Instructional Plan

Description

Here is the template to use  https://drive.google.com/file/d/17BLhTo8wYo0l152XydYzkQsDYHPKs8MM/view?usp=sharing  Make a copy and fill it in as close to the example as possible Guidelines Overview ● What do you want students to learn as a result of your lesson? Select 1-2 content standards from your state, Common Core, or national CTE standards that apply.  ● What text will be used as a vehicle for helping students master the learning outcome? Here, you should provide the Title, Author (if applicable), and a Rationale for this text selection. The Rationale should include an explanation as to how the text is appropriate for the content, grade-level, and learning outcome selected. *Note: The meaning of “text” is varied. A short story, article, novel excerpt, map, graphic element, piece of art, song lyrics, or piece of music are texts.  ● What foundational reading practice will support the learning outcomes outlined above? Provide an overview of the practice (i.e. fluency, comprehension, decoding, vocabulary) as well as the rationale for selection with this group of students and this particular type of text. You have all completed a significant amount of research and analysis of the foundational components of successful readers and thinkers, and now is your chance to apply that knowledge. You must reference a minimum of three resources that support your selection of the particular text/strategy and cite them in APA style on a Reference Page. Detailed Instructional Plan This detailed plan provides an account of the instruction that will occur for each of the required components below. You should consider what both teachers and students are doing at each phase of instruction. All responses should be justified with clear and specific reasoning. ● Foundational Practice Introduction ○ What preparation, materials, etc. are needed? ○ How will you introduce/elaborate upon the literacy skills (i.e. decoding, comprehension, fluency, vocabulary) to students? This is an excellent opportunity to cite research that supports your reasoning. ○ What considerations need to be made for specialized learners (non-native English speakers, below grade-level readers, etc.)  ○ How long will this portion of instruction take? Justify your response with clear and specific reasoning. ● Modeling (from you, the teacher – I Do) ○ How will you model this practice for your learners? ○ What considerations need to be made for specialized learners (non-native English speakers, below grade-level readers, etc.)  ○ How long will this portion of instruction take?  ● Collaborative Student Practice (They Do – with teacher monitoring) ○ How will students work together to implement this practice using the specific text outlined in your overview?  ○ What considerations need to be made for specialized learners (non-native English speakers, below grade-level readers, etc.).  ○ How will you monitor student progress?  ○ How long will this portion of instruction take? Justify your response with clear and specific reasoning. ● Independent Practice (students working alone – You Do)  ○ How will you monitor and assess student proficiency as they work independently? ○ What considerations need to be made for specialized learners (non-native English speakers, below grade-level readers, etc.)  ○ How long will this portion of instruction take? Justify your response with clear and specific reasoning. ● Learning Outcome Assessment ○ How will you gauge the learning outcomes for your learners? How will you know they learned it? Justify your response with clear and specific reasoning. ○ How might you assess whether the use of the chosen literacy strategy supported or hindered the learning of students? Justify your response with clear and specific reasoning.