EDUC 301 Primary SOL (Standard of Learning) Essay

EDUC 301 Primary SOL (Standard of Learning) Essay

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Description/Paper Instructions

EDUC 301 Primary SOL (Standard of Learning) Essay

 

Lesson Plan Guide

Outline for Direct Instruction

Lesson Preparation

Topic/Subject/Grade

Primary SOL (Standard of Learning)

Other Related SOLs

Note: SOLs are available online at the following website: http://www.pen.k12.va.us/testing/sol/standards_docs/mathematics/index.shtml . Look under “Most Requested Information.”

Objective: Must be a specific behavioral objective which provides a basis for evaluating whether or not the objective was accomplished by each individual student (measured by the summative assessment). The following components must be stated:

1. Condition of the task: For example, “Given 10 vocabulary words…” rather than “After a vocabulary lesson…”
2. Observable task: Must be a verb that can be observed. Do not use “know,” “understand,” or a synonym.
3. Measurable criterion: Usually a number. For example, “state 3 reasons,” “draw 1 picture,” or “answer 18 of 20 questions correctly.” “Successfully” is not a measurable criterion. Avoid percentages as well, and use numbers instead.

Sample objective: Given 10 vocabulary words, each student will write a correct definition for at least 9 of the words.

Materials/Equipment: List the materials and equipment needed for the lesson. Don’t forget to include a tool/manipulative that will be used to help the students learn the mathematical concept. Be creative!

Lesson Procedures

Set: Introductory activity to get students’ attention and focus that attention on the lesson topic.

Lesson: The following steps are designed to prepare students to be successful on the summative evaluation at the end of the lesson.

1. Teacher Instruction/Modeling: Include a brief explanation of the concept to be taught and 1 or more examples to be modeled by the teacher.
2. Guided Student Practice/Formative Assessment: Students practice additional examples with the teacher’s guidance. Group activities are appropriate. Teacher observes student performance (Formative Assessment).
3. Independent Practice/Formative Assessment: Once the teacher is satisfied that the students understand the examples completed as a group with teacher guidance, additional examples are assigned to be completed independently. The teacher circulates through the room to observe whether students are having difficulty and help them as needed (Formative Assessment).

Closure: Review the concept taught. (Restate the objective and/or ask students.)

Evaluation/Summative Assessment: Must measure the objective stated in the lesson plan. (How will you grade or check to see if the objective was achieved?) Example: Student quiz, student writing, or checklist (marked by the teacher, student, or peer) to assess each student’s performance.

Teach It, Practice It, Test It!

Lesson Plan Format

Instructional Sequence: Plan It, Teach It, Practice It, Test It, and Reflect on It!

Before the lesson:

• Topic/Subject/Grade
• Primary SOL (Virginia Standard of Learning or standard from your state)
• Other Related SOLs (include National Standards appropriate to subject area)
• Objective: State a specific behavioral objective which provides a basis for evaluating whether or not the objective was accomplished by each individual student (measured by the summative assessment). The following components must be included:
• Condition of the task: For example, “Given 10 vocabulary words…” rather than “After a vocabulary lesson…”
• Observable task: Must be a verb that can be observed. Do not use “know,” “understand,” or a synonym.
• Measurable criterion: Usually a number. For example, “state 3 reasons,” “draw 1 picture,” or “answer 18 of 20 questions correctly.” “Successfully” is not a measurable criterion. Avoid percentages as well, and use numbers instead.

Sample Objective: Given 10 vocabulary words, each student will write a correct definition for at least 9 of the words.

• Classroom diversity: Describe diverse backgrounds (race, SES, gender, ethnicity, language) and special needs (ED, LD, MR, gifted, other) and state accommodations to meet individual needs.
• Materials/Equipment: List the materials and equipment needed for the lesson. Be creative!
• Technology Integration: Describe the technology which you and/or your students use.

During the lesson:

• Set: Employ an introductory activity to get students’ attention and focus on the lesson topic.
• Lesson: Describe the following steps that are designed to prepare students for success on the summative evaluation at the end of the lesson:
• Instruction/Modeling: Include a brief explanation of the concept to be taught and 1 or more examples to be modeled by you in the lesson.
• Guided Student Practice/Formative Assessment: Describe additional examples for the students to practice with your guidance. Group activities are appropriate. You will observe the students’ performance (Formative Assessment).
• Independent Practice/Formative Assessment: Describe additional examples to be completed independently when the students understand the examples that were completed as a group. You will circulate through the room to observe whether students are having difficulty and help them as needed (Formative Assessment).
• Closure: Review the concept taught. (Restate the objective and/or ask students.)
• Evaluation/Summative assessment: Describe the task that measures the objective stated at the beginning of the lesson plan. (Was the objective achieved?) Example: written quiz or a checklist to assess each student’s performance.

After the lesson:

• Lesson Plan Reflection (use the Lesson Plan Reflection Form): Describe the outcome of the lesson. Summarize the students’ performance on the assessment. Did students achieve the objective? What could you have done differently in the lesson? What are your plans for the next lesson?

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RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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