PACT Lesson BuilderCSUN Credential students develop their lessons for PACT using the Lesson Builder in Taskstream. It is easiest if you first write your responses in a word processor, and then copy and paste information into the correct cells in Lesson Builder The following is a list of the required entires in Lesson Builder. You may also want to look at the general information on lesson planning.
- Teacher Candidate
- Date(s) Taught
- Content Area
- Agenda : Please create an agenda that you would write on the board for your class. While you might not include the times in the version you use with students, please include times here.
STANDARDS AND OBJECTIVES
- California Content & ELD Standards
- Learning Objective(s) for Content - What skills and/or content do you want students to learn from this lesson (What are your objectives)? What should students be able to do after this lesson?
- Learning Objective(s) for Academic Language - What academic language skills or abilities do you want students to develop during this lesson? What should students be able to do with academic language after this lesson?
- Prerequisite Knowledge and Skills - What prior knowledge and skills are needed to complete the tasks and activities of the lesson successfully? What must students know and be able to do before the lesson, in order to engage and participate in the lesson with confidence?
LEARNING ACTIVITIES, ASSESSMENT, AND RESOURCES
- Sequence of Activities - Provide a detailed listing of teacher and student activities that make up the lesson. Include descriptions of how student groups will be configured, activity prompts, expected student work products, and your role in facilitating the activities. Include other details important to your planning, such as your prepared questions for a class discussion, special facilities or equipment, and extended tasks for early finishers.
- Differentiated Instruction - Describe how you will differentiate the instruction for students with varied needs for learning. Differentiated instruction may include alternatives for special education students, English learners, students at risk of failing, advanced learners, or other individual students. How will you help these students meet or exceed the standard(s) addressed in your lesson?
- Monitoring and Assessing Learning - Assessment - Describe how you will monitor student progress at key points of instruction (i.e. entry level, formative, and summative, or before, during and at the end of a lesson or unit) to determine whether students are achieving your lesson objectives? How will you analyze student work to distinguish between level of English proficiency and understanding of the material? What kind of feedback will you give students on their work, and how will you enable students to conduct self-assessments and keep track of their own progress?
- Rubrics (if applicable) - Include one rubric you will use in this lesson to assess student work.
- Resources and Materials - List and provide references for (or attach) any resources you will need for your lesson, such as textbooks, other readings, teacher-created materials, videos, and Websites. Also list any materials, equipment, or special facilities needed, such as tools, manipulatives, visual aids, computers, VCR/TVs, lab equipment, white boards, art supplies, etc. Finally, list any human resources needed, such as adults serving as judges or role-play participants.
- Reflection - What parts of the lesson were effective in moving students towards your objectives, and for which students? Consider both your content and academic language objectives. What did you see or hear from students that makes you think these parts were effective? Why do you think they were effective? What parts were not effective—or were less effective—in moving students towards your objectives, and for which students? What did you see or hear from students that makes you think these parts were ineffective? Why do you think they were less effective? Finally, how will you use this reflection to inform your plan for the next lesson?