PACE - LCSC Education Division - Lewis-Clark State College

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**Instructional activities example: The following example describes in paragraph form the lesson and thetable chart defines the instructional events, teacher actions, expectations for student responses and anapproximate time.Instructional ActivitiesThe lesson will begin by having the student choose a chapter book to share. She will have a choice of Junie B Jones Has a MonsterUnder Her Bed or Magic Tree House Blizzard of the Blue Moon. (Choices will be based on earlier discussion of student preferences.) We willread for 10 minutes. Then I will explain to the student that we are going to read If You Give a Pig a Pancake, but we are going to do a story mapwhile we read. We will partner read, stopping to fill in the major characters, setting, problem, and solutions. This will take 15 minutes. Next, Iwill ask the student to read If you give a mouse a cookie aloud to me. I will tell the student that a retelling will be expected when the reading isfinished so do her best reading. The student will read the story and do a retelling, approximately 15 minutes. The student will then fill out a selfassessmentform and the teacher will fill out an assessment form as well.Events ofInstructionTeacher Actions Student Actions Amount of Time Reasons for Actions90
Lesson Design FrameBased on TPACThis frame is designed to help you in the construction of your lesson plans and in yourpreparation for the Teacher Performance Assessment Consortium (TPAC). It is meant to serveas a scaffold. Because there are many different ways to approach the creation of a lesson, thisframework is intended to be broad and flexible. This Lesson Design Frame is hence structuredaround a framework of questions. Although you might not need to respond to each one of thequestions, it is recommended that you consider as many of them as you think are appropriate,practical, and essential for your lesson. Moreover you do need to include all aspects of the <strong>LCSC</strong>Lesson Format as described previously.Context for Learning: (Attention to students’ backgrounds, interests, and needs)WHO are the students in this class (or in this group)?• How many students will you be teaching? How many males? Females?• What is the age range or grade level(s) of the students?• What are the identified English language proficiency levels of the students? What do youknow about the students’ conversational and academic English? How do you know?• What prior knowledge, skills, and academic background do students bring to the lesson(consider previous learning experiences, assessment data, etc.)? How do you know?• What additional needs might students have (describe any special considerations and/orexceptional needs)? How many students have Individualized <strong>Education</strong>al Plans or 504plans?• What are the represented socio-economic, cultural and ethnic backgrounds of the students?How might these influence your planning, teaching and assessment?WHAT conditions might impact the planning and delivery of the lesson?• Describe conditions/limitations that might impact the planning and delivery of your lesson,pacing, texts or instructional practices.• Describe district, school, grade-level and cooperating teacher’s requirements orexpectations. Include such things as curricula, standardized tests or other assignments.• What classroom management issues might affect instruction? How might you proactivelyaddress those issues in your lesson design?Lesson Rationale:WHY are you teaching this lesson?• Upon what assessment data or previous lessons are you building?• WHAT requisite skills do students need in order to access the lesson & participate fully?• How does the content build on what the students already know and are able to do?• HOW does this lesson fit in the curriculum?• How does the lesson build on previous lessons or previous learning?• How will the learning in this lesson be further developed in subsequent lessons?91
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PACEPathways for Accelerated Certif
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The Intern ........................
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GENERAL INFORMATIONPURPOSE OF THE H
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SECTION 1 - THE PACE ELEMENTARYTEAC
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Transcript evaluation cannot be com
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Completion of courses associated wi
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Pre-Professional FoundationsED 214
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ChallengingChallenging a course inv
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Please Note: Before You Start Inter
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the intern and make suggestions. If
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10. Compile evidence using the Comp
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Professionalism: Etiquette and Ethi
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They are willing to share informati
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discussed the lesson(s) they plan t
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• The OSTE should observe the int
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Week 2The intern assists in plannin
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The PrincipalOrientating the Intern
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Instructions for The Printed or Ele
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A second reminder: A final copy of
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PACE - LCSC Education Division - Lewis-Clark State College

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