Principles Of Presenting Yourself- The Path To Professionalism
Tuesdayassure
5
ASSURE Lesson Plan for Tuesday Analyze Learners | State Objectives | Select Methods, Media, and Materials Utilize Media and Materials | Require Learner Participation | Evaluate and Revise Analyze Learners General Characteristics This lesson plan is designed for fourth grade students to become familiar with West Virginia History. The students vary in age from 9 to 10 years. There are 8 girls and 11 boys in the class. 17 of the students are West Virginia natives. There is 1 deaf student. Almost all of the students are from poor socioeconomic environments. Specific Entry Competencies All students are aware of the state they live in and the capitol. None of them know what county they live in or what a state symbol is. The majority of the students have no knowledge of West Virginia history at all. Learning Styles The students need to constantly be hands on in order to keep their full attention. There are a few students who are disruptive and have a difficult staying on task without constant reminder. The students lose interest quickly when reading from their textbooks. The students should be tested orally because they do not test well on written assessments. State Objectives Learning Outcomes
description
Transcript of Tuesdayassure
ASSURELesson Plan for Tuesday
Analyze Learners | State Objectives | Select Methods, Media, and MaterialsUtilize Media and Materials | Require Learner Participation | Evaluate and Revise
Analyze Learners
General Characteristics
This lesson plan is designed for fourth grade students to become familiar with West Virginia History. The students vary in age from 9 to 10 years. There are 8 girls and 11 boys in the class. 17 of the students are West Virginia natives. There is 1 deaf student. Almost all of the students are from poor socioeconomic environments.
Specific Entry Competencies
All students are aware of the state they live in and the capitol. None of them know what county they live in or what a state symbol is. The majority of the students have no knowledge of West Virginia history at all.
Learning Styles
The students need to constantly be hands on in order to keep their full attention. There are a few students who are disruptive and have a difficult staying on task without constant reminder. The students lose interest quickly when reading from their textbooks. The students should be tested orally because they do not test well on written assessments.
State Objectives
Learning OutcomesThe main objective for this lesson plan is for all students to become familiar with West Virginia history. They should be able to explain how West Virginia became a state, identify the surrounding states, and recognize state symbols. Students should be able to do this by day 5 with 100% accuracy.
Conditions of Performance
Students will be able to identify the capitol and the specific county that they live in. They should also be able to name the location of West Virginia’s capitol.
Degree of Acceptable Performance
Students should be able to do this by the end of the day with 100% accuracy.
Select Methods, Media, and Materials
Methods
The method chosen for this lesson was entire class instruction.
Media
The projector will be used for this lesson and also computers. Both of which are located in the classroom. Students will have the option to choose between creating a poster or a Podcast. The teacher will show a digital story about West Virginia’s capitol’s to begin the lesson.
https://marshall-bb.blackboard.com/courses/1/CI350-CL-hblanco-201302/attempt/_1159774_1/s/West%20Virginia%20Capitol%20History.mp4
Materials
The materials used for this assignment are maps of West Virginia and their West Virginia History textbooks.
Utilize Media and Materials
Preview the Materials
The teacher will make sure there is a map of West Virginia in the room that clearly shows the location of the capitol. The teacher will also preview the projector to confirm it is working properly. Also, the digital story will be preview to ensure that there are no technical difficulties.
Prepare the Materials and Environment
The teacher will supply all students with a West Virginia History textbook to use. Also, the teacher will ensure that all computers are working properly. The classroom will be set up in single file rows. The map will be shown on the projector. The digital story will be loaded and ready for view.
Provide the Learning Experience
The teacher keeps the students actively involved. The teacher will encourage the students to raise their hands if they have questions on how to complete the assignment. Instead of the teacher answering the questions, he or she will prompt a student to answer.
Require Learner Participation
Students will be encouraged to ask questions if they are having difficulty. After everyone has completed their individual assignments, they will be asked to share with the class.
Evaluate and Revise
Students will have the choice on how they want to be assessed. They have the option of creating a poster. If they choose the poster, it must correctly include the capitol itself and the location. They have creative reign over how the information is portrayed on the poster. Teachers will use a rubric for the poster. The other choice they have for assessment is to create a podcast. Students can simply state the capitol and the location by recording and saving it as an MP3 file. Teachers will use the same rubric for this assignment as well.
