28 May Using your class profile, the theme from Topic 1, and the COE Lesson Plan Template,? design an integrated social studies lesson plan that incorporates English language arts and th
Using your class profile, the theme from Topic 1, and the “COE Lesson Plan Template,” design an integrated social studies lesson plan that incorporates English language arts and the creative arts (music, theater, dance, or visual arts). You can use the same standards you selected in Topic 1 or choose new standards for this assignment.
Part 1: Lesson Plan Preparation
Lesson Summary: A brief summary of the lesson that identifies the central focus based on the content skills you are teaching.
Classroom Factors: Describe the student demographics and classroom environment, including students with exceptionalities. Discuss how these factors affect planning, teaching, and assessing students. This information will inform the differentiation of the lesson.
State/National Standards: Using the selected class profile, list the targeted social studies, ELA, and art early childhood standards or content standards the lesson will be supporting. These may be the same standards used in the Topic 1 assignment, or new standards.
Specific Learning Targets/Objectives: Social studies, ELA, and art objectives aligned with the selected early childhood standards or content standards.
Academic Language: Key terms for the lessons (this often becomes the vocabulary used throughout the lesson) and strategies for teaching the terms and allowing students time to practice.
Resources, Materials, Equipment, and Technology needed for this lesson.
Part 2: Instructional Planning
Anticipatory Set: Explain how you will introduce the lesson and activate prior knowledge to trigger students’ curiosity and engagement in the lesson.
Multiple Means of Representation: Explain how the content will be presented in various ways and differentiated for students from the class profile.
Multiple Means of Engagement: Describe the engagement strategies and how they will allow students to explore, practice, and apply the skills needed to meet the social studies, ELA, and art objectives.
Multiple Means of Expression: Explain the formative and summative assessments that will be used to monitor student progress and modify instruction.
Extension/Homework: Identify extension activities or homework and explain how the tasks support the learning objectives as well as help students generalize learning outside of the classroom.
Support your work with 2-3 scholarly resources.
© 2023-2024 Grand Canyon University. All Rights Reserved.
Class Profile – 3rd Grade
S tu
d en
t N
a m
e
E n
g li
sh
L a n
g u
a g e
L ea
rn er
S o ci
o ec
o n
o m
ic
S ta
tu s
H o m
e
L a n
g u
a g e
IE P
5 0 4 P
la n
R ea
d in
g
P ro
fi ci
en cy
L ev
el (
L ex
il e)
M a th
P ro
fi ci
en cy
L ev
el
O th
er
P a re
n ta
l
In v o lv
em en
t
In te
rn et
A v a il
a b
le
a t
H o m
e
Aaron 4 Low Spanish No No 450-500 Grade
level
Stepfather and
biological
mother
Yes
Aiden N/A Low English
SLI: Sees speech
pathologist 2
times a week, 15
minutes each
No 525-630 Grade
level
Struggles to
self-regulate
emotions.
Biological
mother.
Biological
father lives out
of state.
Yes
Christian 3 Low Spanish No No 450-500 Grade
level
Biological
father.
Biological
mother in the
military.
Yes
Cordarrell N/A High English SLD: Dyslexia 545-600 Grade
level
Biological
father.
Biological
mother travels a
lot for work.
Yes
Derek 4 Low Spanish No No 760-800
Below
grade
level
On list for
gifted testing
for reading.
Both biological
parents Yes
© 2023-2024 Grand Canyon University. All Rights Reserved.
S tu
d en
t N
a m
e
E n
g li
sh
L a n
g u
a g e
L ea
rn er
S o ci
o ec
o n
o m
ic
S ta
tu s
H o m
e
L a n
g u
a g e
IE P
5 0 4 P
la n
R ea
d in
g
P ro
fi ci
en cy
L ev
el (
L ex
il e)
M a th
P ro
fi ci
en cy
L ev
el
O th
er
P a re
n ta
l
In v o lv
em en
t
In te
rn et
A v a il
a b
le
a t
H o m
e
Dereon N/A Low English OHI; ADHD No 610-750
Below
grade
level
Biological
mother. Father
lives out of
state.
Yes
Dulce 5 Low Spanish No No 545-600 Grade
level
Biological
father.
Biological
mother’s work
schedule does
not allow for
much
volunteering.
Yes
Eveyln N/A Low English No No 415-550 Grade
level
Biological
mother.
Biological
father does not
have any
custody rights.
Yes
Isabelle N/A Low English No No 810-950 Grade
level
Gifted in
reading
Biological
father.
Biological
mother does not
have any
custody rights.
Yes
Jennifer 4 Low Spanish No No 610-750 Grade
level
Stepfather and
biological
mother
Yes
Jose 4 Low Spanish No No 415-550 Grade
level
Both biological
parents Yes
© 2023-2024 Grand Canyon University. All Rights Reserved.
S tu
d en
t N
a m
e
E n
g li
sh
L a n
g u
a g e
L ea
rn er
S o ci
o ec
o n
o m
ic
S ta
tu s
H o m
e
L a n
g u
a g e
IE P
5 0 4 P
la n
R ea
d in
g
P ro
fi ci
en cy
L ev
el (
L ex
il e)
M a th
P ro
fi ci
en cy
L ev
el
O th
er
P a re
n ta
l
In v o lv
em en
t
In te
rn et
A v a il
a b
le
a t
H o m
e
Kimberly B. N/A Low English No No 810-950 Grade
level
Neither. Lives
with maternal
grandparents.
Yes
Kimberly
M. N/A Low English
SLI; verbal stutter
and sounds. Sees
speech
pathologists 4
times a week, 15
minutes each
No 450-500 Grade
level
Biological
father and
stepmother
Yes
Leo 3 Low Spanish No No 525-630 Grade
level
Very shy and
withdrawn.
Neither. In
foster care. Yes
Lexis 5 Low Spanish OHI; ADHD No 760-800
Below
grade
level
Biological
father. In
process of
divorce. Mother
has limited
custody as of
now.
No
Luis N/A Low English No No 810-950
Above
grade
level
Gifted in
reading and
math
Stepfather and
biological
mother
Yes
Marshall N/A Low English No No 545-600 Grade
level
Neither. Lives
with paternal
grandparents
No
Martin 3 Low Spanish No No 610-750
Below
grade
level
Stepmother and
biological father Yes
Matthew N/A Low English Hearing
impairment No 610-750
Grade
level
Both biological
parents Yes
© 2023-2024 Grand Canyon University. All Rights Reserved.
S tu
d en
t N
a m
e
E n
g li
sh
L a n
g u
a g e
L ea
rn er
S o ci
o ec
o n
o m
ic
S ta
tu s
H o m
e
L a n
g u
a g e
IE P
5 0 4 P
la n
R ea
d in
g
P ro
fi ci
en cy
L ev
el (
L ex
il e)
M a th
P ro
fi ci
en cy
L ev
el
O th
er
P a re
n ta
l
In v o lv
em en
t
In te
rn et
A v a il
a b
le
a t
H o m
e
Natasha 3 Low Spanish No No 415-550 Grade
level
Biological
father and
stepmother
Yes
Olyvia N/A Low English No No 545-600 Grade
level
Adoptive
parents Yes
Robert C. N/A Low English ED: ODD No 415-550 Grade
level
Provide a
“quiet” place
in the
classroom to
use when a
cool down is
needed.
Neither. In
foster care; in
the process of
adoption.
Yes
Robert L. N/A Low English No Vertigo and
migraines 325-420
Below
grade
level
Retained in
kindergarten;
limited
progress.
Often needs
to go to the
nurse to lie
down.
Both biological
parents No
Vincent 3 Low Spanish No No 525-630 Grade
level
Both biological
parents Yes
Viri 2 Low Spanish No No 760-800 Grade
level
On list for
gifted testing
for reading
Stepmother and
biological
father
Yes
© 2023-2024 Grand Canyon University. All Rights Reserved.
S tu
d en
t N
a m
e
E n
g li
sh
L a n
g u
a g e
L ea
rn er
S o ci
o ec
o n
o m
ic
S ta
tu s
H o m
e
L a n
g u
a g e
IE P
5 0 4 P
la n
R ea
d in
g
P ro
fi ci
en cy
L ev
el (
L ex
il e)
M a th
P ro
fi ci
en cy
L ev
el
O th
er
P a re
n ta
l
In v o lv
em en
t
In te
rn et
A v a il
a b
le
a t
H o m
e
Yara N/A Low English No
Trauma;
difficulty with
maintaining
peer
relationships,
depression, and
self-
confidence.
810-950 Grade
level
Lacks
motivation;
death of
mother last
year. Loves
to be alone
and read.
Biological
father. Mother
has passed
away.
Yes
ELL Levels Scored as:
1 Pre-emergent
2 Emergent
3 Basic
4 Intermediate
5 Proficient
Grade Reader Measures; Lexile
1 120L – 295L
2 170L – 545L
3 415L – 760L
4 635L – 950L
5 770L – 1080L
6 855L – 1165L
7 925L – 1235L
8 985L – 1295L
9 1040L – 1350L
10 1085L – 1400L
11/12 1130L – 1440L
© 2023-2024 Grand Canyon University. All Rights Reserved.
Special Education Key Terms
Acronym/Identification Details Category
504 Plan Plan for students with mental or physical
impairments that presents limitations,
including learning, but not significant enough
to qualify for an IEP. Includes
accommodations.
ADHD Attention deficit hyperactivity disorder is when
an individual has difficulty with focus,
attention to detail, task completion, and/or
controlling impulsive behaviors.
OHI; IEP or 504 Plan based on the
severity of influence on academics
APD Auditory processing disorder is when an
individual has difficulty with how the brain
processes what they hear.
SLD; IEP or 504 Plan based on the
severity of influence on academics
ASD Autism spectrum disorder is a
neurodevelopmental disorder that impairs the
ability to communicate and interact with
others. It also includes restricted repetitive
behaviors, interests, and activities.
IEP
Deaf-Blindness Deaf-Blindness is when an individual has a
hearing and visual impairment. It affects
communication and learning.
IEP
Deafness Deafness is a hearing impairment so severe
that a person is impaired in processing
linguistic information through hearing, with or
without amplification, that adversely affects
educational performance.
504 Plan or IEP based on the severity of
influence on academics
Dyscalculia Dyscalculia is when an individual has
difficulty understanding numbers and math
facts.
SLD; IEP
© 2023-2024 Grand Canyon University. All Rights Reserved.
Dysgraphia Dysgraphia is when an individual has
difficulty with handwriting and fine motor
skills.
SLD; IEP
Dyslexia Dyslexia is when an individual has difficulty
with reading and language. Affects fluency,
comprehension, decoding, writing, and
spelling.
SLD; IEP
Dyspraxia Dyspraxia is when an individual has difficulty
with muscle control and coordination.
SLD; IEP or 504 Plan based on the
severity of influence on academics
ED Emotional disturbance includes various
conditions that adversely affect educational
performance (e.g., anxiety, depression, ODD,
bipolar, OCD, eating disorders, psychotic
disorders).
504 Plan or IEP based on the severity of
influence on academics
Executive Functioning Executive functioning is when an individual
has difficulty organizing and managing tasks,
time management, and remembering details.
504 Plan
Hearing Impairment Hearing impairment is when an individual has
any fluctuating or permanent impairment in
hearing that adversely affects educational
performance. May require the use of assistive
technology or hearing devices.
504 Plan or IEP based on the severity of
influence on academics
IEP Individual Education Plan includes
modifications. Legal document that provides
support and services to students to make
academic progress.
Intellectual Disability Intellectual disability is when an individual has
subaverage general intellectual functioning
concurrent with deficits in adaptive behaviors
and manifested during the developmental
period that adversely affects educational
performance.
IEP
Language Processing
Disorder
Language processing disorder is when an
individual has difficulty associating a meaning
with sounds.
SLD; IEP
© 2023-2024 Grand Canyon University. All Rights Reserved.
SLD Specific learning disability is a disorder in one
or more of the basic psychological processes
involved in understanding spoken or written
language and may present itself as an
imperfect ability to listen, think, speak, read,
write, spell, or do mathematical computations.
IEP
Multiple Disabilities Multiple disabilities are simultaneous
impairments (such as intellectual disability-
blindness, intellectual disability-orthopedic
impairment, etc.), the combination of which
causes such severe educational needs that they
cannot be accommodated in a special
education program solely for one of the
impairments.
IEP
OCD Obsessive compulsive disorder is when an
individual has repetitive behaviors, over-
thinking, and/or anxiety.
ED; IEP or 504 Plan based on the
severity of influence on academics
ODD Oppositional defiant disorder is when an
individual has negative thinking, is defiant of
others’ requests, refuses to follow directions,
and is aggressive.
ED; IEP or 504 Plan based on the
severity of influence on academics
OHI Other health impairment means an individual
has limited strength, vitality, or alertness due
to a chronic or acute health problem that
adversely affects educational performance
(e.g., asthma, epilepsy, diabetes, Tourette
syndrome, lead poisoning, leukemia, rheumatic
fever, sickle cell anemia, hemophilia, ADHD,
heart conditions).
IEP
Orthopedic Impairment Orthopedic impairment is a severe bone, joint,
or muscle-related disability so severe that it
negatively affects educational performance.
The term includes impairments caused by a
congenital anomaly, impairments caused by
disease (e.g., poliomyelitis, bone tuberculosis),
and impairments from other causes.
504 Plan or IEP based on the severity of
influence on academics
© 2023-2024 Grand Canyon University. All Rights Reserved.
SLI Speech or language impairment is when an
individual has a communication disorder such
as stuttering, impaired articulation, or a
language or voice impairment that adversely
affects educational performance.
OHI or LD based on the severity of
influence on academics
TBI Traumatic brain injury is when an individual
has acquired an injury to the brain caused by
external physical force that significantly
affects functionality and impairs one or more
areas such as cognition, language, memory,
attention, reasoning, abstract thinking,
judgment, problem-solving, sensory,
perceptual, motor abilities, psychosocial
behavior, physical functions, information
processing, and/or speech.
IEP
Visual Impairment
Including Blindness
Visual impairment including blindness means
that even with correction, vision adversely
affects educational performance. This includes
partially signed, low vision, legally blind, and
totally blind.
IEP
,
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
|
Teacher Candidate Name: |
|
|
Grade Level:
|
|
|
Date: |
|
|
Unit/Subject: |
|
|
Instructional Plan Title: |
|
|
Lesson Summary and Focus: |
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. |
|
Classroom and Student Factors/Grouping: |
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students Our website has a team of professional writers who can help you write any of your homework. They will write your papers from scratch. We also have a team of editors just to make sure all papers are of HIGH QUALITY & PLAGIARISM FREE. To make an Order you only need to click Ask A Question and we will direct you to our Order Page at WriteDemy. Then fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline. Fill in all the assignment paper details that are required in the order form with the standard information being the page count, deadline, academic level and type of paper. It is advisable to have this information at hand so that you can quickly fill in the necessary information needed in the form for the essay writer to be immediately assigned to your writing project. Make payment for the custom essay order to enable us to assign a suitable writer to your order. Payments are made through Paypal on a secured billing page. Finally, sit back and relax. About WridemyWe are a professional paper writing website. If you have searched a question and bumped into our website just know you are in the right place to get help in your coursework. We offer HIGH QUALITY & PLAGIARISM FREE Papers. How It WorksTo make an Order you only need to click on “Place Order” and we will direct you to our Order Page. Fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline. Are there Discounts?All new clients are eligible for 20% off in their first Order. Our payment method is safe and secure. Hire a tutor today CLICK HERE to make your first order |