Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Pre-assessment and lesson plan for literacy
To complete this field experience, set aside at least 4 hours in the field.
Mini-Lesson Plan – Part 1
Complete the ELA Mini-Lesson Plan template using the information from the Clinical Field Experience B pre-assessment. For the mini-lesson, use the book you chose in Topic 2. This mini-lesson plan will be given to a selected group of pupils in order to supplement education in order to meet the standards.
The following items should be included in your mini-lesson.
Grade level, ELA standards, learning objectives, and a summary of the current unit being studied in the field experience class
A book that can be used to design ELA exercises for the pupils who have been identified.
Students are encouraged to use their listening, speaking, and writing abilities, as well as their personal ideas, when interpreting readings.
A description of the ELA learning activity in 100-150 words that is closely related to the data from the pre-assessment
Clinical Field Experience D will prepare and conduct a formative assessment.
Part 2: Putting the Mini-Lesson Plan into Action
Share the method for developing the “ELA Mini-Lesson Plan” with your classmates, as well as how you would help Randy, Billy Bob, and Morris with their strengths and weaknesses. If you’ve been given permission, teach the mini-lesson plan to a small number of students. Ensure that you are answering your students’ questions, asking questions that promote critical thinking and problem solving, and observing each student’s understanding during the class. (To determine understanding, formative tests may be required before, during, and after the lesson.) Make sure you answer all of the form’s questions.
Part 3: Afterthoughts
Summarize and reflect on the merits and weaknesses of your lesson plan, as well as lesson delivery, in 250-500 words. Determine the successes and areas for improvement in your lesson plan delivery. What, if any, accommodations would you make during testing to accommodate the needs of different students? Make sure to clarify how you plan to apply your results in your professional activity in the future.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Pre-assessment and lesson plan for literacy |
Pre-assessment and lesson plan for literacy