Modified Teacher Performance Assessment Lesson Plan Template

Teacher Candidate: Kelsey Gunkelman
Grade Level: 9-12
Subject: Career Awareness and Development
Instructional Plan Title/Focus: Job Skills: Instructional Plan Title/Focus: Job Skills: Identifying Skills and Abilities
1.  Relevant MN or ND Learning Standard/Common Core: / C:A1 Develop Career Awareness
C:A1.3 Develop an awareness of personal abilities, skills, interests and motivations.
2.  Significant Outcomes: How does this lesson go beyond the classroom?
Critical thinking, cultural awareness, disability awareness, social justice, advanced inquiry / Students will be able to identify strengths and skills that will benefit them in future jobs.
3.  Behavioral/Academic Objective:
a.  Academic Instructional Objective:
b.  Behavioral Objective: / a. Students will identify personal abilities and skills.
b. Students will have a positive outlook and attitude towards self and others.
4.  Identify the academic IEP goals, objectives, benchmarks that you will focus on in your learning segment. / After completing the lesson, students will be able to identify their own personal abilities and skills. Being able to identify these skills will allow for the students to have a positive self-awareness and allow the student to identify abilities and skills on future job applications and in job interviews.
5.  Student/Class characteristic(s)/Learning Environment: Describe the important characteristics of the students in the class that need to be considered in planning and teaching to facilitate learning for all students.
a.  Consider students' prior knowledge, language development, social and emotional developments, sensory, family, and interests.
b.  Include how you will use your knowledge of students to plan the lesson activities, pacing, choices, etc.
c.  Describe the physical setting where you will provide the lesson
d.  Grouping decisions (random, ability, interest, learning style)
e.  Other considerations (team-teaching, use of paraprofessional) / a. Students have EBD and anxiety. They need a short, low stress lesson/activity. Will use the filling out of IEP PowerPoint as connection to prior knowledge.
b. The lesson will be short and to the point. Students will be given simple directions that do not require lengthily written responses, long reading passages, etc.
c. The lesson will be presented in the Resource Room.
d. The students will participate in a small group discussion (2-6 students) and be assessed on individual response.
e. There are no accommodations, special teaching styles, paraprofessionals, etc. in the classroom at the time this lesson will take place.
6.  Assessment Tools and/or Procedure Used to Monitor Student Learning:
a.  There should be a clear connection between your assessment tool and your learning objective / Students will be assessed using post-it notes to individually identify personal abilities and skills and be provided feedback through a teacher-lead discussion. Students will be given an exit slip to identify what they learned, what could be made more clear, and give examples.
7.  Key Vocabulary: List the key content vocabulary that will be covered. / Strengths, abilities, skills, application, interview
8.  Academic Language: List the academic language demands and communication function in this lesson / Strengths, abilities, skills, personal, job/career, application, interview
9.  Materials: / Post-It Notes
Exit Slip (attached)
Pen or Pencil
10.  Describe the step-by-step procedure of your instruction in this lesson. Provide evidence of clear, well-thought progression from one step to the next and be sure your instructional tasks focus on the target behavior of your learning objective. Also, consider documenting time planned for each task.
a.  be sure your lesson starts with a motivating activity
b.  be sure that evidence-based strategies described is included
c.  be sure instruction addresses language functions/vocabulary
d.  be sure lesson includes contingency points to make adjustments
e.  be sure lesson includes plans for generalization, maintenance, or self-directed use of knowledge/skills / “How many of you already do or plan on having a job? How many of you have had an IEP meeting with Mrs. Olsen where you’ve had to fill out a PowerPoint and identify your strengths? I want you each to take between 1 and 10 pieces of paper from this pile. You can take as many as ten, but you must take at least one. We will be using these later.”
“Now, what is a(n) strength or ability?” Student answers vary.
“Yes. Ability is a talent or proficiency in a particular area or a skill to do something.
Today we are going to learn why identifying abilities and skills is important. After this activity, you will be able to identify your own personal skills and abilities. So, why do you think it is important to know how to identify our own abilities?” Student answers vary.
“Yes! One day you will have to fill out a job application and do a job interview. When we apply and interview for a job, we need to be able to tell employers what we can do and how that will help us do the job we are applying for. Not only that, but if we don’t think we are good at anything or think we don’t have any strengths, that can lead us to feel self-conscious and lead to a negative self-image. Sometimes this can be hard. Sometimes we tell ourselves “I’m not good at anything” or we think that saying “I’m good at this” means we are bragging, and that can be hard. It’s okay to feel that way.
“Now, remember those pieces of paper you took earlier? We get to use them. I want you to think to yourself “What am I good at? What are my skills? What are my abilities? I want you to write one skill, ability, or talent on each piece of paper you took. For example, I could write “I am friendly” or “I am good at typing”. When you are done, come up and place them on the white board. We will then look them over and discuss them. Are there any questions?”
When looking at post-its identifying strengths on the white board:
“Are there any skills up there that someone else wrote that is also a personal skill that you have? Are there any abilities up there that you didn’t think about before or didn’t realize could be considered a skill?”
11.  Describe the evidence/based strategies did you incorporate into the lesson to support student learning?
a.  Citation needed / Direct Instruction
http://edglossary.org/direct-instruction/
12.  What modifications and/or accommodations will you utilize to enhance learning efficiency (e.g. instructional methods, learning tasks, environment)?
a. Academic Accommodations
·  Students with IEP
·  Gifted and Talented
·  ELL/other
b.  Social/Behavioral Accommodations
·  Students with IEP
·  Gifted and Talented
·  ELL/other / EBD
a. Short, to-the-point activities will be used for students with EBD.
b. Lesson will be completed in the resource room (quiet environment, small class size).
c. Students will be offered encouragement and positive support throughout the activity.
13.  Evidence of Achievement:
·  Academic Instructional Objective - what does your assessment tell you about students’ learning; did students meet the instructional objective?
·  Behavioral Objective - Did students meet the behavioral objective during this instructional time, what evidence do you have? / -Paper on Whiteboard activity
-Exit slip
-Students will give examples of their own abilities or skills, showing they understand the academic content. Students’ discussion responses and written responses will be positive and supportive of others and self.
14.  Lesson Overview and Reflection: How will you build on what the student’s know/have learned to develop your next lesson? How will you change instructional strategies to enhance the students’ learning? / Students will complete a job inventory, identifying skills, abilities, and interests in order to find jobs related to those areas.

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