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2014 Lesson Design Scroll Format

Lesson Design Scroll Format for California State University San Marcos Single Subject Teaching Credential Program for 2014

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AnneRenéElsbree
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35 views

2014 Lesson Design Scroll Format

Lesson Design Scroll Format for California State University San Marcos Single Subject Teaching Credential Program for 2014

Uploaded by

AnneRenéElsbree
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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NAME _______________________________

DATE ________________ SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.com/site/lessondesignresources/home

TITLE OF LESSON CURRICULUM AREA & GRADE LEVEL DATE OF LESSON CA CONTENT STANDARD(S) CA ELD STANDARD(S) BIG IDEA ADDRESSED/ENDURING UNDERSTANDING: Why this material is important to teach; how it fits in with the unit or theme ESSENTIAL QUESTIONS OBJECTIVE(S) OR LEARNING GOAL(S) - choose one Cognitive Affective Psychomotor Language Development

ASSESSMENT(S) - choose one Diagnostic - entry level Formative - progress-monitoring Summative - evaluative

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL - possible misconceptions or assumptions INSTRUCTIONAL STRATEGIES: What the teacher does

STUDENT ACTIVITIES: What the students do

INFO ABOUT ENGLISH LANGUAGE LEARNERS Readiness level Learning profile: strengths and challenges Interestsacademic and/or personal

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS - choose area(s) as necessary based on information above Content - what material - including key vocabulary - is learned Process - how the material is learned Product - how the learning is demonstrated INFO ABOUT STUDENTS W/ SPECIAL NEEDS Readiness level Learning profile: strengths and challenges Interestsacademic and/or personal

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS - choose area(s) as necessary based on information above Content - what material - including key vocabulary - is learned Process - how the material is learned Product - how the learning is demonstrated RESOURCES: Attach materials needed to implement the lesson - e.g., power point presentation, text, graphic organize REFLECTION: Questions to consider after the lesson
What went well? Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? How will I deal with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson? Why?

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