Objective
To prepare for careers in education and other field requiring excellent verbal and written communication skills – an understanding of the communication process, functions of verbal and non-verbal communication, and barriers to communication.
Description |
Exhibit 2 is a lesson plan that I created as a student taking EDU 3070, a social studies foundations course, during the 2014 spring/summer term at Madonna University. The lesson plan is for 5th grade students, based on Michigan Grade Level Content Expectations (GLCEs) in social studies. Specifically, it contains objectives that promote higher-order thinking skills, such as synthesis, evaluation, and analysis. It provides the steps for teaching the lesson through an engaging anticipatory set, modeling, guided practice, releasing students for independent work and wrapping it up with a closing activity. Moreover, it includes a framework for the time needed, a list of all the materials needed and a rubric for assessment.
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Exhibit 2: Lesson Plan
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Reflective Analysis |
As a future teacher, writing this lesson plan was beneficial because it forced me to think about the best way to effectively teach all students. I chose this lesson plan for Exhibit 2 because it is the most comprehensive lesson plan I had prepared to date and since that time, I have written similar lesson plans in other content areas for my other classes. I know I can transfer this skill to writing lessons plans once I become a teacher.
The lesson plan illustrates my ability to communicate well with students through facilitating group discussions and “think, pair, share.” The lesson plan also demonstrates my ability to write well, since it is organized and provides detailed instructions. This ability is also seen in the lesson plan where I wrote the students’ objective as an “I can” statement in a language that is easier for students to comprehend. Also, the lesson allows for two-way communication through my use of Visual Thinking Strategies (VTS), in which I ask students open-ended questions about political cartoon images and they discuss what they see. Moreover, I speak clearly and understandably when I explain the exact steps of the lesson. Keeping in mind that English learners may not be proficient in English, I use appropriate gestures, expressions, and eye contact as I model the lesson. I walk around the classroom to ensure that all students are on task and understand the lesson. By checking for understanding and clarifying any misconceptions, I minimize misunderstandings. |