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-Closure: cover main points of lesson, check for understanding, collect the thoughts of students, connect to the next lesson, circle back to EQ's.
To do this for a lesson about plants I would do a short "exit ticket" activity that asked children what the main points of the lesson was, answer the EQ's , to write any additional questions they have, and a simple yes or no question to ask the children if they enjoyed the lesson and if not why.

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Rapp, W.H. (n.d.) Understanding by Design (UbD) [PowerPoint Slides].

Rapp, W.H. (2014). Universal Design for Learning in Action: 100 Ways to Teach All Learners. Baltimore MD: Paul H. Brooks Publishing Co.

Rochester City School District (n.d.) The Division of Teaching and Learning. Retrieved from https://www.rcsdk12.org/domain/98

New York State Education Department (2017). New York State Next Generation English Language Arts Learning Standards. Retrieved from http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-generation-ela-standards.pdf

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This section includes both an evaluation of the student and the teacher their-self.
Examples include for the students:
- A post lesson evaluation such as a test that will assess their knowledge in that particular content area. For a lesson on plants you could have them take a test on plants and their properties.
-Students could also complete a small project individually or in groups where if done in groups each person must show and explain how they contributed. For example, they could make a poster on plants and how the carbon dioxide is cycled through and releases oxygen.

Examples to evaluate the teacher include:
-Self-reflection. Since I believe someone/something can always get better, I would take the time to look at what I think went well with the overall lesson and something I could work on or change to make it even better.
- I also think it is important to ask the students for their feedback and what they liked/ disliked about a particular lesson and its associated activities. I believe if the students feel open and comfortable sharing, they could even come up with really creative ways to teach topic differently or some activities that they wished we included to support the learning.

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Instruction should be delivered so that students have access to multiple forms of materials to aid int their knowledge construction. This is also known as the Universal Design for Learning (UDL).
Examples:
-Visually accessible text, digital texts, and Auditory books for those those with vision loss, prefer digital books, or prefer listening to books being read to them.
-Graphic Organizers- this can be used to give students a visual representation of concepts and their relationships to aid in their learning.
-Peer-Mediated Instruction has students working together separate from the teacher, to make sense of new information. This supports interactions between students to facilitate their learning.

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This step is one in which the teacher plans exactly how he or she will grab the attention of the students(anticipatory set), teach the lesson (body), and close the lesson to check for understanding (closure). Since things will not always go as planned, it is also important for teachers to have back up plans and be able to think and adjust quickly on their feet.
Examples:
-Anticipatory Set (Anchor, Attention, Anticipate): assess what the students know already, grab the students attention, and introduce the new topic. An example of this could be, if your class is learning about plants to tell them that without plants we would not be able to have oxygen to breath. This will get the students attention and leave them wondering more about plants.
-Body (the bulk of the lesson): determine instructional activities such as stations or direct instruction. "I do, We do, You do" should also be incorporated so the students can see what the teachers expects them to do, does a problem along with the teacher, then does one on their own. An example for a lesson about plants would be to have stations where the students can take a look at plants hands on and fill out a worksheet with different traits of plants.

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This step in the instructional cycle is one in which the teacher creates the best way for each individual student to show what they know.
Examples:
-Formative Assessments: ongoing assessment such as using plickers to ask a couple questions after a lesson.
-Summative Assessments: final evaluation such as a chapter test.
-Choice of how they want to show what they know. Could include: writing about it, drawing it out, take a quiz, make a skit, sing a song, etc.

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These goals are related to what the student will know, understand, and be able to do. This includes state standards and district standards that are preset. This can also include individual/personal goals that the teacher feels are important for his or her students to know, understand, and do.
Examples:
Goals based on...
-State Standards (Common Core-->Next Generation Standards)
2R1: Develop and answer questions to demonstrate an understanding of key ideas and details in a text.

-District Standards
One of the Rochester City School Districts standards is student achievement.

-Individual/Personal Standards
A personal standard I would have for my students are to learn what being a good citizen is and to demonstrate this throughout their life.

Form Essential Questions that students should be able to answer after the lesson you will be teaching.
Example EQ: How does where you live impact how you live?

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The purpose of the Instructional Cycle is to have teachers work backwards to form the necessary components of their lesson that will allow students to achieve their desired learning goals.