’s prior knowledge of their way of life and their previous lessons on the difference between fables, myths, legends and stories.
Anticipatory Set	The students will be able to have knowledge of at least five different cultures. They should also be able to identify different elements of the U.S. culture and also understand unique components of their individual cultures.
B. Learning and Teaching Activities (Teaching and Guided Practice)
I Do		Students Do	Differentiation
In order to evaluate the knowledge of the students before the unit is introduced, the teacher will give the students index cards and ask them to write what they know about culture and civilization. The teacher will then ask the students to discuss with each other what they have written down. The index cards will then be submitted to the teacher for assessment. To conclude the lesson, the teacher will draw a spider web graphic arranger on the board and ask the students to fill it with what they know about the U.S. culture and what they enjoy. The teacher will then lead through a short discussion with them on what they have filled in the spider web design. .		The students will write one side of the index cards about the meaning of culture and write on the different forms of expression of culture, on the other side. They will then discuss with their neighbor about what they have written down with each student taking a minute to air his/her points. They will then submit the index cards to the teacher. The students will then participate in filling the spider web graphic arranger using three to four post-its each	The students will be divided into three groups, namely LIONS, RHINOS and ELEPHANTS according to the level of supervision they require. Each group will be handled a shape-up page in accordance to their individual capabilities. The LIONS will be required to come up with culturally relevant fables and songs while the ELEPHANTS and RHINOS will be required to analyze the relevance of these songs and fables.

III. ASSESSMENT
Summative Assessment	Superior- the students are able to understand what culture and civilization is, and be able to identify at least five different cultures. They should also be able to identify different elements of the U.S. culture and also understand unique components of their individual cultures fluently and with confidence Proficient- the descriptions and expressions they make are reasonable and thorough enough to be well understood. They can still identify different cultural expressions. Acceptable- some mistakes may be present in their assignments but they are able to correct them upon questioning. The descriptions and expressions may not be complete or may not be reasonable enough but they are still understandable. Not yet- major mistakes are present in their assignments and they are not able to correct them upon questioning. Their descriptions and expressions are incomplete and unreasonable and are not understandable
Closure	The teacher will draw a spider web graphic arranger on the board and ask the students to fill it with what they know about the U.S. culture and what they enjoy. The teacher will then lead through a short discussion with them on what they have filled in the spider web design. The groups will all perform a song and dance that is culturally relevant. At the end of the lesson They should be able to identify different elements of the U.S. culture and also understand unique components of their individual cultures.
Homework	The students will be handled group and individual assignments as their homework. For the groups, they will be required to complete a skill based assignment which involve identifying a significant monument from the biggest civilizations they know, and recording them through art. For the individual homework, the students will each write a culturally relevant story about the U.S.

Collaborating with a paraeducator

Planning for a paraeducator is not the same as planning with another teacher. This is because the work of a paraeducator is different and it doesn’t legitimize them to make verdicts about the student curriculum or the instructions they are given. A dynamic instruction is based on a decent preparation, which is dependent on evaluation information. For effective teaching, the objective of the lesson should be clear and precise and the students should be able to experience this objective. The teacher should know prior to the lesson the homework to assign and how they will prepare the students to understand the concepts.

When an experienced teacher ignores to prepare for a lesson, they may make it through a session or two while avoiding calamitous consequences. However, it is lawfully and ethically not acceptable for a paraeducator to deal with students, who have multifaceted learning requirements, when there is no scripted plan by a supervisor. They are generally not well qualified to design these instruction plans. They are not teachers but they are crucial school employees who have a valuable purpose in the teaching process, by working in a dissimilar aptitude for teachers.

Paraeducators in inclusion programs plan about the adaptations to the overall learning curriculum and directives that are set up by the IEP and are crucial to the realization of accomplishments by the learners in general learning programs. The kind and level of planning for paraeducators depend upon;

1) How complex the task is- a multifaceted instruction requires more in-depth directions in the plan for the recording of information and instructional methods. For example, a paramedic may be instructed to let a student to not succeed at a task and then relay his/her work or alternatively to do the vice versa.

2) Paraeducator skills and experience- if the paraeducator has done the same kind of instructional activity severally and has been adequate, then the plan may be short and brief. However, if the paraeducator is new and inexperienced, the plan should be comprehensive.

3) Risk- in a school environment, physical education has a potential for more risk than an English lesson. Also, the distance between a paraeducator and a supervisor is a factor that affects risk. If there is a greater risk, it calls for a more detailed and specific plan.

A good lesson plan highlights how a task should be done and clearly states the objectives of the task. It also highlights the required data and materials that evaluate the performance of the student. It is also crucial for the paraeducator to have a perspective on the importance of the task to the objectives and outcomes for the learner. In order to provide a good feedback to a paraeducator, the teacher should try and view the classroom plan from the paraeducator’s point of view. The plan should converse in a format that the paraeducator is able to comprehend so that he/she is able to utilize it. When the plan is fully implemented at the end of the unit coverage, an analysis needs to be done to determine its success and if any improvements can be made.