Learning Goals Improve modification of Lesson Plan to include all populations |
Sub-goals |
Type of Learning |
Assessment Strategies |
Feedback Strategy |
| Student Goals | ||||
| Understand the need for rules or laws |
Use previous knowledge to brainstorm rules for baseball, basketball and football Compare how the games would be without rules |
Cognitive (Fact, Understanding)
Cognitive (Understanding, Application) |
Observation
Discussion |
Verbal |
| Research the Code of Hammurabi using Internet and Library Resources | Use kid-friendly search engines to locate information on the Internet
Understand basic copyright laws and properly cite sources Use Teacher-made website |
Cognitive (Application, Acquiring, Fact)
Psychomotor (Acquiring) Cognitive (Analysis) |
Observation
Demonstration |
Surf Log
Copyright Log for citation Web Jounal Librarian Observation Rubric (Participation) |
| Collaborate in groups to compoile the information gathered to answer the question: "Why do we need rules?" | Students compile 10 rules for each sport
Students compile 10 rules for the class Students discuss compiliation of rules and prioritize Students choose favorite Hammurabi Law and explaining why Student representative consolidates their groups findings and conclusions |
Cognitive(Application, Synthesis) | Observation
Oral Reports |
Rubric (Collaboration) Verbal |
| Understand and Apply the Writing Process. | Students form editing groups of 3, discuss the rules from their drafts and draft a new set of class rules as a group | Cognitive(Application)
Cognitive(Comprehension) Cognitive(Synthesizing) |
Discussion
Writing Draft of Rules |
Obervation
Rules Draft Rubric (Collaboration) |
| Students will produce a Final Written Paper detailing:Why rules were important during the time of the Code of Hammarubi citing 2 examples.Why rules are important in sports citing two examples.Why rules are important to the classroom environment citing three examples that the student deems most important and why. | Students use Microsoft Word to produce the final Written Paper
Special needs students will work with the VI Coordinator and the Special Education Teacher to produce their final product |
Psychomotor | Final Paper | Rubrics - Content, and Mechanics |
| Teacher Goals | ||||
| Improve modification of Lesson Plan to include all populations | Collaborate with the Assistive Technology Coordinator, Special Education Chair, Dyslexia, ESL and GT Teachers to ensure that all populations are addressed | Affective
Cognitive (Evaluation) |
Discussion | Verbal |
| Improve Classroom Management when working with Groups | Observe classrooms where teachers work successfully with groups | Observation | Discussion | Verbal |
| Increase Technology Integration Skills | Attend mini-training sessions with Instructional Technologist and complete Online Staff Development Portal lessons on Word, Inspiration and Internet Research
Create Teacher Webpage of bookmarked sites Create Surf Log Create Copyright Form Create Web Journal Template Develop Reflective Questions for Web Journal Develop Rubrics |
Cognitive (Acquiring, Application) | Created Materials
Staff Development Documentation |
Observation
Lesson Plan Implementation |
| Professional Goals | ||||
| Use Coaching and Question Techniques to facilitate teacher thought processes to focus on student objectives, student learning and student outcomes | Practice phrasing questions and providing wait time for answers
Develop potential questions |
Affective | Lesson Video and Observation notes | Data gathering and Observation |
| Collaborate with Assistive Technology Coordinator, Special Education Chair, ESL, Dyslexia and GT Teachers to ensure student equity and success | Gather information from special population teachers and coordinators to ensure classroom success for students
Analyze the classroom and lab classroom layout, assistive technology equipment needs |
Cognitive (Knowledge, Comprehension) | Documented meetings | Successful Lesson Plan Implementation with Special needs students successful |