Participation 40%

Assignments 20%

Quiz:15%

Exam:25%

1. Lesson subject/domain areas: Diverse Teaching- Monday

2. Instructor name: Tionna Diamond

3. Date: 05/03/2021

4. Information:

a) Grade: 1st grade

b) Subject: Addition in Mathematics

c) Length of a lesson (time in minutes you are teaching the lesson and class

period): 45 minutes - 2nd period

“Hello everyone! We will be learning about Addition and how you will be able to add

numbers. There will be different activities on Addition and how to use your skill. But, I want to

know how much you know about addition? Can anyone of you be willing to explain what

addition is.”

5. Learning Standards

a) Cognitive: The students will watch a youtube of Addition and there are examples to

demonstrate the topic. They will work in pairs or small groups.

b) Affective: Students will understand how to give concepts as well as offer each other

feedback including constructive criticism, elements that were done well, and express their notes

to each other in ASL.

Connection analysis. Identify the generalization or big idea, the IEP goal, or the state or

common core standard addressed in the plan. If carrier content is used, describe it here.

Content analysis. May include a task analysis, a concept analysis, or a principle

statement; key terms and vocabulary; and a list of prerequisite skills or knowledge.

Objective. Examples of objectives for a direct instruction lesson could be for students to

demonstrate, list, rewrite, give an example, identify, state reasons, perform, label, use a

strategy, or compute.

Objective rationale. Include specific examples to help clarify the value of the objective.

Critical management skills. Include those you will use in the lesson, such as how you’ll

arrange the room and handle logistic

Component 2:

Gaining attention. Let the students know how you will ask for their attention and how

they should respond. I will get their attention by flashing lights, wave my hand and

stomp so they know that class is starting.

behaviors to students. I expected students to pay attention, raise their hands if they

are stuck or not understanding. I expect students to show respect to their

classmates and teachers in the classroom.

Component 3:

The lesson opening should effectively prepare the students for new learning. Include the following in

the les- son opening:

Statement of the objective. Tell students directly what they will be expected to do or know following

the lesson. Show students the objective in writing as well. Statement of the objective purpose. Tell

students why the new learning is valuable and useful to them by giving specific examples.

Connections. Relate new learning to prior experience, build background knowledge, and generate

interest in the lesson.

Active participation strategies. Involve and focus the students right from the start.

Checks for understanding. Make sure that all students know the objective and the purpose of the

lesson and have necessary prerequisite skills and knowledge

The lesson body looks like a series of repeated stps.

First, teachers “show and tell “ while checking for understanding; they provide

supervised with feedback; then, they do more “show and tell”; and so on. For less

complex lessons, teachers will “ show and tell” all steps at once and then provide

supervised practice. Include the following in the lesson body:

● The explanation and an accompanying demonstration. This teacher “ show and

tell ” is necessary to enable the students to learn the content or perform the skills

being taught( or the first step in a sequence). This should include many, varied

examples. Don’t forget to include visual supports.

● Active participation strategies. Plan frequent opportunities for student

involvement, processing, and rehearsal through oral, written, and signaled

responses.

● Checks for understanding. There should involve overt response.(i.e,. They do or

say something) form all students so you can determine if students are

progressing toward the objective. For example, ask students to identify correct

Component 5:

Students will need additional practice to develop the fluency necessary for application and

generalization of the new skill or knowledge. You can plan more practice that is similar to the
supervised practice already completed. Depending on the content, you can also plan different

practices for deeper understanding, integra- tion with other content, etc. Long-term extended

practice is typically provided in the form of activities (see Chapter 14 for more details). Include the

following in writing the extended practice:

● List practice opportunities, such as in-class activities and assignments, as well as

homework. Final practice activities should usually provide students with an opportunity to

practice alone. Consider the need for differentiation of extended practice opportunities and

incorporating universal design for learning. Some students will need a great deal of extended

practice, whereas others will need far less.

● A list of lessons and activities, if appropriate, that will build on the objective and give

additional opportunities for students to generalize, integrate, and extend the information.

Component 6:

The lesson closing in a direct instruction lesson will occur in one of two places. If extended practice

is as- signed as in-class work, the teacher may close the lesson after the assignment has been

completed. If ex- tended practice is assigned as homework, the lesson closing will occur

immediately following the lesson body. Include the following:

● Strategies for closing the lesson, such as

(1) a review of key points of the lesson,

(2) opportunities for students to show their work,

(3) a description of where or when students can use their new skills or knowledge, and

(4) a reference to the lesson opening. Plans that involve students in the closing are especially

effective.
Component 7:

The evaluation component of the direct instruction lesson is planned when the measurable lesson

objective is written. Evaluation is designed to determine individual student progress in relation to the

lesson objective, which means the student does not receive help from peers or teachers during the

evaluation. Careful moni- toring of progress during supervised and extended practice activities will

help teachers determine when stu- dents are ready to be evaluated. When preparing the evaluation,

include the following:

● A description of the evaluation. You may want to include a sample in the case of a paper-

and-pencil test.

● When and how the evaluation will occur. An example would be to write, “Later in the day,

during other activities, I will ask each student to individually and independently draw an

example of a right triangle for me. I’ll check them off on my class list if they do it correctly.”

1. Lesson subject/domain areas: Diverse Teaching- Tuesday

2. Instructor name: Tionna Diamond

3. Date: 5/04/2021

4. Information:

a) Grade: 1st grade

b) Subject: Subtraction in Mathematics

c) Length of a lesson (time in minutes you are teaching the lesson and class

period): 45 minutes- 2nd period

be learning about subtraction. Do you know what subtraction is? It’s okay if you get it wrong, we

are here to learn. Who knows what subtraction is and explain it to the class?”

5. Learning Standards

a) Cognitive: With a handout to do subtraction, the student will show their work in sign

language to other classmates with no more than two mistakes.

b) Affective: The students will understand how to subtract in paper and explain it to their

classmates.

Component 1:

Connection analysis. Identify the generalization or big idea, the IEP goal, or the state or

common core standard addressed in the plan. If carrier content is used, describe it here.

Content analysis. May include a task analysis, a concept analysis, or a principle

statement; key terms and vocabulary; and a list of prerequisite skills or knowledge.

Objective. Examples of objectives for a direct instruction lesson could be for students to

demonstrate, list, rewrite, give an example, identify, state reasons, perform, label, use a

strategy, or compute.

Objective rationale. Include specific examples to help clarify the value of the objective.

Critical management skills. Include those you will use in the lesson, such as how you’ll

arrange the room and handle logistic

Gaining attention. Let the students know how you will ask for their attention and how

they should respond. I will get their attention by flashing lights, wave my hand and

stomp so they know that class is starting.

Communication of behavior expectations. Plan how you’ll show and tell expected

behaviors to students. I expected students to pay attention, raise their hands if they

are stuck or not understanding. I expect students to show respect to their

classmates and teachers in the classroom.

Component 3:

The lesson opening should effectively prepare the students for new learning. Include the following in

the les- son opening:

Statement of the objective. Tell students directly what they will be expected to do or know following

the lesson. Show students the objective in writing as well. Statement of the objective purpose. Tell

students why the new learning is valuable and useful to them by giving specific examples.

Connections. Relate new learning to prior experience, build background knowledge, and generate

interest in the lesson.

Checks for understanding. Make sure that all students know the objective and the purpose of the

lesson and have necessary prerequisite skills and knowledge

Component 4:

The lesson body looks like a series of repeated stps.

First, teachers “show and tell “ while checking for understanding; they provide

supervised with feedback; then, they do more “show and tell”; and so on. For less

complex lessons, teachers will “ show and tell” all steps at once and then provide

supervised practice. Include the following in the lesson body:

● The explanation and an accompanying demonstration. This teacher “ show and

tell ” is necessary to enable the students to learn the content or perform the skills

being taught( or the first step in a sequence). This should include many, varied

examples. Don’t forget to include visual supports.

● Active participation strategies. Plan frequent opportunities for student

involvement, processing, and rehearsal through oral, written, and signaled

responses.
 ● Checks for understanding. There should involve overt response.(i.e,. They do or

say something) form all students so you can determine if students are

progressing toward the objective. For example, ask students to identify correct

Component 5:

Students will need additional practice to develop the fluency necessary for application and

generalization of the new skill or knowledge. You can plan more practice that is similar to the

supervised practice already completed. Depending on the content, you can also plan different

practices for deeper understanding, integra- tion with other content, etc. Long-term extended

practice is typically provided in the form of activities (see Chapter 14 for more details). Include the

following in writing the extended practice:

● List practice opportunities, such as in-class activities and assignments, as well as

homework. Final practice activities should usually provide students with an opportunity to

practice alone. Consider the need for differentiation of extended practice opportunities and

incorporating universal design for learning. Some students will need a great deal of extended

practice, whereas others will need far less.

● A list of lessons and activities, if appropriate, that will build on the objective and give

additional opportunities for students to generalize, integrate, and extend the information.

Component 6:

The lesson closing in a direct instruction lesson will occur in one of two places. If extended practice

is as- signed as in-class work, the teacher may close the lesson after the assignment has been
completed. If ex- tended practice is assigned as homework, the lesson closing will occur

immediately following the lesson body. Include the following:

● Strategies for closing the lesson, such as

(1) a review of key points of the lesson,

(2) opportunities for students to show their work,

(3) a description of where or when students can use their new skills or knowledge, and

(4) a reference to the lesson opening. Plans that involve students in the closing are especially

effective.

Component 7:

The evaluation component of the direct instruction lesson is planned when the measurable lesson

objective is written. Evaluation is designed to determine individual student progress in relation to the

lesson objective, which means the student does not receive help from peers or teachers during the

evaluation. Careful moni- toring of progress during supervised and extended practice activities will

help teachers determine when stu- dents are ready to be evaluated. When preparing the evaluation,

include the following:

● A description of the evaluation. You may want to include a sample in the case of a paper-

and-pencil test.

● When and how the evaluation will occur. An example would be to write, “Later in the day,

during other activities, I will ask each student to individually and independently draw an

example of a right triangle for me. I’ll check them off on my class list if they do it correctly.”
1. Lesson subject/domain areas: Diverse Teaching- Wednesday

2. Instructor name: Tionna Diamond

3. Date: 5/05/2021

4. Information:

a) Grade: 1st grade

b) Subject: Multiply in Mathematics

c) Length of a lesson (time in minutes you are teaching the lesson and class

period): 45 minutes- 2nd period

“Hello everyone! Can you remember what we learned yesterday? Yes we learned about

Subtraction. We will be learning about Multiplication and how you will be able to multiply the

numbers. There will be different activities on Multiplication and how to use your skill. But, I want

to know how much you know about Multiplication? Can anyone of you be willing to explain what

Multiplication is.”

5. Learning Standards

a) Cognitive: There will be game jeopardy activity where there will be 3 or 4 teams.

b) Affective: The students understand how to communicate confusion with a teacher how to get

the answer.

Component 1:

Connection analysis. Identify the generalization or big idea, the IEP goal, or the state or

common core standard addressed in the plan. If carrier content is used, describe it here.

Content analysis. May include a task analysis, a concept analysis, or a principle

statement; key terms and vocabulary; and a list of prerequisite skills or knowledge.
Objective. Examples of objectives for a direct instruction lesson could be for students to

demonstrate, list, rewrite, give an example, identify, state reasons, perform, label, use a

strategy, or compute.

Objective rationale. Include specific examples to help clarify the value of the objective.

Critical management skills. Include those you will use in the lesson, such as how you’ll

arrange the room and handle logistic

Component 2:

Gaining attention. Let the students know how you will ask for their attention and how

they should respond. I will get their attention by flashing lights, wave my hand and

stomp so they know that class is starting.

Communication of behavior expectations. Plan how you’ll show and tell expected

behaviors to students. I expected students to pay attention, raise their hands if they

are stuck or not understanding. I expect students to show respect to their

classmates and teachers in the classroom.

Component 3:
The lesson opening should effectively prepare the students for new learning. Include the following in

the les- son opening:

Statement of the objective. Tell students directly what they will be expected to do or know following

the lesson. Show students the objective in writing as well. Statement of the objective purpose. Tell

students why the new learning is valuable and useful to them by giving specific examples.

Connections. Relate new learning to prior experience, build background knowledge, and generate

interest in the lesson.

Active participation strategies. Involve and focus the students right from the start.

Checks for understanding. Make sure that all students know the objective and the purpose of the

lesson and have necessary prerequisite skills and knowledge

Component 4:

The lesson body looks like a series of repeated stps.

First, teachers “show and tell “ while checking for understanding; they provide

supervised with feedback; then, they do more “show and tell”; and so on. For less
complex lessons, teachers will “ show and tell” all steps at once and then provide

supervised practice. Include the following in the lesson body:

● The explanation and an accompanying demonstration. This teacher “ show and

tell ” is necessary to enable the students to learn the content or perform the skills

being taught( or the first step in a sequence). This should include many, varied

examples. Don’t forget to include visual supports.

● Active participation strategies. Plan frequent opportunities for student

involvement, processing, and rehearsal through oral, written, and signaled

responses.

● Checks for understanding. There should involve overt response.(i.e,. They do or

say something) form all students so you can determine if students are

progressing toward the objective. For example, ask students to identify correct

Component 5:

Students will need additional practice to develop the fluency necessary for application and

generalization of the new skill or knowledge. You can plan more practice that is similar to the

supervised practice already completed. Depending on the content, you can also plan different

practices for deeper understanding, integra- tion with other content, etc. Long-term extended

practice is typically provided in the form of activities (see Chapter 14 for more details). Include the

following in writing the extended practice:

● List practice opportunities, such as in-class activities and assignments, as well as

homework. Final practice activities should usually provide students with an opportunity to
 practice alone. Consider the need for differentiation of extended practice opportunities and

incorporating universal design for learning. Some students will need a great deal of extended

practice, whereas others will need far less.

● A list of lessons and activities, if appropriate, that will build on the objective and give

additional opportunities for students to generalize, integrate, and extend the information.

Component 6:

The lesson closing in a direct instruction lesson will occur in one of two places. If extended practice

is as- signed as in-class work, the teacher may close the lesson after the assignment has been

completed. If ex- tended practice is assigned as homework, the lesson closing will occur

immediately following the lesson body. Include the following:

● Strategies for closing the lesson, such as

(1) a review of key points of the lesson,

(2) opportunities for students to show their work,

(3) a description of where or when students can use their new skills or knowledge, and

(4) a reference to the lesson opening. Plans that involve students in the closing are especially

effective.

Component 7:

The evaluation component of the direct instruction lesson is planned when the measurable lesson

objective is written. Evaluation is designed to determine individual student progress in relation to the

lesson objective, which means the student does not receive help from peers or teachers during the

evaluation. Careful moni- toring of progress during supervised and extended practice activities will
help teachers determine when stu- dents are ready to be evaluated. When preparing the evaluation,

include the following:

● A description of the evaluation. You may want to include a sample in the case of a paper-

and-pencil test.

● When and how the evaluation will occur. An example would be to write, “Later in the day,

during other activities, I will ask each student to individually and independently draw an

example of a right triangle for me. I’ll check them off on my class list if they do it correctly.”

1. Lesson subject/domain areas: Diverse Teaching- Thursday

2. Instructor name: Tionna Diamond

3. Date: 5/06/2021

4. Information:

a) Grade: 1st grade

b) Subject: Division in Mathematics

c) Length of a lesson (time in minutes you are teaching the lesson and class

period): 45 minutes- 2nd period

“Hello everyone! Can you remember what we learned yesterday? Yes we learned about

Multiplication. We will be learning about Division and how you will be able to Divide the

numbers. There will be different activities/games on Division and how to use your skill. But, I

want to know how much you know about Division? Can any of you be willing to explain what

Division is.”

Component 1:
Connection analysis. Identify the generalization or big idea, the IEP goal, or the state or

common core standard addressed in the plan. If carrier content is used, describe it here.

Content analysis. May include a task analysis, a concept analysis, or a principle

statement; key terms and vocabulary; and a list of prerequisite skills or knowledge.

Objective. Examples of objectives for a direct instruction lesson could be for students to

demonstrate, list, rewrite, give an example, identify, state reasons, perform, label, use a

strategy, or compute.

Objective rationale. Include specific examples to help clarify the value of the objective.

Critical management skills. Include those you will use in the lesson, such as how you’ll

arrange the room and handle logistic

Component 2:

Gaining attention. Let the students know how you will ask for their attention and how

they should respond. I will get their attention by flashing lights, wave my hand and

stomp so they know that class is starting.

Communication of behavior expectations. Plan how you’ll show and tell expected

behaviors to students. I expected students to pay attention, raise their hands if they
are stuck or not understanding. I expect students to show respect to their

classmates and teachers in the classroom.

Component 3:

The lesson opening should effectively prepare the students for new learning. Include the following in

the les- son opening:

Statement of the objective. Tell students directly what they will be expected to do or know following

the lesson. Show students the objective in writing as well. Statement of the objective purpose. Tell

students why the new learning is valuable and useful to them by giving specific examples.

Connections. Relate new learning to prior experience, build background knowledge, and generate

interest in the lesson.

Active participation strategies. Involve and focus the students right from the start.

Checks for understanding. Make sure that all students know the objective and the purpose of the

lesson and have necessary prerequisite skills and knowledge

Component 4:
The lesson body looks like a series of repeated stps.

First, teachers “show and tell “ while checking for understanding; they provide

supervised with feedback; then, they do more “show and tell”; and so on. For less

complex lessons, teachers will “ show and tell” all steps at once and then provide

supervised practice. Include the following in the lesson body:

● The explanation and an accompanying demonstration. This teacher “ show and

tell ” is necessary to enable the students to learn the content or perform the skills

being taught( or the first step in a sequence). This should include many, varied

examples. Don’t forget to include visual supports.

● Active participation strategies. Plan frequent opportunities for student

involvement, processing, and rehearsal through oral, written, and signaled

responses.

● Checks for understanding. There should involve overt response.(i.e,. They do or

say something) form all students so you can determine if students are

progressing toward the objective. For example, ask students to identify correct

Component 5:

Students will need additional practice to develop the fluency necessary for application and

generalization of the new skill or knowledge. You can plan more practice that is similar to the

supervised practice already completed. Depending on the content, you can also plan different

practices for deeper understanding, integra- tion with other content, etc. Long-term extended
practice is typically provided in the form of activities (see Chapter 14 for more details). Include the

following in writing the extended practice:

● List practice opportunities, such as in-class activities and assignments, as well as

homework. Final practice activities should usually provide students with an opportunity to

practice alone. Consider the need for differentiation of extended practice opportunities and

incorporating universal design for learning. Some students will need a great deal of extended

practice, whereas others will need far less.

● A list of lessons and activities, if appropriate, that will build on the objective and give

additional opportunities for students to generalize, integrate, and extend the information.

Component 6:

The lesson closing in a direct instruction lesson will occur in one of two places. If extended practice

is as- signed as in-class work, the teacher may close the lesson after the assignment has been

completed. If ex- tended practice is assigned as homework, the lesson closing will occur

immediately following the lesson body. Include the following:

● Strategies for closing the lesson, such as

(1) a review of key points of the lesson,

(2) opportunities for students to show their work,

(3) a description of where or when students can use their new skills or knowledge, and

(4) a reference to the lesson opening. Plans that involve students in the closing are especially

effective.

Component 7:
The evaluation component of the direct instruction lesson is planned when the measurable lesson

objective is written. Evaluation is designed to determine individual student progress in relation to the

lesson objective, which means the student does not receive help from peers or teachers during the

evaluation. Careful moni- toring of progress during supervised and extended practice activities will

help teachers determine when stu- dents are ready to be evaluated. When preparing the evaluation,

include the following:

● A description of the evaluation. You may want to include a sample in the case of a paper-

and-pencil test.

● When and how the evaluation will occur. An example would be to write, “Later in the day,

during other activities, I will ask each student to individually and independently draw an

example of a right triangle for me. I’ll check them off on my class list if they do it correctly.”

5. Learning Standards

a) Cognitive: We will do the work together and then I will Handout worksheet and share the

answer with the class to see if they can figure out where the mistakes are.

b) Affective: The students gain confidence to know the answer and explain to their class peers

if they are stuck or don't understand.

1. Lesson subject/domain areas: Diverse Teaching- Friday

2. Instructor name: Tionna Diamond

3. Date: 5/07/2021

4. Information:

a) Grade: 1st grade

b) Subject: Quiz in Mathematics.

period): 45 minutes- 2nd period

5. Learning Standards

a) Cognitive: Students will take quizzes individually and meet their accommodation needs.

b) Affective: The students understand how to answer questions

Component 1:

Connection analysis. Identify the generalization or big idea, the IEP goal, or the state or

common core standard addressed in the plan. If carrier content is used, describe it here.

Content analysis. May include a task analysis, a concept analysis, or a principle

statement; key terms and vocabulary; and a list of prerequisite skills or knowledge.

Objective. Examples of objectives for a direct instruction lesson could be for students to

demonstrate, list, rewrite, give an example, identify, state reasons, perform, label, use a

strategy, or compute.

Objective rationale. Include specific examples to help clarify the value of the objective.

Critical management skills. Include those you will use in the lesson, such as how you’ll

arrange the room and handle logistic

Gaining attention. Let the students know how you will ask for their attention and how

they should respond. I will get their attention by flashing lights, wave my hand and

stomp so they know that class is starting.

Communication of behavior expectations. Plan how you’ll show and tell expected

behaviors to students. I expected students to pay attention, raise their hands if they

are stuck or not understanding. I expect students to show respect to their

classmates and teachers in the classroom.

Component 3:

The lesson opening should effectively prepare the students for new learning. Include the following in

the les- son opening:

Statement of the objective. Tell students directly what they will be expected to do or know following

the lesson. Show students the objective in writing as well. Statement of the objective purpose. Tell

students why the new learning is valuable and useful to them by giving specific examples.

Connections. Relate new learning to prior experience, build background knowledge, and generate

interest in the lesson.

Checks for understanding. Make sure that all students know the objective and the purpose of the

lesson and have necessary prerequisite skills and knowledge

Component 4:

The lesson body looks like a series of repeated stps.

First, teachers “show and tell “ while checking for understanding; they provide

supervised with feedback; then, they do more “show and tell”; and so on. For less

complex lessons, teachers will “ show and tell” all steps at once and then provide

supervised practice. Include the following in the lesson body:

● The explanation and an accompanying demonstration. This teacher “ show and

tell ” is necessary to enable the students to learn the content or perform the skills

being taught( or the first step in a sequence). This should include many, varied

examples. Don’t forget to include visual supports.

● Active participation strategies. Plan frequent opportunities for student

involvement, processing, and rehearsal through oral, written, and signaled

responses.
 ● Checks for understanding. There should involve overt response.(i.e,. They do or

say something) form all students so you can determine if students are

progressing toward the objective. For example, ask students to identify correct

Component 5:

Students will need additional practice to develop the fluency necessary for application and

generalization of the new skill or knowledge. You can plan more practice that is similar to the

supervised practice already completed. Depending on the content, you can also plan different

practices for deeper understanding, integra- tion with other content, etc. Long-term extended

practice is typically provided in the form of activities (see Chapter 14 for more details). Include the

following in writing the extended practice:

● List practice opportunities, such as in-class activities and assignments, as well as

homework. Final practice activities should usually provide students with an opportunity to

practice alone. Consider the need for differentiation of extended practice opportunities and

incorporating universal design for learning. Some students will need a great deal of extended

practice, whereas others will need far less.

● A list of lessons and activities, if appropriate, that will build on the objective and give

additional opportunities for students to generalize, integrate, and extend the information.

Component 6:

The lesson closing in a direct instruction lesson will occur in one of two places. If extended practice

is as- signed as in-class work, the teacher may close the lesson after the assignment has been
completed. If ex- tended practice is assigned as homework, the lesson closing will occur

immediately following the lesson body. Include the following:

● Strategies for closing the lesson, such as

(1) a review of key points of the lesson,

(2) opportunities for students to show their work,

(3) a description of where or when students can use their new skills or knowledge, and

(4) a reference to the lesson opening. Plans that involve students in the closing are especially

effective.

Component 7:

The evaluation component of the direct instruction lesson is planned when the measurable lesson

objective is written. Evaluation is designed to determine individual student progress in relation to the

lesson objective, which means the student does not receive help from peers or teachers during the

evaluation. Careful moni- toring of progress during supervised and extended practice activities will

help teachers determine when stu- dents are ready to be evaluated. When preparing the evaluation,

include the following:

● A description of the evaluation. You may want to include a sample in the case of a paper-

and-pencil test.

● When and how the evaluation will occur. An example would be to write, “Later in the day,

during other activities, I will ask each student to individually and independently draw an

example of a right triangle for me. I’ll check them off on my class list if they do it correctly.”