See below for a list of domain verbs.

Transcription

1 Name Subject Area: Unit: Topic: Grade Level: Example Reading, Math, Social Studies, Science Example Biographies, Addition/Subtraction, Wars, Environment Example Famous Women, 4 digit, World War II, Recycling Appropriate grade level LEARNING STANDARD: A learning standard defines what all students in a school/state should know and be able to do in the content areas as a result of their elementary and secondary schooling. OBJECTIVES: Objectives are specific. They are the measurable outcomes of the unit being taught. The following parts of an objective need to be included: Audience - The audience is the group who will be accomplishing the objective. Example - The second grade students Behavior - Use an observable and measurable verb from one of the three domains; cognitive, affective, or psychomotor. Example - will describe, will select, will state, will match (add subject matter) *Avoid: Understand, Know, Learn Example of objective using the above criteria: The sixth grade student will define haiku. (cognitive) See below for a list of domain verbs. Conditions - These are the conditions under which you'll see the behavior or performance observed. Example - Given a bar graph, Given a blank piece of paper, Without any prompts, Given ten 2 digit plus 1 digit addition problems with regrouping, While working in a group

2 Degree - This states the standard for acceptable performance (accuracy, quality, proportion, time). Example - With at least 90% accuracy, in 3 minutes, will answer at least 16 out of 20 problems correctly, according to the scoring guidelines/rubric Below are two complete objectives. Read the two objectives and LABEL the abcd s. Given ten two digit plus two digit addition problems, the fourth grade student will be able to answer at least 80% of the problems correctly. (cognitive) While working in groups, the student will build a scientific model according to the scoring guidelines. (psychomotor) LESSON PROCEDURE: Step 1: Step 2: Step 3: Preview. Begin this section with a general overview of the lesson in terms of topic focus, activities, and purpose. Anticipatory set. This section will get your students attention. This could be in the form of a question, a quote, startling facts, music, etc. Provide a detailed, step-by-step description of the following components: a. Direction Instruction for Whole Class: The whole class will be involved in the following learning experience(s) guided note taking, class discussion, notecard mixup, etc. b. Partner or Group Work: Explain an activity students could do with a partner or in small groups. Jigsaw, group investigation, student teams, etc. c. Individual Work: In addition to the group project, each student will complete the following individual assignments paper, drawing, journal entry, worksheet, presentation, etc.

3 Step 4: MATERIALS: ASSESSMENT: Closure. How will you end the lesson or unit? This can be done through an activity, an assignment, a summary, a video, a journal entry, etc. This section will help the teacher determine how much preparation time and resources will be involved in the lesson. Include the web sites, materials, books, equipment, and resources that will be needed in order to carry out the lesson. Consider anything that might need to be ordered or prepared in advance. This section focuses on ensuring that your students have learned the objectives/met the benchmark for the lesson, so you will need to gather evidence that they did. This can be accomplished by gathering students work and assessing the work with a rubric. You could also have students complete a performance task or test students on various concepts. Your assessment tool must relate to an objective/benchmark as listed in the objectives section. Checklist, rubric, scoring sheet, test, quiz, lab, project, worksheet

4 DOMAINS: Psychomotor (Action) Activate Assemble Arrange Balance Build Calibrate Close Construct Demonstrate Draw Enter Find Fix Format Input Locate Make Operate Manipulate Program Talk Affective (Feelings or Emotions) Accept responsibility Act Adopt Answer Assist Choose Cooperate Defend Desire Display Enjoy Form judgments Help Initiate Justify Join Prefer Promote Respect Show awareness Value Use Write

5 COGNITIVE: (Factual, Knowledge) Knowledge Comprehension Application Analysis Synthesis Evaluation Cite Add Adapt Analyze Arrange Assess Count Clarify Apply Break down Assemble Compare Define Compute Calculate Characterize Categorize Contrast Describe Contrast Complete Classify Compose Conclude Enumerate Convert Compute Correlate Create Defend Identify Defend Construct Diagnose Compile Determine Label Describe Demonstrate Differentiate Debug Evaluate List Discuss Discover Examine Depict Explain Match Explain Draw Figure out Design Justify Name Give Employ Group Devise Predict Quote Infer Express Identify Explain Rank Recall Paraphrase Graph Illustrate Formulate Recommend Record Picture graphically Illustrate Layout Generate Summarize Repeat Review Plot Order Import Validate Select Translate Predict Prioritize Organize Verify State Project Proofread Produce Tabulate Relate Reconstruct Show Sketch Relate Revise Solve Tabulate Use

6 Completed Lesson Plan Example Name: Jane Smith Subject Area: Elementary Math Unit: Addition Topic: Single digit addition problems, (0-9) Grade Level: 1 st Learning Standard: Develop understandings of addition and subtraction and strategies for basic addition facts and related subtraction facts. (Source: Iowa Core Curriculum) Objectives: Given a sheet with 10 single-digit addition problems, the first grade students will solve the problems with at least 60% accuracy. Given counting blocks, a sheet of paper with 10 singledigit addition problems, and in groups of two students, the first grade students will solve the problems by using the blocks and working together with at least 90% accuracy. LESSON PROCEDURE Step One: Step Two: Preview This lesson will focus on students being able to solve addition problems individually and with a partner using counting tools. The purpose of this lesson is to strengthen the students confidence in solving addition problems. Anticipatory Set To get the class s attention at the beginning of this lesson, I will ask a few students to come up to the front of the room. The teacher will ask the remaining students how many kids are at the front of the room. Then I will ask more students to join the children at the front of the room and again ask how many children are at the front of the room. I will do this until the groups are too large to add together or until the whole class is added together.

7 Step Three: a. Direct Instruction for Whole Class: I will lead a discussion on using addition in our daily lives. I will have the students come up with examples of how they use addition. Also, we will play Around the World with flashcards. b. Small Group/Partner work: The students will work in small groups to solve practice problems using the student team cooperative learning format. c. Individual work: The students make their own problems using blocks. Also, the students will make their own flash cards to practice with. Step Four: MATERIALS ASSESSMENT Closure The students will be given a new sheet of problems to take home and complete using whatever tools they desire (candy, pebbles, small toys). The next day the students will bring the counting tools to share with the class. Prepared sheet of paper with 10 single-digit addition problems, pencils, counting blocks, flash cards, paper to make flash cards. Students will individually complete a teacher-made worksheet consisting of ten different one-digit addition problems. In partners, students will complete a teacher-made quiz consisting of 10 onedigit addition problems.