How to write lnstructional plan and reflection paper?

Assignment: Motivating and Engaging Lesson Plan

Part 1 Complete a Lesson Plan

Pick one instructional practice that is new to you to motivate students to engage in reading. After collaborating with another teachers design a lesson that incorporates the practice and includes a writing process strategy or instructional routine. Use the Instructional plan template below and Answer questions in your template to help with designing your lesson.

Part 2 Write 2 paper

Implement the lesson. Then write an approximately 2-page reflection that summarizes your implementation experience and addresses the following, using research-based findings from the course’s Learning Resources to support your responses:

How well did this practice motivate students to read? Include details from the lesson as support.
What were the critical elements that engaged students?
What kind of impact, either positive or negative, did the instructional practice have on the students?
What were the visible signs of that impact? Include specific details from the lesson.
What might you change for future instruction?
How does this practice differ from your current instructional practices? What confirmation or changes in your instructional practices have occurred?
What have you learned about yourself as a literacy teacher?
How have the International Literacy Association (ILA) helped you gain a better understanding of yourself as a literacy teacher?
Insights as to why it is important to collaborate with your colleagues in the school around literacy development

Helpful Reference

Cambria, J., & Guthries, J. (2010). Motivating and engaging students in reading. Retrieved from http://literacyconnects.org/img/2013/03/Motivating-and-engaging-students-in-reading-Cambria-Guthrie.pdf

Stempler, E. (n.d.). 25 ways to get kids writing. Retrieved April 21, 2016, from http://www.scholastic.com/teachers/article/25-ways-get-kids-writing

Teachers’ Curriculum Institute. (n.d.) Strategies to motivate struggling readers. Retrieved April 21, 2016, from http://www.teachtci.com/pdf/webinar_handouts/Strategies_to_Motivate_Struggling_Readers.pdf

Norris, M. (2007). Rafe Esquith offers his fiery teaching methods. Retrieved from http://www.npr.org/templates/story/story.php?storyId=693977

California State University, Fresno. (n.d.). Bloom’s taxonomy action verbs. Retrieved December 6, 2015, from http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf

Instructional Plan

Setting/Grade Level:

Subject(s): School: Florida

Date: Theme/Title:

PLANNING

Standards Addressed

List the standards by including the state, number of the standard(s), and a description of the standard(s).

Which international, national, or state, or content standards does this lesson address?

PLANNING

Learning Outcomes/SMARTGoals

What will students learn?

PLANNING

Learning Objectives (at least two)

What will students do? All objectives must be measurable.

PLANNING

Bloom’s Revised Taxonomy

Which level(s) of Bloom’s Revised Taxonomy are targeted? Make sure that you reach the higher levels of Bloom’s Taxonomy (Evaluating and Creating).

☐ Remembering

☐ Understanding

☐ Applying

☐ Analyzing

☐ Evaluating

☐ Creating

PLANNING

Real World Contexts

What real-world contexts are included in the lesson? Link the topic of the lesson to the relevance for the student. Include opportunities for students to demonstrate career and college readiness skills.

PLANNING

Collaboration

How was collaboration with other professionals, families, and/or community leaders included for this lesson? Describe the collaborative effort.

METHODOLOGY
Learning Experience/ Activity List the activities, including how you activate background knowledge and bring closure to the lesson. Please make sure you can demonstrate student engagement throughout the lesson. Address the diversity of your students by indicating at least one type of diverse student and how you would support this student in the lesson.	Introductory/Anticipatory Set
Building/Applying Knowledge and Skills by engaging students in their learning. List and explain all of the activities that you will use in the lesson. Connect each activity back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity.
Extension/Enrichment/Transfer or Generalization of Knowledge that engages students in their learning. List and explain how each student will take this knowledge and transfer it to real-world situations. Provide at least two examples of this knowledge and transfer. Diversity of instruction in the lesson: Address the diversity of your students by indicating at least one type of diverse student and how you would support this student in the lesson. Use the following definition of diversity when addressing this issue. Diversity. (1) Individual differences (e.g., personality, interests, learning modalities, and life experiences), and (2) group differences (e.g., race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socio-economic background)
Synthesis/Closure: Include at least one instructional strategy that supports the objectives and provides closure in the lesson for the students.

2. METHODOLOGY

Instructional Strategies

What instructional strategies/methods will you use?

Connect each strategy and method back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity.

☐	Constructions Standard: Objective:	☐	Nonlinguistic Representations Standard: Objective:
☐	Cooperative Learning Standard: Objective:	☐	Peer Editing Standard: Objective:
☐	Discovery Standard: Objective:	☐	Practice/Drill Standard: Objective:
☐	Discussion/Questioning Standard: Objective:	☐	Practicum Standard: Objective:
☐	Experiment Standard: Objective:	☐	Problem Solving Standard: Objective:
☐	Field Study Standard: Objective:	☐	Questions, Cues, and Advance Organizers Standard: Objective:
☐	Graphic Organizers Standard: Objective:	☐	Reflection/Response Standard: Objective:
☐	Generating and Testing Hypothesis Standard: Objective:	☐	Reinforcing Effort and Providing Recognition Standard: Objective:
☐	Homework and Practice Standard: Objective:	☐	Reporting Standard: Objective:
☐	Identifying Similarities and Differences Standard: Objective:	☐	Role-playing Standard: Objective:
☐	Independent Learning Standard: Objective:	☐	Setting Objectives and Providing Feedback Standard: Objective:
☐	Journal Standard: Objective:	☐	Simulation Standard: Objective:
☐	Laboratory Standard: Objective:	☐	Summarizing and Note Taking Standard: Objective:
☐	Lecture Standard: Objective:	☐	Viewing/Listening/Answering Standard: Objective:
☐	Library Research Standard: Objective:	☐	Other (Please specify) : Standard: Objective:

Why did you choose these instructional strategies/methods? What levels of Bloom’s Taxonomy did your students reach? Explain the activities that support these areas of Bloom’s Taxonomy. Use the literature provided in course resources and/or outside resources to support your reasoning for each strategy.

How will you group students for instruction (individual, small group, large group, or whole class)? Explain your rationale.

MATERIALS

Materials Used

T = FOR TEACHER

S = FOR STUDENT

Include at least one digital material.

T		Materials used	T		Technology utilized
☐	☐		☐	☐	Cassettes/CDs
☐	☐		☐	☐	Graphing or Scientific Calculator
☐	☐		☐	☐	Slides
☐	☐		☐	☐	Tape Recorder
☐	☐		☐	☐	VCR/TV/DVD/Laser disc
☐	☐		☐	☐	Assistive Technology
☐	☐		☐	☐	Cell Phone/Mobile Device
☐	☐		☐	☐	Digital/Video Camera
☐	☐		☐	☐	Concept Mapping Software
☐	☐		☐	☐	Social Networking
☐	☐		☐	☐	Virtual World (e.g., Second Life)
☐	☐		☐	☐	Interactive Gaming
☐	☐		☐	☐	Interactive White Board (e.g., SMART Board)
☐	☐		☐	☐	Distance Learning/Webcast
☐	☐		☐	☐	Computer Software
☐	☐		☐	☐	Weblog (Blog)
☐	☐		☐	☐	Wiki
☐	☐		☐	☐	Internet Research/Website
☐	☐		☐	☐	Podcast/Vodcast
☐	☐		☐	☐	E-mail
☐	☐		☐	☐	Presentation Software (e.g., PowerPoint)
☐	☐		☐	☐	Virtual Field Trip
☐	☐		☐	☐	Interactive Gaming
☐	☐		☐	☐	Other (Please specify):

Why did you choose these materials?

ASSESSMENT/EVALUATION

Assessment Options

☐	☐	Application Exam Standard: Objective:	☐	☐	Objective Test Standard: Objective:
☐	☐	Concept Mapping Standard: Objective:	☐	☐	Observation Standard: Objective:
☐	☐	Parent Evaluation Standard: Objective:	☐	☐	Contract Standard: Objective:
☐	☐	Peer Evaluation Standard: Objective:	☐	☐	Checklist Standard: Objective:
☐	☐	Self-Evaluation Standard: Objective:	☐	☐	Performance Task Standard: Objective:
☐	☐	Inventory Standard: Objective:	☐	☐	Portfolio Standard: Objective:
☐	☐	Quantitative Scale Standard: Objective:	☐	☐	Rating Scales Standard: Objective:
☐	☐	Rubric Standard: Objective:	☐	☐	Scored Discussion Standard: Objective:
☐	☐	Journal Standard: Objective:	☐	☐	Problem-Solving Assessment Standard: Objective:
			☐	☐	Other (Please specify): Standard: Objective:

Why did you choose this assessment(s)? How do the chosen assessment(s) help you determine if your students met the goals/objectives?

How will you use this assessment data to inform your instruction? Use current literature (within the last five years) to support your rationale.

LEARNERS

Differentiation

Address multiple intelligences and/or learning styles when writing your response.

How will you differentiate curriculum to meet diverse student needs? List and explain at least two ways that you differentiated the curriculum to meet diverse student needs.

How will you differentiate instruction to meet diverse student needs?

List and explain at least two ways that you differentiated the instruction to meet diverse student needs.

How will you differentiate assessment to meet diverse student needs?

List and explain at least two ways that you differentiated the assessment to meet diverse student needs.

5. LEARNERS

Diversity

How will you address the needs of diverse students (e.g., IEP, 504, readiness level, cultural/linguistic background)? Choose one diverse population and explain how you addressed their special needs.

Student Work Samples

As you implement your Instructional Plan with a group of P-12 students, collect pre-assessment data to help you create your plan, formative assessment data so you can make sure your students are reaching your Learning Outcomes and Objectives, and summative assessment data so you have evidence of student mastery. You need to compare the three types of data as part of your final reflection on this lesson.