This essay is divided in to three separate sections that relate to developing a lesson plan and then evaluating that lesson plan. Included in this submission is the lesson plan itself, the assessment rubric and two answers to questions that summarize the research efforts. The lesson plan uses the Universal Design for Learning theory to guide its content.
English Punctuation.
Content Area: English, Grammar, phonics.
Grade Level:8th Grade
Overview of Lesson: The students will be introduced to 30 to 40 punctuation symbols and be expected to understand and repeat their meaning and association
Learning Objectives: The purpose of this lesson is to enhance the English speaking and writing skills of these underdeveloped students in order to increase their ability to communicate.
Target Student Group: 8th Grade Hispanic Girls
Key Content Concepts: Symbols, communication, grammar, logic, rhetoric, social cognition.
Rationale for Instructional Remediation Strategy and Universal
Design Principles: Universal Design for Learning (UDL)
Materials Required for Lesson: Paper, pen, pencil, chalk chalkboard, classroom, 45 minutes.
Instructional Steps For Conducting The Lesson:
Introduction to Lesson; 3 min
Practical Application Demonstration 3 min
Lecture; 14 min
Class Participation 15 min
Quiz 5 min
Discussion/Conclusions 2 min
Part 2 Assessment Rubric
Action
Pts
Grade
Student participated in class, took an active interest in learning. Scored above 90% on quiz.
5 pts
Grade B
Student took an active role in participation. Scored between 80% and 90% on quiz
3.
Grade C
Student did not participate in class. Scored between 80%-90%.
2 pts
Grade F
Scored below 80%
0 pts
Part 3
Question 1
The research associated with this module has introduced to me that importance of imagination and creativity within the art of teaching steeped in the science of education. The target group selected is 8th grade Hispanic girls and developing a more empathetic understanding of their situation has made me a better student and teacher. Universal Design of Learning theory applied to ESL lessons are helpful in reaching out to these types of students. Sahin (2003) agreed: "more teachers need to become familiar with Universal Design techniques in order to embrace and use it so that they can instruct and support ESL students in an inclusionary setting."
Question 2
You’re 71% through this paper. Sign up to read the full paper.
Sign Up Now — Instant Access Already a member? Log inAlways verify citation format against your institution’s current style guide requirements.