Kimberly King- Highland Park Elementary School Formal Lesson Plan 3 for Writing- Wednesday October 19 from 10:55-11:15 Subject Area Writing Grade Level 4 th Lesson Plan Elements Objectives The student will be able to correctly add ‘s when using singular possessives with 85% accuracy. VA SOL'S SOL 4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. h) Use singular possessives. ACEI Standards Addressed and Demonstrated Through Lesson Artifacts 2.1 Reading, Writing and Oral Language: Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials and ideas. I demonstrated my competence in language arts by creating a lesson that will give students many opportunities to practice possessive nouns. I will begin the lesson by having students turn and talk about what a possessive noun is, what it means to possess something and how to make a noun possessive. Then I will do slide 5 on a smart notes presentation that focuses on the difference between nouns and possessive nouns. Then I will do slide 6 on the smart notes presentation that focuses on turning a description like the hat that belongs to the boy into the boy’s hat. Then I will do an activity with them where they will be given a sticky note and will be asked to choose an item in the room and write the possessive noun for that item on the sticky note and stick the sticky note on that item. Materials • Pre-assessment worksheet • Smart notebook presentation: http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/ content/61/619ef515-2f52-43e1-aea3-a57e699c47bf/EDTC-smartboard.notebook# • Sticky notes • Pencil • Whiteboard
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KimberlyKing-HighlandParkElementarySchoolFormalLessonPlan3forWriting-WednesdayOctober19from
10:55-11:15
SubjectAreaWritingGradeLevel4th
LessonPlanElements
ObjectivesThestudentwillbeabletocorrectlyadd‘swhenusingsingularpossessiveswith85%accuracy.
VASOL'SSOL4.8Thestudentwilleditwritingforcorrectgrammar,capitalization,spelling,punctuation,sentencestructure,andparagraphing.h) Use singular possessives. ACEIStandardsAddressedandDemonstratedThroughLessonArtifacts2.1Reading,WritingandOralLanguage:CandidatesdemonstrateahighlevelofcompetenceinuseofEnglishlanguageartsandtheyknow,understand,anduseconceptsfromreading,languageandchilddevelopment,toteachreading,writing,speaking,viewing,listening,andthinkingskillsandtohelpstudentssuccessfullyapplytheirdevelopingskillstomanydifferentsituations,materialsandideas. Idemonstratedmycompetenceinlanguageartsbycreatingalessonthatwillgivestudentsmanyopportunitiestopracticepossessivenouns.Iwillbeginthelessonbyhavingstudentsturnandtalkaboutwhatapossessivenounis,whatitmeanstopossesssomethingandhowtomakeanounpossessive.ThenIwilldoslide5onasmartnotespresentationthatfocusesonthedifferencebetweennounsandpossessivenouns.ThenIwilldoslide6onthesmartnotespresentationthatfocusesonturningadescriptionlikethehatthatbelongstotheboyintotheboy’shat.ThenIwilldoanactivitywiththemwheretheywillbegivenastickynoteandwillbeaskedtochooseanitemintheroomandwritethepossessivenounforthatitemonthestickynoteandstickthestickynoteonthatitem.Materials
• Pre-assessment worksheet • Smart notebook presentation:
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/61/619ef515-2f52-43e1-aea3-a57e699c47bf/EDTC-smartboard.notebook#
• Sticky notes • Pencil • Whiteboard
• Marker • Eraser• Post-assessment writing activity
Artifacts
• AppendixA-Pre-assessmentworksheet• AppendixB-Smartnotebookslide5• AppendixC-Smartnotebookslide6• AppendixD-Student2pre-assessment• AppendixE-Student11pre-assessment• AppendixF-Student20pre-assessment• AppendixG-Student9stickynote(post-assessment)• AppendixH-Student17stickynote(post-assessment)• AppendixI-Student22stickynote(post-assessment)• AppendixJ-Post-Assessmentworksheet• AppendixK-Student7post-assessment• AppendixL-Student13post-assessment• AppendixM-Student18post-assessment
LessonPlanandAnalysisPre-AssessmentStudentswillbegivenaworksheet(AppendixA)thatwillgivethemfivesentencesandwillaskthemtofillintheblankwiththepossessiveformofthenouninparenthesestoshowbelonging.Thiswillallowmetoseehowmuchmystudentsknowaboutpossessivenouns.Igavethistostudentsduringtheirsmallgroupreadingtime.Thepre-assessmentwasfivequestionslong.Teacher:Okayfriends,Iamgoingtogiveyouaworksheetthatisgoingtoaskyoutofillintheblanksofthesentencewiththecorrectpossessiveformofthenouninparenthesestoshowbelonging.Iwantyoualltotryyourbestanddon’tstressaboutthisbecauseIjustwanttoseewhatyouknow.Makesureyouputyournameatthetopofyourpaperandyoumaybeginwheneveryougetyourpaper…
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NumberofQuestionsCorrect
NumberofQuestionsCorrect
Thisgraphshowshoweachstudentdidonthepre-assessment.9studentsgot0questionscorrect,1studentgot1questioncorrect,2studentsgot2questionscorrect,4studentsgot4questionscorrectand7studentsgotall5questionscorrect.Onthepre-assessment,manyofthestudentswhogot0questionscorrectsimplyrewrotethewordonthelinewithoutaddingan‘stoit.Somestudents,likestudent2inAppendixE,madeuptheirownwordstowriteintheblank.Thewordsdomakesense,butIthinkthatsomestudentsweren’tlisteningtothedirectionsanddidn’treadthedirectionsatthetopoftheirpaper.Somestudentsadded“s”tothewords,recognizingthattheyneededsomethingbutnotthatpossessionwastakingplace.Student11,asshowninAppendixF,onlyput‘sontwoofthesentences.Ithinkthattheymayhavedonethisbecausetheywerebothnamesandtheymayhavethoughtthatthatwasarequirementforpossession.Student20,asshowninAppendixG,correctlymadeeachwordinparenthesespossessive.Mygoalwasfor85%ofstudentstouse‘scorrectlywhenusingsingularpossessivesandonly39%ofstudentswereabletodothis.NarrativeDescription(includeelementsofthe5EModel)
Introduction-Hook Engage Students: Anticipatory Set: (3 minutes) The teacher will have students turn and talk to their neighbor about what they know about possessive nouns. The teacher will be looking for key words from their lessons the previous two days and make sure that students know that to possess something means to have or own and that possessive nouns show that a noun has or owns something. Teacher: Okay friends, I would like for you all to tell your neighbor what a possessive noun is. I also want you to tell them what it means to have something. I also want you to talk about how you make a possessive noun. If you finish doing this, I want you to come up with some examples. *give students 30 seconds to talk* Teacher: Okay, someone raise your hand and tell me what it means to possess something Student: It means to have Student: It means to own Teacher: Perfect, to possess something means to own something. Now someone else raise your hand and tell me what a possessive noun is Student: They show that a noun owns something Teacher: Yes, they definitely do show that a noun has or owns something. And how do you make a noun possessive? Student: Add ‘s Teacher: Perfect, that is how you make a possessive noun. Now let’s practice a little bit with possessive nouns..
Instruction & Activities m Model:(5minutes)
Explore:Introductionofcontent,directinstruction,etc.
Theteacherwilldoslide5ofasmartnotebookpresentationaboutpossessivenouns.Thispagewillallowstudentstocomparewhatapossessivenounisversusaregularnoun.Theteacherwillmodeldraggingonepossessivenounandoneregularnountoitscorrectspiral.Thentheteacherwillcallonfourotherstudentstocomeupanddragtheremaining2regularnounsand2possessivenouns.Theteacherwillaskstudentswhothenounsarewhenansweringthe3thatarepossessiveandwillaskthestudentwhattheyarepossessing.Teacher:Okayfriends,ifyoucan’tseeIwouldlikeforyoutocomeuptothecarpetnow.Let’spracticetellingthedifferencebetweenpossessivenounsandregularnouns.IamgoingtoshowyouanexampleofeachonefirstthenIwillletasomeofyoucomeupanddragthem.Doyouallthinkthathouseisapossessivenoun?Whispertoyourneighbor…Teacher:Whatdoyouallthink?Everyonewhispertome..Students:NoTeacher:Good,houseisnotapossessivenoun.DoyouallthinkthatSam’shatisapossessivenoun?Iwantyoutogivemethumbsupifitisandthumbsdownifitisn’t.Everyoneshowmeyourthumbnow…*scanroomforeveryone’sthumb*Teacher:Goodjob,Sam’shatisapossessivenoun.Someonetellmewhopossessessomethinginthisexample?Student:SamTeacher:PerfectandwhatisSampossessing?Student:ahatTeacher:Yes,Samownsahat.NowIwouldlikeforsomeonetocomeupanddragparrotwhereitgoesStudent:ItgoesundernounTeacher:Yesitdoes!NowIwouldlikeforsomeonetocomeupanddragdog’sbonewhereitgoesStudent:ItisapossessivenounTeacher:Yesitdefinitelyis!Whopossessessomethinginthisexample?Student:ThedogTeacher:Perfectandwhatisthedogpossessing?Student:aboneTeacher:Beautiful,thedoghasabone.Nowsomeonecomeupanddragdogwhereitgoes
Student:DogisanounTeacher:Excellent,youareexactlyright!Nowsomeonecomeupanddragthelastone,mom’scar,whereitgoesStudent:Mom’scarisapossessivenounTeacher:Itdefinitelyis.Whopossessessomethinginthisexample?Student:ThemomTeacher:Yesandwhatdoesthemompossess?Student:AcarTeacher:Beautiful,themomhasacarTeacher:Greatjobonthatactivity!Nowwearegoingtopracticealittlebitmoreo GuidedPractice:(4minutes)Explain:FacilitatestudentworkTheteacherwillhaveeachstudentgetawhiteboard,markerandaneraser.Theteacherwillpullupthesmartnotespresentationslide6.Theteacherwillmodelhowtowritethefirstexampleontheboard.Thenthestudentswillwritetheanswerto2,3and4ontheirwhiteboard.Theteacherwillchecktheirwhiteboardaftereachquestiontomakesurethatthestudentsunderstandhowtowritepossessivenouns.Theteacherwilldragthewordtoitsdescription.Teacher:Okayfriends,nowwearegoingtopracticewritingpossessivenouns.Iwouldlikeforeachofyoutoquicklygetawhiteboard,markerandaneraser.Afteryouhavedonethis,youcancomebacktothefrontoftheroomifyouneedtoTeacher:Now,Iamgoingtodothefirstquestionwithyou.Thisdescriptionsaysthebeakthatbelongstotheparrot.IknowthatIamgoingtowriteparrotfirst,add‘stoshowthattheparrotisowningsomethingandthenwritebeak.Itshouldlooklikethis:parrot’sbeak*dragcorrectwordintothefirstblank*Teacher:NowIwouldlikeforyoutolookatthenextone.ThedescriptionsaysthechairthatbelongstoDaddy.IwanteachofyoutowritethisonyourwhiteboardTeacher:Okayfriends,noweveryoneshowmeyourboards*scanroomandmakesureeveryonehasthecorrectanswer*Teacher:Good,thecorrectanswerisdaddy’schair*dragwordintotheblank*Teacher:Now,IwouldlikeforeachofyoutowritethepossessiveformofthegolfclubsthatbelongtoSteve.Writeitonyourwhiteboards!Teacher:Okay,noweveryoneshowmeyourboards*scanroomandmakesureeveryonehasthecorrectanswer*
Teacher:SomeonetellmethecorrectanswerStudent:Steve’sgolfclubsTeacher:Excellent*dragwordintotheblank*Teacher:Nowthelastonethatwearegoingtodo:theyarnbelongstothekitty.EveryonewritetheansweronyourwhiteboardsTeacher:Everybodyshowmeyourboards!*scanroomandmakessureeveryonehasthecorrectanswerTeacher:SomeoneraiseyourhandandtellmewhattheanswerisStudent:Kitty’syarnTeacher:Yesyouareexactlyright*dragwordintotheblank*Teacher:Nowlet’sdoareallyfunactivitywherewecanpracticethisevenmore!o IndependentPractice:(7minutes)Extend/Elaborate:encouragestudentstoapplynewskillsTheteacherwillgiveeachstudentastickynote.Studentswillbeinstructedtofindanitemaroundtheroomandwritedownapossessivenounandstickthestickynoteonthatitem.Theteacherwillmodelandinstructstudentstheyarenottodothesameobjectasher.Teacher:NowIamgoingtogiveeachoneofyouastickynote.Whenyougetyourstickynote,Iwantyoutothinkofanitemaroundtheroomandthinkofwhoownsthatitem.Thenyouaregoingtowritethepossessivenounonthestickynoteandstickittothatitem.Forexample,Iamgoingtochoosethiscomputer.IknowthatitbelongstoMs.TaylorsoIamgoingtowriteMs.Taylor’scomputeronmystickynoteandstickittothecomputer.Someoneraiseyourhandandtellmewhatweareabouttodo…Student:repeatsinstructionsTeacher:Iamgoingtopassoutstickynotestoallofyou.Afteryouhavethoughtofyouritem,writeitdownandgostickthestickynoteonit!Youaren’tallowedtodothesameitemsassomeoneelse,therearealotofitemsinthisroom!Don’tforgettoputyournameonthebackofyourstickynotebeforeyoustickitsomewhere!Youmaybeginwhenyougetyourstickynote…
Closure m Evaluate:assessstudentlearning(1minute)Theteacherwillrandomlyselect3stickynotesfromtheroomandhavethestudentstellherwhetherornotthepossessivenouniswrittencorrectly.Teacher:Okayfriends,let’slookatthreeofthesestickynotesandmakesurethatwehavewrittenthepossessivenouncorrectly
**WillvarybasedonstudentexamplesTeacher:Excellentjobtodayfriends,thankyouforworkingsohard!!Accommodations&Differentiation
o Studentswillbereadthepre-assessmentifneeded.o Studentswillbereadthepost-assessmentifneeded.o Studentswhoeasilygetofftaskwillbeinstructedtositbytheteacher
whentheyaredoingthesmartnotespresentation.o Somestudentswillbegivenmoreassistanceduringthestickynotes
activity.AssessmentThepost-assessmentwillbegiventhenextday.Theteacherwillgivestudentsaworksheet(AppendixD)thatwillaskthemtocreateanewanimalfromtwodifferentanimalscombined.Theywillhavetofillinfourblanksthatwillaskthemtosaythattheanimalhasthe____ofthe_____.Aftertheydothis,theywillrewritethesentencesusingpossessivenouns.Thentheywillbeaskedtodrawapictureoftheanimaliftheyhavetime.Theteacherwillgiveanexampleabouttheanimalcombinations.Forexample,theanimalhasthesnoutofthepig.Theanimalalsohasthehornoftheunicorn.Thepost-assessmentwillalsobethestickynotesactivity.Theteacherwillcollectthestickynotesafterthestudentshaveplacedthemonthecorrectobject.Theteacherwillmodelthepost-assessmentbyplacingherownstickynoteonanobjectintheroomtoshowstudentswhattheyshouldbedoing.Evaluation Iwillcontinuetoworkonclassroommanagementduringthislesson.IwillmakesurethatstudentsareontaskwhileIamgoingthroughthesmartboardpresentationandduringthesticky-noteactivity.Iwillbesuretoinstructstudentsnottowriteordrawontheirwhiteboardsotherthantowritetheiransweronit.Iwillalsocontinuetoworkonnotcallingonstudentswhoarejumpingupanddownintheirseatsorwhoaremakingnoiseswhileraisingtheirhands.Iwillattempttokeepstudentsfromdoingthisbysayingsomethinglike“Iamlookingforsomeonequietlyraisingtheirhandtotellmetheanswertothisquestion.” Iwillalsocontinuetoworkongivingstudentscleardirections.IwillmakesurethatIamdoingthisbyaskingstudentstogivethumbsupordowniftheyunderstandwhattodoandbyaskingthemtorepeatmydirections.Iwillalsobeworkingonbecomingmorecomfortableatthefrontoftheclassroom.Iwillbesuretotalkslowlysothatthestudentscanunderstandme.IwillalsobewalkingaroundalotmoreduringthislessonsothatIcanensuremystudentsareontask!
Post-LessonEvaluation
LearningEvidence
Forthepre-assessmentdata,Ifoundthat39%ofstudentswereabletomeettheobjectiveofcorrectlyadding‘swhenusingsingularpossessives.Onmypost-assessment,everystudentcorrectlywrotethesingularpossessiveontheirstickynotesoIexceededmygoalof85%accuracyand100%ofstudentscorrectlyadded‘swhenusingsingularpossessives.Thestudentswhodidnotgetanyquestionsrightontheirpre-assessment(students1,2,3,4,5,6,7,8and23)wereallabletogeta100%ontheirpost-assessment.Everyonewhogot1/5,2/5and4/5ontheirpre-assessmentwereabletoget100%ontheirpost-assessment.Thesevenstudentswhogota5/5ontheirpre-assessmentalsogota100%ontheirpost-assessment.
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NumberofQuestionsCorrect
Thischartshowshowmanyquestionseachstudentgotcorrectonthepost-assessment.Onmypre-assessment,39%ofstudentswereabletomeetmyobjectiveofadding‘swhenusingsingularpossessives.Onthispost-assessmentworksheet,only30%ofstudentscorrectlyadded‘swhenusingsingularpossessives.IknowthatwhenIwasgivingthemthepost-assessmentIwasn’texplainingthedirectionsverywell.Thestudentswereconfusedaboutwhattodoonthebottomhalfoftheworksheetwhenitaskedthemtorewritethesentencesusingpossessivenouns.Manystudentssimplyrewrotethesentencesastheywere;intheformofthisanimalhasthe_____ofa____________.Otherstudentswrotetraitsoftheiranimalontheselines.Somestudentswrotethecorrectpossessiveformofthenounbuttheydidn’tfollowdirectionsandwritetheanswerinacompletesentence.AppendixKshowsastudentwhosimplyrewrotethesentencesastheywere.AppendixLshowsastudentwhocorrectlyrewrotethesentencesusingsingularpossessivenouns.AppendixMshowsastudentwhorewrotethecorrectpossessivenounsbutdidn’tmakethemintocompletesentences. Althoughthestudentsdidreallypoorlyontheactualpost-assessmentworksheet,Ithinkthatthestudentsdohaveagrasponusingsingularpossessives.IknowthatIdidn’texplainthedirectionstothemverywellatallandIdon’tthinkthattheyunderstoodwhattheywerebeingaskedtodo.IfIdidthisagain,Iwouldbesuretoexplainthedirectionsmuchbetter.IwouldalsoaskastudenttorepeatthedirectionstomesothatIknewtheyunderstoodwhattheywerebeingaskedtodo.Reflection Beforemylesson,mycooperatingteacherandItalkedaboutchangingafewoftheexamplesonthesmartboardpresentation.Therearesomeinstanceswhereyoujustadd‘stopluralwords,likechildren,buttheseexamplesneedtobeintroducedlaterandwillconfusedchildreninthebeginning.Wealsotalkedaboutgivingstudentsinstructionindividuallyinsteadoflumpedtogether.DuringsomeinformallessonsIhavedoneintheclassroom,IknowthatIhavenotexplainedthingswellorgivencleardirections.Givingstudentsdirectionsonebyonewillallowthemtounderstandanddothatdirectionbeforemovingontothenextone.IhaveestablishedagoalofbeingsureIamgivingclear
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NumberofQuestionsCorrectonPost-Assessment
directions,onebyone,sothattheycanbeontaskandunderstandwhatisbeingaskedofthem.
Istartedmylessonbyhavingstudentsturnandtalktoreviewwhatitmeanstopossesssomething,whatapossessivenounisandhowyouformapossessivenoun.MycooperatingteacherandIestablishedanewgoalofmakingsurethatIamgivingstudentsenoughtimetothinkandtalkaboutwhatevertheyareturningandtalkingabout.IknowIneedtolookaroundtheroomandseeifstudentsarestilltalkingitthroughandIwillworkongivingstudentsmoretimetothinksothattheycananswerthequestiontothebestoftheirability.
ThenIshowedmystudentsafewsmartboardslidesthatreviewedpossessivenounsversusregularnouns.ImodeledanexampleofeachanddraggedittothecorrectlocationbeforeIhadthemtryit.Thestudentsreallyenjoyedgettingtocomeuptothesmartboardanddragthenountothecorrectplace.Theylovegettingtogetupandcomeuptotheboardandtheywereveryengagedandallwantedtobecalledon.Itriednottocallonstudentswhowere“oohing”andsquirmingwhileraisingtheirhandstoreinforcewaitingquietlywiththeirhandsup.IthinkthatIdidabetterjobofnotcallingonstudentswhoshowedthesebehaviors.IfIweretodosubsequentlessonsonpossessivesIwoulddoasimilarsortwheretheywouldsortregularpluralsandpossessivestomakesurethattheyknowthedifferencebetweenthem.
ThenIhadstudentspracticecreatingpossessivenounsonthesmartboardandIhadthemwritewhatthepossessivenounwouldbeontheirownindividualwhiteboard.BeforeIstarted,ImadesurethatstudentsknewthattheywerenottodraworwriteontheirwhiteboardunlesstheywereansweringthequestionthatIaskedthem.Ialsoinstructedthemtomakesurethattheydidn’thavetheirmarkerintheirhandunlesstheywerewritingwithittoensurethattheystayedontask.Aftereachexample,Ireviewedwhopossessedsomethinginthatexampleandwhattheywerepossessing.IthinkthatIdidagoodjobofreinforcingthatapossessivenounissomeonepossessingsomething.
Ithinkthatthebestpartofmylessonwasthestickynoteactivity.Ihadstudentswriteapossessivenounonthestickynoteandstickitonthatitem.Thestudentsweresoengagedandtheywereallsoexcitedaboutit.Wealsocheckedthreeofthemtogethertomakesurethattheywrotethecorrectpossessivenoun.IthinkthatIdidagoodjobofkeepingthestudentsengagedduringthispartofthelesson.Allofthemdidreallywellwiththisactivity.
IthinkthatIdidamuchbetterjobofclassroommanagementduringthislesson.IfeltalotmorecomfortableteachingthistimeandIwasalotlessnervous.Ihavebeengivenalotofopportunitiestojumpinduringwholegroupandteachotherinformallessons.Ithinkthatthishelpedmefeelmorecomfortableatthefrontoftheclassroom.
Appendix A- Pre-Assessment Worksheet
Name:_____________________________________ Directions: Complete each sentence. Write the possessive form of the noun in parentheses () to show belonging.
1. This is __________________________ homework. (Matthew)
2. The __________________ pants are black. (boy)
3. The __________________ toy is noisy.
(dog)
4. Are these _________________________ quarters?
(grandma) 5. The ______________________ books were very popular.
(author)
Appendix B- Smart notebook slide 5
Appendix C- Smart notebook slide 6
Appendix D- Student 2 pre-assessment
Appendix E- Student 11 pre-assessment
Appendix F- Student 20 pre-assessment
Appendix G- Student 9 Sticky Note (post-assessment)
Appendix H- Student 22 Sticky Note (post-assessment)
Appendix I- Student 17 Sticky Note (post-assessment)
Appendix J- Post- Assessment Worksheet
Appendix K- Student 7 Post-Assessment
Appendix L- Student 13 Post-Assessment
Appendix M- Student 18 Post-Assessment
CT Evaluation Form
Elementary Education Rubric for Formally Observed Lesson Plans In Field Experience and Student Teaching
Intern Name: Kimberly King Date of Lesson: 10/19/2016 Subject Area & Grade Level: 4th Grade Writing/ Grammar Requirement Unsatisfactory–0 Adequate–1 Strong–2Objectives Studentobjectivesfor
learningarenotclearlystatedand/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:13/14
Requirement Unsatisfactory-0 Basic–1 Proficient–2 Distinguished-3LessonPlanElementsPre-Assessment Thelessonplandoes
notaddresshowstudentprior
Thelessonplanincludesonlybasicinformationonhow
Thelessonplanincludesinformationonhowstudentprior
Thelessonplanincludesdetailedinformationon
knowledge,skills,and/ordispositionsrelatedtotheobjectiveshavebeenorwillbeassessedpriortothestartoflessoninordertoassurethatinstructionmeetsstudentlearningneeds
studentpriorknowledge,skills,and/ordispositionsrelatedtotheobjectiveshavebeenorwillbeassessedpriortothestartoflessoninordertoassurethatinstructionmeetsstudentlearningneeds
knowledge,skills,and/ordispositionsrelatedtotheobjectiveshavebeenorwillbeassessedpriortothestartoflessoninordertoassurethatinstructionmeetsstudentlearningneeds
howstudentpriorknowledge,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-LessonReportLearningEvidence Nodatafrom
assessmentoranalysis.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
Total25/27
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