COE Problem-Solving Lesson Plan Paper
COE Problem-Solving Lesson Plan Paper
Description
Part 1: Writing Lesson Plan
Using the “COE Lesson Plan Template” and “Class Profile,” design a standard-based lesson plan, that includes a writing activity.
In preparing the lesson plan, include the following:
Questioning strategies that activates student’s prior knowledge and higher-order thinking in writing and engages them in the learning process COE Problem-Solving Lesson Plan Paper
Strategies to creatively engage students with various forms of writing, the writing process, and to expand students communication
Part 2: Reflection
In 250-500 words, rationalize your instructional choices specific to the activity and aligning strategies. Be sure to address how your completed lesson plan is appropriate to meet the diverse
needs of the “Class Profile” students and clearly focuses on creativity and student engagement.
Support your reflection with at least two scholarly resources.
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COE Lesson
Problem-Solving Lesson Plan
Section 1
- Lesson Focus and Summary
The lesson will aim to teach 4th-grade students how to build knowledge through research. The students will also learn to present the information gathered through research. In recognition of the varying learning needs of the students, the lesson will involve the use of a differentiation approach in the expression, engagement, and presentation of the course information to the students. The students will be asked for an extension activity after the class.
- Student and Classroom Factors/Grouping:
The students will be categorized into four different groups depending on the level of support and their learning needs. The four groups are described below.
- Early finishers – Early finishers include students that are one year above the grade level and those with a high level of support from the parents
- Students with special needs – The students are requiring significant support, including those categorized as having emotional problems, the learning disabled and one year below grade level, and with the low backing from parents.
- English Language Learners – The students still learning the English language
- Gifted Students – Students with a high level of comprehension and writing abilities
- National/State Learning Standards:
According to the American common core standard sections CCSS.ELA-LITERACY.W.4.7, CCSS.ELA-LITERACY.W.4.8 and CCSS.ELA-LITERACY.W.4.9, the students ought to eventually be capable to research information from printed texts and digital sources, focusing on specific topics, categorize it, and take notes.
Specific Learning Targets/Objectives:
By the end of the lesson, the students should be able to search and locate information on specific topics on printed texts and online on digital sources. Second, the students should be able to write down the main points from what they read on sections of the printed and online sources.
Academic Language:
The academic language that will be used in the classroom is English. However, clarifications can be made to the English Language Learner using local language as part of the differentiation strategies in order to facilitate understanding.
Resources, Materials, Equipment and Technology
The following will be used during the lesson:
White Board
Markers
Graphic organizer
Minicomputers
Tablets
Printed texts
A listening center
Audio of print text recorded on CD
Section 2: Instructional Planning
Anticipatory Set
The lesson will start by asking the students about their prior knowledge in using computers or other devices used for online research to determine the extent to which they require support. I will invite the students to demonstrate how well they understand the computers through asking them to make navigations on the minicomputers as they open different online pages. I will also introduce them to games, songs, texts and videos contained in ABCmouse, one of the helpful online resources.
Multiple Means of Representation
- I will demonstrate how to read information from a section of the textbook and write down the main points using a marker on the whiteboard
- I will demonstrate how to search for online sources, on specific topics and write down points relevant to the study topic on the whiteboard
- I will play the audio of part of the print text using a listening center
- I will demonstrate how to use the graphic organizer to organize and simplify information from the print and online sources
Students groups engagement
- Students with special needs – Playing audio of the printed text severally, guide them carefully and seek assistance from specialists of students with special needs
- Gifted Students – Ask the students to move on to the next step of researching on their own
- Early finishers – Ask them to move to the next step
- English Language Learners – I will concentrate on explaining concepts, words and information thoroughly, and if possible, using the local language of the student. I may also involve an ENL teacher
Multiple Means of Engagement
I will assist the students, individually and in groups, in searching online sources, on a specific topic and organizing and simplifying information using the graphic organizer
I will also ask the students to research information as groups and summarize the main ideas. COE Problem-Solving Lesson Plan Paper
Students groups engagement
- Students with special needs – Involving other professionals and providing close guidance on how to research on their own
- Gifted Students – Asking them to organize information using the graphic organizer and support other students in doing research
- Early finishers – Ask them to correct any mistakes and support struggling students in researching using computers and tablets
- English Language Learners – Involve ENL teacher and make repeated descriptions of content and concepts
Multiple Means of Expression
- I will ask the students to research an online source of information relevant to a specific topic online, both individually and in groups, and check how well they will be able to do so
- I will ask the students to write down the main ideas in complete sentences from a section of the source searched and check how well they will be able to do so.
- I will ask questions to the students about what they have learned from the sources concerning the study topic.
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Students groups engagement
- Students with special needs – Giving more support and guidance on how to research and write down ideas
- Gifted Students – Asking them to do more practice using a graphic organizer with other sources and support struggling students
- Early finishers – Asking them to correct mistakes they may have made and asking questions to determine their level of comprehension
- English Language Learners – Explaining more the concepts and content that the student does not understand and seeking support from the ENL teacher.
Extension Activity and/or Homework
The students will be asked to do an extension activity or homework that will be used to gauge their ability to search for information from online sources, read it, and write down the main ideas. The extension activity that the students will be required to do is contained in the appendix.
Section 3: Reflection
One of the main challenges I have encountered in developing the lesson plan is how to use various instructional strategies and resources to expedient the demands of different groups of students. The instructional and evaluation processes must include the policy of supporting the students with special needs and ENL students. As Moore and J Hansen (47) explained, corroborating with other professionals helps to address such challenges. Thus, I found it essential to include the options for seeking support from other professionals such as ENL teachers and professionals specializing in students with special needs such as learning disabilities. COE Problem-Solving Lesson Plan Paper
The differentiation strategies can be beneficial in supporting students struggling with reading comprehension. Asking the struggling students to reread the information several times, for instance, increases the chances for understanding. The assistance of such students by the gifted and early finishers enhances their ability to locate main ideas and to learn how to look for them from the text. Including the audio content of the text can help some students learn better through listening than through reading. The graphic organizer enhances comprehension through increasing the ability of the students to locate, simplify, and organize the main concepts and ideas (Moore and J Hansen 44). Asking questions enhance comprehension through increasing the ability of the students to reflect and think more about what they have read. The summative activity also improves understanding since the students are given ample time to reread the text several times. Thus, the differentiation of instructional and assessment techniques is useful in enhancing comprehension.
Several strategies can facilitate the ability of students to construct meaning from print text. The first is the use of graphic organizers to organize concepts and main ideas. The second is reading while writing the main points (Bateman and Bateman 24). The third strategy is asking the students to relate the content of the text with actual experiences in their lives. As Hall (243) explained, questioning the students regarding what they have understood is one of the effective strategies of monitoring their comprehension. Another approach to monitor comprehension is by asking students to write the ideas they have understood.
Works Cited
Bateman, David F., and C. Fred Bateman. A Principal’s Guide to Special Education (3rd Edition). Arlington: Council for Exceptional Children, 2014. Print.
Hall, Leigh. A. The Role of Reading Identities and Reading Abilities in Students’ Discussions
About Texts and Comprehension Strategies. Journal of Literacy Research, Vol. 44, No. 3, pp. 239–272.
Moore, Kenneth D., and Jacqueline Hansen. Effective Strategies for Teaching in K-8 Classrooms.
London: SAGE, 2011. Print. COE Problem-Solving Lesson Plan Paper
