Irma Torres

Grand Canyon University

EAD-520:The Lesson Plan

Jeffrey Mehlenbache

August 31, 2022

 Part A: Lesson Plan Review

Scaffolding and Differentiation

The teacher’s lesson plans had a very detailed section on differentiation, during small

group times. She included the centers for the day and each individualized objective based on the

group’s needs. There was no specific mention of scaffolding.

Alignment and Materials

All of the objectives aligned correctly with the Common Core Standards. The material

listed in the lesson follows the scope and sequence of the school’s curriculum plan.

Learning and Instructional Strategies

The teacher’s lesson plan during her ELA (English Language Arts) block uses the gradual

release method of, I do, we do, you do. The lesson plans also show how the lesson progresses

each day and a little more content is added. Each subject has targeted vocabulary.

Technology
As evident by the lesson plan, there is a 30 minutes block each day where students login

into iReady math intervention. Students will work on a self-paced individualized lesson on

iReady, their goal is to pass the lesson with 86% accuracy, students should complete 60 minutes

a week.

Informal and Formal Assessment

The teacher is on a 5-day cycle with her objectives. On day five she assesses the

objective formally, that's in all subjects. In math, she always has an exit slip at the end of the

lesson, and a cumulative test at the end of the unit.

 Feedback on Lesson Plan

Reinforcement
This lesson plan has great structure, it is easy to find all the components and times. The

activities are clearly listed with the proper material needed. It is evident that there is a consistent

routine in the classroom.

Refinement
According to Glatthorn et al. (2016), “to serve as effective leaders of curriculum, school

administrators need to have more than a passing knowledge of curriculum and understand the

importance of their role in this area” (p.65). Providing feedback to teachers to improve their

lesson plans that align to the curriculum will help develop teachers’ confidence and growth.

Therefore feedback to improve is necessary for the success of the students.

My feedback for this specific teacher would be to incorporate more technology. Although

there is technology listed it is listed as an intervention and is self-paced. New technology tools

can give teachers new energy when it comes to designing curricula and planning lessons (Tucker,

2016). Therefore I suggest researching how to incorporate technology tools with the objective of

the day. Try one new technology tool a week, to start to get comfortable with managing it within

the lesson plan. During PLC teachers can collaborate on ideas and implement different tools as a

trial and give feedback. If finding a technology tool is too difficult I suggest what Tucker 2016

states of connecting with other educators on social media.

Strategy
I would like to introduce the teacher to new visual strategies to help students with the

thinking process. Thinking maps can be used when targeting cause and effect, sequencing,

classifying, comparing and contrasting, and describing. They help organize thoughts and produce

visual support. According to a study conducted by Reilly & Ross (2019), “thinking Maps were

2.0x more likely to surpass average district growth rates in reading and math” (p.20). I am

especially fond of the thinking map for comparing and contrasting called a double bubble, it is

one step ahead of the traditional venn diagram. It helps students space out their comparisons with

more room to write. I have attached an image of how to use the double bubble, I hope you enjoy

using it.

Sourced from Clark et al. (2011).

References:

Clark K. Holzman S. & Pekar K. (2011). Thinking maps : comprehension strategies for

constructing meaning. Thinking Maps.

Glatthorn, A. A., Jailall, J. M., & Jailall, J. K. (2016). Glatthorn, jailall, jailall. The principal as

curriculum leader (4th ed.). SAGE Publications.

National Policy Board for Educational Administration (2015). Professional Standards for

Educational Leaders 2015. Reston, VA: Author

Reilly, J. M, & Ross, S. M. (2019). The Effects of Thinking Maps in Raising Student
Achievement: A Retrospective Study of Outcomes from Implementing Schools. Center for
Research and Reform in Education (CRRE) Johns Hopkins University

Tucker, C. (2016). Escaping the Lesson-Planning Doldrums. Educational Leadership, 74(2),

83–84.