Matching Objectives to Instruction
[CLOs: 1, 4]
Review the Common Common Core State Standards website (Links to an external site.). http://www.corestandards.org/read-the-standards/
Select an academic standard for a content area you will be teaching that is compatible with the direct instruction model and create a lesson plan using the KUD Lesson Plan Template.
For this assignment you will complete the entire KUD Lesson Plan Template, however your instructor will focus on the following criteria:

Explanation of the grade level
Description of the instructional model
Identify the standard being taught (please include the FULL nomenclature of the standard)
Outline the objectives

Two, “Students will KNOW” objectives
One, “Students will UNDERSTAND” objective
Two, Students will be able to DO” objective

Outline your procedures by describing at least two activities that could be used in a direct instruction lesson plan to support you KUD objectives you just created.
Refer to Chapters 3 and 4 of your text, at least two additional scholarly sources, and your own insights/experiences to complete this assignment.

Required Resource
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and instruction for the 21st century. Bridgepoint Education

Chapter 3: Curriculum Development

This chapter examines the development of educational outcomes and their role as foundations for curriculum development.

Recommended Resources
Lacina, J. (2007). Inquiry-based learning and technology: Designing and exploring webquests. Childhood Education, 83(4), 251-252. Retrieved from https://www.tandfonline.com/loi/uced20

The full-text version of this article is available through the ProQuest database in the Ashford University library.  This article describes the WebQuest an instructional method and offers ideas to help design WebQuests.

Olson, J.K. (2008). Concept-focused teaching: Using big ideas to guide instruction in science. Science and Children, 46(4), 45-49. Retrieved from http://www.nsta.org/elementaryschool/

The full-text version of this article is available through the ProQuest database in the Ashford University library. This article examines the importance of focusing on big concepts in science instruction.

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