KimberlyKing-HighlandParkElementarySchoolFormalLesson1-SmallGroupReading

SubjectAreaSmallGroupReadingGradeLevel4th

LessonPlanElements

ObjectivesThestudentwillbeabletoreadastoryanddescribethesettingandcharacterswith85%accuracy.Thestudentwillbeabletoreadastoryandidentifytheproblemandsolutionwith90%accuracy.LearningTargetsWewilltellwhatthesettingofastoryis,whothecharactersareandwhattheproblemandsolutionis.VASOL'SReadingSOL:SOL4.5Thestudentwillreadanddemonstratecomprehensionoffictionaltexts,narrativenonfictiontexts,andpoetry. E)Identifytheproblemandsolution.ACEIStandardsAddressedandDemonstratedThroughLessonArtifacts2.1Reading,WritingandOralLanguage Thislessonfocusesonreading.Theteacherwilltalkaboutconceptsfromreading,specificallycharacter,setting,problemandsolution,inthislesson.Studentswillapplywhattheyhavelearnedinthissmallgrouptocompletetheirpost-assessmentandwillbeabletoapplytoanypassageorstorythattheyread.4AssessmentforInstruction Theteacherwillusethepre-assessmentdatatoshapethelessonandfigureoutwhattheyneedtofocusonduringthesmallgroup.TheteacherwillfocusonproblemandsolutionthatgoesalongwithSOL4.5E.Thestudentswillcompleteastorymapduringthepre-assessment,duringsmallgroupwiththeteacherandforthepost-assessment.1Development,LearningandMotivation Theteacherwilltalkaboutwhattheyreadthedaybeforetoapplyittoproblemandsolution.Theteacherwillhaveadiscussionwiththestudentsbeforehandaboutwhatthesestoryelementsare(setting,character,problem/solution)anduseittoapplytothegraphicorganizer.Materials

• Pre-Assessmentpassage• Pre-Assessmentstorymap

• TheManWhoWalkedBetweentheTowers• StorymapsinSmart-Pals• Dryerasemarkers• Postassessmentpassage• Postassessmentstorymap

Artifacts(INCLUDESamplesofworksheets,models,imagesofexamples)

• AppendixA:Pre-AssessmentPassage• AppendixB:Pre-AssessmentStoryMap• AppendixC:StoryMapforSmallGroup• AppendixD:Post-AssessmentStoryMap• AppendixE:Post-AssessmentPassage

LessonPlanandAnalysis

Pre-Assessment(includesampleofpre-assessmentinartifacts,brieflyexplainhowyouwilladministerthepre-assessment)Studentswillbegivenashortpassagetoread.Theywillfilloutagraphicorganizerthatasksthemwhatthesettingis,whatthecharactersareandwhattheproblemandsolutionis.Teacher:Okayfriends,IwouldlikeforyoutoreadthispassageaboutSamandherday.Afteryoufinishreadingit,Iwouldlikeforyoutotryyourverybestandfilloutthisstorymap.Thestorymapisgoingtoaskyoutolistwhatthecharactersofthestoryare,whatthesettingofthestoryisandwhattheproblemandsolutionare!ThisgraphicorganizeralsoasksforthetitleandauthorofthestorybutsincethisstorydoesnothaveoneIwantyoutocrossitoutwhenIgiveittoyou.Makeyousureyouputyournameonthetopofyourpaperwhenyoureceiveit.Youmaybeginreadingthestory…

NumberofPre-AssessmentItemsCorrect

3.5outof42.5outof41.5outof44outof4

Thisgraphrepresentshowmanymystudentsgotrightonthepre-assessmentoutoffouritems.Imadeeachitemworth1point:correctlylistingthecharactersinthestory,correctlyidentifyingthesetting,correctlyidentifyingtheproblemofthestoryandcorrectlyidentifyingthesolutionofthestory.

Thisgraphshowshowmanystudentscorrectlyidentifiedthecharacters,thesetting,theproblemandthesolution.Moststudentswereabletocorrectlyidentifythecharactersinthestory,10outof11students.Moststudentsstruggledwiththesetting,theproblemandthesolution,sothiswillbethefocusofthesmallgrouplesson.

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Character Setting Problem Solution

HowManyStudentsgoteachAnswerCorrect

NumberCorrect

Thisstudentreceivedtheonlyperfectscoreontheassignment.Theycorrectlyidentifiedtheentireproblem,thesolution,thecharactersandthesettingofthestory.

Thisstudentreceiveda3.5outof4onthisstorymap.Theycorrectlyidentifiedthecharacters,theproblemandthesolution.TheyreceivedhalfcreditforthesettingbecausetheywereinanewhometownbutthesettingismorespecificallySam’sfrontporch.

Thisstudentreceiveda2.5outof4onherstorymap.Theyreceivedfullcreditforthesolution,buttheyreceivedhalfcreditforthecharacters,settingandtheproblem.Thisstudentaddsanextracharactertothestory-Sam’sfamily.Theyalsogottheproblemhalfright-partoftheproblemisthatshejustmovedtherebuttheyaremissingthatshedidn’tknowanybodyorthatshewantedtogotothepoolbutdidn’twanttogoalone.Thefactthatshedidn’tknowthatthegirlswerecomingisn’taproblem.Thesettingisalsopartiallycorrect-Samisathomebutsheismorespecificallyonherfrontporch,whichisexplicitlystatedinthestory.

Thisstudentreceiveda1.5outof4ontheirstorymap.Theycorrectlyidentifiedthecharactersinthestoryandreceivedpartialcreditfortheproblem.Theydididentifyaproblem,thatSamwantedtoruninsideonceshesawthegirls,butthisisn’tthemainproblemofthestory.Theyalsogotthesettingincorrect,thesettingofthestoryisonSam’sfrontporch.Thestudentstruggledthinkingofwhatthesolutionwasandleftitblank.Moststudentswereabletocorrectlyidentifywhothecharactersofthestorywere.Iwilltalkbrieflyaboutcharactersduringthelesson,butitwillnotbeafocalpointforthelesson.Moststudentsalsocorrectlyidentifiedthesettingofthestory.Iwillemphasizehowimportantitistobespecificwithwhatthestorystatesisthesetting.Identifyingtheproblemandsolutionofastorywillbethefocalpointofmylesson.Somestudentsstruggledidentifyingtheentireproblemorthemainproblemofthestory.Othersstruggledidentifyingwhatthesolutionwastothepointofleavingitblankandsomeevenmadeasolutionup.Ihadmultiplestudentsaskmewhiletheyweretakingthepre-assessment“whatisasolution?”Usingmypre-assessmentdata,Iwillfocusmostlyontheproblemandsolutionofastoryandbrieflytouchoncharactersandsettingofastory.

NarrativeDescription(includeelementsofthe5EModel)Introduction-Hook

EngageStudents:AnticipatorySet:(1minute)Teacher:Hifriends.RememberyesterdaywereadthestoryTheManWhoWalkedBetweentheTowers?Students:YesTeacher:Awesome!Ireallylikedthatstorydidn’tyou?Iwantyoutoeachturnandtalktoaneighborandretelltheimportantpartsofthestory..Teacher:*listentostudentsretellingofthestory,fillinanyimportantdetailsthattheymissedifneeded*Teacher:Awesomejobrememberingthestory!Nowwearegoingtoworktogetherandfilloutagraphicorganizeraboutthisstory…

Instruction&Activitiesm Model:(5minutes)

Explore:Introductionofcontent,directinstruction,etc.Teacher:Thisgraphicorganizerisgoingtohaveusfilloutboxesthatdescribethestoryweread.Wearegoingtoworktogetherandreviewsomeoftheskillsthatyouhaveworkedwithbefore.Beforewestart,let’sreviewwhatsomeoftheseskillsare.Whatisthesettingofthestory?Student:ThesettingiswherethestorytakesplaceStudent:ThesettingalsotellswhenthestorytakesplaceTeacher:Perfect,thesettingisthelocationwherethestoryhappenedandwhenthestorytakesplace.Cansomeonetellmewhatthecharactersinthestoryare?Student:ThecharactersareWHOareinthestoryTeacher:Beautiful,nowcananyonetellmewhattheproblem(conflict)inthestoryis?Student:Theproblem(conflict)isthestruggle(orconflict/problem)thatthecharactersfaceinthestory***Ifthestudentsstrugglewithadefinition,provideoneTeacher:Excellent,theproblemisthestrugglebetweencharactersinthestory.Alotoftimestherecanbemultipleproblemsthroughoutthestory,butsometimestheyaren’tallsolved.Whenwearereadingastory,itisimportanttopickoutwhatthemainprobleminthestoryis,thatissolvedatsomepointthroughoutthestory.Forexample,themainproblemthatSamfacedisthatshewasnewtotownanddidn’thaveanyfriendstogotothepoolwithsoshefeltsadandalone.

Teacher:Now,cananyonetellmewhatthesolution(orresolution)inthestoryis?Student:Howtheconflict(orproblem)inastoryisfixed(resolved.)**Ifstudentsareunsureofadefinition,provideoneTeacher:Good,theconflict(resolution)ofastoryiswhenthestrugglethatthecharactersfaceisfixed(orresolved.)Howwouldyouallresolveanargumentwithafriend?Student:IwouldtalktothemStudent:IwouldtryandapologizeTeacher:Ithinkthosearegreatwaystoresolveproblemswithyourfriends.Cansomeonegivemeanexampleofanotherproblem(conflict?)Student:Someonestolemypencilfrommeandwon’tgiveitback**examplewillvaryTeacher:Okay,nowwhocancomeupwithasolution(resolution)tothisproblem?Student:Icouldasknicelyformypencilbackandiftheywon’tgiveitbacktomeIwouldgototheteacher**answerwillvarybasedonproblemgivenTeacher:Ithinkthat’safantasticwaytosolvethatproblem.Ilikedhowyousolveditbyaskingnicelyandwithoutgettingangrywiththepersonthatstoleyourpencil!Teacher:Now,I’mgoingtogiveeachofyouasmartpalthathasastorymapinitandwearegoingtocompleteittogetherbasedonthestorythatwereadtheotherday,TheManWhoWalkedBetweentheTowers.Makesureeachofyouhavedryerasemarkerfromthebin…

m GuidedPractice:(6minutes)

Explain:FacilitatestudentworkTeacher:*holdingTheManWhoWalkedBetweentheTowersup*Lookingatthecoverofthestory,whocantellmewhatthetitleofthestoryis?Student:TheManWhoWalkedBetweentheTowersTeacher:Perfect,nowIwouldlikeforeachofyoutowritethetitleofthestoryintheboxonthestorymapthatasksforthetitle.*Givestudentstimetodothis*Now,Iwantyoualltolookatthecoverofthestoryandwritewhotheauthoris.*Holdbookupandallowstudentstowritedowntheauthor*Cansomeonetellmewhotheauthorofthestoryis?Student:TheauthorisMordicaiGerstein**assistwithpronunciationifneededTeacher:Good,rememberwecanalwaysfindoutwhotheauthorofastoryisandwhatthetitleofthestoryisbylookingatthefrontcoverofthebook!Teacher:Now,whocanrememberwhothecharactersinthestoryare?

Student:PhilippeStudent:Philippe’stwofriendsStudent:PoliceofficersTeacher:Greatjobrememberingwhothecharactersinthestorywere!Goaheadandwritedownthecharactersonyoursmartpal.Teacher:Whocanrememberwhatthesettingofthisstoryis?Student:NewYorkCityTeacher:Excellent,thestorywassetinNewYorkCity.Now,whocantellmewhattheythinkthemainproblemofthestoryis?Student:TheproblemisthatPhilippehadtroublegettingtheropeontothebuildingTeacher:Iwouldagreethatisaproblem,butIwouldn’tsaythatthatisthemainproblem.Whoelsehassomeideasaboutwhattheproblemofthestoryis?**ContinueaskinguntilstudentsprovidethisanswerStudent:IthinkthemainproblemisthathebrokethelawandcontinuedtowalkacrossthetowersafterthecopstoldhimnottoTeacher:Iagree,Ithinkthathedefinitelyshouldn’thavedonethat!

m IndependentPractice:(3minutes)

Extend/Elaborate:encouragestudentstoapplynewskills

Teacher:Youallhavedoneagreatjobidentifyingtheproblemofthestory.NowIwouldlikeforyoualltothinkandwritedownwhatthesolution(resolution)tothestorywas*givestudents1minutetothinkandwrite*Teacher:Okayfriends,nowIwouldlikeforsomeonetosharewithmethesolution(resolution)tothisproblem(conflict.)Student:Thesolution(resolution)waswhenPhilippeturnedhimselfintothejudgesandservedhissentenceofperformingintheparkforthechildren.**Scaffoldifneededuntilthisanswerisprovided.Teacher:Excellentjob,thatishowtheprobleminthestorywassolved!

Closurem Evaluate:assessstudentlearningIwilllookatwhatstudentswrotefortheirsolutionandmakesurethattheyunderstandwhythisisthecorrectsolutiontothestory.Teacher:Excellentjobtodayfriends,Ihopethatyouallbetterunderstandhowtopickout

whattheconflict(problem)andthesolution(resolution)outofastory.Accommodations&Differentiation

• Studentswhohavetroublepayingattentionwillbesatnexttotheteacherattheguidedreadingtabletoensurethattheyarestayingontaskandfocusing.

• Studentswhoarehavingahardtimetrackingwheretheyareinthepassageduringthepreorpostassessmentwillbegivenanindexcardtofollowalongwithsotheyknowwheretheyare.

• Thislessoncouldbedonewithstudentsatanyreadinglevelandyoucouldadjustwhatpassageyouusedtopreorpostassessstudentswith.

• Ifstudentsarestrugglingwithwhattheproblemandsolutionofastoryare,thenIwouldgothroughmoreexamplesofproblemsandsolutionswiththem.

AssessmentFormypost-assessment,studentswillbegivenashortpassagetoreadandhavethemfilloutastorymapthatwillaskforthesetting,characters,problemandsolutionofthestory.Iwillbelookingforstudentstoimproveontheirpost-assessmentwhentheyareidentifyingwhattheproblem,solution,settingandcharactersare.Teacher:Okayfriends,nowIwouldlikeforyoutoreadthispassageandfilloutthestorymaptogoalongwithit.Makesurethatyouputyournameonyourpaperswhenyougetthemandthenyoumaybegin…Evaluation

Ihavesetgoalsformyselftoworkonclassroommanagementandgivingcleardirections.Inthislesson,Itaughtittwicetotwodifferentsmallgroups.DuringthefirstlessonthestudentswereunclearofwhatIwasaskingsoIwanttoworkonaskingclearerquestionsandbeingsuretoexplainwhatIamaskingthestudentstodo.

Ialsowanttoworkonclassroommanagement.IwanttogetbetteratkeepingthestudentsontaskandmakingsuretheyareengagedwithwhatIamdoing.Iwilltrygivingstudentsincentivesandbeingreallypositivewhentheyfollowdirectionswellanddowhatisaskedofthem.IwillknowIhaveachievedthisgoalwhenallofmystudentsunderstandandshowmethattheyunderstandwhatIhaveaskedthemtodo.Icanaskstudentstoretellthedirectionsoraskthemtogivemethumbsuporthumbsdowniftheyunderstand.Post-LessonEvaluationLearningEvidence

Thischartshowshowmanyquestionseachstudentgotcorrectonthepostassessment,whichwasoutof4points.Onestudentreceived3.5pointsontheassignment,twostudentsreceived3pointsontheassignment,fourstudentsreceived2.5pointsontheassignment,twostudentsreceived2pointsontheassignmentandtwostudentsreceived1.5points.

Formyobjective,Iwantedeachstudenttobeabletoidentifythecharactersandthesettingwith90%accuracy.Duringthepre-assessment,68%ofthestudentscorrectlytoldwhatthesettingofthestorywasandwhothecharacterswere.Duringthepost-assessment,59%ofstudentscorrectlytoldwhatthesettingofthestorywasandwhothecharacterswere.Ithinkthatthestudentsgotconfusedinthepost-assessmentpassagebecausethepassagedoesn’tlistactualnames.Ithinkthatthesettingwasalsodifficultforthembecauseitwent

NumberCorrect

3.532.521.5

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Character Setting Problem Solution

HowManyStudentsGotEachStoryElementCorrect

HowManyStudentsGotEachQuestionCorrect

betweenafewlocations-theairportandtheairplaneandalotofstudentsputoneofthosebutnotbothsotheydidn’treceivefullcreditfortheanswers. MyotherobjectivewasthatIwantedthestudentstobeabletotellwhattheproblemandsolutionofthestorywerewith85%accuracy.Duringthepre-assessment,45%ofthestudentscorrectlywrotewhattheproblemofthepassagewasandwhatthesolutionwas.Onthepostassessment,only22%ofstudentscorrectlytoldwhattheproblemandsolutionofthestorywere.Alotofstudentsstruggledwithtellingwhatthefullproblemandsolutionofthepassagewere.Forexample,alotofstudentstoldthatherstomachwashurtingbutdidn’tincludewhyherstomachwashurting(shewasabouttorideaplaneforthefirsttime.)Alotofstudentsalsostruggledwiththesolutionofthestorywasaswell.Alotofstudentsreceivedpartialcreditbecausetheycorrectlyidentifiedthatherstomachstoppedhurtingbuttheydidn’tincludewhyherstomachstoppedhurting. Sincestudentsdidn’timproveontheirpost-assessment,Iwoulddomanymoresmallgrouplessonstoworkwithdifferentstoriesandpassages.Ifstudentswerestillstrugglingafterafewmorelessons,Iwouldchoosestorieswithmoreobviousproblemsandsolutionstohelpthemknowwhattolookforwhentheyareaskedabouttheproblemandsolution.Iwouldalsousemanydifferenttypesofstoriestogivestudentsevenmorepracticewiththisskill.Thisisadifficultskillthatstudentswillneedalotofpracticewith.

Thisstudentreceiveda2.5outof4ontheirpostassessment.ThecharactersinthestorywereveryvagueandwereneverexplicitlylistedsoIacceptedmostanswersthataddressedthefactthattherewasafamilygoingontheairplane.Theyreceivedhalfcreditonthesettingbecausetheydidn’tincludethatthepeoplewerealsoonanairplane.Theyalsoreceivedhalfcreditfortheproblembecausetheydidincludethattheirstomachhurtbutdidn’tincludewhyithurt-becauseshewasnervousabouttheplaneride.Forthesolution,theyreceivedhalfcreditbecausewhiletheydidincludethatoncetheytookoffherstomachcalmeddownbuttheydidn’tincludethatitcalmeddownbecauseoftheviewinthesky.

Thisstudentreceiveda3.5outof4ontheirpost-assessment.Theycorrectlyidentifiedwhothecharactersinthestorywere,whatthesettingwasandtheprobleminthestory.Theyreceivedpartialcreditonthesolutionbecausetheyincludedthatoncetheytookofftheirstomachcalmeddownbutdidn’tincludethatitwasbecauseoftheview.

Thisstudentreceiveda3outof4ontheirpost-assessment.Theycorrectlyidentifiedwhothecharactersinthestorywereandtheproblem.TheyreceivedpartialcreditonthesettingbecausetheywereinNewYork,butmorespecificallytheywereintheairportandontheairplane.Theyalsoreceivedhalfcreditonthesolutionbecausetheydidn’tincludethatherstomachstoppedhurtingoncetheytookoffbecauseoftheview.

Reflection Itaughtmylessontotwodifferentreadingsmallgroups,oneineachclass.Withbothclasses,theintroductiontothelessonwentreallywell.IreferredbacktothedaybeforewhentheywerereadTheManWhoWalkedBetweentheTowersandaskedthemtoturnandtalktotheirneighbortoretellthemainpointsofthestory.Thisdidareallygoodjobofgettingmystudentsengagedbecausetheyreallylovedthestoryandreallyenjoyedretellingthestory. Afterthis,webegantodiscusswhatthecharactersinthestoryareandwhatthesettingofthestoryis.Withthefirstclass,Istruggledalotwithgettingthemtotellmesimplywhatthedefinitionofcharactersandsettingwere.Theyweretryingtorelateitbacktothestorythatwehadpreviouslytalkedabout.WhenIdidthelessonwiththesecondgroup,IfoundawaytomoreexplicitlyaskwhatIwantedfromthemsothatwewereonthesamepage.IwasalsomorenervousthefirsttimeIdidmylessonsoIthinkthatmydirectionsmaynothavebeenasclear.Ialsoskippedoverpartofmylessonthefirsttime,whereIwantedthestudentstocomeupwiththeirownproblemandfigureoutasolutiontotheproblem.IrememberedtodothiswiththesecondgroupandIthinkithelpedthemtogetaclearergrasponwhattheproblemandsolutioninastoryare. Afterwecompletedthemajorityofthegraphicorganizertogether,IhadmystudentsthinkofthesolutionbythemselvesandwriteitdownontheirSmartPal.Aftertheydidthis,Ihadthemshareoutwhattheywrotedownfortheirsolution.Ithinkthatthatpartwentreallywellanditgavethestudentstheopportunitytohearwhatotherswroteandlearnwhyorwhynotthatwasanacceptablesolutiontotheproblem. NexttimethatIdoalessonwithdryerasemarkersIwillbesuretoinstructstudentsnottodrawontheirboard/SmartPalunlesstheyarewritingdownananswertoaquestion.Ithinkthatthiswilllessendistractionandmaketheirworkneaterandeasiertoglanceatandsee.MycooperatingteacherandItalkedaboutbeingsuretoincludethefulldefinitionofsettingwhentalkingaboutitwithstudents.ThesettingofastoryshouldincludewhenthestorytakesplaceandwherethestorytakesplaceandIfailedtoincludebothinmylesson.Wealsotalkedaboutusingthewordsconflictandprobleminterchangeablybecauseitispossiblethatstudentsmayseeitbothways.Wealsotalkedaboutnotcallingonstudentswhomakenoisestobenoticedwiththeirhandsraisedbecauseifyoucallonthemaftertheyaredoingthatthenthatwillreinforcethebehaviorandtheywillcontinuetodoit.Wealsotalkedaboutworkingonclassroommanagementandstoppingmystudentsfromcallingoutwithoutraisingtheirhands.Weestablishagoalofusinghigher-levelvocabularyalongwithcommonvocabularytohelpthestudentsoutmore.

Appendix A: Pre- Assessment Passage

Appendix B: Pre- Assessment Story Map

Appendix C; Story Map for Small Group

Appendix D: Post- Assessment Story Map

Appendix E: Post- Assessment Passage FirstPlaneTrip

Thebigdayfinallyhadcome!WeweretakingavacationtovisitmyfamilyinNewYork.Iwasallsmiles—untilwegottotheairport.Ilookedupandsawalotofplaneslandingandtakingoff.Theyweresoloudandsobig.Iwonderedhowtheycouldstayupintheair.Mystomachstartedtohurt.

Intheairport,wesatinchairsandwaited.Thenweheard,“Flight76toNewYorkisreadytoboard.”Wewalkeddownalongtunneltogetontheplane.Wefoundourseatsandputonourseatbelts.Wheneveryonewason,theplanebegantomove.Thenmystomachreallystartedtohurt!“Whycan’twedrivetoNewYork?”Iwondered.

Afterwetookoff,mystomachcalmeddown.Theviewofthelandbelowwasawesome!IfeltasthoughIwerelookingatagiantmap!

Finallywelanded.Mystomachwasn’tasupsetasitwasduringtakeoff.SomehowIknewgoingbackhomewouldbeevenbetter.

Lesson Plan Grading Rubric- Self-Evaluation

Elementary Education Rubric for Formally Observed Lesson Plans In Field Experience and Student Teaching

Intern Name: Kimberly King Date of Lesson: 9/21/16 Subject Area & Grade Level: 4th grade- Small Group Reading Requirement Unsatisfactory–0 Adequate–1 Strong–2

Objectives Studentobjectivesforlearningarenotclearlystatedand/orarenotfullyconsistentwithlessonactivitiesandstudentassessmentplans

Studentobjectivesforlearningarestatedbutarenotfullyconsistentwithlessonactivitiesandstudentassessmentplans

Studentobjectivesforlearningarestatedclearlyandpreciselyintermsoflearningexpectationsandarefoundtobeasolidmatchwithlessonactivitiesandstudentassessmentplans

VirginiaSOL’sorFoundationBlocks

VirginiaSOL’sorFoundationBlockseitherhavenotbeennotedorarenotfullymatchedwithstatedobjectives,lessonactivities,andassessmentplans

VirginiaSOL’sorFoundationBlockshavebeennotedbutarenotfullymatchedwithstatedobjectives,lessonactivities,andassessmentplans

VirginiaSOL’sorFoundationBlockshavebeennotedfullyandallarefoundtobepreciselymatchedwithstatedobjectives,lessonactivities,andassessmentplans

ACEIStandardsAddressed

ACEIstandardsforthelessonarenotidentified,ortherearenolessonartifactstobecollectedrelativetotheseteachingstandards

ThelessonplandoesnotsolidlylinkACEIstandardsandlessonartifactsrelatedtotheseteachingstandards

ThelessonplanclearlyidentifiestheACEIstandardsthatwillbeaddressedandspecificallypinpointsthelessonartifactstobecollectedthatwilldemonstrateachievementoftheseteachingstandards

Materials Thelessonplandoesnotincludealistofessentialmaterialstobeused

Thelessonplanincludesalistofsomeessentialmaterialstobeused

Thelessonplanincludesalistofallmaterialstobeused

DevelopmentallyAppropriateContent

Lessonplanincludescontentthatisnotdevelopmentallyappropriateforthegradeinwhichitistaught.Somecontenttobetaughtisnotaccurateorcurrent.

Lessonplanincludessomecontentthatisdevelopmentallyappropriateforthegradeinwhichitistaught.Contenttobetaughtisaccurate.

Lessonplanincludescontentthatisdevelopmentallyappropriateforthegradeinwhichitistaught.Contenttobetaughtisaccurateandcurrent.

Writing

Containsmorethan10spellingorgrammarerrors.Unclear,disorganized.Consistentinappropriateuseoflanguageandstructure.

Containsspellingandgrammarerrors(4-9).Themajorityofthelessonplaniswrittenpreciselyanddescriptively.

Consistentusethatisprecise,eloquent,appropriate,andwellorganized,with0-3spellingorgrammarerrors.

Artifacts Copiesofrepresentativelessonartifactsarenotincluded

Copiesofrepresentativelessonartifactsareincludedforpost-lessonevidence

Copiesofrepresentativelessonartifactsareincludedforpre-assessmentandpost-lessonevidence

Total:14/14

Requirement Unsatisfactory-0 Basic–1 Proficient–2 Distinguished-3

LessonPlanElements

Pre-Assessment Thelessonplandoesnotaddresshowstudentpriorknowledge,skills,and/ordispositionsrelatedtotheobjectiveshavebeenorwillbeassessedpriortothestartoflessoninordertoassurethatinstructionmeetsstudentlearningneeds

Thelessonplanincludesonlybasicinformationonhowstudentpriorknowledge,skills,and/ordispositionsrelatedtotheobjectiveshavebeenorwillbeassessedpriortothestartoflessoninordertoassurethatinstructionmeetsstudentlearningneeds

Thelessonplanincludesinformationonhowstudentpriorknowledge,skills,and/ordispositionsrelatedtotheobjectiveshavebeenorwillbeassessedpriortothestartoflessoninordertoassurethatinstructionmeetsstudentlearningneeds

Thelessonplanincludesdetailedinformationonhowstudentpriorknowledge,skills,and/ordispositionsrelatedtotheobjectiveshavebeenorwillbeassessedpriortothestartoflessoninordertoassurethatinstructionmeetsstudentlearningneeds

NarrativeDescription-Introduction

Thelessonplandoesnotincludesadescriptionofhowtheinstructionwillbeintroducedtothestudents

Thelessonplanincludesapartialdescriptionofhowtheinstructionwillbeintroducedtothestudents

Thelessonplanincludesadescriptionofhowtheinstructionwillbeintroducedtothestudents

Thelessonplanincludesadetaileddescriptionofhowtheinstructionwillbeintroducedtothestudents,includingactivationofpriorknowledgeandmethodsofmotivating

NarrativeDescription–InstructionandActivities

Thelessonplandoesnotprovideinformationonhowtheinstructionandactivitieswillbedeliveredtothestudents

Thelessonplanincludesadescriptionofhowsomeinstructionandactivitieswillbeorganizedanddeliveredtothestudents

Thelessonplanincludesadescriptionofhowallinstructionandactivitieswillbeorganizedanddeliveredtothestudents

Thelessonplanincludesadetaileddescriptionofhowallinstructionandactivitieswillbeorganizedanddeliveredtothestudents

NarrativeDescription-Closure

Thelessonplandoesnotprovideinformationonhowlessonclosure/conclusionswillbeorganizedanddeliveredtothestudents

Thelessonplanincludesapartialdescriptionofhowlessonclosure/conclusionswillbeorganizedanddeliveredtothestudents

Thelessonplanincludesadescriptionofhowlessonclosure/conclusionswillbeorganizedanddeliveredtothestudents

Thelessonplanincludesadetaileddescriptionofhowlessonclosure/conclusionswillbeorganizedanddeliveredtothestudents

AccommodationsandDifferentiation

Lessonplandoesnotincludeadescriptionofaccommodationsforchildrenwithspecificneedsorthatmethodshavebeendesignedtoprovidedifferentiatedinstructiontomeettheneedsofalllearners.

Lessonplanincludesapartialdescriptionofaccommodationsforchildrenwithspecificneeds.Lessonplanincludeslimitedevidencethatmethodshavebeendesignedtoprovidedifferentiatedinstructiontomeettheneedsofalllearners.

Lessonplanincludesadescriptionofaccommodationsforchildrenwithspecificneeds.Lessonplanincludesevidencethatmethodshavebeendesignedtoprovidedifferentiatedinstructiontomeettheneedsofalllearners.

Lessonplanincludesspecificanddetaileddescriptionofaccommodationsforchildrenwithspecificneeds.Lessonplanincludesstrongevidencethatmethodshavebeendesignedtoprovidedifferentiatedinstructiontomeettheneedsofalllearners.

Assessment Aplanforassessmentofstudentlearningisnotprovidedorisnotconsistentwiththelessonobjectives,the

Abasicorpartialplanforassessmentofstudentlearningisprovidedandissomewhatconsistent

Aplanforassessmentofstudentlearningisprovidedandisconsistentwiththelessonobjectives,the

Aplanforassessmentofstudentlearningisprovidedindetailandissolidly

pre-assessment,orthelessonnarrativedescriptionofactivities

withthelessonobjectives,thepre-assessmentdata,andthelessonnarrativedescriptionofactivities

pre-assessmentdata,andthelessonnarrativedescriptionofactivities

consistentwiththelessonobjectives,thepre-assessmentdata,andthelessonnarrativedescriptionofactivities

Evaluation Lessonplandoesnotaddressplannedmethodsofself-assessmentofthedeliveryofinstruction

Lessonplanincludesadescriptionofhowtheinternwillself-assesssomeaspectsofthedeliveryofinstruction

Lessonplanincludesadescriptionofhowtheinternwillself-assessthedeliveryofinstruction

Lessonplanincludesacompletedescriptionofhowtheinternwillself-assessthedeliveryofinstructionthroughoutthelesson

Post-LessonReport

LearningEvidence Nodatafromassessmentoranalysis.Noexamples/artifactscollectedoranalysisofchildren’slearning

Limiteddatafromassessmentprovidedoranalyzed.Fewexamples/artifactsprovidedorevidenceofanalysisofimpactonchildren’slearningincomplete

Datafromassessmentpresentedinclearformat(table,chart,orgraph).Analysisshowsevidenceofimpactonchildren’slearning.Adequateexamples/artifactsprovided

Datafromassessmentpresentedinclearformat(table,chart,orgraph).Meaningfulexamples/artifactsprovided.Criticalcomparativeanalysisofpre-assessmentandpost-teachingdatatoclearlydemonstrateimpactuponstudentlearning.

Reflection Reportseventsinthelessonwithoutmeaningfulanalysisandinterpretationofwhathappenedorreflectiononcommentsoftheobserver(cooperatingteacheroruniversitymentor),orself-analysisforvideoobservations

Primarilyincludesareportingoftheeventsinthelessonwithoccasionalreflection.Includeslimitedreflectiononcommentsoftheobserver(cooperatingteacheroruniversitymentor),orself-analysisforvideoobservations

Consistentcriticalanalysisofeventswithlimitedplansforchangeandfuturegrowth.Includesreflectiononcommentsoftheobserver(cooperatingteacheroruniversitymentor),orself-analysisforvideoobservations

Indepthcriticalanalysis,withplansforchangeandfuturegrowth.Includescriticalreflectiononcommentsoftheobserver(cooperatingteacheroruniversitymentor),orextensiveself-analysisforvideoobservations

Total24/27