Purpose: It is suggested that matching instruction to individual learning needs and individual abilities is beneficial for all students. Preservice teachers must be prepared to differentiate instruction, reflecting such practices within a lesson plan that reflects current standards.
Assignment Resources: Many Internet sites are available to provide teachers with planning assistance. Hundreds of lesson plans developed by teachers and other planning resources are available on the Internet. These plans can often be browsed by subject, grade, level, or both. Sites that provide lesson plan and resource assistance include the following:
Discovery Education (https://www.discoveryeducation.com/)
Teacher Vision (https://www.teachervision.com/lesson-planning/lesson)
A to Z Teacher Stuff (http://atozteacherstuff.com/)
Directions:
Choose a topic you might teach one day
Complete Lesson Plan Part One and Reflection Part Two using the provided Lesson Plan
Part One
Submit the final lesson plan (using format provided) after completing micro-teach experiences. The uploaded assignment must include the following elements:

The lesson plan must be typed and be free of punctuation, spelling errors, and grammatical errors.
The subject of the course (e.g., language arts, math, music)
The grade level of the course K-12
The Instructional objective must be written at the evaluation level.
The instructional objectives should clearly demonstrate the concepts in the foundational readings and the standards required by the state
The body of the lesson plan must include four activities/questions covering all levels of Webb’s Depth of Knowledge, sequentially ordered, and labeled, and/or the discussion must be planned for and all questions (based on Anderson & Krathwohl’s Revised Bloom’s Taxonomy) should lead to the discussion.
Use prior knowledge of subject content area to sequence the activities and concepts in the lesson plan to ensure coherence.
Accommodations for ELL (English Language Learners) and SPED (Special Education) students are noted and effectively coordinate with the lesson.
Code the lesson plan and align instruction to the Benchmarks for Excellent Student Thinking (B.E.S.T) standards for Florida for the discipline covered (e.g., elementary education, art education, physical education etc). Florida Executive Order for BEST standards, Download Florida Executive Order for BEST standards, ELA BEST Standards Download ELA BEST Standards, Math BEST Standards Download Math BEST Standards, BEST Standards Overview Download BEST Standards Overview
Part Two
Reflective Practitioner: Prepare a 1 to 2 page double spaced Times New Roman 12pt font reflection that addresses the following:
Make a direct and explicit statement of how the lesson incorporated culturally responsive pedagogies and what ways it would be possible to move towards culturally sustaining pedagogies.
Explain how the instructional objectives should be fully justified by providing clear connections between the foundational readings and required standards.
Discuss the theoretical implications of using data-based research in the design and delivery of lessons.
Part 1 must haves:
Begin planning to submit your final lesson plan. Please trust me when I say that the higher the grade level you choose, the easier it is to complete this assignment. The lowest grade that you may use is 1st grade. The following topics are NOT permitted: abortion, capital punishment, euthanasia, legalization or decriminalization of marijuana, or school uniforms. The uploaded artifact must include the following elements:
The lesson plan must be typed and free from all punctuation, spelling errors, and grammatical errors.
The Instructional Objective must be written at the Evaluation level of Bloom’s Taxonomy, using the mandatory 4-part format.
The Set must be fully explained and contain an example of stimulus variation.
The learning styles that are addressed/represented within the body of the lesson plan must be identified by name (labeled).
The body of the lesson plan must include teaching strategies or activities or questions or tasks that cover all 4 quadrants of Webb’s Depth of Knowledge, labeled, and/or a discussion that must be planned for through questioning, including at least 6 sequentially asked and labeled at each of the levels of the Taxonomy, (based on Anderson & Krathwohl’s Revised Bloom’s Taxonomy) and they should lead to the discussion.
Be sure to use prior knowledge of the subject content area to sequence the activities and concepts in the lesson plan to ensure coherence.
Accommodations for students who are identified as ELL (English Language Learners) and SPED (Special Education) are noted and effectively coordinate with the lesson.
Code the lesson plan and align instruction to the Florida State Standard for the discipline covered (e.g., elementary education, art education, physical education, etc). These can be found at CPALMSLinks to an external site.
After your plan is completed, you also must write a Reflective Paper. Using any field experiences that you may have had, thinking about the Teaching Practicum Assignments, course/instructor input, and the reading from the textbook prepare a reflective paper that addresses the following:
Discuss how this lesson plan could be differentiated further in terms of content delivery (instructional strategies), room arrangement, materials (resources), assignments, assessments, etc. to meet a variety of learning styles and the diverse needs of learners.
Specifically, explain how the activities and exercises from this course contributed to your ability to develop lesson plans and the management of the classroom. Discuss how lesson planning is integral to successfully manage a classroom.