| Regarding the Syntax for the Instruction |
| Student Learning Goals |
Instructional Strategies |
Instructional Actions |
Student Activities |
| Students will learn the importance of communication. |
Lecture, paired and group activities. |
Classroom layout will be evaluated for accessability for mobility challenged students to view the projected media. Students who are odd number seats will move to the even numbered seats for activities. (Mobility challenged students are in even seats.) |
Communication lecture using projector. Students will sit in pairs and try to create a drawing based on the others description alternating not being able to ask questions and then being able to communicate. Group research of a topic with discussion and without discussion. |
| Students will learn to work together as a team. |
Research, role assignments and project design planning. |
Lab computers will be available that are equipped with "switch mice" for ease of use by mobility challenged students to complete research. Work area will be easily accessible for all. |
Structure research on computer and project planning layouts. |
| Students will cooperatively develop and implement a plan for a newspaper structure |
Project design planning and cooperative creation of group project. |
Role assignment will be facilitated by the teacher for groups with physically challenged students so that they will not be placed in a position to complete a task that they do not feel they can accomplish physically. Constructive learning project will be completed in the classroom. |
Cooperative design with listing of ideas given by each team member. Students will identify roles for each and be observed for communication skills while completing the project. |
| Students will cooperatively develop and implement a plan for a newspaper structure |
Project design planning and cooperative creation of group project. |
Role assignment will be facilitated by the teacher for groups with physically challenged students so that they will not be placed in a position to complete a task that they do not feel they can accomplish physically. Constructive learning project will be completed in the classroom. |
Cooperative design with listing of ideas given by each team member. Students will identify roles for each and be observed for communication skills while completing the project. |
| Mentor Learning Goals |
Instructional Strategies |
Instructional Actions |
Developing a
relationship with the
mentee before diving in. |
Discussion and preparation. |
Slow and building discussion about the lesson plan and what approach will be taken. |
Practicing good
listening skills. |
Concentration and counting to five before talking and reflection. |
Rephrase and repeat understanding of mentee comments. Rewrite the discussion afterwards to see if the information was retained. |
Not leading the mentee
by the way I ask
questions. |
Careful sentence construction before asking questions. |
Draft sample questions before each meeting to predict answers to the possibilities. |
| Mentee Learning Goals |
Instructional Strategies |
Instructional Actions |
Active, successful
student participation in
the learning process. |
Collaboration, group projects and presentation. |
Closely monitor student progress and redirect as needed. Review assignment of position roles. Evaluate the equipment and setting for access to all students. |
Learner-centered
instruction. |
Research and collaboration with diverse homogeneous grouping. |
Ensure the students understand the instructions and monitor progress. |
Evaluation and
feedback on student
progress. |
Review and communication. |
Regularly comment on each groups progress and highlights of their work. |
Classroom
management in various
settings. |
Direct instruction and signaling. |
Explain behavior expectations and consequences before the lesson begins. |
| |
| Regarding the Social System |
The social requirements for this lesson plan will require a high degree of cooperation, communication and concensus. Students must collaborate as a team to create their project. Diversity will be a resource as the students interact both verbally and non-verbally to complete the assignment. |
| |
| Regarding the Instructors Role |
The instructor will be a coach to encourage students when they are on the right track and to help them understand the assignment and what is expected. Special circumstances such as students with special needs and students who need enrichment activities will also need facilitating by the teacher. |
| |
| Regarding the Support System |
| Equipment and resources that will be needed for the lesson include a computer projector and computer lab access for research. Previous learning about verbal and non-verbal communication, use of computer and internet searching and an understanding of the different roles required for group projects. |
