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Lesson Plan

The document provides a lesson plan about high-stakes testing. The lesson plan selects INTASC standards 4 and 8, which focus on content knowledge and instructional strategies. It lists two observable objectives for students to describe and give examples of high-stakes testing. The plan details the instruction process through a PowerPoint presentation, quiz, and exit slip. It reflects on meeting the objectives and standards through assessing student understanding of high-stakes testing definitions and impacts.

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306 views10 pages

Lesson Plan

The document provides a lesson plan about high-stakes testing. The lesson plan selects INTASC standards 4 and 8, which focus on content knowledge and instructional strategies. It lists two observable objectives for students to describe and give examples of high-stakes testing. The plan details the instruction process through a PowerPoint presentation, quiz, and exit slip. It reflects on meeting the objectives and standards through assessing student understanding of high-stakes testing definitions and impacts.

Uploaded by

api-504468143
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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1.

Standards
• Select 2 INTASC principles that you will be practicing in
writing a lesson plan.

– Standard 4: Content Knowledge-The teacher understands


the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning
experiences that make the discipline accessible and
meaningful for learners to assure mastery of the content.

– Standard 8: Instructional Strategies-The teacher


understands and uses a variety of instructional strategies
to encourage learners to develop deep understanding of
content areas and their connections, and to build skills to
apply knowledge in meaningful ways.
1. Standards:
Observable Objectives
• Write 2 “observable objectives” that explain the specific
learning demonstrated in your lesson plan. These
objectives identify the information/skills the class will
learn from you topic presentation.

• Students will be able to describe High-Stakes testing


(knowledge level).

• Students will be able to give examples of the positive


and negative accountability of High-Stakes tests
(synthesis level).
2. Materials

• List all the materials and resources needed for the


lesson including links to websites, videos etc.
– Power Point presentation
– Quiz
– Becoming a Teacher
– http://ccsd.net/students/grad-requirements
3. Instruction-learning Process
a. Do First: First, I will introduce myself and inform the class I will be speaking
about High-Stakes Testing. Next, I will ask the class if they have ever had to
complete specific tasks, take a test, or anything else to receive a bonus, get a raise,
receive a promotion, graduate school, etc. Then, I will ask them to share their
examples.
b. Mini-lesson:
• Auditory and Visual learning styles will be utilized throughout the entire
lesson. As I speak to class and teach about High-Stakes Testing, the visual
Power Point will be on the screen for students to look at. This will give the
opportunity for students to only listen, only read, or read and listen.
• After my introduction and warm-up activity, I will begin with Power Point slide
number two. I will speak about what High-Stakes tests are in general. I will
talk about how they are achievement tests can have consequences as well as
accountability either positive or negative.
• I will move to slide three to give examples for what students in the states
Massachusetts, Alaska, Oklahoma, Maryland, Nevada, and Oregon can do if
they fail the exit exams.
3. Instruction-learning Process Cont.
b. Mini-lesson:
• I will review on slide four about the negative consequences of High-Stakes
tests. This includes having a higher drop out rate and no alternative pathway
to a high school diploma.
• In slide five I will give examples of how many students failed High-Stakes tests
in the states of California, Florida, and Massachusetts.
• I will speak about slide six which is chart 12.2 from page 413 in the book
Becoming a Teacher. I will explain how it shows which states were required to
take the exit exam in 2012, 2014, and in the future, what states plan to
eliminate an exit exam, and which states are undecided of what to do with exit
exams.
• I will speak about slide seven. I will discuss about educator accountability.
The positive will result in a possible merit raise or bonus, the negative could
result in a school or district being taken over by the state or in some cases
closed.
• I will go to speak about school rankings in slide eight. I will speak about how
the scores on the tests can have significant consequences of how the schools
are ranked.
3. Instruction-learning Process Cont.
b. Mini-lesson:
• I will then speak about test preparation versus curriculum in slide nine. I will
discuss how curriculum emphasis is changing from academic content to test
preparation. I will give an example of my daughter’s class how the work
papers she does previous to the test are in the exact same format of the actual
test, just different numbers/names.
• In slide ten I will discuss about how diversity has an unintentional
consequence of High-Stakes tests.
• I will discuss about the current High School graduation requirements in
Nevada. I will speak about how they have changed from needing to take the
exit exam to taking four End of Course Exams and take a college and career
readiness assessment in the 11th grade.
• I will wrap up my presentation of High-Stakes testing with talking about the
debate of the effectiveness and consequences. I will also talk how teachers
must continue to develop high-quality classroom assessment for day-to-day
use in the classroom.
3. Instruction-learning Process Cont.
b. Mini-lesson:
• A quiz will be given out to each student. The quiz consists of four questions,
three responses and one true/false question. I will give 5 minutes to answer
the questions.
• When the five minutes is over, I will ask the students the questions verbally
and ask them to give me the answer they wrote down. This will show the
students were able to describe High-Stakes testing and give examples of the
positive and negative accountability of High-Stakes tests.
3. Instruction-learning Process Cont.
c. Practice: Students will be given a four question quiz. Three questions
will require responses to be written and one question is true/false.
d. Exit slip: Students will be asked to verbally give their answers to the quiz.

4. References:
Graduation Requirements. (n.d.). Retrieved November 30, 2019, from
http://ccsd.net/students/grad-requirements.
Parkay, F. W. (2016). Becoming a Teacher. Upper Saddle River, NJ: Pearson
Education.
5. Reflection:
The topic the lesson I am teaching is High-Stakes Testing. The lesson explains what High-
Stakes Testing is, what happens if the students don’t pass, provides information for specific
states’ consequences, accountability, diversity, and how teachers are shifting from teaching
curriculum material to teaching the test. Students will demonstrate their learning of the
observable objectives by taking a quiz at the end of the lesson and verbally giving their
answers. This will allow me to see that they understand the content, can describe what
High-Stakes Testing is, and can give examples of the positive and negative accountability of
High-Stakes testing. The strengths of the lesson plan are it includes information for the
requirements for Nevada specifically, which I think is good because this is the state, we are
all learning and beginning to teach in. Another strength is it has information about multiple
topics such as diversity, consequences, accountability, and rankings. A weakness of the
lesson plan is instead of mostly bullet points. I should have made a diagram to make it
more visual for learners. I could have used the diagram for the accountability slide. It is too
many bullet points and not enough variety for the presentation. With the INTASC
standards, the first one I chose was Content Knowledge. I practiced this standard by
reading the Becoming a Teacher pages 412-414 a couple times to ensure I know what I am
speaking about and teaching. I want to make sure I am able to answer any questions that
may come up and am knowledgeable of the information I am giving. The second INTASC
standard I selected was Instructional Strategies. Knowing that students have different
learning styles I used two instructional strategies to encourage the students to grasp the
understanding of High-Stakes testing and retain the information. I will give a verbal
presented the information for those who learn with auditory learning style and I have a
Power Point presentation to look at as I speak for those who learn visually.
EDU 201 Lesson Plan Grading Rubric:

Lesson Plan Criteria Rating


Lesson plan includes 2 INTASC standards for pre-teachers. 5 Pts.

Lesson plan provides 2 observable objectives using Bloom’s Taxonomy- 1 lower- 5 Pts.
level and 1 upper level.

The lesson plan is clearly written with detail and explanation that show the 25 Pts.
teaching sequence, student activities and the information/skills taught. Learning
styles are implemented in the lesson plan.

The lesson plan follows the format as explained in ‘Instruction-learning Process.” 5 Pts.
References in APA documentation format are included with the lesson plan. 5 Pts.

The lesson plan includes a “Reflection” that reviews and assesses the lesson 5 Pts.
50 Total Pts.

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