Phase 3

1. Assessing Prior Knowledge-  The assessing prior knowledge that I used was ABC's jumprope game. All my students pretty much knew their ABC's fairly well so that was good. However, if it was material that they did not know, I would asses them by giving them something so that I could see how much they do and do not know about the current subject we are going to learn about. 
2. Planning Instruction- I think I pretty much did a good job on planning. Everything went smoothly and I was well prepared for my lesson. It all turned out great. 
3. Designing Instruction- I think that I could have maybe used a little more instruction on what was to be done. Such as how to write a good complete sentence and using verbs and nouns in their sentences to make them better. 
4. Planning Assessment- Planning the assessment was not very difficult. Because we are working with a special needs class we can not really grade them how we would a regular class. But I think it went good with the assessment I provided. 
5. Instructional Decisions/Teaching- I think the teaching went well overall. All the students seem to grasp the concept and understand what was going on and also what needed to be done. 
6. Assessment of Learning- I think a lot of learning was being done in the classroom the whole presentation. 

Phase 2

1. Instructional Decisions/Teaching:
My lesson plan was already for special need students so I worked around them and what they were capable of doing. I do not believe that anything was too difficult for them to complete. Everything was in their level of learning and knowledge. I believe that all my students were successful in learning and understanding the material that was being taught. I received very good comments from all my students and how they truly enjoyed my lesson. So overall I believe that my lesson was a success for all learners. 

Lesson Plan Survey: "Big Book"

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• Assesment
• Individualized Needs
• Content
• Preparation

PHASE 1

1. Assessing Prior Knowledge: If you were teaching this with the targeted grade level students

·       How would prior experience have been assessed

I would have the students answer questions for class discussion to see what they know about using a computer and how comfortable they are with using one. I would also have them type something up for me. That will show me where my students stand.

·       What would be the implications for instructional planning and assessment based on the activities you chose to do for assessing prior knowledge

The results from the finalized book would show me where my students stand and if they have grasped the concept. It will show me if the students understood what was going on and if they were interested in the lesson plan as a whole.

2. Plans Instruction: Discuss how your goals, objectives and outcomes are

·       Clearly stated

My objectives are clearly stated in my lesson plan. I have stated what I believe my students should be able to accomplish at the end of the lesson plan and the book they are going to create as a class. My goals are that they understand the importance of reading and grammar.

·       Appropriate for students

I believe that my lesson plan is appropriate for students. They are doing what students should be doing. The book they are creating as well will be appropriate for all types of learners and subject areas in the classroom and multicultural.

·       Align to state standards

The standards that I aligned with the lesson plan were from the Arizona State Standards.

3. Designing Instruction: Discuss how your instructional design

·       Is contextually and logically organized

To insure that my lesson plan is contextually and logically organized I used the NAU Lesson builder through task stream and using the Madeline Hunter lesson format.

·       Uses varied instructional methods that meet individual student needs and target higher order thinking skills

My lesson plan allows students to create their own page in a book. They are allowed to create it however they want as long as it meets what they are suppose to write about. They design and create it all on their own.

·       Integrates technology from a constructivist perspective

During my lesson plan students will be using computers and all the programs such as the Internet and word processing program to create their page in our classroom “Big Book Project.”

4. Planning Assessment: How will your assessment tools demonstrate?

·       The performance of linked goals and/or objectives

The students will all be graded on their individual page in the book and how they behaved each day. It is a special needs classroom.

·       Student engagement in higher order thinking

Students in my class will show me this with how they have all created their page for the book. I, as the teacher will be able to tell who worked on it very hard and tried and how did not.

·       Meeting individual student needs

I will look at their IEP goals and see if some of them have been met by looking back at their page and how well they worked throughout the whole process of making the book. 

Lesson Plan

http://www.remc11.k12.mi.us/bstpract/bstpract/146/146.pdf

Rubric

“The Big Book”

Rubric

 The following is the rubric used to score this project.

To Get an “A”

All sentences capitalized and have proper end punctuation No spelling errors Sentences make sense Worked cooperatively every day of the project

T o G e t a “B ”

All sentences capitalized and have proper end punctuation No spelling errors Sentences make sense Worked cooperatively every day, except one

T o G e t a “C ”

All sentences capitalized and have proper end punctuation No spelling errors Sentences make sense did not work cooperatively two or more days of the project

By using the five step writing process, along with the grammar/spell checker, all mistakes should have been fixed. It is imperative that all students cooperate in this project, so this counts heavily in the grading of this project. By emphasizing the concept of “quality work,” there is no need to have grades of “D” or “F.”

Students will also be required to complete a Portfolio Reflection Sheet