Introduction

Lesson Plan

Introduction I have 1) practiced using the format from Gronlund in //Writing Instructional Objectives for Teaching Assessment// and 2) included a Behavioral/Performance objective. The components suggested by Gronlund include both a general instructional objective and a list of specific learning outcomes. The components for the objectives are : Given or Condition, Behavior, Performance, and Learning, or Content.

Goals and Objectives

1.  Enrich students’ opportunities to demonstrate what they know.

1.1 Explain summative performance tasks at the beginning of the unit. (See attached sheets for Formative Assessment and Summative Assessments.) Each student receives a handout with exit slips and choices for his/her Project. 1.2 Plan diagnostic assessments to gain insights into students’ previous knowledge and streamline instruction. 1.3 Use various formative assessments during the instruction including “exit slips” and written comments (feedback), observation, self assessments, peer assessments, and class discussions.

Behavioral/ Performance Objectives

a. (Given or condition) Given the opportunity to instruct a unit of study on a nonfiction selection, “Two Lands, One Heart” by Jeremy Schmidt, (Behavior) the teacher will explain the summative performance tasks at the beginning of the unit, plan a diagnostic assessment of students’ knowledge about the novel, use “exit slips”, small group discussions, class discussions and written feedback on the “exit slips” during the course of study as observed through lesson plans, administrative observation, and photographs. ( Teacher Performance) At the end of two weeks, the students will demonstrate (Student performance) comprehension of the nonfiction selection through products created by the students, and answering a sample of questions from the book on a pencil and paper test. (Learning or Content) The teacher will be demonstrating her knowledge of enrichment opportunities in diagnostic, formative, and summative assessment.

2. Applies knowledge of Writing Instructional Objectives for Teaching and Assessment by Norman E. Gronlund, Chapters 1 and 2. 2.1 Communicates instructional intent by writing general instructional objectives. 2.2 Uses specific learning outcomes in lesson planning 2.3 Avoids confusing instructional intent with the “type of performance students are expected to demonstrate”. 2.4 Demonstrates knowledge of correct verb usage when writing the specific learning outcomes.

(Given) Applying the knowledge (Content) of Writing Instructional Objectives for Teaching and Assessment by Norman E. Gronlund (Behavior) the teacher will communicate instructional intent by writing general and specific learning outcomes (Performance) as a summative assessment.

3.1 Explains the expectations or qualities of writing at the beginning of the unit. 3.2 Share anchor papers that include “poor” and and exceptionally” written paper. (See English book, page And Reading books, pages 370-371.

3.3 Require students to edit and revise using a checklist or a rubric.

3.4 Edit the students’ papers and provide the opportunity to revise and improve writing before a grade is applied.

Given the opportunity to demonstrate comprehension of the use of student self assessment in writing, the teacher will explain the expectations or qualities of writing at the beginning of the unit, share anchor papers, require students to self edit and review papers using a checklist or rubric and finally,edit the students’ papers and provide them a chance to improve the final grade. 4. Apply knowledge about “Gardner’s Revised Taxonomy” in conjuction with “Gardner’s Eight Intelligences”, and offer students choice in how they will show what they have learned. 4.1 Use questions and discussions to determine what is “working” with the class. 4.2 Provide a list of products students can create to demonstrate learning. 4.3 Demonstrate the “Revised Bloom’s Taxonomy” (Anderson’s) in planning questions for discussions and summative assessments. 4.4 Interpret data in the “Revised Bloom’s Taxonomy” and “Gardner’s Eight Intelligences” in formulating a list of products students may use while demonstrativing learning.