Essay on "Library Lesson Plan Target Grade"

Quoted Instructions for "Library Lesson Plan Target Grade" Assignment:

Design a lesson plan for your subject area. Since we are in the library I would really like to be able to teach the students about maps and how the library is like a map. Or something on this order frankly I*****'m at a loss. Since I work on a reservation I do a lot of Native American lessons.

Use the lesson plan template below.

Header: Include Title, target Grade level, and your name.

Time Frame: On class period

Lesson plan Overview: Description of the unit of study. List student learning outcomes and Montana content standards that are met.

Background knowledge: Prior knowledge students must have in order to complete this assignment.

Activities: List what the teacher will do and what the students will do.

Resources: A list of outstanding resources for use in the unit and a summary of other helpful sources:

Print:

Electronic:

Equipment:

Assessment Overview: A description of the student activity, product, or work that is assessed during the unit, with notation of who assesses it and how is it assessed. Assessment tool(s) (rubrics, checklist, or other) are included where available.

Attachments: Handouts, graphic organizers, and rubrics.

I can*****'t seem to get this to paste correctly but below is supposed to be in table form with

Criteria Distinguished (4) Prepared (3) Needs improvement (2) Inadequate (1) Score

Overview

(4) All of the required elements are included and the description includes detailed information about the lesson.

(3) The lesson overview provides a brief statement that summarizes key aspects of the lesson.

(2) An incomplete description of lesson is provided.

(1) An overview is not provided.

Learning Outcomes

(4) Each outcome is stated in terms of student behavior; identifies the learning that will take place; and is measurable

and observable. At least 1 outcome addresses higher order thinking skills.

(3) Each outcome is stated in terms of student behavior; identifies the learning that will take place; and is measurable

and observable.

(2) Some of the learning outcomes are clear and some are not. Not all outcomes are stated in terms of student

behavior.

(1) The outcome(s) is (are) imprecise or unclear or written in terms of teacher behavior, rather than student behavior.

Curriculum and Standards

(4) The lesson is tightly focused on a content area. The lesson provides significant and clear connections to local curriculum and/or state content standards/ benchmarks in all major phases of the lesson plan.

(3) The lesson is focused on a content area. The lesson provides clear connections to local curriculum and/or state Content standards/ benchmarks in some, but not all major phases of the lesson plan.

(2) The lesson is loosely focused on a content area. The lesson provides some/limited connection

to local curriculum and/orstate content standards.

(1) The lesson is not focused on a content area. The lesson provides no connection to local curriculum and/or state content standards.

Resources

(Materials and

Resources that are needed by the student or the

teacher to execute

the lesson.)

(4) All necessary materials are identified. It is clear what materials are referenced in the lesson (e.g. rather than saying

*****the handout,***** it is referred to by name.

(3) Materials necessary for both the student and the teacher to complete the lesson are listed.

Worksheets and reproducible materials are available for

immediate download from the lesson site.

(2) A sketchy list of student and teacher materials is provided. Worksheets are described, but not downloadable.

(1) Materials necessary for both student and teacher use are not listed.

Learning Activities

(4) All activities are aligned with the learning objective(s), build upon each other, are appropriately paced, and developmentally appropriate. The activities are engaging, creative, and innovative.

(3) All activities are aligned with the learning outcomes(s), build upon each other, are appropriately paced, and

developmentally appropriate.

(2)Activities are connected to the l earning outcome but disconnected from one another.

(1) Activities are disconnected and not focused on the learning outcome.

Assessments

(4) Assessment opportunities are clearly identified and require students to critique, assess, and/or draw conclusions as they relate to the MT Content Standards. Provide clear evidence that students have

achieved the learning outcome(s).

(3) Assessment opportunities are identified and require students to apply knowledge or

demonstrate understanding of MT Content Standards. Provide limited evidence that students have achieved the learning outcome(s).

(2) Assessment opportunities are loosely identified and make limited connections to the Montana Content Standards and learning outcomes.

(1) Assessment opportunities are loosely identified and make limited connections to the Montana ContentStandards and learning outcome(s).