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Artifact #2 Chapter Lesson Plan

Vicky Murillo

November 28, 2017

Edu 201, Tuesday 1:00PM - 3:50PM

Dr. Isbell

Artifact #2 Chapter Lesson Plan

Student: Vicky Murillo Grade Level: 9

Subject Area: Social Studies

Standards: Students will 2) Determine the central ideas or information of a primary or secondary

source; provide an accurate summary of how key events or ideas develop over the course of the


Objectives: Students will be able to define and understand standard based learning.

Materials/Equipment: Handout, PowerPoint, YouTube Video



“Good afternoon class, my name is Vicky and today I will be lecturing about standard

based education. I printed out some notes for you since it is a little bit of information overload. So

let’s get started. If you have any questions along the way please ask. I will do my best to make it

understandable for you.”

Slide 1:

T: Passes out handout and puts first PowerPoint slide up on the projector. “The objective

today is that students will be able to define and understand standard based learning.”

S: Take out paper to take notes.

Slide 2:

T: Changes the slide and asks “Who wants to read the definition?

S: A student volunteers to read the definition. “Standard-Based Education is basing

Artifact #2 Chapter Lesson Plan
curricula, teaching, and assessment of students learning on rigorous academic standards.”

T: “Okay great, so basically it is the belief that all students capable of meeting high

standards. In the past minorities expectations were lower because of their social economic

status. Now with standard-based education, education is seen as a way to ensure

excellence and equity for all students.

S: Look at the handout and follow along with the teacher’s notes.

Slide 3:

T: “Who want to read the next definition?

S: volunteer to read definition. “Common Core State Initiative (CCSSI) a set of voluntary

K-12 curriculum standards developed and endorsed by 48 of the 50 states.”

T. “Correct, They are voluntary standards. If you look at your hand out I wrote the

standards down for you guys.”

S: Look at the handout and follow along with the teacher.

T: “The common core standards are 1) Aligned with college and work expectations. 2)

Are clear understandable and consistent. 3) Include rigorous content and application of

knowledge through higher-order skills. 4) Build upon strengths of and lessons learned

from current state standards. 5) Are informed by other top-performing countries, so that

all students are prepared to succeed in a global economy and society. 6) Are evident and

research based.

S: Will pay attention to the lecture and take notes.

T: will continue lecturing and make it understandable for students. “Even though the

standards are voluntary, there will be funding to the states that use these standards. The

sates are pretty much being bribed with funding. This can be a way of close the
Artifact #2 Chapter Lesson Plan
educational achievement gap.”

Slide 4:

T: Changes slide, asks “who wants to read the definition for content standards?”

S: Raise their hands.

T: Calls on a student to read.

S: “Content standards- The content or knowledge and skill students acquire in various

academic disciplines.

T: “Content standards are basically represents what students should know and be able to


S: will take notes

T: “who wants to read the next definition?”

S: will volunteer “Benchmarks- Statements of what students should understand and be

able to do at a specific grade level or developmental stages.”

T: “Yes that is correct. I put an example of this on your handout. All the examples I put on

the handout are straight from your book. I just used them for sake of this lecture.”

S: will look at the handout and read the example to make the lecture clearer.

T: “Who wants to read the next definition?”

S: volunteer to read the definition. “A Performance standard is the academic standards that

reflect levels of proficiency.”

T: “Performance standards basically specifies how good is good enough? This requires

teacher judgment about the quality of performance or level of proficiency. I as well added

examples of this on your notes. For the sake of time I will ask you to look at this example

at later on.”
Artifact #2 Chapter Lesson Plan
Slide 5:

T: “Moving on to the next slide can one of you read the definition? “

S: Student reads, “Performance expectations- established levels of achievement, quality of

performance, or level of proficiency.”

T: “Performance expectations are basically professionals developing standards. State

department of education, school districts, and schools can use the standards as guidelines

for developing curricula and assessment of student learning. Teachers can use the

standards to 1) develop goals and objectivity. 2) Evaluate their own teaching. 3) Develop

ideas for instructional activities and classroom assessment. Parents and community

members can use standards to assess the quality of education in their local schools and to

monitor the achievement levels of their children.”

Slide 6:

T: “Can someone read the first definition?”

S: Curriculum alignment- the process of insuring that the content of curricula and

textbooks reflects desired learning outcomes, or academic standards for students.

T: “Curriculum alignment takes two forms, horizontal and vertical alignment. Horizontal

alignment is when teachers within a specific grade level coordinate instruction across

disciplines and examines their school’s curriculum to ensure that course content and

instruction dovetail across and/or within subject area. All the students of the same grade

have to be up to date with the same level. The whole grade level moves up together.

Vertical curriculum occurs when subjects are connected across grade levels so that

students experience increasingly complex instructional program as they move through the

grades. With vertical alignment the class moves forward with their study according to the
Artifact #2 Chapter Lesson Plan
class. All level of the grade might be in different levels. Who wants to read the last


S: Curriculum framework- A document that provides guidelines, instructional and

assessment strategies, resources, and models for teachers to use as they develop curricula

align with academic standards.

T: “Correct. It is the main curriculum and guidelines followed. They serve as a bridge

between national and state standards, and local curriculum and instructional strategy. They

are usually written by teachers and state agency personnel.


T: I know this is of information overload but that’s why I printed out some notes and

examples for you guys to look over and fully understand. We are going to do a quick

review of what we learned today.

S: Look down on their notes to follow along.

T: Today we talked about 1) standard based education and having high expectation for all

students. 2) Common core standards and how they are voluntary high standards. 3)

Content standard which is what students should be able to know. 4) Benchmark meaning

what students should understand and be able to do at a specific grade level. 5)

Performance standards which species how good is good enough 6) Performance

expectations identifies level of proficiency expected. 7) Curriculum alignment insuring that

the content reflects the outcome. There are 2 types of curriculum alignment, vertical and

horizontal. 8) And curriculum framework the published document specifying national and

state standards. Our objective was students will be able to identify and understand

standard based education. Does anyone have any questions?

Artifact #2 Chapter Lesson Plan
S: Nod their head and continue to look at notes.

T: Now it is time for a short assessment.”

S: Look at notes they took


T: 1) Give an example of horizontal alignment.

S: Will answer question

T: Correct. Now can someone give an example of vertical alignment?

S: Will answer question.

T: Correct. The final question, what is performance standard?

S: Will answer question.

Artifact #2 Chapter Lesson Plan

Most of the information I used on my lesson and presentation came from the book issued

in class. I did outside research to help me understand the material and to give me different

examples; but a lot of the research I found was a comparison between standard based education

and referenced. Learning the difference between the two education standards did help me. I did

learn that standard based education looks at the progression through each step but also focuses on

a broader goal of achieving mastery of larger skills. And referenced is that the knowledge is

derived from the learning standard. Standard based education is focused on more of a level of

proficiency. I tried to incorporate my knowledge as best as I can without losing the students and

going away from my topic and the book too much. It always helps me in a lecture to go back to

the book and compare my notes with the chapter.

Artifact #2 Chapter Lesson Plan
References :

Brummitt-Yale, Joelle. “Standard-Based Education: Definition & Importance.” Study.com,

Study.com, study.com/academy/lesson/standard-based-education-definition-importance.html.

Concepts, Liberty. “Standards-Based Definition.” The Glossary of Education Reform, 9 Nov.

2017, edglossary.org/standards-based/.