Details:Read the case study to inform the assignment.Case Study: MariaGrade: 9thAge: 14It is the beginning of the second semester, and Maria is having a great deal of difficulty in her algebra clas Details: Read the case study to inform the assignment. Case Study: Maria Grade: 9th Age: 14 It is the beginning of the second semester, and Maria is having a great deal of difficulty in her algebra class. She has an understanding of the basic concepts of algebra, but has not mastered the skills needed to move to the higher-level concepts her class is now working on. Currently, her math performance level is two years below grade level and her reading performance level is one year below grade level. Maria’s teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home. They have identified the following goals for Maria: Simplify addition, subtraction, multiplication, and division equations (e.g., (2x + 6) (4x + 7) = 6x + 13). Solve expressions with variables (e.g., 3x = -24). Write and solve the algebra equation in a real-life word problem. Part One: Strategies Research instructional strategies applicable to meeting Maria’s needs established through her identified goals. Instructional strategies should include: Explicitly teaching vocabulary Concrete-representational-abstract method Graphic organizers Mnemonic devices The use of assistive technology In 250-500 words, summarize the recommended instructional strategies, rationalizing the appropriateness to Maria’s goals, appropriateness in motivating Maria to meet her goals, and specific tips for implementation. Part Two: Unit Plan Design a comprehensive unit plan based on the goals identified for Maria. Complete three lesson plans, using applicable sections of the COE Lesson Plan Template. Your unit plan must include: Sequencing of academic goals and learning progressions. Instructional strategies identified in Part One. Appropriate augmentative and alternative communication systems and assistive technology. Integration of both formative and summative assessment. Integration of an appropriate ELA writing standard related to Maria’s third identified goal. Part Three: Home Connection In 250-300 words, summarize and explain how you plan to involve Maria’s parents in meeting her goals. Include a specific at-home activity to help in her continued success. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin.
Details:Read the case study to inform the assignment.Case Study: MariaGrade: 9thAge: 14It is the beginning of the second semester, and Maria is having a great deal of difficulty in her algebra clas De
GCU College of Education LESSON PLAN TEMPLATE 03/2014 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. Planning Lesson summary and focus: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Classroom and student factors: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students. National / State Learning Standards: Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text. Specific learning target(s) / objectives: Specify exactly what the students will be able to do after the standards-based lesson. Teaching notes: Clarify where this lesson falls within a unit of study. Agenda: Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment. Formative assessment: Identify the process and how you will measure the progress toward mastery of learning target(s). Academic Language: Key vocabulary: Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson. Function: Clarify the purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding? Form: Describe the structures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding? Instructional Materials, Equipment and Technology: List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION. Grouping: Identify grouping strategies that will support your students’ learning needs. II. Instruction A. Opening Prior knowledge connection: Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives. Anticipatory set: Identify how this lesson is meaningful to the students and connects to their lives. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Students Do Differentiation Your “I Do” instructional procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment. Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list. Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Please use a corresponding numbered list. Also include extension activities: What will students who finish early do? III. ASSESSMENT Summative Assessment: Include details of any summative assessment as applicable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives. Differentiation: Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Closure: Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom. Homework: Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework. Page 3 of 3

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