For this assignment, you will create a mini‐unit plan containing three individual lesson plans designed for the students outlined in the “Class Profile.”
Using the Curriculum Based Measurement (CBM) probe and grade level you selected in Topic 6, select a corresponding standard from your state’s standards or Common Core State Standards on geometry to develop a learning target. Align one or more NCTM process standards with your learning target. Using these standards and learning target, create a mini‐unit of three lesson plans using the “COE Lesson Plan Template.”
The mini‐unit must include the use of three research‐based math instructional strategies for teaching geometry and integrate teacher/student use of technology. You may use, as applicable, prior assignments from this course to complete the benchmark, provided that you incorporate feedback from your instructor.
In your mini‐unit, design the three lesson plans so that they:
Along with the mini‐unit, submit a 250‐500 word rationale describing your reasoning for your instructional choices, explaining how you connected the content to student learning needs, and citing the research you used for your instructional strategies.
Submit the mini‐unit plan and the rationale as one deliverable.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
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.
College of Education (COE) program competencies and national standards assessed in the benchmark assignment:
COE 2.3: Candidates design and implement instruction on the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability, incorporating problem solving, reasoning and proof, communication, connections, and representation. [ACEI 2.3; InTASC 4(j), 4(k,) 7(b)]
COE 3.1: Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. [ACEI 3.1; InTASC 7(a), 7(b), 7(g)]
COE 3.2: Candidates create instructional opportunities that are adapted to diverse students, based on an understanding of how elementary students differ in their development and approaches to learning. [ACEI 3.2; InTASC 2(a), 2(h), 8(a)]
COE 3.3: Candidates use a variety of teaching strategies and technologies that encourage elementary students’ development of critical thinking and problem solving. [ACEI 3.3; InTASC 3(g), 7(k), 8(f), 8(g), 8(l)]
COE 3.4: Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the 1-8 level to create opportunities for students’ active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments. [ACEI 3.4; InTASC 3(b), 3(c), 3(i), 3(j), 8(n)]
COE 3.5: Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom. [ACEI 3.5; InTASC 3(f), 3(h), 3(m), 8(m)]
COE 4.1: Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. [ACEI 4.0; InTASC 6(a), 6(g), 6(j), 6(k), 6(l), 7(d); 7(l)]
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