Complete the following lesson plan for preschool math using the unit plan and summative assessment below

NAME:

SUPERVISING PRACTITIONER:

SCHOOL:

GRADE:

DATE:

LESSON INFORMATION

Subject Area

Topic or Unit of Study

Allotted Time for Lesson

Instructional Setting (Check all that apply):

Whole group: ___

Small group: ____

One-on-one: ____

Other:____

Instructional Group:

# of students in the classroom:	# of ELs engaged in lesson:
# of students engaged in lesson:	# of students on IEPs engaged in lesson:
	# of students on 504s
Other descriptors:

Stage 1 - DESIRED RESULTS

Big Idea - List the broad

concept/topic or theory to

be introduced

Essential Question(s)

Content Standard(s)

Content Objective(s)

Standard 1.a

Essential Element 1.a.4

Students will be able to (SWBAT):

Language Objective(s)

Standard 1.a, SEI a

Essential Element 1.a.4

Students will be able to + language function + language-based task

Common Language Functions:

Match Select Circle Name Retell Define

Explain Summarize Compare Report Paraphrase Justify/Defend

Elaborate Critique Narrate Conclude Convince Compose

Stage 2 - Assessments Standard 1.b Essential Element 1.b.2
Criteria to Assess Understanding	Attach assessment toolyou will use to identify the assessment/record for evaluating student's understanding.
Other Assessment Evidence	List or attach other forms of assessment that you will use in the lesson (check in, quiz, test, journal, observation, student self-assessment,etc.)

Stage 3 - Learning Plan

Materials and Resources

Standard 2.a and 2.d

Essential Element 2.1.3 & 2.d.2

List or describe the materials and resources needed - both by the teacher and the student.

For the teacher:	For the students:

Identify Digital Resources and Technology

MA Digital Literacy and Computer Science Curriculum Framework.- Grades Kindergarten to 12 (2016)

Helpful Resource: Merrimack College Educational Resource Center Digital Literacy Computer Science

1. In what ways will you leverage classroom technology in order to make content accessible to all students?

For the teacher:	For the students:

1. Explain how this relates to the content and how the digital resource will enhance learning (

1. State the standard that applies to this lesson. (if applicable)

Classroom Management, Classroom Routines, Transitions and Layout Considerations Needed for This Lesson

Standard 2.b, 2.f and

SEI d

Essential Element 1.a.4, 2.b.1, a

This section discusses the considerations for creating a safe learning environment.

1. CLASSROOM LAYOUT:

1. CLASSROOM BEHAVIOR MANAGEMENT STRATEGIES:

1. TRANSITION STRATEGIES:

Differentiation *

Identify types of strategies you are planning to use that will differentiate for learning needs/student interest/learning styles/student readiness/English proficiency

(see Resource List below).

Accommodations

Accommodations allow learners with disabilities identified on a 504 or IEP access the curriculum.

https://www.washington.edu/doit/what-difference-between-accommodation-and-modification-student-disability

Accommodations can be described as an alteration of presentation. setting, response, schedule/timing, that allows all learners to access the curriculum.

Modifications

*Modifications are the responsibility of the special education teacher, but coordination between the general education and special education teacher are essential.

Modifications are incorporated within the IEP and the teacher should reference the IEP as they prepare the lesson.

Diverse Learners Resource List *
Learner Factors:How will you provide access to the curriculum for all students, including students with different strengths, abilities, & learning styles, students with IEPs and 504s, and English learners (ELs)?
Use Multiple Modes of Representation (gestural, oral, pictorial, graphic, textual) Handout/Share Copy of Directions Model Directions Reread Directions Give Verbal Cues to Emphasize Main Ideas Allow for Student Choice (Ex: topic) Extend Time Handout/Share Copy of Board Notes	Give Additional Examples Post Visuals/Pictures Give Verbal Reminders Use Native Language Allow Oral or Signed Responses Allow Drawing, Labeling, or Pointing Responses Use Braille or Large Print Use Page Markers Give Frequent Breaks	Use Computer/Tablet Use Assistive Devices Group Students Intentionally Use Graphic Organizers Add Review Activities Adjust the Number of Problems/Exercises Provide an Adapted Text Provide Text at a Different Reading Level Create Differentiated Assignment/ Assessment

LESSON DELIVERY
	Timeline	What will the teacher do?	What will the students do?
Introduction Make meaningful connections between lesson content and background knowledge, prior learning, real world. Check for Understanding:Assess prior knowledge/understanding of a topic
Share Objectives with Students(Written/Oral)
Step by Step Sequence State detailed lesson procedures in sequential order incorporatingdifferentiationfrom above and assessment of all objectives. Check for Understanding: Assess students' progress toward objectives during the lesson
Cognitive Closure/ Student Reflection Check for Understanding: Assess students' attainment of objectives
Homework or Home Connection
Transition at the end of the lesson

\fLI ELEMENTARY AND SECO DARY EDUCATION