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55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 12/17/18

Standards-Aligned Lesson Plan Template Graduate Program in Education

Subject(s): ELA Grade: K Teacher(s): Hayley Conoway Master Teacher: Mrs. Breslin School: Prado View Elementary Lesson Time Allotment: 1 hr Date: 2/24/2020

Part I – Goals and Standards ( TPE 3.1 )

1. Common Core Learning Standard(s) (CCSS) Addressed: Math, ELA (or the other subjects when they are related to ELA) RF.K.1a Follow words from left to right, top to bottom, and page by page. RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.K.2a Recognize and produce rhyming words. RF.K.2b Count, pronounce, blend, and segment syllables in spoken words. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words* (This does not include CVCs ending with /l/, /r/, or /x/.) RF.K.2f Blend two or three phonemes into recognizable words. CA RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

2. State Content Standard Addressed: History/Social Science, Science, Physical Education, Visual and Performing Arts NA

3. ELD Standard Addressed: All Content Areas Part 1: Interacting in Meaningful Ways : A. Collaborative, B. Interpretive, C. Productive Collaborative: Bridging: 1. Exchanging information and ideas: Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions. Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas, C. Connecting and Condensing Ideas NA

4. Learning Objective: What will students have mastered in terms of knowledge and/or skill as a result of this lesson? As a result of this lesson, students will be able to demonstrate the mastery of identifying rhyming words.

Student-Friendly Translation: (Write this out as if you were explaining the objective of the lesson to your students in their language:

“Today, we are going to master the concept of…by creating…” “Today, my goal for all of you is that by the end of this lesson, you’ll be professionals at rhyming words!”

5. Relevance/Rationale: Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning? ( TPE 1.3 )


Standards-Aligned Lesson Plan Template Graduate Program in Education

The outcomes of this lesson are important in the real world because it will enable each student to be able to identify rhyming words. This will help them to build their literacy skills in the coming grades and therefore, make their writing more interesting and intelligible.

Student-Friendly Translation: “It is very important that you are all able to understand how to rhyme, so that you can make your writing better. Did you know that in first and second grade, you use rhyming words a lot? They rhyme their words so well they can write poems! If you’re able to rhyme words, you can make your writing sound very thoughtful. If you get really good at rhyming words, maybe one day you could even write a rhyming book like the famous Dr. Seuss!”


Standards-Aligned Lesson Plan Template

6. Essential Questions: ( TPE 1.5 )

- What is a word that rhymes with “cat”? - Why does “ball” and “fall” rhyme? - What is a rhyming word? - Why do words rhyme? - Can you create a different word that rhymes with “blue”?

7. Academic Vocabulary: ( TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5 )

- Rhyme - Sound - Ending - Same - Word

Part II – Class and Individual Student Information ( TPE 1.1, 3.2, 4.1, 4.2, 4.5 SSP-DAP )

Number of Students in Class Male: 12 Female: 9 Total: 21

English Language Arts ( ELA )

Mathematics For Multiple Subject and Single Subjects related to Math

Level Number of students per level

Male or Female Level Number of students per level

Male or Female

Beginning 8 6 M, 2 F Low 5 5 M

Intermediate 6 2 M, 4 F Medium 7 3 M, 4 F

Advanced 7 4 M, 3 F High 9 4 M, 5 F

English Language Learners ( ELL )

Level Number of students per level

Male or Female Specific Needs

Emerging 1 F Has an aid that comes in a few times a week to pull her and work on numbers and letters and class assignments. Requires frequent help in class on assignments.

Expanding 0 NA NA

Bridging 1 F Extra help here and there.

Special Education Students Total Number: 4

Specific Needs Male or Female

Down Syndrome (has full time aid, goes to speech and physical therapy, extremely modified lessons)

Male

Has IEP, sees speech pathologist/therapist. Needs one on one help to refocus.

Female

Has IEP for speech. Won’t need an IEP much longer because speech is rapidly improving. So far doesn’t need any extra assistance in class.

Male



In the process of obtaining an IEP for lack of speech development due to young age. Needs extra assistance for most activities to help him understand and complete assignments successfully.

Male

NA

NA

NA

NA

Five Identified Student Profiles One identified special education student, one English language learner,

one special circumstance student, one high performing student, and one low performing student

Student #1 Student Name: Sophie

Special Identifications (ELL, GATE, Special Need): Speech issues (has IEP)

Math (circle one): low medium high

Reading (circle one): low medium high

Linguistic and/or Cultural Background: (and how these may influence instruction) Hispanic background, but speaks English. Sees speech therapist. Hispanic background brings diversity to the classroom in a positive way, that in which students can learn from.

Family/Home Background: (and how these may influence instruction) Has a half-sister in tenth grade and a fully-biological brother in the fifth grade.

Health and/or Physical Concerns: (and how these may influence instruction) Environmental allergies. Could potentially affect outdoor recess.

Socio-emotional Learning Concerns/Social Development Factors: (and how these may influence instruction) Worried, seems anxious, falls asleep in class, cries, has trouble listening and following directions, sometimes defiant, and has a lack of attentiveness. These tendencies affect instruction quite often because we have to stop what we’re doing to help her get back on track and to stop bothering/distracting others. Doesn’t engage in conversation with classmates. Not focused, constantly disengaged. This could affect instruction when activities require collaborating with peers. **Was enrolled in a speech development program from 3-5 years old**

Assets/Funds of Knowledge: (and how these may influence instruction) Sophie is very artistic, which helps her when we complete art lessons. She is very helpful with the little boy with down syndrome in the class. She has proven to be very caring and she sets great examples of how to be a good friend and how to help people when they need it.

Interests and Aspirations: (and how these may influence instruction) Enjoys playing softball and enjoys her dog. She’d like to be a princess when she grows up.

Student #2



Student Name: Justice

Special Identifications (ELL, GATE, Special Need): Young and low performing student, speech issues. Has SST (Student Study Team)



Linguistic and/or Cultural Background: (and how these may influence instruction) Speaks English. Speaks some Arabic at home. The student has a hard time articulating when he speaks, so the teachers have a difficult time trying to understand him, which takes time away from his learning because we have to constantly ask him to repeat himself for understanding.

Family/Home Background: (and how these may influence instruction) Arabic speaking family. Parents don’t specify his information. Has a sister in the fourth grade who is also low performing. Instruction is affected because of lack of communication/understanding from parents about child’s school work progress. His lack of speech development is causing him to fall behind the rest of his classmates.

Health and/or Physical Concerns: (and how these may influence instruction) None

Socio-emotional Learning Concerns/Social Development Factors: (and how these may influence instruction) Is immature due to young age and has a lack of attentiveness. This affects instruction because he needs to constantly be refocused. Disengaged, has a hard time listening and following directions. This affects instruction because he constantly needs to be refocused. Shows signs of parallel play.

Assets/Funds of Knowledge: (and how these may influence instruction) Justice has a lot of energy and enjoys conversing with other classmates. These assets really help him when pair sharing in his table group.

Interests and Aspirations: (and how these may influence instruction) Wants to be a basketball player when he grows up. He loves to play basketball as a hobby and he enjoys playing with all types (tennis balls, soccer balls, softballs, baseballs, etc.). He loves the color blue.

Student #3 Student Name: Dom

Special Identifications (ELL, GATE, Special Need): Young and Low performing, speech issues. Pending IEP for speech.



Linguistic and/or Cultural Background: (and how these may influence instruction) Teachers have hard time articulating his speech. Speaks English. This affects instruction because he needs help clarifying and understanding.

Family/Home Background: (and how these may influence instruction) Has 2-year-old sister. Parents are inconsistent with speech therapy. His lack of speech development is causing him to fall behind the rest of his classmates.


Socio-emotional Learning Concerns/Social Development Factors: (and how these may influence instruction) Is immature due to young age and has a lack of attentiveness. This affects instruction because he needs to constantly be refocused. Shows signs of parallel play and is not interested in peer interaction at



this point. Can affect instruction during collaborating activities with peers. **Was enrolled in a speech development program for about 6 months this year**

Assets/Funds of Knowledge: (and how these may influence instruction) Very creative and impresses teachers with artwork. He enjoys building with blocks and Legos. Can positively affect instruction, especially in the arts subject.

Interests and Aspirations: (and how these may influence instruction) Dom wants to be a robot when he grows up. He likes anything green and yellow. He loves Batman and playing with racecars.

Student #4 Student Name: Emersyn

Special Identifications (ELL, GATE, Special Need): ELL Bridging (RFEP)



Linguistic and/or Cultural Background: (and how these may influence instruction) 1st language Spanish. Was in program last year to help with speech and language development. Almost done bridging process. This can affect instruction occasionally with having to clarify information for her.

Family/Home Background: (and how these may influence instruction) Parents speak Spanish and English. She has a brother in the second grade and a newborn sister. This can affect instruction in a positive way, in that she brings diversity to the classroom.


Socio-emotional Learning Concerns/Social Development Factors: (and how these may influence instruction) Quiet and shy. This may affect instruction when having to collaborate with other students, she may not speak up. She exhibits little interaction with other students, which can inhibit instruction when having to collaborate and mingle with peers.

Assets/Funds of Knowledge: (and how these may influence instruction) Emersyn is very creative and has amazing artistic abilities which helps her achieve well in art. She is very sweet and kindhearted and encourages others in the class to have that kind of positive personality.

Interests and Aspirations: (and how these may influence instruction) Enjoys playing with her dog and spending time with family. Her favorite color is pink and when she grows up, she wants to be a doctor.

Student #5 Student Name: Sam

Special Identifications (ELL, GATE, Special Need): Assumed GATE (can’t be placed until 2nd grade)



Linguistic and/or Cultural Background: (and how these may influence instruction)

Family/Home Background: (and how these may influence instruction)



Of Korean heritage. Speaks English and speaks well. This positively affects instruction because he brings diversity to the classroom.

Speaks Korean language at home. Has baby sister, a brother in 2nd grade, and a brother in 4th grade. Having so many siblings positively affects instruction because he is empathetic towards others and can get along with his peers well.


Socio-emotional Learning Concerns/Social Development Factors: (and how these may influence instruction) His older brothers were home-schooled. Master teacher has observed home-schooled students having more mature personalities, for example they engage more with adults than students and behave well. Sam does exactly that; he engages more with adults and exhibits great, mature behavior. This positively affects instruction because he can be a model to the class in how to act and treat others.

Assets/Funds of Knowledge: (and how these may influence instruction) Sam is the highest achieving student in the class and frequently helps other students with their work when needed. He has good manners, listens, and has stellar, mature behavior. His Korean background brings diversity into the classroom. He can read and is improving his ELA abilities daily.

Interests and Aspirations: (and how these may influence instruction) Sam wants to be a ninja warrior when he grows up and he enjoys going to the beach and to McDonalds. He loves the color blue and spends his time building with Legos.

Other General Classroom Concerns General cultural and linguistic background of students (home/family): 20/21 students speak English (95%). Some students speak other languages as well, such as Spanish, Persian, Arabic, Korean, etc. 20/21 students were born in America and our Emerging English Learner is international, born in Mexico. About a handful of our students’ parents speak other languages as well.

Health considerations or physical development factors (if any) One student with extreme Down Syndrome but has full-time aid. Health conditions NA/TBD

Socio-emotional developmental (SEL) factors that may influence instruction in this academic area or that could be address in this academic area Some students feel guilt or pity themselves, some cry periodically. Most are happy and seem well developmentally. Some examples of socio-emotional developmental (SEL) factors that can be addressed in this area could be respect for others during group collaboration, solving problems during the group and individual tasks, communication during the group tasks, and teamwork, relationship building, and social engagement in group work/tasks.

Interests and/or aspirations in the class (relevant to this academic area) Mostly the whole class seems to be interested in fun English lessons. The ELA lessons we do in class are extremely interactive, so they find joy in completing them. Justice, Dom, one other boy, and our emerging EL are probably the only few students in the class who have a difficult time understanding and grasping content and working on their own; however, they seem very interested when the lesson involves fun and interactive



activities. I’d say the entirety of the class will stay in good spirits if the learning is fun, understandable, and interactive.

9. Anticipated Difficulties: This section is the bridge between the concerns for individual students identified in Section 7 and how this will play out in the context of the actual classroom setting and the lesson plans you are currently preparing. Based on the information above, what difficulties may students have with the content? Specify anticipated difficulties for English language learners, students with special needs, or students with unique needs. Based on the information above, there may be four students (Sophie, Dom, Justice, and our emerging EL) who may need some extra assistance with these activities. I’m expecting all four of these students to require extra guidance with instructions during the self-assessment worksheet. Though I will say the instructions aloud to the class, I am anticipating these students to have difficulty understanding or focusing during the time I give the instructions. So, to help them during this time, I will make my rounds to each of the four students to explain to them the instructions at their level of understanding that best suits them in their zone of proximal development. During the time of the activities, there will be three other adults or teachers in the classroom walking around to assist these students as well. The class layout is specifically designed to help these students work with the help of others during assignments. So, each of these students will have other students to help them at their tables. Dom, Justice, and Sophie will probably need extra assistance in staying focused and on task, while our emerging EL will need assistance in explanations.

Part III – Universal Access Lesson Adaptations ( TPE 1.4, 3.5, 3.6, 4.4, 4.5, 5.7, 5.8 SSP-ELD )

9. Modifications / Accommodations: What specific modifications/accommodations will be made based on the anticipated challenges for this set of students for this specific lesson? ELL / SDAIE Strategies: In the very beginning of the lesson, I will do a brainstorming activity where I will put up a word on the board (i.e., bat) and have the students raise their hands to volunteer to give me words that rhyme with “bat.” I will do this with a few words (i.e., box, cap, man) to help my students begin thinking and understanding the coming activities. I’m not expecting my RFEP student to have any issue with this entire lesson; however, I do expect my emerging EL to need constant assistance throughout the lesson due to the fact she doesn’t speak any English. The puzzle activity and the self-assessment worksheet already come with visuals to help my EL (and all other students) to put pictures with the words they’re reading. At the end of the lesson, I use a form of comprehension check to record their understanding of the material; I ask them for a thumbs up if they understand, a thumbs sideways if they need a little more help, and a thumbs down if they do not understand the material. Of course, throughout the entire lesson, I am asking students to raise their hand if they are ready to move onto the next step, etc. Throughout the whole lesson, I am asking my students to verbalize their answers, questions, and comments. I also use constant visuals in every part of the lesson, to give my students a clear understanding of what they are looking at and understanding. Differentiation for Special Needs: My student with Down Syndrome will not be participating in this activity, as he will be pulled for physical therapy. My female SPED student, Sophie, will get her extra assistance from teachers walking around the room to assist her, as well as her fellow classmates during the puzzle activity, and also her tablemates during the group task-work. My male SPED student with an IEP for speech doesn’t require extra assistance in this activity. My male student, who is in the process of obtaining an IEP for lack of speech development, will get his extra



assistance from teachers walking around the room to assist him, as well as his fellow classmates during the puzzle activity, and also with his group task work from his table-mates. With the assistance from other teachers and the assistance from peers at tables, all students with special needs should be getting the extra assistance they need in order to successfully complete the activities within this lesson. Socio-emotional Learning Support:

• Identify specific SEL competency(ies) that you will focus on (Self-awareness, Self-management, Social awareness, Relationship Skills, Responsible Decision-making):

In this lesson, my students will be focusing on a variety of social emotional learning competencies, such as social awareness during group collaboration, responsible decision making when interacting with others, relationship skills when communicating with classmates, strength recognition when learning about how to rhyme words, both organizational skills and teamwork during the sorting popsicle sticks activity, identifying problems if they make a mistake during the popsicle stick activity, and of course communication and social engagement during all activities within this lesson.

• Specific strategy that you will use to inculcate each competency: This lesson encompasses a variety of social and emotional learning (SEL) competencies. My students will work on their social awareness during group tasks as they build upon their respect for others as they collaborate and cooperate together to complete activities. My students will also be improving their responsible decision-making skills as they problem solve both individually and as a group. Another competency my students will be working on is their relationship skills as they communicate, socially engage, build relationships, and use teamwork to successfully organize/categorize rhyming words as a group. Universal Design for Learning (whole class) Support: Multiple Means of Engagement: Due to the fact that some learners might like to work alone, while others prefer to work with their peers, I have designed my lesson to encompass multiple means of engagement. I start by recruiting the interest of my students by asking for several volunteers to give me words that rhyme with other specific words. Each student has the chance to participate. After, I have my students collaborate and communicate together during a puzzle piece activity, where they travel around the room looking for the one puzzle piece that matches their puzzle piece. Each puzzle piece has a word and each word has one matching rhyming word. Each student receives a puzzle piece and travels to each student trying to find their match. Later, my students work with their table groups to categorize 16 words (written out on popsicle sticks) into their corresponding rhyming word cup (i.e., the popsicle stick with the word “cat” will go in the cup that say “bat”). Students will work together to find a “home” for each of the 16 popsicle sticks. During group work, I am able to see if each of my students become involved learners, can minimize distractions, actively participate and explore, invite personal response and evaluation, and make sense of complex ideas and creative ways. I then give the class a self-assessment worksheet each. During the assessment, they complete a variety of problems by themselves, without the help of others. Students are circling or coloring the single word that rhymes with the key word in each problem. During this part of the lesson, I am able to see whether or not my students can sustain their efforts and persist through the problems by themselves, manage their frustration if they become agitated when completing a problem, and seek help when needed. With this self-assessment, I am able to observe whether or not my students’ learning outcomes are authentic. Multiple Means of Representation:



In terms of multiple means of representation, I understand that my learners differ in the ways that they perceive and comprehend information that is presented to them. So, throughout my lesson, I use various activities that give them many opportunities to understand the material. As an opening activity, I openly engage my students with asking them to volunteer in brainstorming a variety of rhyming words. I also display information in a flexible format so that certain perceptual features can vary per the student’s preference. This brainstorming activity asks my students to access their prior knowledge of CVC words (i.e., bat, cat, fox, box). I give popsicle sticks to each group during the group work, so that they can use the sticks as a form of manipulative to better visualize the quantity of rhyming words before them. Throughout my whole lesson, I’m constantly using various visuals and images for my students to better make sense of the material presented to them. For my EL students, I make sure that they are sitting with students who can speak their language so that they can promote understanding across languages. I also provide auditory cues for transitions throughout the entire lesson, so that my students can stay on task and be aware of the instructions being given. Since this lesson is all about rhyming words, I highlight patterns students will see when comparing words to decide whether they rhyme or not. Students will typically see the same endings with two words that rhyme (i.e., word families, such as -at, -an, and -ad). Multiple Means of Action and Expression: When discussing multiple means of action and expression, I understand that my learners differ in the ways that they can navigate a learning environment and express what they know. So, throughout my lesson, I make sure to vary the methods for response by giving my students a self-assessment worksheet, an opportunity with group work, and two opportunities with their entire class, so they have many chances to show what they know. I also made an effort to provide alternatives for physically responding or indicating selections. Rather than just assigning the students worksheets, I had them to a little scavenger hunt type activity where they travel around the room to find their matching puzzle piece (their answer, their rhyming word). In this activity, a student would “select” their answer by finding their classmate with their matching rhyming word puzzle piece. I also gave my student, Dom, the opportunity to circle/color in his answers on his self-assessment worksheet with his favorite color. Dom has a difficult time responding to directions, and by using a green colored pencil, he was able to do his work much quicker and with better listening skills. Higher Order Thinking Strategies (Bloom’s, Depth of Knowledge, Hess’ Cognitive Matrix, G.A.T.E. Strategies, Graphic Organizers, etc.): Remember: Students will recall some rhyming words. Understand: Students will explain why (i.e., rad rhymes with bad). Apply: Students will use their knowledge of the similar sounds rhyming words make in order to find their matching rhyming word puzzle piece. Analyze: Students will examine a set of objects and words and point out the ones that rhyme. Evaluate: Students will select words among several other words that rhyme together. Create: Students will produce real or nonsense rhyming words during the brainstorming segment of the lesson.

10. Implementation of Strategies for Enhancing Lessons: 21st Century Skills:



Circle all that are applicable and describe how each will be observed during the lesson ( TPE 1.5, 3.3, 4.7 ) Communication Collaboration Creativity Critical Thinking Technology: How will technology be incorporated into the lesson? ( TPE 3.6, 3.7, 4.4, 4.8 ) I will use the ELMO (overhead projector) to display myself explaining the directions of the self-assessment worksheet, making it easier for all students to see. The ELMO serves as a projector in my lesson’s activities. Visual and Performing Arts: How will the students be provided with opportunities to access the curriculum by incorporating the visual and performing arts? ( TPE 1.7 ) NA

Part IV – Assessment of Student Learning ( TPE 1.8, 5.1 ) 11. Assessment Criteria for Success: How will the teacher and the student know if each of the specific objectives identified above have been successfully met? Formative Assessments: At least two total, at least one with a rubric (attach rubric to this template) The worksheet will serve as a self-assessment in this lesson. Students will be guided on instructions, but the rest will be independent practice/self-assessment. I will use the following rubric to record their progress during formative assessment one, formative assessment two, and self-assessment worksheet. Please see attached images of self-assessment worksheet, puzzle pieces examples, and popsicle stick activity. Formative Assessment 1: During the first formative assessment, students will all be sitting on the rug and I will hand each of them a random puzzle piece. Each puzzle piece will be large enough for a kindergartner to hold. The puzzle piece will have a picture of an object and the object’s word written below it (i.e., a piece with a picture of a fox and the word “fox” written underneath). Students will travel around the classroom searching for the ONE matching/rhyming puzzle piece. There is only one match per student. Once students find their match (i.e., fox and box), students will sit down next to their partner. I will call each group to say their objects and ask the class as a whole if their words rhyme. Play two rounds of this and record student’s success on rubric attached below. One point serves as a correct match (2 points total for 2 rounds).

Student # and Name

Puzzle Piece Activity

Accuracy (2 rounds)

(F.A. 1)

(2 pts)

Group Participation

(Popsicle Sticks)

(3 pts)

Popsicle Stick

Accuracy (F.A. 2)

(4 pts)

Self- Assessment Worksheet

(S.A.)

(5 pts)

Total Points

(14 pts)

1

2

3

4

5

6

7

8

9



10

11

12

13

14

15

16

17

18

19

20

21

Formative Assessment 2: For the formative assessment two in this lesson, I have planned for students to work with their table group in categorizing 16 popsicle sticks into their correct rhyming cups (or -an, -ar, -at, and -og word families). There are 3-4 students at each table, so each student will get around 4-5 sticks to help put into the corresponding rhyming cups. Essentially, students are finding each popsicle stick a “home.” Students will help, collaborate, and communicate with their table groups as they complete this task together. When finished, each cup should have a total of 4 sticks. Students will raise their hands to get checked off and recorded on rubric. Each student will get 1 point for each cup that has all the correct sticks inside. So, for example, if a group were to put all 16 sticks in their exact corresponding cups, they would get 4 points total. If a group were to get 2 cups correct, but the other 2 cups incorrect, each student would get a total of 2 points (1 point per correct cup per student).



Peer and Self-Assessment: How will all students be involved in self-assessment and reflection on their learning goals and progress? If working in teams, how will they peer-assess each other and the group? ( TPE 5.3 ) I have chosen for my students to complete an individual rhyming words match assessment sheet. Students will have completed this worksheet by themselves at their tables without the help of tablemates, in order for me to accurately record their knowledge on the subject of rhyming words. For each question, students will color in and/or circle the object that best matches or rhymes with the object boxed off on the left. The worksheet assessment has pictures of objects as well as the objects spelt out, so students can see the spelling and letter patterns, along with a visual of what the object looks like. I made sure to include pictures for this self-assessment so that I could reach my students with special needs, as well as my two EL students. Myself and the other three present adults and teachers in the room will go around to check their work. The rubric above will serve as a grading scale to track their progress during this self-assessment. Success on this self-assessment worksheet will show me that my students met the learning objectives and goals. Outcomes and scores will be discussed and communicated with my students.



Part V – Instructional Procedure

12. Instructional Method: Circle all that apply– Direct Instruction Cooperative Learning Collaborative (Inquiry-Based) Learning

13. Prior Teaching, Prior Student Knowledge from Assessments or Student Funds of Knowledge: Students will have some prior knowledge about rhyming words before completing the activities in this lesson; they will have red several books with rhyming words, as well as have learned a handful of songs with rhymes included within prior to this. All students have worked in group settings beforehand, so working in a group to complete a task shouldn’t be completely new to them and they should know how to cooperate and collaborate using teamwork skills. Students have also worked individually before on assessments, so completing the self-assessment worksheet shouldn’t be too difficult for any students to conquer, except maybe specific SPED students.

14. Resources / Materials: What texts, digital resources and materials will be used in this lesson?

- Self-assessment worksheet (22 copies) - Puzzle pieces (https://www.simplykinder.com/free-printable-rhyming-puzzles/) - ELMO overhead projector - White board and expo marker(s) (teacher use) - Six sets of popsicle stick rhyming words (96 sticks total, write words yourself) - Green masking tape - Sharpie to write on tape - 24 solo cups (six groups of four) - 6 plastic baggies to hold sticks

15. Procedure: Provide a detailed procedure that includes estimated times and intended questions. Open – Anticipatory Set: For engaging in initial problem solving and recruiting interest About 5 mins: To begin my activity, I will engage my students by asking for volunteers to give me words that rhyme with specific select words. I will write a word up on the board in big letters and ask my students to raise their hand to volunteer to give me words that rhyme with the word I wrote on the board. The three rounds will consist of the words: red, fox, and had. As my students give me words, I will write the words below the initial word. I will ask if they see any letter patterns within the words and point out the patterns. I will explain that some words have the same spelling, while others do not, but nevertheless, they all rhyme. Lesson Explanation: How will the goals of the lesson be explained? How will you communicate how it will relate to prior learning? How will you communicate your expectations for learning and behavior? I will explain my lesson by first talking about how we have read lots of rhyming books in the past. I’ll let my students in on a little secret, that we will be playing a few rhyming games for today’s language arts lesson! I’ll then explain the rhyming activities I have planned for them that day. I will show them the assessment worksheet we will be completing later on, individually. To communicate my goal for them, I will say, “Today, my goal for all of you is that by the end of this lesson, you’ll be professionals at rhyming words!” I will elaborate on my statement more, to make clear my expectations. I will also go over behavior expectations. I will tell them that I am expecting good behavior and that I am looking for students to clip up. I will ask for volunteers to list some ways to show good behavior. Body – The Seven Step Lesson Plan would suggest these stages: Teach and/or Model, Check for Understanding, Guided Practice, Independent Practice



Warm-Up / Review on White Board – About 5 mins:

- Explain directions of review (taking volunteers to give me words that rhyme with the words I put up on the board).

- Ask “What questions do you have?” - Put up first word (red) - Have volunteers say rhyming words - Go over letter patterns and words with class - Repeat above steps for words “Fox” and “Had” - Comprehension check (thumbs up, down, or sideways depending on how well they think they’re

understanding the material)

Puzzle Piece Activity (Formative Assessment 1) – About 10 mins: - Have students sit on rug - Explain instructions of game - Ask “What questions do you have?” - Hand out puzzle piece to each student - Students walk around trying finding partner (rhyming word match) - Sit together on rug when found - Go over all the couple’s words - Collect and mix up puzzle pieces - Repeat steps for one more round - Record students’ success on rubric

Popsicle Stick Activity (Formative Assessment 2) – About 15 mins:

- Go over instructions - Ask “What questions do you have?” - Release students to desks - Pass out supplies to each table - Have them categorize their 16 sticks into their corresponding cups using teamwork with their

tablemates - Check success of each table group when finished - Record students’ success on rubrics - Students clean up tables and supplies - Sit on rug

Individual Rhyming Worksheet (Self – Assessment) – About 10 mins:

- Go over assessment instructions on overhead projector (ELMO) - “Completing individually!” - Release students to desks - Ask “What questions do you have?” - Have them begin working - Go around to check when finished - Collect papers and record scores on rubric - Have them sit on rug when finished

Close – Thumbs-Up Assessment

- Ask students for a thumbs up if they understand, thumbs sideways indicating they need a little more help, and thumbs down indicating they don’t understand.

Quick reflection of what they learned today - Ask for volunteers to explain what they learned during the lesson

Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the lesson?



I will reassure my students that if they need a little more help, or even a lot more help, that we will keep working on rhyming words, so that they can ALL understand and be rhyming professionals. I will explain what we will be doing the next day during language arts and ask the students if they have any questions, as well as ask how I can support them during the lesson tomorrow.

Part VI – Reflection ( TPE 3.4, 6.1 ) After presenting the lesson in the classroom, review and reflect on student work related to the lesson

1. Include rubric data here:

Student # and Name

Puzzle Piece Activity

Accuracy (2 rounds)

(F.A. 1)

(2 pts)

Group Participation

(Popsicle Sticks)

(3 pts)

Popsicle Stick

Accuracy (F.A. 2)

(4 pts)

Self- Assessment Worksheet

(S.A.)

(5 pts)

Total Points

(14 pts)

1 2 2 3 5 12

2 2 1 3 5 11

3 2 1 3 5 11

4 2 3 4 5 14

5 2 3 4 5 13

6 2 3 3 5 13

7 2 3 4 5 14

8 2 3 4 5 14

9 2 3 4 4 13

10 2 3 4 5 14

11 2 3 4 5 14

12 2 2 4 5 13

13 2 3 4 5 14

14 2 3 3 5 13

15 2 3 4 5 14

16 2 3 4 5 14

17 2 3 4 5 14

18 2 3 4 5 14

19 2 3 4 5 14

20 2 3 3 5 13

21 - - - - -

17 students scored 90% - 100% 1 student scored 80% - 89.9% 2 students scored 70% - 79.9% 0 students scored 60% - 69.9% 0 students scored 50% - 59.9% 0 students were absent. Our student with Down Syndrome did not participate. 2. Student achievement of the lesson objective according to the data analysis: Explain areas of successful achievement – After reviewing all of my students’ progress, there were several areas of successful achievement. In the beginning of the lesson, a handful of my students were successful in volunteering to give me rhyming words for the examples on the board. 17 of my students received A’s as they scored a 90% or higher during all activities, 1 student received a B, and 2 students received Cs. So, 85% of my students received A’s, which indicates most



of the class had a pretty good understanding of the material presented throughout the day’s activities. All 20 of my participating students were able to find their matching puzzle piece during both rounds, which shows me they performed well during an active part of the lesson. I only recorded 4 of my students lacking participation during the popsicle stick activity, which means 80% of my class had stellar participation. 70% of my class, so 14 students, was able to accurately place the sticks in their corresponding rhyming cups, which tells me an adequate chunk of the class understood the instructions and made sure their work was correct before getting it checked by an adult. Finally, only one student, my Emerging EL, scored less than full credit (80% or 4/5) on the self-assessment worksheet. After communicating with her, the issue was a misunderstanding of directions. Overall, the majority of my class demonstrated an understanding of the material, which shows me that my activities within my lesson were successful in helping my students to achieve the lesson objectives and goals. Explain areas of unsuccessful achievement; and why each specific student was unsuccessful – Though 85% of the class were able to score an A or above on all aspects of the lesson, there were parts of the lesson that were a bit unsuccessful in terms of achievement. Not all students participated equally during the group work, not all were able to perform with complete accuracy during the popsicle stick activity, and one student did not demonstrate an appropriate understanding of the material presented on the assessment worksheet. I could have explained the directions to my Emerging EL in a more effective way, so that she could have been successful on the assessment worksheet. I also need to brainstorm ways to help specific students want to participate in group activities with the rest of the class.

How did learning deeply about your students’ assets and learning needs

a. inform and/or shape your lesson plan for the whole class?

After learning deeply about my students’ assets and learning needs, I was able to appropriately inform and shape my lesson plan for the whole class. Throughout the lesson, I made sure to incorporate a variety of access points that each student felt comfortable reaching within their own zone of proximal development. My lesson consisted of direct teaching, hands-on learning with the use of physical movements, group work, group reflection and participation, a self-assessment worksheet, and a comprehension check at the end of the lesson. Before writing out my lesson plan, I knew that some of my students work best individually and some of my students work best with their groups, so I made sure to use both forms of engagement within my lesson. I also knew that some of my students perform really well when they can complete worksheets and other students perform really well with hands-on activities, which is why I chose to use both aspects in my lesson as well.

b. support student access to and engagement with the content?

After learning deeply about my students’ assets and learning needs, I was able to support student access to and engagement with the content by using various manipulatives throughout my lesson. Being five and six-year-olds, my kindergartners learn very well with body movements and with the use of kinesthetics, so I chose to have them move around and interact for part of the lesson where they had to find their matching rhyming word. The use of visuals is a must in a kindergarten classroom, so I made sure my worksheets had fun objects for them to work with. My kindergartners thrive when they get the opportunity to use manipulatives, so I made sure they had physical puzzle pieces and popsicle sticks within the activities. All the above strategies I used within my lesson helped me to support my student access to and engagement with the content.

Think about your teaching practice during the learning segment and what you learned from your analysis of multiple types of assessment about your students’ understanding of content and/or ELD learning goal(s).

a . What was most effective about your teaching or assessment in helping students achieve the content and/or ELD learning goal(s) of the segment?



There were a few assessments and strategies in my teaching that proved to be effective in helping my students achieve the content and ELD learning goals of this segment. 19/20 participating students were able to complete their rhyming assessment matching worksheet with 100% accuracy, which tells me that my students understood the material and achieved the objectives expected of them. My one emerging EL just needed a better explanation of instructions and then I’m sure she would have performed with 100% accuracy, as well. My formative assessment two was effective. I think that since my students had the opportunity to use manipulatives as visuals really helped them to better understand and see the letter patterns that made the words rhyme. The puzzle piece activity was 100% effective in helping my students to identify rhyming words, since 100% of my students were able to find their matching rhyming words during both rounds of the activity/game. Therefore, I think all three of my assessments proved to be effective ways of assessing my students’ knowledge and gathering accurate data.

b. What was less effective about your teaching or assessment? What do you want to set as an area for growth to increase your effectiveness as a teacher? Explain why you have chosen this professional learning goal.

After reviewing the rubric, I noticed that there were a few things that turned out to be less effective about my teaching and assessments. During the popsicle stick activity, group participation was not perfect. There were a few students who had difficulty participating in their groups. The few students who did have difficulty participating, this behavior was expected. I’d really like to figure out ways to encourage them to participate more. There was a small handful of students who mixed up a few popsicle sticks, but after reviewing their mistakes with them, I realized it was most likely the students moving fast and not checking their work before raising their hand to get it checked. I sometimes struggle to reach my EL student and I’ve been realizing that I don’t always explain the instructions clear enough for her to understand. So, with that being said, I want to make it a goal of mine to better explain the instructions to my EL learner, so that she can have an equal chance at success as the rest of the class. I think that by doing this, I can increase my effectiveness as a teacher. 3. What instructional strategies were used to help students achieve the lesson objective? Which subject-specific pedagogical skills were used to help students be successful? (reference TPE SSP 1-7 Part 2: Subject-Specific Pedagogy) In order to help my students achieve the lesson objectives, I used a variety of instructional strategies. First, I asked the students what they already knew about rhyming words. I jogged their memory by asking for volunteers to give me some rhyming words for specific words I picked out and wrote on the board. I got my students up, active, and moving during the puzzle piece activity. This is an important strategy to use in a kindergarten class because five and six-year-olds need lots of time to move around. The use of manipulatives I think played a massive role in getting the students to be as successful as they were. They got to physically touch, hold, and move around big puzzle pieces and popsicle sticks. At the end of the lesson and quite frequently during the lesson, I used comprehension checks to monitor their understanding of the material. One specific comprehension check I did was at the end of the activity, where I asked my students to give me a thumbs up if they understood, a thumbs sideways if they needed a little more help, and a thumbs down if they didn’t understand the material. Throughout the entire lesson, I asked my students to verbalize their answers, questions, and comments. I also used constant visuals and manipulatives in every part of the lesson to give my students a clear understanding of what they were looking at. All these skills and strategies helped my students to be successful during all parts of the lesson.



Was your lesson plan sufficiently flexible to support all students’ learning, or did you need to incorporate specific instructional, in-the-moment adaptations for particular students? Why or why not?

I think my lesson plan was sufficiently flexible to support all students’ learning. I did not have to incorporate any specific instructional, in the moment adaptations for particular students. My emerging EL student does not have a full-time translator, which would have been helpful in helping her to understand the instructions during this lesson. However, my emerging EL did perform decently with the visuals and manipulatives she was able to use. Other than that, I think my lesson was sufficiently flexible to support each of my student’s learning since 85% of the class scored an A or higher on all components of the lesson.

Did your instructional approach support learning for the whole class and for each of your focus students to achieve the content-specific learning goal(s)?

I do think my instructional approach supported the learning for the whole class and for each of my focus students to achieve the content specific learning goals. The majority of my class was able to demonstrate an understanding of the material during the activities I had planned for them. I do think it would have been helpful to have pulled Dom, Sophie, and Justice aside for the popsicle stick activity to perhaps do the activity the four of us, with my help to give them some one on one guidance. They had trouble participating equally during the activity and weren’t able to perform with 100% accuracy. I think if they were to have had the opportunity to do it with me or another adult, their success would have been higher. They would have been able to go at a slower pace and had more time to think about their decisions and answers. The learning objective was for my students to demonstrate the mastery of identifying rhyming words. 19 out of the 20 participating students were able to achieve 100% success on their self-assessment worksheet, which shows me 19/20 achieved the lesson objective. My emerging EL was the only student who didn’t achieve 100% success on the assessment. I think she could have definitely met the learning objective if she had the directions explained better to her.

4. According to the data analysis, what changes could be made to the lesson and why? Please use specific examples from your student samples or note other specific evidence.

According to the data analysis, a few changes could have been made to my lesson. Not all students were successful in participating equally during the popsicle stick activity. As mentioned above, I could have pulled aside those expected students to work with them one on one to give them more time to decide their answers for the popsicle stick activity. I think that if I were to do this, they would have had a higher success rate. According to the data analysis, I could have provided my emerging EL student with more clarity regarding the instructions during the assessment so that she would have been able to meet the lesson objective successfully.

If you were to develop and teach this lesson again, what would you do the same or differently to improve deep learning of content and academic language for the whole class of students and why? If I were to develop and teach this lesson again, there’s various things I would do the same and a few things I would do differently to improve deep learning of content and academic language for the whole class of students. In terms of parts of the lesson that I would keep the same, I would keep all components of the lesson (the review on the board, the puzzle activity, the popsicle stick activity, and the self-assessment worksheet). All these components improve deep learning of content and academic language for the whole class of students because for the most part, they all achieved great success during these parts of the lesson. In terms of parts of the lesson that I would do differently, I would have pulled aside those expected students during the popsicle stick activity to give them more one on one time for clarity and guidance. I should have expected those three specific students to have trouble participating equally and achieving 100% accuracy. I should have expected



them to have difficulty with this part of the lesson. I should have thought beforehand to pull them aside during this time to help them be more successful, as they could have got more time and more chances to participate equally during the popsicle stick activity.

5. What should be done next to teach the students who were not successful in grasping the lesson? Explain what you would do next to advance the learning of the whole class of students. How could it be re-taught if given the opportunity?

In order to teach the students who were not successful in grasping the concept of the lesson, the next thing I would do to teach them the content would be to pull them aside in a group during the next language arts lesson. These students (Dom, Sophie, Justice, and my emerging EL) had difficulty with parts of the lesson. Dom, Sophie, and Justice had trouble participating equally and achieving 100% accuracy during the popsicle stick activity, while my emerging EL needed instruction clarity. I think it would be extremely beneficial to pull them aside either one-on-one, or in a small group to reteach or review the concept of rhyming words to make sure they understand the content as expected. I would go over some examples of rhyming words and ask them for their help and input on deciding which words rhyme. Then, I would give them the assessment worksheet and work through it with them to re-assess their knowledge on the content. I’m sure this special time will help them to achieve the lesson/learning objective.

Do you need to reteach any part of the lesson? Explain why or why not. No, I do not think I need to re-teach any part of the lesson because the majority of the class was able to achieve the lesson objective. However, I do think it would be beneficial to pull aside Dom, Justice, Sophie, and my emerging EL to review rhyming words with them. I would give them specific words and ask for their help and input to decide what words could rhyme with those words. Then I would give them the self-assessment worksheet to redo, only this time I would work through it with them, explaining the instructions. I think these four specific students would absolutely benefit from one-on-one help. These students would benefit from having the instructions verbally spoken to them rather than them having read it themselves.

b. Based on what the whole class of students learned about the content you were teaching, what will you teach next?

Based on what the whole class of students learned from the content I was teaching, the next thing I would teach them would be word families. Throughout this lesson, my students were able to observe letter patterns within rhyming words. If they were to be taught word families, they would get a better idea of how rhyming words work. Word families will enable them to see all the possible words that have the same endings, for example bat, fat, rat, sat, Nat, mat, hat, and pat. These specific word families will introduce them to CVC words and also the five vowels. 6. Personal Reflection: What did you learn about yourself as a teacher, and how you want to teach in the future? During this specific lesson, I learned a few things about myself as a teacher and how I want to teach in the future. I learned that I can teach a language arts lesson that encompass a variety of activities, all the while keeping their interest and engaging them. I learned that I can create a lesson and within have three different types of assessments. I learned that I can easily create a lesson, but not realize that maybe my instructions won’t be clear to each and every student. I learned that within a specific class can be specific students who really need one on one guidance in order for them to achieve equal success. This is my seventh formally planned out lesson I taught my kindergartners this year and I’m still having difficulties reaching the same small handful of students. I’ve learned that due to the fact these students have some type of learning disability, I should be pulling them aside in a small group or one-on-one to do remedial work or differentiated lessons with them, so that they can achieve success in their own zone of proximal development. Expecting them to be able to successfully adhere to the lessons the rest of the class does is setting them up for failure. I really need to learn how to gauge them at their own distinct levels or think of some ways I can do intervention activities with them. It is one of my goals as a teacher to be able to reach every single one of my students, even if that means



pulling aside the same handful of students to work with them individually. I’m quickly learning that not all students learn at the same pace. I want to be able to help every single one of my students learn the best that they can and that means that I really have to plan my lessons with diligence and thoughtfulness. I want my lessons to be able to teach every student the same thing, even if that means I need to teach the content to different students in different ways.

Part VII – Student Samples

Make copies or take clear pictures of student work for each level (high, middle, low, ELL and special needs students). Write comments on the copies. Include scores according to the formative assessment rubric categories. Also include information about how and what was communicated to the students regarding their work. Focus Student #1: Sophie

Sophie completed both rounds of the puzzle piece activity with 100% accuracy, scoring her two points. She had some difficulty participating in the popsicle stick group activity, so she was given two out of three points. She also had some difficulty achieving 100% accuracy during the popsicle stick activity, scoring her three out of four points. However, she got a perfect score on her self-assessment worksheet, which shows me she was able to meet the lesson objective. On the self-assessment worksheet, she didn’t follow directions and colored all of the pictures; however, when I noticed what she was doing, I re-explained the directions to her and she showed me which objects she needed to cross off in order to complete the assessment accurately.



Focus Student #2: Justice

Focus Student #3: Dom

Justice was able to complete both rounds of the puzzle piece activity with accuracy, scoring him two points. He had some difficulty participating equally in the group popsicle stick activity, scoring him one out of three points. He also had some difficulty completing the popsicle stick activity with 100% accuracy, so he got three out of four points. However, he was able to complete the self-assessment worksheet with 100% accuracy, scoring him five out of five points. For the self-assessment worksheet, he did the same thing as Sophie and colored in mostly all the objects, but when I realized what he was doing wrong, I re-explained the directions to him and he was able to cross out the objects that did not rhyme. This shows me that Justice was able to achieve the lesson objective.

Dom was able to complete both rounds of the puzzle piece activity with 100% accuracy, scoring him two points. He had some difficulty participating equally during the popsicle stick activity, scoring him one out of three points. He also had some difficulty completing the popsicle stick activity with 100% accuracy, so he scored three out of four points. For the self-assessment worksheet, he got 100%, so I know that he was able to achieve the lesson objective. Way to go, Dom!



Focus Student #4: Emersyn

Focus Student #5: Sam

Emersyn completed all components of the lesson with 100% accuracy, giving her 100%, or 14/14 points on the entire lesson. She was able to find her matching puzzle piece during both rounds of the puzzle piece activity, giving her two points. She was able to give full participation during the popsicle stick activity, as well as completing the popsicle stick activity with 100% accuracy, scoring her seven points total. She also scored 5\5 on the self-assessment worksheets, which tells me she met the lesson objective.

Sam scored himself two points during both rounds of the puzzle piece activity because he was able to find his matching rhyming word both rounds. He scored himself three points because he was able to fully participate during the popsicle stick activity. He scored himself four points for the popsicle stick activity because he was able to complete the activity with 100% accuracy. Sam tends to get ahead of himself and therefore scored three out of five points on the self-assessment worksheet, because he was unable to follow directions. He went ahead of himself and colored more than one picture on two of the problems for the self-assessment worksheet. I do believe Sam was able to meet the lesson objective based on how he did on all of the other components. He just wasn’t able to follow directions on the self-assessment worksheet.



PDF Copies of my Supervisor Eddie’s LOP (he did not fill out anything on pages 2, 5, and 7).



Master teacher, Marie Breslin’s copies of LOP:



Graduate Education Lesson Plan Rubric Insufficient Poor Satisfactory Good Excellent Total

11.9 and below 12-13.9 14-15.9 16-17.9 18-20

Part 1: Goals

and

Standards

Failure to align standards and

objective and a lack

of rationale and essential questions.

Inadequate choices and alignment of standards

and objective with

poor rationale and essential questions.

Adequate choices and alignment of standards

and objective with

basic rationale and essential questions.

Strong choices and alignment of standards

and objective with clear,

robust rationale and essential questions.

Excellent choices and alignment of standards

and objective with clear,

insightfully robust rationale and essential

questions.

Part 2:

Demo-

graphic

Profile and

Lesson

Adaptations

for specific

students

Failure to develop demographic profile

and adaptations that

provoke diversified learning or engage

21st Century

Learning, the Arts, and/or technology.

Minimally helpful demographic profile

and adaptations that

will not likely provoke significant, diversified

learning and only

vaguely engage 21st Century Learning, the

Arts, and/or

technology.

Moderately appropriate

demographic profile

and adaptations that will likely provoke

significant, diversified

learning that engage 21st Century Learning,

the Arts, and/or

technology.

Good demographic profile and adaptations

that will potentially

provoke significant, diversified learning that

engage 21st Century


Robust demographic profile and adaptations

that will potentially excel

at provoking significant, diversified learning that

engage 21st Century


Part 3:

Universal

Design for

Learning

Failure to provide

Universal Design for

Learning.

Inadequate

demonstration of

multiple means of instruction that are not

likely to provide

engaging Universal Access for most

learners.

Adequate

demonstration of

multiple means of instruction that are

somewhat likely to

provide engaging Universal Access for

most learners.

Strong demonstration of

multiple means of

instruction that are likely to provide

engaging Universal

Access for all learners.

Excellent, robust

demonstration of multiple

means of instruction that are highly likely to

provide engaging

Universal Access for all learners.

Part 4:

Assessment

Plan

Minimally useful

formative assessments and

rubric that will not

enable some

meaningful

assessment for most

students.

Minimally useful

formative assessments and rubric that will not

enable some

meaningful assessment

for most students.

Moderately useful

formative assessments and purposeful rubric

that will enable some

meaningful

assessment, but not

likely for every

student.

Very clear, useful

formative assessments and purposeful rubric

that will enable

meaningful assessment

for every student.

Outstanding, powerfully

useful formative assessments and

purposeful rubric that

will enable meaningful

assessment for every

student.

Part 5:

Student Self-

Assessment

Plan

Failure to create a

meaningful student

self-assessment

Poor plan that will do

little to empower

students to genuinely reflect on their

learning or gain

personal insight

Adequate plan that

will empower students

to reflect on their learning and gain some

insights

Strong plan that will

empower students to

critically reflect on their learning and gain good

insights

Excellent plan that will

empower students to

critically reflect on their learning and gain

significant insights

59.9 and below 60-69.9 70-79.9 80-89.9 90-100

Part 6:

Instructional

Procedure

Failed to create meaningful plans

Developed minimally thought-out plans

without potential to

create a well- structured classroom

Developed adequately realistic, and well

thought out plans with

potential to create a, well-structured

classroom where

students might understand the

boundaries

Developed strong, realistic, and well


potential to create a thriving, well-

structured classroom

where students understand the

boundaries and can

work well within them.

Developed extremely strong, realistic, and well


potential to create a thriving, well- structured

classroom where students

understand the boundaries and can work

well within them.

Point Chart:

180-200 A

160-179 B

140-159 C

120-139 D

119 and

below:

Failed

Final

Score:



All Components Lesson Plan Rubric Insufficient Poor Satisfactory Good Excellent Total

11.9 and

below

12-13.9 14-15.9 16-17.9 18-20

Student Work

Sample

Submission

Failure to include student samples on

a meaningful level

Submission of two to three samples little

diversity in abilities

and needs and/or lacking appropriate

comments and grades

Submission of three to five samples some

diversity in abilities

and needs with appropriate comments

and grades

Submission of five samples representing

ample diversity in

abilities and needs with strong, useful comments

and grades

Submission of five samples representing a

wide range of diverse

abilities and needs with excellent, clarifying

comments and grades

47.9 and below 48-55.9 56-63.9 64-71.9 72-80

Teaching

Candidate

Reflection on

Lesson

Failed to reflect on

the lesson in a

pedagogically meaningful way

Minimal reflection on

lesson and specific

assessments showing poor analysis into the

strengths and

weaknesses of the instructional method

and process,

adaptations, and levels of inclusion and

engagement for both

the whole class and individual needs with

inadequate

consideration of next steps

Adequate reflection on

lesson and specific

assessments showing some analysis into the

strengths and


and process,


engagement for both

the whole class and individual needs with

satisfactory

consideration of next steps

Strong reflection on

lesson and specific

assessments showing good analysis into the

strengths and


and process,


engagement for both the

whole class and individual needs with

sound consideration of

next steps

Superb reflection on

lesson and specific

assessments showing robust analysis into the

strengths and weaknesses

of the instructional method and process,

adaptations, and levels of

inclusion and engagement for both the whole class

and individual needs with

excellent consideration of next steps

Lesson

Observation

Protocol

(LOP)

Submission

The LOP was submitted to Canvas in a timely manner and in readable form. (This is a Credit/No Credit aspect of the assignment. 100 points will be taken from the overall score of this lesson plan if an LOP

is not submitted.)

Point Chart:

180-200 A

160-179 B

140-159 C

120-139 D

119 and below:

NOT YET

Final

Score:

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