Grand Canyon COE Lesson Plan and DOK Questions Table Assignment Details: Select a 1-5 grade level, NC state standard based on the Number and Operations i

Grand Canyon COE Lesson Plan and DOK Questions Table Assignment Details:

Select a 1-5 grade level, NC state standard based on the Number and Operations in Base Ten domain.

Design and complete the National/State Learning Standards, Specific Learning Target(s)/Objectives, and Learning and Teaching Activities sections of the COE Lesson Plan Template. Be sure to include appropriate support and guidance for fostering academic language.

Upon completion of your partial lesson, draft 20 questions to guide meaningful learning progressions and foster problem solving for individuals with exceptionalities. Five of the questions should activate prior knowledge and the remaining 15 questions should be based on the progression of the lesson activity and probe the four Depth of Knowledge levels.

Using four of the questions you drafted, complete the attached “DOK Questions Table.”

See Rubric below

Drafting Essential Questions

1
No Evidence
0.00%

2
Nominal Evidence
69.00%

3
Unacceptable Evidence
74.00%

4
Acceptable Evidence
87.00%

5
Target Evidence
100.00%

70.0 %Content

10.0 %Lesson Plan Content

No submission.

Lesson plan does not include learning objectives and instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets.

Lesson plan includes inappropriate instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets.

Lesson plan includes appropriate instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets.

Lesson plan includes engaging instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets.

10.0 %PLANNING: Instructional Script and Materials

No submission.

Lesson plan does not use effective, verbal, nonverbal techniques in a way that would create opportunities for learning and collaboration.

Lesson plan does not adequately address student or class needs, and/or includes thinly designed use of verbal, nonverbal techniques to create opportunities for learning and collaboration.

Lesson plan includes basic, appropriate use of student-centered verbal, nonverbal techniques to create opportunities for learning and collaboration.

Lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal techniques to create opportunities for active inquiry, collaboration, and supportive interaction.

10.0 %PLANNING: Meeting the Varied Learning Needs of Students

No submission.

Lesson plan instruction and instructional supports ignores the learning needs of the students.

Lesson plan does not fully differentiate instructional activities and supports. It inadequately addresses the needs of the students.

Lesson plan includes basic differentiated instructional activities and supports that are designed to generally meet the needs of students.

Lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs.

10.0 %PLANNING: Meeting the Language Needs of Students

No submission.

Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of the student.

Lesson plan only cursorily describes content-based vocabulary and includes underdeveloped instructional support for the use of vocabulary and additional language demands associated with the language function.

Lesson plan identifies content-based vocabulary and includes general instructional support for the use of vocabulary and additional language demands associated with the language function.

Lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function.

15.0 %Essential Questions

No submission.

Essential questions do not promote conceptual understanding related to the Number and Operations in Base Ten domain.

Essential questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are inadequately drafted.

Essential questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are drafted.

Essential questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are expertly drafted.

15.0 %DOK Questions Table

No submission.

Depth of knowledge questions do not promote conceptual understanding related to the Number and Operations in Base Ten domain.

Depth of knowledge questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are inadequately drafted.

Depth of knowledge questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are drafted.

Depth of knowledge questions promoting conceptual understanding related to the Number and Operations in Base Ten domain are expertly drafted. 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:
Classroom and
student factors:
In a few sentences, summarize this lesson, identifying the central focus based on the content/skills
you are teaching.
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 Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by
Learning
number and its text.
Standards:
Specific learning target(s) / objectives:
Teaching notes:
Specify exactly what the students will be able to do
Clarify where this lesson falls within a unit of study.
after the standards-based lesson.
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.
Academic
Key vocabulary:
Language:
Include the content-specific terms
you need to teach and how you
will teach students that
vocabulary in the lesson.
Instructional
Materials,
Equipment and
Technology:
Grouping:
Formative assessment:
Identify the process and how you will measure the progress
toward mastery of learning target(s).
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?
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.
Identify grouping strategies that will support your students’ learning needs.
Page 1 of 2
II. INSTRUCTION
A. Opening
Prior
knowledge
connection:
Anticipatory
set:
Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and
students’ lives.
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
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.
Students Do
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.
Differentiation
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:
Closure:
Homework:
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.
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.
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 2 of 2
DOK Questions Table
DOK Level
One Question from that
Level
Examples of Student
Responses
Rationale of why Chosen Question Meets
DOK Level
Level 1:
Recall
Level 2:
Skill/Concept
Level 3:
Strategic Thinking
© 2015. Grand Canyon University. All Rights Reserved.
Level 4:
Extended Thinking
© 2015. Grand Canyon University. All Rights Reserved.

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