An  effective educator plans, presents, and assesses engaging,  standards-based

An  effective educator plans, presents, and assesses engaging,  standards-based content to students with diverse needs. In order to  deliver high quality instruction, a teacher must monitor student  progress and provide feedback to guide students towards mastery of a  concept. Educators must also incorporate a variety of technology to  achieve student goals and to measure outcomes.
Choosing one of the  lessons from the 3-Day Unit Plan developed in Topic 4, create a  complete lesson plan using the “COE Lesson Plan Template.” Use the  “Class Profile” to inform differentiation. Include technologies to  support assessment, planning, and delivery for students with  disabilities and all students in the inclusive classroom.
Below  the lesson plan, write a 250-500 word rationale explaining how you would  continuously monitor student progress, provide meaningful feedback, and  work collaboratively with other teachers to establish learning goals  for improving students’ quality of work and assisting them with  analyzing their own assessment results.
Support your assignment with a minimum of three scholarly resources.
While  APA format is not required for the body of this assignment, solid  academic writing is expected, and in-text citations and references  should be presented using APA documentation guidelines, which can be  found in the APA Style Guide, located in the Student Success Center.
This  assignment uses a rubric. Review the rubric prior to beginning the  assignment to become familiar with the expectations for successful  completion.
You are required to submit this assignment to  LopesWrite. A link to the LopesWrite Technical Support Articles is  located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd in Elementary Education and Special Education
4.7:  Continuously monitor student progress to provide effective descriptive  feedback, and collaboratively establish learning goals, assisting  students in identifying quality work and analyzing their own assessment  results. [CEC 4.4; ICSI.2.S8, ICSI.2.S9, ICSI.4.S7, ICSI.7.S4, IGC.2.S4;  InTASC 6(d), 6(m), 6(n), 6(q), 6(s), 7(f);); GCU Mission Critical 1, 2]
5.2:  Use technologies to support instructional assessment, planning, and  delivery for individuals with exceptionalities. [CEC 5.2, ICSI.5.K2,  ICSI.5.K3, ICSI.5.S7, ICSI.5.S14, IGC.5.K1, IGC.5.K3, IGC.5.S1,  IGC.5.S7, IGC.5.S23, IGC.5.S24, IGC.5.S25, IGC.5.S29; InTASC 6(g), 6(i),  6(r), 7(b), 7(d), 7(j), 7(q), 8(a), 8(b), 8(j), 8(k), 8(p); ISTE-E 5a,  5b, 5c, 7b; MC1, MC2, MC4]