Running Head: Lesson Plan Standards Learner Outcomes 1

Running head: LESSON PLAN STANDARDS LEARNER OUTCOMES
Lesson Plan Standards and Learner Outcomes

TED 632 Content Area Curriculums
Professor Mark Powell
Paul Delos Santos
LESSON PLAN STANDARDS LEARNER OUTCOMES
May 21, 2016Teaching & Learning Plan Preparation Steps # 1-10

This introduction describes the purposes and perspectives captured in the procedures for creating
a plan. Additionally, this introductory section provides an overall organizational scheme for understanding
and using the materials in the Creating a Unit Plan. The purpose for this packet is to give novice teachers
a systematic approach in creating a Unit Plan. The packet includes 10 steps to complete in the teaching
and learning plan development process. More experienced teachers may use variations on the application
of these design principles; the 10 steps give novice teachers a step-by-step process for constructing
teaching and learning plans. The steps used to create a Unit plan are delineated below.
Steps 1-10
1. Grading Period Content Area Planning

2. Unit/Week Organization
Step Activity
Find 9 concepts (big ideas) that will be the basis for content area wit
(9 weeks are used for a grading period).
3. Scope & Sequence
Select one weeks concept (big idea) for your Major Content Area (M
Divide Major CA into 5 Minor Content Areas (5 smaller ideas, Min
day of the week
Order 5 Minor CAs into days of the week
4. Content Area Standards
Find one content area standard by grades K-12 that teach to each of
5. Learner Outcomes
Align, review and revise Content Area Standards to develop one lea
6. Pre-Assessment
Determine assessment task (teaching strategy) that will form 3-5 gen
performance for post-assessment rubric
7. Learning Activities
Find or create 1-3 learning activities for each Day Plan to meet the l
Step 5
8. Ongoing Assessment
Select assessment tools to facilitate & guide progress of learning act
9. Post-Assessment
Plan one learning product and select rubric for rating student perform
10. Review/Grade/Rubric
Place Grade Points on Rubric
Step 1 - Grading Period Content Planning

Course: 12th Grade English with the core text: Ready Player One by Ernest Cline
Concept 1 (Unit/Week One): Dystopias vs. Utopias vs. Our Current World
Concept 2 (Unit/Week Two): Introduction to Dystopian fiction
Concept 3 (Unit/Week Three): Analysis of Shirley Jacksons The Lottery and Ray
Bradburys All Summer in a Day by Ray Bradbury and its dystopian elements
Concept 4 (Unit/Week Four): Understanding the Quest: Reading Percival and the Holy
Grail
Concept 5 (Unit/Week/Five): Why would the author do that? Nostalgia and Ready Player
One
Concept 6 (Unit/Week Six): Thematic analysis: Competition vs. Collaboration = How
human relationships are affected by either one
Concept 7 (Unit/Week Seven): Thematic analysis: Technology and its effects on our
culture
Concept 8 (Unit/Week Eight): Thematic analysis: Virtual Reality Is it worth it?
Concept 9 (Unit/Week Nine): Thematic analysis: Our true identities Who are we?
Report Card GRADE Students will be evaluated through in-class discussions, written
assignments, through their journaling of the novel and short stories, and, ultimately, an
essay examining the themes discussed in Ready Player One.
Step 2 - Dividing Major Content Area into 5 Minor

Content Areas
One Week/Unit: 5 Minor Content Areas
Selected Unit: Virtual Reality - Is it worth it? (Week 8)
Content Packet---Day One Learning Plan Minor CA 1: How has virtual reality changed
over the years? Students will review a TIME slideshow: See The Incredibly Goofy
Evolution of Virtual Reality Headsets (http://time.com/3626519/virtual-reality-goofyevolution/) and take notes on what has changed over time and which version would be used
in Ready Player One in OASIS, the core virtual reality program in the novel.
Content Packet---Day Two Learning Plan Minor CA 2: Students will read the positive
aspect of virtual reality and determine if they agree or disagree with it. The article is titled:
Why Virtual Reality is About to Change the World from TIME Magazine
(http://time.com/3987022/why-virtual-reality-is-about-to-change-the-world/).
Content Packet---Day Three Learning Plan Minor CA 3: Pro and Con of Virtual Reality:
Students will read The Good and the Bad of Escaping to Virtual Reality
(http://www.theatlantic.com/health/archive/2015/02/the-good-and-the-bad-of-escaping-tovirtual-reality/385134/) from The Atlantic to help
Content Packet---Day Four Learning Plan Minor CA 4: Socratic Seminar discussing the
question: Should humanity continue to pursue or stop the development of virtual reality?
Why or why not?
Content Packet---Day Five Learning Plan Minor CA 5: Proposal Writer: Students will
analyze the pros and cons of virtual reality. The students must utilize the sources given to
them throughout the week and write a proposal on whether or not a fictional virtual reality
project should be funded or not.
Rationale Students in this weeks selected unit will be scaffolded to write a pro-and-con
argumentative in-class essay that will require them to analyze the various sources from the
week and come up with a stance regarding virtual reality. They must also tie it back to the
book by finding connections to the negatives and positives of virtual reality from Ready
Player One. This unit is useful because it can hit numerous standards and brings in more
non-fiction articles into the class. It is also interesting since it builds upon the previous
weeks theme of technology and society. The ability to make an argument and back it with
evidence is vital in both the academic and post-academic world. There will never be a time
when students are asked to provide an opinion on something without evidence to back it up.
They must think critically about virtual reality and its effects on society and its potential
impact on culture. By having students write a short essay on the topic, they are considered
experts in the subject and their opinion on virtual reality is requested.
Step 3- Determining Scope & Sequence Conceptual

Overview: The scope refers to the length of learning activity each Minor CA (with associated
Standards) will cover in the Unit. That length is commonly one week. The sequence refers to
the order the Minor CAs will occur in the Unit or during the week. This plan allows teachers to
plan by dayto vary the weeks learning activities and to develop curricular content
knowledge and skills.
Steps:
Provide a rationale for your Scope and Sequence explaining the reasons for your timing
decisions. This may be the most important decision of your plan.
Day 1
Day 2
Day 3
Day 4
Day 5
Teaching & Learning

Plan
Teaching & Learning

Plan
Teaching & Learning

Plan
Teaching & Learning

Plan
Teaching & Learning

Plan
How virtual reality has

evolved through the
years?
The positives of virtual

reality
The negatives of
virtual reality
Should humanity
continue to develop
VR or stop it all
together?
Analyze the pros and

cons of virtual reality
and express thoughts
in essay form
Rationale: In order for

students to truly
comprehend virtual
reality and its impact on
society, the first step is
to have them see how far
the technology has
come. By seeing how
the technology was
developed and how
much it has changed,
they can infer why
virtual reality was
created.
Rationale: With
background information
on virtual reality, the
students will now have to
see what the positive
impact of virtual reality
on society. They began
with how virtual reality
was created and changed,
now they are going to see
the virtual realitys utility.
Rationale: Naturally
when you see the
positives of something,
the negatives have to be
considered. Students
will need to see the
other side of the
argument if they are to
create a strong stance.
This connects to the
day before where some
of the positives are
listed again in the
second article.
Rationale: Students
need to hear their
colleagues thoughts on
the matter and practice
good public speaking
and listening skills.
That is what Socratic
seminars engage and
foster. Students are
required to listen to
each others opinions
and discuss while
taking notes.
Rationale: Ultimately,
all of the analysis
throughout the week
has to be put together
in some way shape or
form. Students will
ask to produce a
proposal on whether
or not a fictional
virtual reality project
should be funded,
using the evidence
gathered from the
various articles.
Step 4 - Content Area Standards

Day 1 Teaching &
Learning Plan
Day 2 Teaching &

Learning Plan
Day 3 Teaching &

Learning Plan
Day 4 Teaching &

Learning Plan
Day 5 Teaching &

Learning Plan

evolved through the
years.
The positives of
virtual reality
The negatives of
virtual reality
Should humanity
continue to develop
VR or stop it all
together?

in essay form
Content Area Standard
Content Area
Standard
Content Area Standard
Content Area
Standard
Content Area
Standard
ELA 11-12RI.1 Cite strong and

thorough textual
evidence to support
analysis of what the
text says explicitly as
well as inferences
drawn from the text,
including
determining where
the text leaves
matters uncertain.
ELA 11-12RI.1 - Cite

strong and thorough
textual evidence to
support analysis of
what the text says
explicitly as well as
inferences drawn from
the text, including
determining where the
text leaves matters
uncertain.

strong and thorough
textual evidence to
support analysis of what
the text says explicitly
as well as inferences
including determining
where the text leaves
matters uncertain.
ELA 11-12RI.3
-Analyze a complex set
of ideas or sequence of
events and explain how
specific individuals,
ideas, or events interact
and develop over the
course of the text.
ELA 11-12RI.7 Integrate and evaluate
multiple sources of
information presented in
different media or
formats (e.g., visually,
quantitatively) as well as
in words in order to
address a question or
solve a problem.

strong and thorough
textual evidence to
support analysis of
what the text says
explicitly as well as
inferences drawn from
the text, including
determining where the
text leaves matters
uncertain.
ELA 11-12RI.2 Determine two or
more central ideas of a
text and analyze their
development over the
course of the text,
including how they
interact and build on
one another to provide
a complex analysis;
provide an objective
summary of the text.
ELA11-12RI.5 Analyze and evaluate
the effectiveness of
the structure an author
uses in his or her
exposition or
argument, including
whether the structure
makes points clear,
convincing, and
engaging.

strong and thorough
textual evidence to
support analysis of what
the text says explicitly
as well as inferences
including determining
where the text leaves
matters uncertain.
ELA11-12RI.5 Analyze and evaluate
the effectiveness of the
structure an author uses
in his or her exposition
or argument, including
whether the structure
makes points clear,
convincing, and
engaging
ELA11-12RI.6 Determine an author's
point of view or purpose
in a text in which the
rhetoric is particularly
effective, analyzing how
style and content
contribute to the power,
persuasiveness, or
beauty of the text.
ELA 11-12SL.1 Initiate and

participate effectively
in a range of
collaborative
discussions (one-onone, in groups, and
teacher-led) with
diverse partners on
grades 11-12 topics,
texts, and issues,
building on others'
ideas and expressing
their own clearly and
persuasively.
ELA 11-12SL1.a
-Come to discussions
prepared, having read
and researched
material under study;
explicitly draw on
that preparation by
referring to evidence
from texts and other
ELA 11-12W.1 - Write

arguments to support
claims in an analysis of
substantive topics or
texts, using valid
reasoning and relevant
and sufficient evidence.
ELA 11-12W.2B Develop the topic
thoroughly by selecting
the most significant and
relevant facts, extended
definitions, concrete
details, quotations, or
other information and
examples appropriate to
the audience's
knowledge of the topic.
ELA 11-12W.4 Produce clear and
coherent writing in
which the development,
organization, and style
are appropriate to task,
7
research on the topic
or issue to stimulate a
thoughtful, wellreasoned exchange of
ideas.
SL11-12.3 - Evaluate
a speaker's point of
view, reasoning, and
use of evidence and
rhetoric, assessing the
stance, premises,
links among ideas,
word choice, points
of emphasis, and tone
used.
purpose, and audience.

ELA 11-12W.10 Write routinely over
extended time frames
(time for research,
reflection, and revision)
and shorter time frames
(a single sitting or a day
or two) for a range of
tasks, purposes, and
audiences.
Step 5- Learner Outcomes

Day 1 Teaching &
Learning Plan
Day 2 Teaching &

Learning Plan
Day 3 Teaching &

Learning Plan
Day 4 Teaching &

Learning Plan
Day 5 Teaching &

Learning Plan
How virtual reality

has evolved through
the years?
The positives of
virtual reality
The negatives of virtual

reality
Should humanity
continue to develop
VR or stop it all
together?

in essay form
Learning Outcome:
Students will be able
to trace the history of
virtual reality and
analyze the differences
in prototypes through
the years.
Learning Outcome:
to disseminate the
authors arguments
regarding the positives
of virtual reality.
Students will also be
able analyze the
language used that
helps establish the
positive stance.
Learning Outcome:
Students will be able to
decipher an authors
arguments on how virtual
reality has positives and
negatives. Students will
be able to analyze the
language used to
determine the authors
stance.
Learning Outcome:
to formulate a stance
and defend it in a
speaking manner in
front of their peers.
Students will also be
able to use evidence to
support their claims.
Learning Outcome:
Students will evaluate
the pros and cons and
virtual reality and
establish a position
through a written
proposal whether or not
a fictional VR project
should receive funding.
Students must utilize
textual evidence from a
variety of sources,
including the articles
from the week prior.
Step 6- Pre-Assessment
Day 1 - Learning
Plan
Day 2 - Learning
Plan
Day 3- Learning
Plan
Day 4 - Learning
Plan
Day 5- Learning
Plan
How virtual reality

has evolved through
the years?

reality
The negatives of
virtual reality
Should humanity
continue to develop VR
or stop it all together?

in essay form
Pre-Assessment
Students will be
asked to come up
with an example of
something that has
changed over the
years and how it has
been improved upon.
Students will share
what changes and
how close, in their
opinion, it is to
perfection and why.
Pre-Assessment
In class review of how
virtual reality has
evolved throughout
the years through
discussion. Students,
in groups, will
brainstorm the
positives of virtual
reality concerning
these topics:
psychological,
physiological,
sociological and
emotional to share
later.
Pre-Assessment
Teacher-led
discussion on
whether or not
students agree with
the statements made
in the previous
article. This will help
the teacher
understand whether
or not the students
were able to find
evidence to support
statements from the
previous text.
Pre-Assessment
Students, in groups,
will come up with
questions regarding
the texts and bring
them to the seminar.
Pre-Assessment
The weeks activities
will be tied together
with the production
of a proposal that
will review the pros
and cons of virtual
reality.
Students are expected

to have an
understanding that
things must undergo
changes to reach a
better version. Ties to
the slideshow.

to infer on how virtual
reality can be a
positive before
reading an
informational text.

to understand the proside of the argument
before learning about
the con side of the
argument.
Students will need to

read the text closely in
order to come up with
arguments and points
to make during the
seminar.

have all materials
from the week with
them in order to do
the assignment.
10
Step 7- Learning Activities

Day 1
Learning Plan
Day 2
Learning Plan
Day 3
Learning Plan
Day 4
Learning Plan
Day 5
Learning Plan
How virtual reality

has evolved through
the years?
The positives of
virtual reality
The negatives of
virtual reality
Should humanity
continue to develop
VR or stop it all
together?

in essay form
Learning Activities:
Students,
individually, in their
interactive notebooks
will highlight a
product that they
have seen change and
improve over the
years. They will note
significant changes
and if the product is
perfect.
Students will be split
into groups where
they will brainstorm
the positives of
virtual reality
concerning these
topics: psychological,
physiological,
sociological and
emotional.
Students will read the
article as a class and
annotate The Atlantic
article, highlighting
the pros and cons of
virtual reality.
Students will receive
their entry tickets
upon entering the
door. Students will
have exactly five
minutes to review
their articles,
questions and notes.
Students will review
a worksheet referring
on how to write a
proposal.
Students, on laptops,
will review the TIME
Magazine slideshow
about the evolution of
virtual reality
machines. They must
be share what
differences they are
noticing and what has
changed in a Google
Document to be
turned into the
teacher.
The Google
Document will also
serve as an exit
ticket.
Students will share

their discoveries with
the class.
Class will read and
annotate the TIME
article regarding the
positives of virtual
reality.
Students will then
write in their journal,
if they agreed or
disagreed with the
article.
Students will break

into groups, creating
a pro-and-con T-chart
using The Atlantic
article as the basis.
Students will come
up with a consensus
opinion to present to
the class.
Students will receive
the Socratic seminar
entry ticket, asking
them to come up with
questions. Regarding
the question: Should
humanity continue to
develop VR or stop it
all together? This
must be turned in at
the end of class.
Students will take

part in student-led
and dominated
discussion whether or
not humanity should
continue to develop
VR or stop it. They
will also be required
to keep the
conversation
regarding virtual
reality going through
their own line of
questioning.
Students will write
down notes from the
seminar, which will
not be collected until
after Fridays
activities.
Students will then use

their articles and
notes from the
seminar to produce a
proposal on whether
or not a fictional
virtual reality project
should be funded or
not through Google
Docs.
Proposals will be
collected at the end of
class.

Modifications for
ELs and students
with special needs:
English Learners are
allowed to use all
translation
technology and work
with class translators.
Students with special
needs will use any
assistive technology
available to them and
will work with their
designated partner.
Modifications for
ELs and students
with special needs:
allowed to use all
translation
technology and work
needs will use any
designated partner.
Modifications for
ELs and students
with special needs:
allowed to use all
translation
technology and work
needs will use any
designated partner.
11
Modifications for
ELs and students
with special needs:
allowed to sit next to
native speakers to
express thoughts
through a conduit, if
desired. Students
with special needs
can do the same
thing.
Modifications for
ELs and students
with special needs:
allowed to use all
translation
technology and work
needs will use any
available to them.
Modifications for
Plus 1/3 students:
Students, for extra
points, can earn extra
points for raising
thought-provoking
questions to the
group.
Modifications for
Plus 1/3 students:
Students, for extra
points, can write
longer proposals with
more evidence and
research done of their
own.
12
Step 8- Ongoing Assessment

Day 1
Learning Plan
Day 2
Learning Plan
Day 3
Learning Plan
Day 4
Learning Plan
Day 5
Learning Plan
How virtual reality

has evolved through
the years?
The positives of
virtual reality
The negatives of
virtual reality
Should humanity
continue to develop
VR or stop it all
together?

in essay form
Ongoing
Assessment:
Teacher will circulate
the classroom
throughout the
independent portion
of the activity, asking
if students have any
questions. Teacher
will also set up a
parking lot and sticky
notes available for
students to ask
questions in a nonpublic manner, which
teacher will address
at the end.
Ongoing
Assessment: During
the group activity
where students are
putting positives onto
a piece of paper,
teacher will ask
groups questions on
how they arrived at
that conclusion.
Teacher will stop
during the group
reading to ask
students to translate
and provide opinions
on the text. Teacher
will also circulate the
classroom, listening
to student discourse.
Ongoing Assessment:
Teacher will ask
questions during the
class reading to check
for understanding and
ask if students need
clarification on any of
the text. Teacher will
then ask for a show of
hands on who agrees
that virtual reality is a
good thing or a bad
thing. From there,
teacher will ask for
clarification of
opinion. During the Tchart creation, teacher
will circulate to listen
to student discourse.
Ongoing
Assessment:
Teacher will listen to
the seminar and take
notes on student
discussion. Teacher
will then use the
final 5 minutes for
clarification of
points and facts and
to check for
understanding. The
entire seminar is
geared to check for
overall
understanding and if
students are meeting
the speaking
standards.
Ongoing
Assessment: Teacher
will circulate,
checking on student
progress on the
proposal. Teacher
will also circulate to
help clarify any
questions and ask
students how they are
doing on the overall
proposal.
13
Step 9- Post-Assessment (What was learned)

Day 1
Learning Plan
Day 2
Learning Plan
Day 3
Learning Plan
Day 4
Learning Plan
Day 5
Learning Plan
How virtual reality

has evolved through
the years?
The positives of
virtual reality
The negatives of
virtual reality
Should humanity
continue to develop
VR or stop it all
together?
Analyze the pros

cons of virtual re
and express thou
essay form
Post-Assessment
highlight the changes
of virtual reality and
identify what exactly
was modified and
how it made virtual
reality better or worse
in a Google Doc that
will be shared with
the teacher. Students
will then decide: Is
the most recent
version the best
version? Why or why
not?
Modification for
English Learners
and students with
special needs:
English Learners and
students with special
needs can write
shorter responses and
does not have to be in
complete paragraphs.
They could just list
out the changes in
simple sentences.
English Learners can
use translation
technology to help
with writing.
Post-Assessment
Students will turn in
their journal at the
end of the week and
teacher will assess
their understanding
through completion
of the agree or
disagree with the
article prompt.
Post-Assessment
Students will have to
complete the Socratic
seminar entry ticket
at the end of class
with questions
regarding the seminar
question and the
pieces of evidence.
Students are also
required to have their
articles annotated for
discussion.
Post-Assessment
Students will turn
in notes from the
seminar on the
following day.
Post-Assessmen
Students will wri
proposal regardin
pros and cons of
reality.
Modification for
English Learners
and students with
special needs:
needs can write
out the changes in
simple sentences.
use translation
technology to help
with writing.
Modification for
English Learners
and students with
special needs:
needs can write
out the changes in
simple sentences.
use translation
technology to help
with writing.
N/A
Modification for
English Learner
students with sp
needs: English
Learners and stu
with special need
write shorter resp
and does not hav
in complete para
They could just l
the changes in si
sentences. Englis
Learners can use
translation techn
to help with writ
Modification for
Plus 1/3: Extra credit
will be offered to

those who then
identify the best 5
version of virtual
reality machines and
explain why they
ranked them in that
manner.
14
15
Step 10 - Evaluating the Learning

Day 1
Learning Plan
Day 2
Learning Plan
Day 3
Learning Plan
Day 4
Learning Plan
Day 5
Learning Pla

evolved through the
years?

reality
The negatives of
virtual reality
Should humanity
continue to develop
VR or stop it all
together?
Analyze the p
cons of virtua
and express t
in essay form
Grade Rubric
Grade Rubric
Grade Rubric
Grade Rubric
Grade Rub
A Student identifies
more than 10
differences throughout
the years on virtual
reality and provides
more than four reasons
why the latest version
is either the best or the
worst.
A Student provides
more than six reasons
why they agree or
disagree
A Student provides
more than six
reasons why they
agree or disagree
A Student speaks or
writes more than five
reasons why they
agree or disagree
with another student
B Student provides
5-6 reasons why they
agree or disagree
B Student
provides 5-6 reasons
why they agree or
disagree
A Student i
more than 10
and cons in th
proposal AND
a strong case
or not to fund
project with i
analysis.
B Student identifies
8-10 differences
throughout the years
provides four reasons
is either the best or the
worst.
C Student identifies
5-7 differences
provides three reasons
is either the best or
worst.
D Student identifies
3-4 differences
and provide at least
two reasons why the
latest version is the
best or worst
C Student provides
3-4 reasons why they
agree or disagree
D Student provides
two reasons why they
agree or disagree
F Student provides
minimal reasoning
why they agree or
disagree
C Student
provides 3-4 reasons
why they agree or
disagree
D Student
provides two reasons
why they agree or
disagree
B Student speaks
or writes 5-6 reasons
why they agree or
disagree
C Student speaks
or writes 3-4 reasons
why they agree or
disagree
D Student speaks
or writes two reasons
why they agree or
disagree
F Student provides
minimal reasoning
F Student provides
why they agree or
minimal reasoning
disagree
why they agree or
disagree
B Student i
8-10 pros and
their proposa
makes a good
whether or no
fund the proj
good analysis
C Student i
5-7 pros and
their proposa
makes an ave
case whether
to fund the pr
with average
analysis.
D Student i
3-4 pros and
their proposa
makes a case
or not to fund
project with l
analysis
F Student i
F Student identifies
less than 3 differences
and provides minimal
reasons why the latest
versions is the best.
Modification for
English Learners
and students with
special needs: English
Learners and students
with special needs can
write shorter
responses and does not
have to be in complete
paragraphs. They
could just list out the
changes in simple
sentences. English
Learners can use
translation technology
to help with writing.
Modification for Plus
1/3: Extra credit will
be offered to those
who then identify the
best 5 version of
virtual reality
machines and explain
why they ranked them
in that manner.
Modification for
English Learners
and students with
special needs:
needs can write
out the changes in
simple sentences.
use translation
technology to help
with writing.
Modification for
N/A
English Learners
and students with
special needs:
needs can write
does not have to be
in complete
paragraphs. They
could just list out the
changes in simple
sentences. English
Learners can use
translation
technology to help
with writing.
16
less than 3 p
cons in their
AND fails to
case whether
to fund the pr
with average
analysis.
Modification
English Lear
and students
special need
English Lear
students with
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Running Head: Lesson Plan Standards Learner Outcomes 1

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Running Head: Lesson Plan Standards Learner Outcomes 1

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Running head: LESSON PLAN STANDARDS LEARNER OUTCOMES

Lesson Plan Standards and Learner Outcomes

LESSON PLAN STANDARDS LEARNER OUTCOMES

May 21, 2016Teaching & Learning Plan Preparation Steps # 1-10

1. Grading Period Content Area Planning

3. Scope & Sequence

4. Content Area Standards

Select assessment tools to facilitate & guide progress of learning act

Place Grade Points on Rubric

LESSON PLAN STANDARDS LEARNER OUTCOMES

Step 1 - Grading Period Content Planning

LESSON PLAN STANDARDS LEARNER OUTCOMES

Step 2 - Dividing Major Content Area into 5 Minor

LESSON PLAN STANDARDS LEARNER OUTCOMES

Step 3- Determining Scope & Sequence Conceptual

Teaching & Learning

Teaching & Learning

Teaching & Learning

Teaching & Learning

Teaching & Learning

How virtual reality has

The positives of virtual

Analyze the pros and

Rationale: In order for

LESSON PLAN STANDARDS LEARNER OUTCOMES

Step 4 - Content Area Standards

Day 2 Teaching &

Day 3 Teaching &

Day 4 Teaching &

Day 5 Teaching &

How virtual reality has

Analyze the pros and

Content Area Standard

Content Area Standard

ELA 11-12RI.1 Cite strong and

ELA 11-12RI.1 - Cite

ELA 11-12RI.1 - Cite

ELA 11-12RI.1 - Cite

ELA 11-12RI.1 - Cite

ELA 11-12SL.1 Initiate and

ELA 11-12W.1 - Write

LESSON PLAN STANDARDS LEARNER OUTCOMES

purpose, and audience.

LESSON PLAN STANDARDS LEARNER OUTCOMES

Step 5- Learner Outcomes

Day 2 Teaching &

Day 3 Teaching &

Day 4 Teaching &

Day 5 Teaching &

How virtual reality

The negatives of virtual

Analyze the pros and

LESSON PLAN STANDARDS LEARNER OUTCOMES

How virtual reality

The positives of virtual

Analyze the pros and

Students are expected

Students are expected

Students are expected

Students will need to

Students will need to

LESSON PLAN STANDARDS LEARNER OUTCOMES

Step 7- Learning Activities