According to Parker and Beck (2017), The five basic components of a lesson includes: objectives that identify what children need to learn, the three basic phases of a lesson (beginning, middle, and end), assessments (diagnostic, formative, and/or summative), needed instructional materials and resources, and accommodation for students with special needs (differentiated instruction) (Parker & Beck, 2017). Using the lesson plan checklist, I see that lesson ten meets most of the five basic component requirements; however, the objectives, assessments, and the differentiated requirements may need to be expanded and/or adjusted to meet the needs of students with individualistic needs (i.e. learning disabilities, gifted, language differences, etc.).
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It is awesome that it includes instruction for English learning students; however, this lesson is missing extra support options for students with special needs, extensions for gifted students, and learning opportunities to bridge objectives to the home cultures of the students in the classroom. An example of expanding this portion may include supplemental materials for special needs students. For special needs students’ this may be additional materials to explain terms (i.e. groups, similarities, etc.) or activities that might practice grouping items (i.e. items that are circles are placed in the same group because they are round) before they move on and learn the concept of human groups and become aware of reasons why people are grouped together. As effective teachers, we need to remember that our differentiated instruction in our lessons need to “meet each child where he/she is and maximize each child’s learning and each child’s development as a learner” (Parker & Beck, 2017, p. …show more content…
This step is assessing students’ prior knowledge and readiness to achieve objectives (Parker & Beck, 2017). This is important because it allows teachers’ to determine where the lesson should begin. Should it begin with a review about what is grouping, why are things grouped, etc. or can it go directly to grouping human groups based on similar characteristics. This assessment can be as simple as asking questions and/or using tools such as KWL charts, etc. This will also catch those students’ who may need differentiated instruction. The actual learning activity does support the objectives and students’ should learn from the activity if the teacher clearly defines human groups and gives authentic and/or “real” world reasons why people are grouped together. It is also important that the students can relate to the five groups and understand the related reasons why they are grouped together. The lesson suggested a scout troop; however, I would think this might be difficult for a group of diverse students’ because scouts may be unknown to a majority of them. Teachers need to be aware of this when they are deciding on the groups to be analyzed. I did love the suggestion of soccer for EL students. The lesson development does a great job providing follow up questions to help students’ understand the concepts’ in their environment. It is so important they
It is awesome that it includes instruction for English learning students; however, this lesson is missing extra support options for students with special needs, extensions for gifted students, and learning opportunities to bridge objectives to the home cultures of the students in the classroom. An example of expanding this portion may include supplemental materials for special needs students. For special needs students’ this may be additional materials to explain terms (i.e. groups, similarities, etc.) or activities that might practice grouping items (i.e. items that are circles are placed in the same group because they are round) before they move on and learn the concept of human groups and become aware of reasons why people are grouped together. As effective teachers, we need to remember that our differentiated instruction in our lessons need to “meet each child where he/she is and maximize each child’s learning and each child’s development as a learner” (Parker & Beck, 2017, p. …show more content…
This step is assessing students’ prior knowledge and readiness to achieve objectives (Parker & Beck, 2017). This is important because it allows teachers’ to determine where the lesson should begin. Should it begin with a review about what is grouping, why are things grouped, etc. or can it go directly to grouping human groups based on similar characteristics. This assessment can be as simple as asking questions and/or using tools such as KWL charts, etc. This will also catch those students’ who may need differentiated instruction. The actual learning activity does support the objectives and students’ should learn from the activity if the teacher clearly defines human groups and gives authentic and/or “real” world reasons why people are grouped together. It is also important that the students can relate to the five groups and understand the related reasons why they are grouped together. The lesson suggested a scout troop; however, I would think this might be difficult for a group of diverse students’ because scouts may be unknown to a majority of them. Teachers need to be aware of this when they are deciding on the groups to be analyzed. I did love the suggestion of soccer for EL students. The lesson development does a great job providing follow up questions to help students’ understand the concepts’ in their environment. It is so important they