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Ficitious Research Paper – Statistics

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Lesson Title & Subject(s):

Topic or Unit of Study:


Instructional Setting:

Describe the learning context and location (e.g., setting, group size, seating arrangement, displays).



Your State Core Curriculum/Student Achievement Standard(s):

Identify the state standard(s) to be addressed in this lesson. Click here to find your state standards, or visit your state office of education website.

Lesson Objective(s):

All learning objectives must include a specific BEHAVIOR (i.e., identifies an action; what the students will do – use a verb when writing the behavior), CONDITION (i.e., identifies the context or environment the students will prove they learned the skill in; e.g., given a list, given a text, given an opportunity to observe or listen) and measurable CRITERION (i.e., a statement explaining to what degree of accuracy or range on a rubric must be achieved in order to demonstrate an acceptable level of performance).

Lesson objectives should also be ATTAINABLE (reasonable, realistic outcome for this individual lesson) and RELEVANT (aligned with the state standard and assessment listed for this lesson).


Instructional Materials:

Identify materials needed for the lesson (e.g., manipulatives, tools, reading material, lab equipment, construction paper, scissors, PowerPoint, guided note templates).


List any sources used during the planning of the lesson using the APA format.


Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

  1. Student Prerequisite Skills/Connections to Previous Learning:

Identify pre-requisite skills students need to already know (i.e., possess, control, understand) to be successful in this lesson.

  1. Presentation Procedures for New Information and/or Modeling:

Presentation Procedures for New Information:

Explain the purpose of the lesson.

Explain at least one activity which serves as an anticipatory set, schema, or review of definition of terms activity and actively engages students and allows them to do at least one of the following:

  • Make connections to their background knowledge related to the focus skill.
  • Make connections to previous learning related to the focus skill.
  • Ask themselves questions which will serve as a guide throughout the lesson.


Explain the purpose of the lesson (if not done above).

Explain how you will model the skill.  

Modeling is a time when the teacher uses ‘thinking aloud’ to show and explain how to ‘do’ the focus skill. (e.g., if you were going to teach a child how to tie his shoes, you would first demonstrate how you tie your shoes and you would explain the steps as you go).

  1. Guided Practice:

Explain how students will practice the focus skill with teacher guidance. Students and teacher might work together in a large or in small groups. Students might work independently or with peers as the teacher provides support and checks for understanding.

  1. Independent Student Practice:

Explain how students will practice the skill independently. The teacher steps back during this time and allows students to demonstrate their understanding of the focus skill. This can be a pure practice time or a time when the assessment is administered.

  1. Culminating or Closing Procedure/Activity/Event:

Differentiated Instruction Accommodations:

Describe how you will differentiate for two or more subgroups. Describe accommodations for such groups as English Language Learners, students with learning disabilities, students with hearing or physical disabilities, and/or gifted/accelerated learners.
Student Assessment/Rubrics:

Describe how you will know if students have met the objective(s) for this lesson. Assessment may be formal, informal, formative or summative. All assessments must directly align with the learning objective.

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