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Clinical Field Experience C: Literacy Pre-Assessment and Lesson Plan

Open Posted By: surajrudrajnv33 Date: 02/09/2020 Graduate Dissertation & Thesis Writing

Part 1: Mini-Lesson Plan 4th Grade

Use the data received from the “Clinical Field Experience B” pre-assessment to complete the “ELA Mini-Lesson Plan” template. Be sure to incorporate the chosen book identified with your mentor teacher to create ELA activities in your mini lesson plan. This mini-lesson plan will be administered to the selected group of students to support instruction to meet the selected standards.

Your mini-lesson should include.

  • Grade level, ELA standards, learning objectives, description of the unit the field experience class is currently learning
  • Book that can be used to create ELA activities appropriate for the identified students.
  • Instructional strategies that encourage students to apply listening, speaking, and writing skills OR apply personal opinions toward the interpretation of texts.
  • A 100-150 word description of the ELA learning activity that is directly related to the data received from the pre-assessment
  • Formative Assessment (to be created and administered in Clinical Field Experience D)

Part 2: Mini-Lesson Plan Implementation

After completing the “ELA Mini-Lesson Plan,” share it with your mentor teacher for feedback. Provided permission, teach the mini-lesson plan to the small group of selected students. During your lesson, ensure you are answering questions from your students, asking questions that support critical thinking and problem solving, and observing the understanding from each student. (This might require formative assessments before, during, and after the lesson to determine understanding.)

If you are not able to implement the lesson, speak with your instructor for an alternate assignment.

Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.

Part 3: Reflection

In 250-500 words, summarize and reflect upon mentor teacher feedback related to your lesson plan, as well as lesson delivery. Identify successes of your lesson plan delivery as well as areas of potential growth. What accommodations, if any would you implement during testing to meet the needs of diverse students? Be sure to explain how you will use your findings in your future professional practice.

Submit the “ELA Mini-Lesson Plan” and reflection as one deliverable.

APA format is not required, but solid academic writing is expected.

Please follow all directions. 

Category: Accounting & Finance Subjects: Accounting Deadline: 12 Hours Budget: $120 - $180 Pages: 2-3 Pages (Short Assignment)

Attachment 1

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
ELM-580 ELM-580-O500 Clinical Field Experience C: Literacy Pre-Assessment and Lesson Plan 25.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Content 100.0%
Mini-Lesson Plan 35.0% Not addressed. Mini-lesson plan has several errors. Learning objectives, instructional strategies, ELA learning activity, and formative assessment are poorly developed and inadequately aligned to chosen standards. Mini-lesson plan includes all components, with minimal errors. Learning objectives, instructional strategies, ELA learning activity, and formative assessment are overly simplistic and marginally align to chosen standards. Mini-lesson plan is proficiently designed with all components, including appropriate standards and grade level. Learning objectives, instructional strategies, ELA learning activity, and formative assessment are well developed and proficiently aligned to chosen standards. Mini-lesson plan is proficiently designed with all components, including appropriate standards and grade level. Learning objectives, instructional strategies, ELA learning activity, and formative assessment are well developed and proficiently aligned to chosen standards.
Reflection 35.0% Not addressed. Reflection is poorly written, is missing, and/or lacking in the description of feedback regarding lesson delivery and areas of potential growth. Reflection inadequately explains accommodations to meet the diverse needs of students and how you will use this in future professional practice. Reflection vaguely and superficially describes feedback regarding lesson delivery and areas of potential growth. Reflection is overly simplistic in explaining accommodations to meet the diverse needs of students and how you will use this in future professional practice. Reflection clearly and credibly describes feedback regarding lesson delivery and areas of potential growth. Reflection includes solid and appropriate details on accommodations to meet the diverse needs of students and how you will use this in future professional practice. Reflection proficiently describes how feedback regarding lesson delivery and areas of potential growth. Reflection includes thoughtful and extensive details on accommodations to meet the diverse needs of students and how you will use this in future professional practice.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 30.0% Not addressed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. The writer is clearly in command of standard, written, academic English.
Total Weightage 100%