Lesson Plan Preparation
Lesson plans require careful planning. To create a meaningful and relevant learning experience for students, teachers must consider the standards and learning objectives, the needs of the students, effective methods and strategies, and appropriate assessment strategies.
Based on your discussion and collaboration with your mentor teacher during your first field experience, incorporate his or her feedback to create a lesson plan for your content area.
For this benchmark, you will use the "COE Lesson Plan Template" to create a cross-disciplinary humanities content area lesson plan, aligned to your state standards.
Be specific when including the following:
Theme and description in the Lesson Summary and Focus section
State standards, across content areas, that support the theme of the lesson and unit in the National/State Learning Standards section
Strategies to develop cross-disciplinary skills, encourage inquiry, and engage students in applying the central concepts within social studies, ELA, and the arts in the Multiple Means of Engagement section
Resources, materials, technology to guide students to access, interpret, evaluate, and apply information in social studies, ELA, and the arts in the Resources, Materials, Equipment, and Technology section
With the approval of your mentor teacher, implement this lesson in Clinical Field Experience C.
In addition, write a 250 word reflection on the process of creating a humanities content area lesson plan. Include in your reflection:
How you integrated feedback from your mentor teacher.
Explanation of your collaboration with the librarian or media specialist.
Who else, either at the school site or in the community, might you be able to collaborate with in developing this lesson?
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd in Secondary Education-STEM ITL/NITL
2.1: Apply content knowledge by engaging students in diverse perspectives that question and challenge assumptions and approaches in order to master content and foster metacognition, innovation, and problem solving. [InTASC 4(b), 4(c), 4(d), 4(p), 4(r), 5(d), 5(g), 5(m), 5(o), 8(f), 8(j); ISTE-T 1a; MC2]
3.6: Plan collaboratively with colleagues and other professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate effective learning experiences to meet unique learning needs. [InTASC 2(f), 6(h), 6(p), 7(e), 7(m), 7(o), 8(p), 9(c), 10(a), 10(b); MC1]
3.7: Guide students in using a range of technology tools to access, interpret, evaluate, and apply information in content area. [InTASC 6(i), 7(k), 8(g), 8(n), 8(o), 8(r); ISTE-T 3d]
MEd in Secondary Education-STEM (Nevada)
2.1: Apply content knowledge by engaging students in diverse perspectives that question and challenge assumptions and approaches in order to master content and foster metacognition, innovation, and problem solving. [InTASC 4(b), 4(c), 4(d), 4(p), 4(r), 5(d), 5(g), 5(m), 5(o), 8(f), 8(j); ISTE-T 1a; MC2]
3.6: Plan collaboratively with colleagues and other professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate effective learning experiences to meet unique learning needs. [InTASC 2(f), 6(h), 6(p), 7(e), 7(m), 7(o), 8(p), 9(c), 10(a), 10(b); MC1]
3.7: Guide students in using a range of technology tools to access, interpret, evaluate, and apply information in content
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Introduction to Humanities
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. This lesson plan is an attempt to create a fun learning environment with the use of interactive lessons and open discussion with peers. The skills that are being taught are about how to be creative and how to be receptive of knowledge related to humanities. This lesson focuses on inspiring students to be more curious and interested about the achievements and passions of humans through history.
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. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.Learning humanities is fun, while teaching it is challenging, because students are interested in various topics. Luckily, topics in humanities offer a wide array of information that can inspire students to learn and discover about art and learn more about human endeavors around the globe. In the Online Learning System, or Flexible Learning Code, synchronous activities and lessons can be useful in order to engage students, and grab their attention towards the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety. The aim of social studies is the promotion of civic competence—the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. By making civic competence a central aim, NCSS emphasizes the importance of educating students who are committed to the ideas and values of democracy. Civic competence rests on this commitment to democratic values, and requires that citizens have the ability to use their knowledge about their community, nation, and world; to apply inquiry processes; and to employ skills of data collection and analysis, collaboration, decision-making, and problem-solving. Young people who are knowledgeable, skillful, and committed to democracy are necessary to sustaining and improving our democratic way of life, and participating as members of a global community.
/standards/national-curriculum-standards-social-studies-executive-summaryPersonal skills Personal skills are defined by reference to the effects on the individual’s capacity (mental, social etc.). This detailed field covers personal skills programmes not included in 0011 ‘Basic programmes and qualifications’ or 0021 ‘Literacy and numeracy’, giving key competencies and transferable skills. Programmes and qualifications with the following main content are classified here:
Argumentation and presentation
Assertiveness training
Communication skills
Co-operation
Development of behavioural capacities
Development of mental skills
Job-seeking programmes
Parenting courses
Public speaking
Self-esteem skills
Social competence
Time management
http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-fields-of-education-and-training-2013-detailed-field-descriptions-2015-en.pdf
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
* Who is the audience
* What action verb will be measured during instruction/assessment
* What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
When asked about significant events about history, students will be able to identify specific situations which has a significant influence on the course of history.
When probed about certain cultural practices, students can answer many forms of cultural heritage and activities, including spiritual, social, and contemporary approaches.Students can formulate their own drama, or play, of hypothetical cultural situations with the use of props, dialogue, and setting.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Culture
Humanities
Arts
Society
Institutions
HistoryThese terms are integrated in every humanities lesson, because these concepts naturally arise out of students’ curiosities. These certain ideas create the foundation of the study of humanities, and it can be taught by providing the epistemology and definition. After this, it is important to follow up the concept with an activity, such as role playing, or practical artwork making, in order to reinforce their learning, and at the same time, let students explore their own creativity. Students can learn best when they experience the lessons for themselves, in the case of humanities subject, it can be in the form of exposure to museums, watching educational and historical films, and reading plenty of literature including poetry and literary pieces such as novels and classical plays.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
https://sharemylesson.com/collections/arts-and-humanities-lesson-plans
https://sharemylesson.com/collections/arts-and-humanities-lesson-plans#arts-and-humanities-visual-art-and-graphic-novels-comic-bookshttps://sharemylesson.com/collections/ar...