Lesson Plan Template for Transition to Teaching (Revised April 2021) (Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.) Name: Laura McLaughlin Knowledge of Learning Environment and Classroom Demographics Describe the classroom context (i.e., socio-economic status, medical conditions, language, rural/urban/suburban, diversity, environment, etc.): The class is mostly middle class, primary English speakers and have been identified as Gifted based on the state and district’s criteria for academic giftedness. There are a few non-white students in each class and a few students who are more well-traveled than average as a result of military relocations. Subject Area: Gifted Grade Level: 8 Time Needed for Lesson: 1-2 class period (40-60 minutes) Kansas or National Content Area Standards Addressed Common Core Technical Career Standards: State Content Standard (Link to look up various standards) 10. Plan education and career path aligned to personal goals. Common Core Technical Career Standards Integrated Within Content 1. Act as a responsible and contributing citizen and employee. Standards (other standards in the same content 2. Apply appropriate academic and technical skills area) 3. Attend to personal health and financial well-being. 4. Communicate clearly, effectively and with reason 5. Consider the environmental, social and economic impacts of decisions. 7. Employ valid and reliable research strategies 11. Use technology to enhance productivity. Integrated Across Content Standards (Link to look up various standards) SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. SL.8.7 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. SL.8.8 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several Revised gga 4/28/21 Lesson Plan Template for Transition to Teaching (Revised April 2021) (Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.) Technology Standard (ISTE Standards for Students) Describe a learning theory/method that guides the planning process. Provide a brief description of the theory/method, how it will be implemented, and a rationale for its use. (Overview of Learning Theories) (Lists of Learning Theories) (Link to Instructional Models) (Link to Instructional Strategies List) sources and generating additional related, focused questions that allow for multiple avenues of exploration. 1.1a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes. Learning Theory/Method The learning theory guiding my planning process is Social Constructivism. In this theory, collaborative learning is facilitated and guided by the teacher. Motivation is intrinsic and extrinsic as students are often socially aware, wanting to know themselves and their places in their setting. Learning goals and motives are determined both by learners and extrinsic rewards are provided by the knowledge community. This is the appropriate learning theory for a unit in a gifted class because the class forms a knowledge community. The students are often both intrinsically and extrinsically motivated and learn extensively from one another with facilitation from the teacher. Group work is encouraged as students with giftedness tend to process themselves and the world around them extensively, learning from their peers at times as they tend to respect the knowledge that is provided and validated by others. Learning Objective(s)/Goal(s) of the Lesson: Write one-sentence each for After completing this lesson, students will be able to construct learning objectives/goals in a high school educational plan that is appropriate to their ABCD format. , Link to Bloom’s future goals. Taxonomy Info Audience (A), Behavior (B), Con dition (C), and Degree of Mastery (D) After completing this lesson, students will be able to compare and explain the specific differences between three potential future careers to include post-secondary education requirements, job risks, potential income, job demand, etc. After completing this lesson, students will be able to compare and explain the specific differences between three potential colleges or universities they might choose to accomplish the education requirements to reach their career goals. After completing this lesson, students will have created a template for their own employment resume and activity resume and have the ability to update it in the future. Revised gga 4/28/21 Lesson Plan Template for Transition to Teaching (Revised April 2021) (Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.) After completing this lesson, students will be able to present a comparison of their college and career information to the class using a clear and informative method. Identify and describe all assessments: e.g. the interest inventory, pre- (diagnostic), formative, and summative (post) assessments. Include informal and formal assessments. Include any rubrics or scoring guides to be used to assess student work or products. (Think: How will you know that students have achieved the learning goals?) (Types of Assessments) Assessments Diagnostic assessment: Students will be asked to define high school and college vocabulary on a Padlet. Formative assessment: Students will research and complete graphic organizers about three potential careers and three potential colleges, universities, or trade schools. Summative assessments: Students will complete both an employment resume and an activities resume that they can update in the future. After completing their research into potential colleges and careers, students will use their newly acquired knowledge to create and deliver a presentation to the class. Describe what the students should know prior to this lesson; include prior knowledge and anticipated common misconceptions. Prerequisite Knowledge Students will need a realistic view of their academic standing and career interests in addition to a preference about how far from home they are willing to travel for education and career. Students will need to have an awareness of high school credits, graduation requirements, and career clusters. Common misconceptions: -Eighth graders often don’t grasp college opportunities outside of the Division I state schools. Most have never left their hometown for more than a short vacation and it doesn’t occur to them that there are more opportunities outside of the local area. (This is contrasted by our military-connected students who see the whole world as an opportunity and are sometimes willing to share that experience with the class.) -Some eighth-graders are unfamiliar with career options outside of what they regularly see in their community and among their family. Key Content Vocabulary and Teaching Strategy Revised gga 4/28/21 Lesson Plan Template for Transition to Teaching (Revised April 2021) (Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.) Include important content vocabulary terms and definitions utilized in this lesson. Describe content literacy strategies that will be used to help students learn them. Students will be asked to define high school and college vocabulary on a Padlet. Unit of Credit/Credit Hour - This unit is the measure of school credit. With successful completion of work in each subject, each semester ½ unit of credit is granted. The term credit hour is also used in college, but they are counted differently. Graduation Requirements - the number of credits required under the Board of Education policy in each subject area to earn a diploma. This is the bare minimum required to graduate and may not get you into the college of your choice. Kansas Scholars Curriculum Requirements - the higher requirements to aim for as a college-bound student. It adds just a little more to the basic graduation requirements like an extra math credit, more specific science credits and world language requirements. Prerequisite - a course which must be successfully completed before taking certain other courses Advanced Placement (AP) Class - Modeled on a comparable college-level class and concludes with a college-level exam. Most colleges and universities accept successful AP exam scores for credit or advanced placement. Concurrent Credit - when a student takes courses at DHS and credit is received from both DHS and Wichita Tech or Newman. Dual Credit - a student takes courses at a college while enrolled at DHS and receives HS credit. (This is a little more complicated than concurrent credit as it takes prior arrangements.) Career and Technical Education (CTE) Pathway - a sequence of courses within a student’s area of career interest. Pathways are designed to connect high school classes to college, industry certifications, and/or a career. Post-secondary Education - school after high school, for example: college, university or tech school. Revised gga 4/28/21 Lesson Plan Template for Transition to Teaching (Revised April 2021) (Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.) Materials Needed List the manipulatives, Prezi created for this lesson literature, technology, and Padlet created for this lesson other materials needed to Chromebooks enhance instruction and Link to shared Padlet student learning in the lesson. Three copies of the Career Graphic Organizer Three copies of the College Graphic Organizer Rubric for Presentation Canvas module with all the links mentioned in the lesson Selected Strategies Used in Classroom Management and Engagement: Describe the strategies I will solicit responses from students using Padlet during the implemented to keep students diagnostic assessment. on task and actively engaged. (Examples of Active Engagement I will create an engaging and interactive presentation using Strategies) Prezi. I will solicit responses from the students during the presentation. During the formative assessment, I will interact with the students at their seat to answer questions and assist with their research. During the summative assessment, students will create questions for the other students who are presenting. LESSON STRUCTURE AND PROCEDURES: Evidence-based Instructional Strategies Describe the instructional approach(s) you will take in implementing this plan. How will the students be engaged and motivated to learn? Include samples of experiences, questions or comments designed to: 1. Create interest; 2. Initiate the experience; and 3. Familiarize children with content-specific language and concepts. 4. Apply learning to new contexts “Today we are going to start a college and careers unit. We Engagement/Opening: Introduction, link to previous have explored it a little already because we needed to have learning, assessment of prior our Individual Plans of Study completed before we were done learning, etc. How will with our National History Day projects, but I feel like we students be focused on the really rushed through things, so first we will talk a little about lesson and motivated to high school to fill in anything we missed and then we are learn? going to take a deeper look into post-high school plans.” Revised gga 4/28/21 Lesson Plan Template for Transition to Teaching (Revised April 2021) (Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.) Learning Activities/Procedures: (include step-by-step of what the teacher will do and what the students will do, questions to be asked, examples, modeling, practice, cooperative learning activities, etc.) “Since this is a whole unit, I want to start by sharing our objectives: After completing this lesson, students will be able to construct a high school educational plan that is appropriate to their future goals. After completing this lesson, students will be able to compare and explain the specific differences between three potential future careers to include post-secondary education requirements, job risks, potential income, job demand, etc. After completing this lesson, students will be able to compare and explain the specific differences between three potential colleges or universities they might choose to accomplish the education requirements to reach their career goals. After completing this lesson, students will have created a template for their own employment resume and activity resume and have the ability to update it in the future. After completing this lesson, students will be able to present a comparison of their college and career information to the class using a clear and informative method. Let’s talk about high school vocabulary that we need to know before we start talking about college. Here’s where you need your computer. Go to the tab where you opened the Padlet. Make your best effort to define a couple of the words and connect your definition to the word you are defining.” [Students will define the words on the padlet.] I will highlight a few of the definitions the students wrote before returning to the correct definitions on the Prezi to make sure students understand all of this vocabulary. “Hopefully, this filled-in some of the gaps in our high school planning.” —------------------------------------------“Next let’s move on to career. I know you might be wondering why career is before college. If you don’t have an Revised gga 4/28/21 Lesson Plan Template for Transition to Teaching (Revised April 2021) (Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.) idea of what career you’re interested in, it’s hard to determine where to go to college.” “For this project, you will need to identify a minimum of three potential careers for this research project. Where do you start with that? - What did you learn from Xello? - What did you include on your Individual Plan of Study? - Still not sure? Try O*Net. This is an interest profiler, similar to what you did in Xello but done a little differently, so you might get more suggestions and a little different information if you are not yet sure what careers you want to explore. What will you need to know about these careers? You will fill out a graphic organizer about each career that includes: (read list from slide)” “Where do I find this career information?” - Xello - O*Net Online - Career Profiles - Salary.com (I will elaborate on each of these based on the slides and links.) —-----------------------------------------“Let’s move on to college. You will need to identify a minimum of three potential colleges for at least one of your career options.” “Where do you start? There are a lot of things to consider in choosing a college. What size of college interests you? Public? Private? Where is it located? Do you want to move to the coast? Do you want to stay close to home? Does the college that interests you have the major you need? (Ad lib example about my two career interests that weren’t covered at the same schools.) What’s the graduation rate? How much does it cost? How much financial aid do they offer? These are tough questions. This link is to a blog post that helps explain how to consider each of these factors. I know that some of you will read every word, some will scan it and some of you won’t read it, but that information is there if you Revised gga 4/28/21 Lesson Plan Template for Transition to Teaching (Revised April 2021) (Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.) want some help with these questions and of course, I am happy to discuss it with you.” “Where do I find information on colleges and universities?” -US News and World Report - College Board - The website of each college or university (I will elaborate on each of these based on the slides and links.) —----------------------------------------------------“Let’s talk about resumes. We are going to create two types of resumes for two different purposes. We want to start these resumes so you have a document that you can add to and edit as you need it through high school. First is an employment resume or just a ‘resume.’ The goal and overall purpose of a resume is to introduce your qualifications and skills to employers.” [Show sample resume] Explain that although the students have little or no employment experience, they can highlight their skills on their resume. It’s just a place to start and they can add things to it in the future. “The second resume we are going to create is a high school resume. The goal of an activities resume is to highlight your strengths and inform colleges or scholarship committees about your accomplishments and special talents. This is what high school students send to me when they ask me to write a letter of recommendation for a scholarship or for a sorority or a fraternity.” [Show sample resume and point out how activities and honors are categorized.] “Your activities resume will probably be easier for you to start and some of the items on both of your resumes may be the same. Right now, you will just create your activities resume based on what you have done in middle school. As you get a couple of years into high school, most of your middle school activities will fall off of your activity resume.” Revised gga 4/28/21 Lesson Plan Template for Transition to Teaching (Revised April 2021) (Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.) 1. Make a list of all of your activities. - summer activities - work experiences - sports achievements - volunteer experiences - community service - educational experiences 2. Arrange these activities in similar groups and list in order of importance or significance. 3. If an activity is unique or if its purpose is unclear, write a description. If you tackled any special projects or accomplish specific goals, describe the requirements of those projects. —-----------------------------“Finally, let's talk about your presentation. You will present to the class about the three careers and three colleges that you have chosen so everyone can learn from your research. You can present using Google Slides, Canva, Prezi or if you have another idea, ask me about it. In your presentation, you will share the information about all three colleges and careers that is asked for in your graphic organizer.” [Put presentation rubric on the board & walk through the rubric with the class.] Closure and Follow-Up: (include what you plan for a Recap the lesson objectives, application to new contexts, and assessment of learning. Describe a quick activity for review or for building on the lesson that deepens student understanding) (Examples of Closure Activities) “So, what did we cover today?” [Move back to the map page on the prezi.] Allow students to volunteer the answers… - high school vocabulary, better understand how to choose classes - compare 3 different careers - compare 3 different colleges - create an employment resume and an activities resume - present the college and careers information to the class so everyone can learn from our research “Where will you find resources for this research?” -In Canvas Revised gga 4/28/21 Lesson Plan Template for Transition to Teaching (Revised April 2021) (Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.) Differentiation/Accommodations/Modifications/Enrichment (Describe the strategies implemented to meet the needs of all learners. e.g. those that learn faster and those that learn at a slower rate or differently). For both the formative and summative assessments, Reteach: Include an alternate strategy to meet students will be working mostly independently. Due the learning goal/objective. to the small size of this class, I am able to work with them individually to help them with their research and their presentations. Enrichment: Include an alternate strategy to enhance and go beyond the learning goal/objective. Students could pair up to critique and improve each other’s resumes and presentations. We could also step beyond this and participate in practice interviews. Exceptionalities: Include an alternate strategy to accommodate/modify the lesson for a student with an identified learning disability. (Types of Disabilities) (Examples of I do not expect to have students with learning disabilities, but I am familiar with dual exceptionalities. strategies for teaching students with disabilities) If, for example, I have a gifted student who also has low vision or dyslexia, I can provide this assignment in large print or allow extended time to finish the written assignment. Also, this book is available in an audio format that they may use. Should a student have an orthopedic impairment that makes writing difficult, we can use technology to allow this assignment to be completed online using voice to text, or I can act as a scribe. English as a Second Language: Include an alternate strategy to accommodate/modify the lesson for a student whose first language is not English. (ESL strategies overview) (Supporting ELL students in the classroom) Revised gga 4/28/21 I do have a student with extreme presentation anxiety. I allow him to present to me during my plan time rather than during his class if he feels that he cannot handle the class. I can offer additional time and assistance with the completion of the assessments or pair up the ELL student with a native English speaker. I can also shorten the assessments dependent on the student.
