Using the state standard to write learning objectives -Aligning the rigor of the state standard to the rigor of the learning objective -Describing a performance measure that is aligned to the state standard and is included in the learning objecti

PART 1: -Using the state standard to write learning objectives -Aligning the rigor of the state standard to the rigor of the learning objective -Describing a performance measure that is aligned to the state standard and is included in the learning objective -Writing an objective statement and related performance measures in student-friendly terms -Describing the purpose of learning the new content; why it helps the student in the content area and in their life -Writing a statement that the teacher uses to connect the lesson to necessary prior knowledge and/or background knowledge, and supports the student making connections within and across content areas Will complete two lesson plan introductions, completing only those areas described above. (TEMPLATE PROVIDED) PART TWO: – Lesson Plan 1 MUST be a lesson plan that uses an English/Reading/Language Arts TEKS that addresses one of the following literacy domains: Phonics; Phonemic Awareness; Comprehension; or Fluency. Vocabulary instruction must be embedded in the plan as well. Use this lesson plan format & to ensure you are meeting the instructional planning requirements that include the STR. If you did not use one of these areas for part 1, you may create a new plan. -Lesson Plan 2 may also be literacy, or you may choose any other standard in any other content area you wish. Vocabulary instruction must also be embedded in the plan, regardless of the content area and standard you choose. (TEMPLATE PROVIDED) PART THREE: – For part 3 submit two complete and original lesson plans for feedback and final evaluation. The parts of the lesson plan form that will be scored include Differentiation (Reteach and Extensions) Closure, Questions, Modifications and Accommodations, Assessments, and the Overall Plan. -While each lesson is designed to deliver the state-required content for the grade level, some students require additional learning supports to successfully access this content. Students who are learning the English language, or who have learning disabilities, are especially in need of these supports. There are multiple supports for learning that are available for all students; however, more intensive supports are often required for some learners with greater needs. These more intensive supports fall into two categories; accommodations and modifications. The components scored in part two should still be present here. When complete, these will represent two complete lesson plans. STUDENT NEEDS/INFORMATION PROVIDED