In your lesson consider the following:
The nature of the students your target population for whom you design the lesson). What do you know about the students’; attitudes, values, and beliefs; learning styles; need for structure; family/peer support groups; a sense of ethnic identity, motivation, self-image,.
The teacher’s scholarly knowledge. What are the key concepts, skills, and understandings to be taught? What are the key questions and issues? What fact and generalizations are most important? What are the important connections between the subject matter and goals of global and multicultural education?
How will you communicate with the family, community? What resources will you need?
Lesson Plan Details: Write a detailed outline of your class session including instructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. The lesson plan should be entered into the Lesson Plan Template. This template will give you suggestions to add into your lesson plan. Follow the template as closely as possible. The template is located in the session 11 folder.
The components of the lesson are explained in Dr. Corey’s video. In addition, lesson plan must include the following information. This plan should be detailed enough that another teacher could take your plan and use it to teach the class.
The lesson plan should include:
Grade Level
Number of Students
Lesson Goals
Standard(s) Addressed:
Lesson Objectives:
Lesson Considerations
Prior Academic Learning and Prerequisite Skills:
Misconceptions
Lesson Plan Details
Lesson Closure
Lesson Extension:
Evidence and Formative Assessment of Student Learning
Alignment with Objectives
Evidence of Student/s Understanding
Utilizing Knowledge about Students to Plan and Implement Effective Instruction
Building on Personal/Cultural/Community Assets:
Explain how your plans linked student’s/students’ prior academic learning and personal/cultural/community assets to new learning
Grouping Strategies:
Planned Supports:
Community , Family Outreach and Communication
Acknowledgments
Lesson Plan Rubric 05.10.2022
| Lesson Plan Rubric 05.10.2022 |
| Criteria |
Ratings |
Pts |
| This criterion is linked to a Learning Outcome CAEP 1.4 INTASC 7 NYS II.4 CLO C2
Central Focus/Learning Goal aligned to State Learning Standard(s)
|
|
4 pts
Highly Effective
• Central focus/Learning Goal includes basic knowledge and conceptual understanding and higher order thinking skills of subject area and aligns with the learning objective(s). • Includes all standards that are central to the learning objective(s).
|
3 pts
Effective
• Central focus/Learning Goal includes basic knowledge and conceptual understanding of subject area and aligns with the learning objective(s). • Includes standards that are central to the learning objective(s).
|
2 pts
Developing
• Central focus/Learning Goal includes basic knowledge of subject area and aligns with the learning objective(s). • Includes standards.
|
1 pts
Ineffective
• Central focus/Learning Goal includes only basic knowledge of subject area. • Does not include standards.
|
|
4 pts |
| This criterion is linked to a Learning Outcome CAEP 1.1 INTASC 4 NYS II.1 CLO C2
Language Demands
|
|
4 pts
Highly Effective
Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective and includes opportunity to understand and use academic language.
|
3 pts
Effective
Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective.
|
2 pts
Developing
Partially describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective.
|
1 pts
Ineffective
Does not describe the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective.
|
|
4 pts |
| This criterion is linked to a Learning Outcome CAEP 1.1 INTASC 7 NYS II.4 CLO C2
Key Vocabulary
|
|
4 pts
Highly Effective
Key vocabulary is identified and aligns with the lesson objective and opportunities to extend vocabulary are provided.
|
3 pts
Effective
Key vocabulary is identified and aligns with the lesson objective.
|
2 pts
Developing
Key vocabulary is identified but is not aligned to the lesson objective.
|
1 pts
Ineffective
Key vocabulary is not identified.
|
|
4 pts |
| This criterion is linked to a Learning OutcomeCAEP 1.1, 1.4 INTASC 6, 7 NYS II.4 CLO E3
Lesson Objective(s)
|
|
4 pts
Highly Effective
Lesson objective(s) identifies what students will learn at what level of knowledge or practice and the observable and measurable behavior that demonstrates learning and includes criteria to indicate how or when the behavior will be observable.
|
3 pts
Effective
Lesson objective(s) identifies what students will learn at what level of knowledge or practice and the observable and measurable behavior that demonstrates learning.
|
2 pts
Developing
Lesson objective(s) identifies what students will learn and the observable and measurable behavior that demonstrates learning.
|
1 pts
Ineffective
Lesson objective(s) identifies what students will learn.
|
|
4 pts |
| This criterion is linked to a Learning OutcomeCAEP 1.1 INTASC 7 NYS II.6 CLO C3
Resources and Materials
|
|
4 pts
Highly Effective
Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s). Resources and materials reflect learners’ interests and/or support self-regulation.
|
3 pts
Effective
Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s).
|
2 pts
Developing
Resources and materials are developmentally appropriate but do not support instructional strategies to address the learning objective(s).
|
1 pts
Ineffective
Resources and materials are not developmentally appropriate and do not support instructional strategies to address the learning objective(s).
|
|
4 pts |
| This criterion is linked to a Learning OutcomeCAEP 1.1 INTASC 6 NYS V.1 CLO E2
Prior Academic Learning and Prerequisite Skills
|
|
4 pts
Highly Effective
Describes baseline information from pre-assessment(s) that are aligned with stated learning objective(s) and uses that data to identify prerequisite skills and plan instruction to promote the learning of all students.
|
3 pts
Effective
Describes baseline information from pre-assessment(s) that are aligned with stated learning objective(s) and uses that data to identify prerequisite skills and plan instruction.
|
2 pts
Developing
Describes baseline information from pre-assessment(s); however, specific data is missing or pre-assessment and prerequisite skills do not align with stated learning objective(s).
|
1 pts
Ineffective
Pre-assessment information or prerequisite skills are missing
|
|
4 pts |
| This criterion is linked to a Learning Outcome CAEP 1.1 INTASC 6 NYS V.2 CLO E2
Formative Assessment
|
|
4 pts
Highly Effective
Plans methods of assessment that align with and directly measure student’s developing understanding of skills and concepts related to learning objectives and incorporates methods of student self-regulation.
|
3 pts
Effective
Plans methods of assessment that align with and directly measure student’s developing understanding of skills and concepts related to learning objectives.
|
2 pts
Developing
Plans methods of assessment that somewhat measure student’s developing understanding of skills and concepts related to learning objectives.
|
1 pts
Ineffective
Plans methods of assessment that do not measure student’s developing understanding of skills and concepts related to learning objectives.
|
|
4 pts |
| This criterion is linked to a Learning Outcome CAEP 1.1 INTASC 6 NYS V.4 CLO E2
Summative Assessment
|
|
4 pts
Highly Effective
Plans methods of assessment that align with and directly measure student performance on the stated learning objectives and incorporates methods of student self-assessment
|
3 pts
Effective
Plans methods of assessment that align with and directly measure student performance on the stated learning objectives.
|
2 pts
Developing
Plans methods of assessment that somewhat measure student performance on the stated learning objectives.
|
1 pts
Ineffective
Plans methods of assessment that do not measure student performance on the stated learning objectives
|
|
4 pts |
| This criterion is linked to a Learning Outcome CAEP 1.1 INTASC 8 NYS II.5 CLO C2 EA DLR2
Beginning the Lesson / Introducing New Content/Skills
|
|
4 pts
Highly Effective
Procedures in this section align with stated learning objective and consider classroom/school context as well as each individual student’s background and pre-assessment data.
|
3 pts
Effective
Procedures in this section align with stated learning objective and consider classroom/school context and pre-assessment data.
|
2 pts
Developing
Procedures in this section align with stated learning objective but do not consider classroom/school context and/or pre-assessment data
|
1 pts
Ineffective
Procedures in this section do not align with stated learning objective.
|
|
4 pts |
| This criterion is linked to a Learning Outcome CAEP 1.1 INTASC 7, 8 NYS II.2, II.3 CLO C2, C3
Guided Practice
|
|
4 pts
Highly Effective
This section includes a logical sequence of activities aligned to the learning objective and provides differentiation strategies to meet students’ needs and promotes higher order thinking or self-regulation.
|
3 pts
Effective
This section includes a logical sequence of activities aligned to the learning objective and provides differentiation strategies to meet students’ needs.
|
2 pts
Developing
This section includes a logical sequence of activities aligned to the learning objective.
|
1 pts
Ineffective
This section does not include a logical sequence of activities aligned to the learning objective.
|
|
4 pts |
| This criterion is linked to a Learning Outcome CAEP 1.1 INTASC 8 NYS II.3 CLO C2
Independent Practice
|
|
4 pts
Highly Effective
This section includes a logical sequence of independent activities aligned to the learning objective and provides differentiation strategies to meet students’ needs and promotes higher order thinking or self-regulation
|
3 pts
Effective
This section includes a logical sequence of independent activities aligned to the learning objective and provides differentiation strategies to meet students’ needs.
|
2 pts
Developing
This section includes a logical sequence of independent activities aligned to the learning objective.
|
1 pts
Ineffective
This section does not include a logical sequence of independent activities aligned to the learning objective.
|
|
4 pts |
| This criterion is linked to a Learning Outcome CAEP 1.1 INTASC 8 NYS II.3 CLO C3
Closing &
Extending the Lesson
|
|
4 pts
Highly Effective
Closing activities promote higher order thinking skills or transfer of learning and self-regulation.
|
3 pts
Effective
Closing activities promote higher order thinking skills or transfer of learning.
|
2 pts
Developing
Closing activities target recall and comprehension skills.
|
1 pts
Ineffective
Closing activities focus solely on basic recall skills.
|
|
4 pts |
| This criterion is linked to a Learning Outcome CAEP 1.1 INTASC 2 NYS I.2 CLO B2 EAS 0002, 0003
Special Needs/English Language Learners
|
|
4 pts
Highly Effective
• Plans reflect specific students’ needs beyond those required in IEP and 504 plans by including scaffolding or structured instructional supports to help students gain access to content and meet the learning objective and the learning specific planned supports reflect appropriate levels of challenge as well as individual strengths and needs and interests. • Plans include strategies for the focus learner to move forward using knowledge of his/her strengths and needs to self-manage the supports.
|
3 pts
Effective
• Plans reflect specific students’ needs beyond those required in IEP and 504 plans by including scaffolding or structured instructional supports to help students gain access to content and meet the learning objective • The learning specific planned supports reflect appropriate levels of challenge as well as individual strengths and needs and interests.
|
2 pts
Developing
Plans reflect some of the requirements of the IEPs and 504 plans. However, the planned supports are not specific to the students’ strengths and challenges and/or are not aligned to the learning objective.
|
1 pts
Ineffective
Plans are general rather than specific and are insufficient to help the students’ progress toward the learning objective.
|
|
4 pts |
| This criterion is linked to a Learning Outcome CAEP 1.1 INTASC 7 NYS II CLO A1
Lesson Rationale
|
|
4 pts
Highly Effective
Justification of instruction and support strategies makes clear connections to the focus learner’s needs and research and/or theory. Candidate’s justification includes the development of maintained, generalized and/or self-directed use of knowledge and skills.
|
3 pts
Effective
Justification of instruction and support strategies makes clear connections to the focus learner’s needs and research and/or theory.
|
2 pts
Developing
Justification of instruction and support strategies makes a general connection to the focus learner’s needs or vague/unclear connections to research and/or theory.
|
1 pts
Ineffective
Justification of instruction and support strategies is either missing or represents a deficit view of the focus learner.
|
|
4 pts |
| Total Points: 56 |
