UNT Common Lesson Plan & Rubric

UNT Common Lesson Plan & RubricPublished on College of Education (https://coe.unt.edu)

UNT Common Lesson Plan & Rubric

Appendix E

UNT Common Lesson Plan and Rubric

1. Must be completed and submitted for review by the candidate before every formal T-TESS Evaluation tothe university field supervisor.

2. The Clinical Teacher will submit a completed copy of the Common Lesson Plan (CLP) for review andapproval three (3) days prior to the scheduled observation to both your university field supervisor (upload toFoliotek) and your cooperating teacher.

3. Lesson plans for formal T-TESS Evaluation observations must use this format.

Introduction to the Assignment

Purpose:

Why do teachers write lesson plans? The truth is that not all experienced teachers still do, at least not with theextensive detail you will be required to provide as you complete this lesson plan. Expert teachers definitely still planthe learning experiences for their learners, but as they progress along the continuum from “novice” to “expert”, theyears of practicing their craft, of learning what worked well and what needed improvement, their teacher-thinkingskills and instructional-decision making abilities become more natural and internal. As a novice, you will write adetailed plan to help you process what you intend to do and to allow for feedback from others prior to teaching.

An analogous experience would be learning to drive. At first, you studied the Driver’s Manual, learned the signsand the terms, passed the written test, and got your permit. Then, you hit the road. As with any new experience, itmay have felt awkward, unnatural. And your brain was in high gear-noticing (even narrating!) every action:“There’s a stop sign ahead; I need to start braking… don’t press too hard…ease up…it’s a 4-way…who got herefirst? Do I go...? Does he go...? and so on. When you compare those first hesitant drives with driving today, there’sa noticeable difference. You pull into your driveway, and unless something novel happened on the way, you didn’tconsciously think about your driving at all. That’s because you have had the practice and experience to developyour “Driver Thinking Skills”.

Writing lesson plans is an important way of showing and developing your “Teacher Thinking Skills.” The finallesson plan is a product, but more importantly, it is evidence of where you are now with your instructional decision-making skills on the continuum from novice to expert, and where you need to go next. Lesson planning may feelawkward at first. Just like driving, there are many things to consider at the same time.

But also, like driving, you had “an experienced driver over the age of 18” sitting in the passenger seat giving youfeedback and input. The goal of good planning is to get your learners to the desired destination. By writing out yourthinking in this formal way, we can see where you are now, and help you along the way.

*The clinical teacher/practicum candidate is permitted to use a lesson plan format provided by the cooperatingteacher, campus, or district for daily planning. However, the clinical teacher/practicum candidate will complete alesson using the UNT Common Lesson Plan for each formal T-TESS Evaluation the UNT supervisor observes.

UNT Common Lesson Plan Description and Instructions

Teacher Candidate:

Grade Level and or Subject:

Date:

Unit Topic (if applicable):

Page 1 of 38


PART I. DEFINE THE GOALS/S FOR THE LESSON

What is the focus of this lesson? In your own words, explain in general terms the topic, skills, or process this lesson is about.

National / State Learning Standard/s:

Identify the relevant grade-level and/or subject-specific standard(s) that will be addressedin this lesson. Write them here, including the strand, cluster, and standard(s) by number and its text.

Find the TEKS, ELPS, and CCRS standards at this link:

http://www.teksresourcesystem.net/module/standards/Tools/Search

Broad goal/s of the lesson In your own words, write the answer to the question: What do I want my students to know,understand, and/or be able to do at the end of this lesson?

PART II: WRITE THE OBJECTIVE/S FOR THE LESSON

Specific learning target(s) / objectives:

*** Objectives have a formal structure anddiffer in that way from the Goals you statedabove.

For example:

“After viewing the video Bill Nye: Doin’Science with the whole class, the learnerwill independently list in writing the 6 stepsof the Scientific Inquiry Method accuratelyand in the correct order”

Using the format prescribed by your instructor, write the objectives for this lesson.

Your objective/s must include 4 elements; use the ABCD acronym to ensure youhave addressed them:

A = Audience Who is to exhibit the learning? “The learner will…”

B = Behavior What observable outcomes is the learner to exhibit if the lesson succeeds?Choosing your verbs thoughtfully helps you establish clearly what the actual outcomes ofthe lesson should be. “… independently list in writing the 6 steps of the Scientific InquiryMethod…

C = Conditions/Context: What conditions/context are provided for the learner’ssuccess? “…After viewing the video Bill Nye: Doin’ Science with the whole class…”

D = Degree: What is an acceptable indicator of success for the learner? “…accurately andin the correct order”

As an added check, are your objectives also “SMART”?

Specific. Is the verb precise? Does it reflect what you have in mind for the learningoutcome?

Measurable. Can the performance of the objective/s be measured?

Achievable. In light of the content and the learners you actually have, is the objectiveachievable?

Relevant. Is the objective relevant to the curriculum, to your learners? Is it important andworthwhile?

Time-sensitive. Does the scope of the objective match reasonably well the time you cancommit to achieving it?

PART III TEACHING THE LESSON

Page 2 of 38

http://www.teksresourcesystem.net/module/standards/Tools/Search


This is the body of the lesson plan. Explain in detail the instructional and learning activities/actions that will best ensure all learners willachieve appropriate proficiency for each of your lesson objective/s.

You must address components A-F:

A. Opening/Introduction

Prior knowledge Explain how you will assess, activate, and/or add to the Prior Knowledgenecessary for learners to be successful in the lesson.

Anticipatory Set Identify how you will gain the students’ attention and engage them withthe lesson content. How will you make this lesson meaningful to students in terms ofpersonal or academic connections?

B. Procedures

** Include enough detail so that someoneelse could replicate your lesson. Unlessyour instructor directs you otherwise, thissection should read almost like a script.

1. List in sequence the steps of the lesson.

2. Include any modeling, guided practice, or independent practice necessary to scaffoldstudents’ progress toward the objective/s.

What will the teacher do and say? What will the students do? If a step includes a specific resource, name it “Students will annotate their copy ofThe Giver (not just “a book”)

C. Formative assessmentmethods/tools:

Tell specifically how you will measure the learners’ progress toward achieving the lessonobjective/s. What tools and/or techniques will you use at critical points in the lesson todetermine whether or not students are ready to continue with the lesson?

D. Grouping structure/s: Tell how the students will be organized throughout the lesson: independent work, pairs,small groups, who class. Use purposeful grouping based on the needs of the learners.

E. Accommodations/

Modifications

Describe any accommodations or modifications you will make for students with 504 plans,students with disabilities and IEP’s and/or BIP’s, ELL’s, gifted, or other exceptionallearners.

Accommodations change HOW the content is taught; not the content itself, the standard/s, or the objective/s

Modifications change HOW, but also WHAT a learner is expected to master. A smaller amount of the content;a select standard instead of all of them, one objective vs. two, etc.

F. Instructional Materials,Equipment and Technology:

List ALL materials, equipment, and technology the teacher and students will use during thelesson. Add or attach copies of ALL printed and online materials at the end of thistemplate.

IV. SUMMATIVE (FINAL) ASSESSMENT

THINK: HOW WILL I ENSURE THE LEARNERS HAVE MET THE OBJECTIVE/S FOR THE LESSON?

Summative (final)Assessment:

Include details of any summative assessment as applicable and attach a copy of what you use. Include ananswer key, if applicable. Explain how the summative assessment measures the learning

Page 3 of 38


target(s)/objectives. If you do not include a summative assessment, identify how you will measurestudents’ proficiency in the learning target(s)/objectives.

Accommodations &

Modifications toAssessments

Describe how you will adapt your assessment/s to align with any accommodations or modifications madein the lesson for students with 504 plans, students with disabilities and IEPs and/or BIPs, ELLs, andstudents with exceptionalities.

V. REFLECTION ON THE EXPERIENCE

Reflection

Write a brief reflection on what worked in the lesson and what you could improve upon for the next lesson.Reflect on your planning experience. What challenged you? What do you still need to know? How couldyou find out?

TEKS: Texas Essential Knowledge andSkillsELPS: English Language ProficiencyStandardsCCRS: College Career and ReadinessStandardsIEP: Individualized Education PlanBIP: Behavior Intervention PlanELL: English Language Learner

UNT Common Lesson Plan Rubric

Competency

Unsatisfactory 0 points Developi

ng 1 point

Proficient2 points Distinguish

ed 3 points

PART I: DEFINE THE GOALS FOR THE LESSON

Focus ofthislesson? Explainin generalterms thetopic, skills,or processthat will befocused onin thelesson

No topic,skill orprocess isevident inthe explanation.

A topic,skill, orprocessis statedwith no explanation.

A topic,skill, orprocess isstated andexplained.

A topicskill, orprocess isstated,explained,andreflectsclarity offocus.

National /StateLearning Standard/s:

Standards

Standardsfromsomerequiredcategoriesaremissing ornot written

Standards from allrequired categories areincluded and listedin the

Standardsfrom allrequiredcategoriesareincluded.

Standardsfrom allrequiredcategoriesareincluded.

Page 4 of 38


fromrequiredcategoriesareincluded,relevant tothelearningfocus., andwritten outin full. (i.e.,TEKS,ELPS,CCRSand/or discipline-specificstandards(NCTM,NCSS,NSTA,NCTE,etc.)written outin full.

CAEP 1.1;InTASC7(g) Theteacher understandscontentandcontentstandardsand howthese areorganizedin thecurriculum

out in thecorrectformat.

correctformat.

Standardschosenarerelevant tothelearningfocus.

Standardschosen arerelevant tothelearningfocus.

Standardsselectedare developmentallyappropriateto thetargetaudience.

Goals ofthelesson

Candidateanswers inown wordswhatStudentswill know, understand,be able todo at theend of thelesson.

INTASC7(i) Theteacher understandslearningtheory,human development,culturaldiversity,

Goalstatementindicatesa limitedability toclarify adesiredlearningoutcomefor targetaudience.

Goalstatementclarifiesthe knowledge,skills and/orabilitiesto beattainedas aresult ofthelesson.

Goalstatementclarifiesthe knowledge,skills and/orabilities tobeattainedas a resultof thelesson.

Outcomesare linkedtostandards.

Outcomesare develo

Goalstatementclarifies theknowledge,skills and/or abilitiesto beattained asa result ofthe lesson.

-Outcomesare linkedtostandards.

-Outcomesare developmentallyappropriatefor thetargetaudience.

-Outcomes

Page 5 of 38


andindividualdifferencesand howtheseimpactongoingplanning

pmentally appropriate for thetargetaudience.

reflectsattention tocultural considerationsrelevant totargetaudience.

PART II: WRITE THE OBJECTIVE/S FOR THELESSON

Objective/s. Usingthe formatprescribedby yourinstructor,write theobjective/sfor thislesson.

CAEP 1.1;inTASC7a;7g. The

teacheruses theprovidedcurriculummaterialsandcontentstandardsto identify measurable learningobjectivesbased ontargetknowledgeand skills.

inTASC5(i) Theteacher understandsthe ways ofknowing inhis/herdiscipline,how itrelates tootherdisciplinaryapproaches to inquiry,and thestrengthsandlimitationsof eachapproachin

Objective/s aremissingone ormorerequiredelements (Audience,Behavior, Conditions/Context,orDegree).

Objective/s includeall fourrequiredelements (Audience,Behavior,Conditions/Context, orDegree).

Objective/scorrelatewithchosen standards.

Objective/s includeall fourrequiredelements (Audience,Behavior, Conditions/Context,orDegree).

Objectivescorrelatewithchosenstandards.

Objective/s is/arespecific, measurable and achievable forthe targetaudience.

Objective/sinclude allfourrequiredelements(Audience,Behavior, Conditions/Context, orDegree).

Objectivescorrelatewithchosenstandards.

Objective/sis/arespecific, measurable,andachievablefor thetargetaudience.

Objective/sreflectawarenessof aspectsofdiscipline-specificways ofknowingrelevant tothe topicanddesiredlearningoutcomes.

Page 6 of 38


addressingproblems,issues, andconcerns.


Prior knowledge Explainhow youwill assess,activate,and/or addto the PriorKnowledgenecessaryfor learnersto besuccessfulin thelesson.

CAEP 1.1InTASC: 2a;2b; 2c; 2h;2l;

2m; 2n Theteacheruses avariety of approachesto makeconceptsclear andprovidesextensionsthatengagelearners indeepeningacademiccontent byconnectingit toindividuallearners’interests, backgroundknowledge,and needfor real-worldapplication.

InTASC7c Theteacherstructurestime in theplan towork withlearners to

Noattentionis given to

learners’prior knowledge,skills, or experiences relevantto objective/s andlearninggoals.

Teacherassessesany prerequisite knowledgeneededforlearnersto meetlesson objective/sandlearninggoals.

Teacherensuresprior knowledgerelevantto thetopic isactivatedand/oradded toasneeded.

Teacherassessesany prerequisite knowledgeneededforlearnersto meetlesson objective/sandlearninggoals.

Teacherensuresprior knowledgerelevant tothe topicand skillsneededfor learnersuccessare built.

Teacherassessesany prerequisiteknowledgeneeded forlearners tomeetlessonobjective/sandlearninggoals.

Teacherensurespriorknowledgerelevant tothe topicand skillsneeded forlearnersuccessare built.

Teacher isaware ofandresponsiveto potentiallearnerneedsbased onculturalandlinguisticdiversity inthe targetaudience.

Page 7 of 38


build prerequisiteskills InTASC7d Theteacheridentifiesandaccuratelyassessesthelearners’readinessfor thelesson(content,skills, experiences)

AnticipatorySet Identifyhow youwill gainthestudents’attentionandengagethem withthe lessoncontent.How thislesson ismeaningfulto thestudentsandconnects totheir lives.

InTASC7(a) Theteacherselects andcreateslearning experiencesthat areappropriateforcurriculumgoals andcontentstandards,and arerelevant tolearners

INTASC4d; 4r Theteacherlinks newconcepts tofamiliarconceptsand helps

A processfor lesson introduction islimited ormissing.

Thelesson is introduced bystatingthe instructional objective/sand/orgoals.

Thelesson introductionis specificallydescribed.

Thelessonincludes aconnection to priorlearning,or a connection to objectives/standards.

Thelessonincludes amotivational device

Anengagingprocess forintroducingthe lessonisspecificallydescribed

The lessonincludes aconnectionto priorlearning, oraconnectionto objectives/standards; and

The lessonincludes a motivational device;and

The lessonreflectssensitivityto diversityof targetaudience

Page 8 of 38


learnerssee theminconnectionto theirprior experiences.

InTASC4(m) Theteacherknows howto integrateculturallyrelevantcontent tobuild onlearners’ backgroundknowledge

Procedures

InTASC:7(c) Theteacherdevelopsappropriatesequencingof learning experiences andprovidesmultipleways to demonstrateknowledgeand skill.

InTASC1(d) Theteacher understandshowlearningoccurs--howlearnersconstructknowledge,acquireskills, anddevelopdisciplinedthinking processes--and knowshow to use instructional

strategiesthatpromote

Procedural elementsaremissing orincomplete, and/orlearningactivitiesdo notsupportthe objective/s andor lack alogical progression.

Allrequiredelementsarepresent.

Elementsproceedin alogical progressiontoachieve objective/s.

Most Instructionalactivitiesare linkedtolearning objective/sand standards.

Instructionalactivitiesarevaried.

Instructionalactivities

Allrequiredelementsarepresent.

Elementsproceed ina logical progressionto achieveobjective/s.

Instructionalactivitiesare linkedto learningobjective/s andstandards.

Instructionalactivitiesare variedin waysthat make objective/s explicitand understandabletolearners.

Instruction

All requiredelementsarepresent.

Elementsproceed ina logical progressionto achieveobjective/s.

Instructional activitiesare linkedto learningobjective/sandstandards.

Instructional activitiesare variedin waysthat makeobjective/sexplicit andunderstandable tolearners.

Theteacherposesquestions

Page 9 of 38


studentlearning

InTASC8(h) Theteacheruses avariety of instructionalstrategiesto supportandexpandlearners’ communication throughspeaking,listening,reading,writing, andothermodes;

InTASC1(b)Theteachercreates developmentallyappropriateinstructionthat takesintoaccountindividuallearners’strengths,interests,and needsand thatenableseachlearner toadvanceandacceleratehis/ herlearning

InTASC7a; 7c;7k Theteacherplans andsequencescommonlearning experiencesand performancetaskslinked tothelearningobjectives,and makescontent

are developmentally appropriate fortargetaudience.

TheTeacherposesquestionsappropriate to the objective/s andlessongoals

alactivitiesare developmentally,culturally,and linguistically appropriatefor targetaudience.

Theteacherposesquestionsthat elicitlearnerthinkingabout informationandconcepts.

Theteacheraccuratelyandeffectivelycommunicatesconcepts,processesand knowledge inthediscipline.

Theteacherknowsand usestheacademiclanguageof thediscipline.

that elicitlearnerthinkingaboutinformationandconcepts inthe contentareas aswell aslearnerapplicationof criticalthinkingskills (suchasinferencemaking,comparing,and contrasting).

Theteachermodelsquestioningskillsrelated tocontentdiscipline(e.g.,generating hypotheses, takingmultiple perspectives,using metacognitiveprocesses)andengageslearners inactivitiesthatdeveloptheseskills.

Theteacheraccuratelyandeffectively communicatesconcepts,processesandknowledgein thediscipline,and demonstrates how

Page 10 of 38


relevant tolearners. InTASC7k. Theteacherdirectsstudents’learning experiencesthrough instructionalstrategieslinked tolearningobjectivesandcontentstandards.

InTASC8a; 8e;8m. Theteachermakes thelearningobjective(s)explicit andunderstandable tolearners,providing avariety ofgraphicorganizers,models,and representationsfor theirlearning. InTASC8(k) Theteacherknows howto apply arange of developmentally,culturally,and linguisticallyappropriateinstructional strategiesto achievelearninggoals.

InTASC 8f;8g; 8q

Theteacherposesquestionsthat elicitlearnerthinking

to guidelearners toaccurateconceptual understanding

Page 11 of 38


aboutinformationandconcepts inthe contentareas aswell aslearnerapplicationof criticalthinkingskills suchasinferencemaking,comparing,and contrasting.

InTASC4(l) Theteacherknows and

uses theacademiclanguageof the

disciplineand knowshow tomake itaccessibleto learners

Formative assessment methods/tools: Tellspecificallyhow youwillmeasurethelearners’progresstowardachievingthe lessonobjective/s.What toolsand/ortechniqueswill youuse atcriticalpoints inthe lessontodeterminewhether ornotstudentsare readyto continuewith thelesson?

Noformative assessment isincludedin thelesson.

Theteacherusesformativeto assessindividualor groupprogresstoward objective/s.

Use offormative assessment toolsmatchlearning objectiveswith assessmentmethods

Theteacherusesformativeto assessindividualor groupprogresstoward objective/s.

Use offormative assessment toolsmatchlearningobjectiveswith assessmentmethods

Use offormative assessmentindicates

Theteacherusesformative assessmentduringinstruction.

Use offormative assessmenttools matchtype oflearningobjectiveswith assessmentmethods

Use offormative assessmentindicatesteacher understandsthedifferences

Page 12 of 38


InTASC6(j) Theteacher understandsthedifferencesbetweenformativeandsummative applications of assessment andknows howand whento useeach

InTASC6(b) Theteacherdesigns assessmentsthat matchlearningobjectiveswith assessmentmethodsandminimizessources ofbias thatcan distort assessment results InTASC6a; 6b; 6j;6k; 6r; 6t

Theteacheruses,designs oradapts avariety ofclassroomformative assessments, matchingthe methodwith thetype oflearningobjective. InTASC4e; 7p Theteacheranticipatesspecificneeds or misconceptions andaddressesthem byplanning

teacher understands the differencesbetweenformativeand summative applications of assessment andknowshow andwhen touse each

betweenformativeandsummative applications of assessment andknows howand whento useeach

Use offormative assessmentindicatesteacher understandswherecommon misconceptions in thelearning ofcontentmay occur.

Page 13 of 38


scaffoldsand/or differentiatedinstruction.

InTASC 4(k) Theteacher understandscommon misconceptions inlearningthediscipline.

Grouping structure/s: Tell howthestudentswill be

organizedthroughoutthe lesson: independent work,pairs, smallgroups,who class.Usepurposefulgroupingbased onthedemandsof thislesson forthelearners.

In TASC3(d) Theteachermanagesthelearning environmentto activelyandequitablyengagelearners InTASC8(a) Theteacherusesappropriatestrategiesandresourcesto adaptinstructionto the

Groupingstructuresdo noteffectivelyengagelearners

withmeeting objective/sanddesiredlearningoutcomes.

Theteachervarieslearningactivitiesto involvewhole

group,smallgroupandindividualwork.

Theteachervarieslearningactivitiesto involvewholegroup,smallgroup andindividualwork.

Groupstructuresselectedareeffectivelyaligned tobest meetobjectivesandlearninggoals.

Theteachervarieslearningactivities toinvolvewholegroup,smallgroup andindividualwork

Groupstructuresselectedareeffectivelyaligned tobest meetobjectivesandlearninggoals, todevelop arange oflearnerskills.

Groupstructuresselectedindicate theteacherknows howto helplearnerswork productively and cooperatively witheach otherto achievelearninggoals

Page 14 of 38


needs ofindividualsand groupsof learners InTASC8(d) Theteachervarieshis/her rolein the instructionalprocess(e.g.,instructor,facilitator,coach,audience)in relationto thecontentandpurposesofinstructionand theneeds oflearners.

InTASC3p Theteachervarieslearningactivities toinvolvewholegroup,smallgroup andindividualwork, todevelop arange oflearnerskills.

InTASC3(j) Theteacherknows howto helplearnerswork productively and cooperatively witheach otherto achievelearninggoals.

Accommodations/Differentiationof Instruction

No orineffectiveaccommodationsand/or differentiation

Accommodationsand differentiationof instruction are a

Accommodationsand differentiationofinstruction

Accommodations and differentiation ofinstructionare

Page 15 of 38


ChangeHOW thecontent istaught; notthe contentitself, thestandard/s,or theobjective/s

InTASC7(b) Theteacherplans howto achieveeachstudent’slearninggoals,choosingappropriatestrategiesand accommodations,

resources,andmaterialsto

differentiateinstructionforindividualsand groupsof learners InTASC1(g) Theteacher understandsthe role oflanguageand culturein learningand knowshow tomodifyinstructionto makelanguage comprehensible andinstructionrelevant,accessible,andchallenging

InTASC1g; 2b; 2e;2g; 2i; 2j;2l; 2m; 2o;8p Usinginformationon

ofinstructionstrategiesis used.

ddressed.

Choice ofstrategies, accommodations, resources, and/ormaterialsindicate awarenessof theneed to differentiate instruction toachieve objectives.

are addressed.

Choice ofstrategies,accommodations,resources,and/ormaterialsindicategeneral understanding of techniquesand approachesused to differentiateinstructionto achieveobjectives.

Accommodationsand differentiationindicategeneral understanding ofstrategiesthat makecontentmoreaccessiblefor diverselearnerneeds(Englishlanguagelearners,learnerswithparticularlearning differences)

Theteacherusesvariedmodes of communication toachieve objective/sandlearning

addressed.

Choice ofstrategies, accommodations,resources,and/ormaterialsindicateeffectiveselection oftechniquesand approaches thatmakecontentmoreaccessiblefor diverselearnerneeds(Englishlanguagelearners,learnerswithparticularlearning differences)

Theteacheruses variedmodes of communication toachieveobjective/sandlearningoutcomes.

Selectedstrategies, accommodations,resources,and/ormaterialsaremodified inways thateffectivelyaddresslinguisticandlearningstrengthsand

Page 16 of 38


learners’languageproficiencylevels, theteacher incorporatestools oflanguage development intoplanningandinstruction,includingstrategiesfor makingcontentandacademiclanguageaccessibleto linguistically diverselearners.

InTASC8(l) Theteacherknowswhen andhow to useappropriatestrategiesto differentiateinstructionandengage alllearners incomplexthinkingandmeaningfultasks.

InTASC8(m) Theteacher understandshowmultipleforms of communication (oral,written,nonverbal,digital,visual)conveyideas

InTASC5(n) Theteacher understands communication modes

outcomes.differencesto engageall learnersinmeaningfultasks atappropriatelevels ofcomplexity.

Page 17 of 38


and skillsas vehiclesforlearning.

Modifications

Describeany modifications youwill makeforstudentswithlearningdifferencesor specificneeds.

InTASC2a; 2d; 2g;2h; 2m;2n; 3r)

Theteacherrespondsto studentlearningcues bypacing andadjustinginstruction,enhancingaccess tochallenginglearning experiences,andmakingtimelyprovisions(e.g., taskdemands, communication, assessment, andresponsemodes) forindividual

learnerswithparticularlearningdifferencesor needs.

InTASC2a; 2b; 2f;2g; 2l; 4f;8n; 8r;9d Theteacheradaptsinstruction

Necessary modifications arenotincluded,orincluded modifications arenot appropriate totargetaudience.

Modifications areincluded.

Modifications madereflect ageneral understanding ofthe needfor andpurposeof modifications toaddress exceptional learnerneeds.


Modifications madereflect an understanding ofstudentswith exceptionalneeds.

Modifications to objective/s orcontentindicate knowledgeof relative importance of knowledge,content,and/orskillsincludedin thelesson.


Modifications madereflect an understanding ofrelevant exceptionalities and/orlearningdifferencesor needs.

Modifications toobjective/sor contentindicateknowledgeof relativeimportanceofknowledge,content,and/orskillsincluded inthe lesson.

Modifications madeindicate amoredeveloped understanding ofwhen,where andhow toincreaselearneraccess forindividuallearnerswithparticularlearningdifferencesor needs.

Page 18 of 38


and usesmodifiedmaterials,resources,tools, andtechnologyto addressexceptionallearnerneeds,includingthoseassociatedwithdisabilitiesandgiftedness.

(InTASC2(h) Theteacher understandsstudentswithexceptionalneeds,includingthoseassociatedwithdisabilitiesandgiftedness,and knowshow to usestrategiesandresourcesto addresstheseneeds.

InstructionalMaterials, Equipment and/or Te

List ALLmaterials,equipmentandtechnologythe teacherand studentswill useduring thelesson.Add orattachcopies ofALL printedand onlinematerialsat the end

No instructionalmaterials,equipmentand/or technologyare used,or areused insuperficialorineffectiveways.

Choice ofinstructionalmaterials,equipment, and/ or technology alignswith objective/sandlearning outcomes.

Use of equipmentand/or technologyis appropriate andsafe.

Choice of instructionalmaterials, equipment, and/or technologyaligns withobjective/s andlearningoutcomesand isengagingforlearners.

Use ofequipmentand/or technology isappropriate, safe

Choice of instructionalmaterials,equipment,and/ortechnologyaligns withobjective/sandlearningoutcomesand isengagingforlearners.

Use ofequipmentand /ortechnologyis appropriate, safeand

Page 19 of 38


of thistemplate.

InTASC(7k; 7m;8o; 8r)

Theteacherintegratestechnologyresourcesinto instructional plans.InTASC8(g) Theteacherengageslearners inusing arange oflearningskills andtechnologytools toaccess,interpret,evaluate,and applyinformation

InTASC8(n) Theteacherknows howto use awidevariety ofresources,includinghuman andtechnological, toengagestudents inlearning.

InTASC8(o) Theteacher understandshowcontentand skill developmentcan besupportedby mediaandtechnologyand knows

how toevaluatetheseresources

andeffective.

Choice of instructionalmaterials, equipment, and/or technologyindicates understanding ofhow touse theseresourcesto supportstudentlearningand achievement of objective/s andlearningoutcomes.

effective.

Choice of instructionalmaterials,equipment,and/ortechnologyisinnovativeandsupportsstudentlearningand achievement ofobjective/sandlearningoutcomes.

Choice of instructionalmaterials,equipmentand/ortechnologyincreaseslearners ‘interpretation,evaluation,andapplicationof lesson content/skills.

Page 20 of 38


for quality,accuracy,and effectiveness InTASC3(m) Theteacherknows howto use technologiesand how toguidelearners toapply themin appropriate, safe,andeffectiveways.

InTASC7b; 7h; 7k;8o; 8r Theteacherplans hows/he willusetechnologyto engagelearners inmeetinglearningobjectives.() InTASC8o; 8r Theteacher incorporatestechnologyin a variety

ofinnovativeways inplanning

IV. SUMMATIVE ASSESSMENT

THINK: HOW WILL I ENSURE THE LEARNERSHAVE MET THE OBJECTIVE/S FOR THE LESSON?

Summative Assessment: Includedetails ofanysummative assessment asapplicableand attacha copy ofwhat youuse.Include ananswerkey, if

No summative assessment isincluded;or assessment isnot completelyalignedwithlesson objective/sand orlearninggoals.

Assessment isalignedwithlesson objective/sandlearninggoals.

Assessment isalignedwithlesson objective/sandlearninggoals.

Choiceandmethod ofassessme

Assessment isalignedwith lessonobjective/sandlearninggoals.

Choice andmethod of assessment indicatean underst

Page 21 of 38


applicable.

Explainhow thesummative assessment measuresthelearning target(s)/objectives.

InTASC6(r) Theteachertakes responsibilityfor aligninginstructionand assessment withlearninggoals InTASC6(k) Theteacher understandsthe rangeof typesandmultiplepurposesof assessment andhow todesign,adapt, orselectappropriateassessments toaddressspecificlearninggoals andindividual differences,and tominimizesources ofbias

nt indicatean awareness of theneed toselectfrom arange oftypes of assessments toaddress objective/sandlearninggoals.

anding ofthe rangeof typesandmultiplepurposesof assessment andhow todesignand/orselectappropriateassessments toaddressobjective/sandlearninggoals.

Assessment Accommodations& Modifications Describehow youwill provideaccommodations or modificationsforstudentswith 504plans,

Necessary accommodationsand/or modificationsto assessment ortestingconditionsare notmade.

Teacherattemptsto make accommodationsand/or modifications to assessments

and/ortesting conditionsfor

Accommodationsand/or modificationsin assessments andtestingconditions

indicate abasic understandingof how toadapt assessmentfor

Accommodationsand/or modifications inassessments andtestingconditions

indicate aninformed

understanding of how

Page 22 of 38


studentswithdisabilitiesand IEP’sand/orBIP’s,ELL’s, andstudentswith exceptionalities.

InTASC6a; 6b; 6e;6g; 6i; 6j;6o; 6r;6t Theteacherprovideslearnerswithmultipleways to demonstrate performance using contemporarytools andresources.

InTASC6(u) Theteacher iscommittedto making accommodations in assessmentsand testingconditions,especiallyfor learnerswithdisabilitiesandlanguagelearningneeds.

InTASC2(a) Theteacherdesigns,adapts,anddeliversinstructionto addresseachstudent’sdiverselearningstrengthsand needsandcreates opportunitiesforstudents todemonstrate theirlearning indifferentways.

especiallyforlearnerswith

disabilities andlanguagelearningneeds.

learnerswithdisabilitiesandlanguagelearningneeds.

to

adapt assessment for

learnerswithdisabilitiesand

languagelearningneeds.

And, howto create

assessments thatrespond to

learnerstrengths.


Write abriefreflectionon whatworked inthe lessonand whatyou couldimproveupon forthe next

Noreflectiononplanning experienceand/orteaching experienceisincluded.

Reflection onplanning experience and/orteaching experience isincluded.

Reflectiononplanning experienceand/orteaching experienceisincluded.

Reflectiononplanningexperienceand/orteachingexperienceis included.

Page 23 of 38


lesson. (**Ifyou did notactually getto teach it,reflect onyourplanning experience.Whatchallengedyou? Whatdo you stillneed toknow?How couldyou findout?)

InTASC7a TheTeacherexamineshis or herpractice tosee howwell itaddressesindividuallearnerneeds InTASC7(q) Theteacherbelievesthat plansmustalways beopen toadjustmentandrevisionbased onlearnerneeds andchanging circumstances.

Reflection is superficialand/or ismostly asummaryof the experience.

Reflectionincludesteacher’sopinionsof andfeelingsabout the effectiveness of the experience

Reflectionincludesteacher’sopinions ofandfeelingsabout the effectiveness of the experience.

Reflectionisanalyticalandsuggestschanges orsuggestions for improvement.

SCORE:

Common Lesson Plan Rubric Competency Unsatisfactory 0 pointsDeveloping 1 point Proficient 2 points Distinguished

3 pointsPART I: DEFINE THE GOALS FOR THE LESSONFocus of this lesson?Explain in generalterms the topic, skills,or process that will befocused on inthe lesson

No topic, skill orprocess is evident inthe explanation.

A topic, skill, orprocess is stated withno explanation.

A topic, skill, orprocess is stated andexplained.

A topic skill, orprocess is stated,explained, and reflectsclarity of focus.

National / StateLearning Standard/s:Standards fromrequired categories

Standards from somerequired categoriesare missing or notwritten out in the

Standards from allrequired categoriesare included and listedin the correct format.

Standards from allrequired categoriesare included.

Standards from allrequired categoriesare included.

Page 24 of 38


are included, relevantto the learning focus.,and written out in full.(i.e., TEKS, ELPS,CCRS and/ordiscipline-specificstandards (NCTM,NCSS, NSTA, NCTE,etc.) written out in full.

correct format. Standards chosen arerelevant to thelearning focus.

Standards chosen arerelevant to thelearning focus.

Standards selectedare developmentallyappropriate to thetarget audience.

CAEP 1.1; InTASC7(g) The teacherunderstands contentand content standardsand how theseare organized in thecurriculum

Goals of the lessonCandidate answers inown words whatStudents will know,understand, be ableto do at the end of thelesson.

Goal statementindicates a limitedability to clarify adesired learningoutcome for targetaudience.

Goal statementclarifies theknowledge, skills and/or abilities to beattained as a result ofthe lesson.



INTASC 7(i) Theteacher understandslearning theory,human development,cultural diversity, andindividual differencesand how these impactongoing planning

Outcomes are linkedto standards.

Outcomes aredevelopmentallyappropriate for thetarget audience.

Outcomes are linkedto standards.

Outcomes aredevelopmentallyappropriate for thetarget audience.

Outcomes reflectsattention to cultural considerations relevantto target audience.

PART II: WRITE THE OBJECTIVE/S FOR THE LESSON

Objective/s. Using theformat prescribed byyour instructor, writethe objective/s for thislesson.

CAEP 1.1; inTASC 7a;7g. The teacher usesthe providedcurriculum materialsand content standardsto identify measurablelearning objectivesbased on targetknowledge and skills.

inTASC 5(i) Theteacher understands

Objective/s aremissing one or morerequired elements(Audience, Behavior,Conditions/Context, orDegree).

Objective/s include allfour required elements(Audience, Behavior,Conditions/Context, orDegree). Objective/scorrelate with chosenstandards.

Objective/s include allfour required elements(Audience, Behavior,Conditions/Context, orDegree).

Objectives correlatewith chosenstandards.

Objective/s is/arespecific, measurableand achievable for thetarget audience.

Objective/s include allfour required elements(Audience, Behavior,Conditions/Context, orDegree).

Objectives correlatewith chosenstandards.

Objective/s is/arespecific, measurableand achievable for thetarget audience.

Objective/s reflectawareness of aspectsof discipline- specific

Page 25 of 38


the ways of knowing inhis/her discipline, howit relates to otherdisciplinaryapproaches to inquiry,and the strengths andlimitations of eachapproach inaddressing problems,issues, and concerns.

ways of knowingrelevant to the topicand desired learningoutcomes.


Prior knowledgeExplain how you willassess, activate,and/or add to the PriorKnowledge necessaryfor learners to besuccessful in thelesson.

CAEP 1.1 InTASC: 2a;2b; 2c; 2h; 2l;

2m; 2n The teacheruses a variety ofapproaches to makeconcepts clear andprovides extensionsthat engage learnersin deepeningacademic content byconnecting it toindividual learners’interests, backgroundknowledge, and needfor real-worldapplication.

InTASC 7c Theteacher structurestime in the plan towork with learners tobuild prerequisite skillsInTASC 7d Theteacher identifies andaccurately assessesthe learners’readiness for thelesson (content, skills,experiences)

No attention is givento

learners’ priorknowledge, skills, orexperiences relevantto objective/s andlearning goals.

Teacher assesses anyprerequisiteknowledge needed forlearners to meetlesson objective/s andlearning goals.

Teacher ensures priorknowledge relevant tothe topic is activatedand/or added to asneeded.


Teacher ensures priorknowledge relevant tothe topic and skillsneeded for learnersuccess are built.


Teacher ensures priorknowledge relevant tothe topic and skillsneeded for learnersuccess are built.

Teacher is aware ofand responsive topotential

learner needs basedon cultural andlinguistic diversity inthe target audience.

Anticipatory SetIdentify how you willgain the students’attention and engage

A process for lessonintroduction is limitedor missing.

The lesson isintroduced by statingthe instructionalobjective/s and/or

The lessonintroduction isspecifically described.

An engaging processfor introducing thelesson is specificallydescribed

Page 26 of 38


them with the lessoncontent. How thislesson is meaningfulto the students andconnects to their lives.

InTASC 7(a) Theteacher selects andcreates learningexperiences that areappropriate forcurriculum goals andcontent standards,and are relevant tolearners

INTASC 4d; 4r Theteacher links newconcepts to familiarconcepts and helpslearners see them inconnection to theirprior experiences.

InTASC 4(m) Theteacher knows how tointegrate culturallyrelevant content tobuild on learners’backgroundknowledge

goals. The lesson includes aconnection to priorlearning, or aconnection toobjectives/standards.

The lesson includes amotivational device

The lesson includes aconnection to priorlearning, or aconnection toobjectives/standards;and

The lesson includes amotivational device;and

The lesson reflectssensitivity to diversityof target audience

Procedures

InTASC: 7(c) Theteacher developsappropriatesequencing of learningexperiences andprovides multiple waysto demonstrateknowledge and skill.

InTASC 1(d) Theteacher understandshow learning occurs--how learners constructknowledge, acquireskills, and developdisciplined thinkingprocesses--and knowshow to useinstructional

strategies thatpromote studentlearning

InTASC 8(h) The

Procedural elementsare missing orincomplete, and/orlearning activities donot support theobjective/s and or lacka logical progression.

All required elementsare present.

Elements proceed in alogical progression toachieve objective/s.

Most Instructionalactivities are linked tolearning objective/sand standards.

Instructional activitiesare varied.

Instructional activitiesare developmentallyappropriate for targetaudience.

The Teacher posesquestions appropriateto the objective/s andlesson goals



Instructional activitiesare linked to learningobjective/s andstandards.

Instructional activitiesare varied in ways thatmake objective/sexplicit andunderstandable tolearners.

Instructional activitiesare developmentally,culturally, andlinguisticallyappropriate for targetaudience.

The teacher poses



Instructional activitiesare linked to learningobjective/s andstandards.

Instructional activitiesare varied in ways thatmake objective/sexplicit andunderstandable tolearners.

The teacher posesquestions that elicitlearner thinking aboutinformation andconcepts in thecontent areas as wellas learner applicationof critical thinking skills

Page 27 of 38


teacher uses a varietyof instructionalstrategies to supportand expand learners’communicationthrough speaking,listening, reading,writing, and othermodes;

InTASC 1(b)Theteacher createsdevelopmentallyappropriate instructionthat takes into accountindividual learners’strengths, interests,and needs and thatenables each learnerto advance andaccelerate his/ herlearning

InTASC 7a; 7c; 7k Theteacher plans andsequences commonlearning experiencesand performancetasks linked to thelearning objectives,and makes contentrelevant to learners.InTASC 7k. Theteacher directsstudents’ learningexperiences throughinstructional strategieslinked to learningobjectives and contentstandards.

InTASC 8a; 8e; 8m.The teacher makesthe learningobjective(s) explicitand understandable tolearners, providing avariety of graphicorganizers, models,and representationsfor their learning.InTASC 8(k) Theteacher knows how toapply a range ofdevelopmentally,culturally, andlinguisticallyappropriateinstructional strategies

questions that elicitlearner thinking aboutinformation andconcepts

The teacheraccurately andeffectivelycommunicatesconcepts, processesand knowledge in thediscipline.

The teacher knowsand uses theacademic language ofthe discipline.

(such as inferencemaking, comparing,and contrasting).

The teacher modelsquestioning skillsrelated to contentdiscipline (e.g.,generatinghypotheses, takingmultiple perspectives,using metacognitiveprocesses) andengages learners inactivities that developthese skills.

The teacheraccurately andeffectivelycommunicatesconcepts, processesand knowledge in thediscipline, and how toguide learners toaccurate conceptualunderstanding

Page 28 of 38


to achieve learninggoals.

InTASC 8f; 8g; 8q

The teacher posesquestions that elicitlearner thinking aboutinformation andconcepts in thecontent areas as wellas learner applicationof critical thinking skillssuch as inferencemaking, comparing,and contrasting.

InTASC 4(l) Theteacher knows and

uses the academiclanguage of the

discipline and knowshow to make it

accessible to learners

Formative assessmentmethods/tools: Tellspecifically how youwill measure thelearners’ progresstoward achieving thelesson objective/s.What tools and/ortechniques will youuse at critical points inthe lesson todetermine whether ornot students are readyto continue with thelesson?

InTASC 6(j) Theteacher understandsthe differencesbetween formative andsummativeapplications ofassessment andknows how and whento use each

InTASC 6(b) Theteacher designsassessments thatmatch learning

No formativeassessment isincluded in the lesson.

The teacher usesformative to assessindividual or groupprogress towardobjective/s.

Use of formativeassessment toolsmatch learningobjectives withassessment methods

The teacher usesformative to assessindividual or groupprogress towardobjective/s.

Use of formativeassessment toolsmatch learningobjectives withassessment methods

Use of formativeassessment indicatesteacher understandsthe differencesbetween formative andsummativeapplications ofassessment andknows how and whento use each

The teacher usesformative assessmentduring instruction.

Use of formativeassessment toolsmatch type of learningobjectives withassessment methods

Use of formativeassessment indicatesteacher understandsthe differencesbetween formative andsummativeapplications ofassessment andknows how and whento use each

Use of formativeassessment indicatesteacher understandswhere commonmisconceptions in thelearning of contentmay occur.

Page 29 of 38


objectives withassessment methodsand minimizessources of bias thatcan distortassessment resultsInTASC 6a; 6b; 6j; 6k;6r; 6t

The teacher uses,designs or adapts avariety of classroomformativeassessments,matching the methodwith the type oflearning objective.InTASC 4e; 7p Theteacher anticipatesspecific needs ormisconceptions andaddresses them byplanning scaffoldsand/or differentiatedinstruction.

InTASC 4(k) Theteacher understandscommonmisconceptions inlearning the discipline.

Grouping structure/s:Tell how the studentswill be organizedthroughout the lesson:independent work,pairs, small groups,who class. Usepurposeful groupingbased on thedemands of thislesson for thelearners.

In TASC 3(d) Theteacher manages thelearning environmentto actively andequitably engagelearners InTASC 8(a)The teacher usesappropriate strategiesand resources toadapt instruction to theneeds of individualsand groups of learnersInTASC 8(d) The

Grouping structuresdo not effectivelyengage learners withmeeting objective/sand desired learningoutcomes.

The teacher varieslearning activities toinvolve whole group,small group andindividual work.

The teacher varieslearning activities toinvolve whole group,small group andindividual work.

Group structuresselected areeffectively aligned tobest meet objectivesand learning goals.

The teacher varieslearning activities toinvolve whole group,small group andindividual work

Group structuresselected areeffectively aligned tobest meet objectivesand learning goals, todevelop a range oflearner skills.

Group structureschosen indicate theteacher knows how tohelp learners workproductively andcooperatively witheach other to achievelearning goals

Page 30 of 38


teacher varies his/herrole in the instructionalprocess (e.g.,instructor, facilitator,coach, audience) inrelation to the contentand purposes ofinstruction and theneeds of learners.

InTASC 3p Theteacher varies learningactivities to involvewhole group, smallgroup and individualwork, to develop arange of learner skills.

InTASC 3(j) Theteacher knows how tohelp learners workproductively andcooperatively witheach other to achievelearning goals.

Accommodations/Differentiation of Instruction

Change HOW thecontent is taught; notthe content itself, thestandard/s, or theobjective/s

InTASC 7(b) Theteacher plans how toachieve eachstudent’s learninggoals, choosingappropriate strategiesand accommodations, resources, andmaterialsto differentiateinstruction forindividuals and groupsof learners InTASC1(g) The teacherunderstands the roleof language andculture in learning andknows how to modifyinstruction to makelanguagecomprehensible andinstruction relevant,accessible, and

No or ineffectiveaccommodationsand/or differentiationof instructionstrategies is used.

Accommodations anddifferentiation ofinstruction areaddressed.

Choice of strategies,accommodations,resources, and/ormaterials indicateawareness of the needto differentiateinstruction to achieveobjectives.


Choice of strategies,accommodations,resources, and/ormaterials indicategeneral understandingof techniques andapproaches used todifferentiate instructionto achieve objectives.

Accommodations anddifferentiation indicategeneral

understanding ofstrategies that makecontent moreaccessible for diverselearner needs (Englishlanguage learners,learners with particularlearning differences)

The teacher usesvaried modes ofcommunication toachieve objective/s


Choice of strategies,accommodations,resources, and/ormaterials indicateeffective selection oftechniques andapproaches that makecontent moreaccessible for diverselearner

needs (Englishlanguage learners,learners with particularlearning differences)

The teacher usesvaried modes ofcommunication toachieve objective/sand learningoutcomes.

Selected strategies,accommodations,resources, and/ormaterials are modified

Page 31 of 38


challenging

InTASC 1g; 2b; 2e;2g; 2i; 2j; 2l; 2m; 2o;8p Using informationon learners’ languageproficiency levels, theteacher incorporatestools of languagedevelopment intoplanning andinstruction, includingstrategies for makingcontent and academiclanguage accessibleto linguistically diverselearners.

InTASC 8(l) Theteacher knows whenand how to useappropriate strategiesto differentiateinstruction and engageall learners in complexthinking andmeaningful tasks.

InTASC 8(m) Theteacher understandshow multiple forms ofcommunication (oral,written, nonverbal,digital, visual) conveyideas

InTASC 5(n) Theteacher understandscommunication modes

and skills as vehiclesfor learning.

and learningoutcomes.

in ways that effectivelyaddress linguistic andlearning strengths anddifferences to engageall learners inmeaningful tasks atappropriate levels ofcomplexity.

Modifications Describeany modifications youwill make for studentswith learningdifferences or specificneeds.

InTASC 2a; 2d; 2g;2h; 2m; 2n; 3r)

The teacher respondsto student learningcues by pacing andadjusting instruction,enhancing access to

Necessarymodifications are notincluded, or includedmodifications are notappropriate to targetaudience.


Modifications madereflect a generalunderstanding of theneed for and purposeof modifications toaddress exceptionallearner needs.


Modifications madereflect anunderstanding ofstudents withexceptional needs.

Modifications toobjective/s or contentindicate knowledge ofrelative importance ofknowledge, content,and/or skills included


Modifications madereflect anunderstanding ofparticularexceptionalities and/orlearning differences orneeds.

Modifications toobjective/s or contentindicate knowledge ofrelative importance of

Page 32 of 38


challenging learningexperiences, andmaking timelyprovisions (e.g., taskdemands,communication,assessment, andresponse modes) forindividual

learners with particularlearning differences orneeds.

InTASC 2a; 2b; 2f; 2g;2l; 4f; 8n; 8r; 9d Theteacher adaptsinstruction and usesmodified materials,resources, tools, andtechnology to addressexceptional learnerneeds, including thoseassociated withdisabilities andgiftedness.

(InTASC 2(h) Theteacher understandsstudents withexceptional needs,including thoseassociated withdisabilities andgiftedness, and knowshow to use strategiesand resources toaddress these needs.

in the lesson. knowledge,

content, and/or skillsincluded in the lesson.

Modifications madeindicate a moredevelopedunderstanding ofwhen, where and howto increase learneraccess for individuallearners with particularlearning differences orneeds.

Instructional Materials,Equipment and/orTechnology: List ALLmaterials, equipmentand technology theteacher and studentswill use during thelesson. Add or attachcopies of ALL printedand online materials atthe end of thistemplate.

InTASC (7k; 7m; 8o;8r)

The teacher integratestechnology resourcesinto instructionalplans. InTASC 8(g)

No instructionalmaterials, equipmentand/or technology areused, or are used insuperficial orineffective ways.

Choice of instructionalmaterials, equipment,and/ or technologyaligns with objective/sand learningoutcomes.

Use of equipmentand/or technology isappropriate and safe.

Choice of instructionalmaterials, equipment,and

/or technology alignswith objective/s andlearning outcomes andis engaging forlearners.

Use of equipmentand/or technology isappropriate, safe andeffective.


/or technology


/or technology alignswith objective/s andlearning outcomes andis engaging forlearners.

Use of equipment and/or technology isappropriate, safe andeffective.


/or technology is

Page 33 of 38


The teacher engageslearners in using arange of learning skillsand technology toolsto access, interpret,evaluate, and applyinformation

InTASC 8(n) Theteacher knows how touse a wide variety ofresources, includinghuman andtechnological, toengage students inlearning.

InTASC 8(o) Theteacher understandshow content and skilldevelopment can besupported by mediaand technology andknows

how to evaluate theseresources for quality,accuracy, andeffectiveness InTASC3(m) The teacherknows how to usetechnologies and howto guide learners toapply them inappropriate, safe, andeffective ways.

InTASC 7b; 7h; 7k; 8o;8r The teacher planshow s/he will usetechnology to engagelearners in meetinglearning objectives. ()InTASC 8o; 8r Theteacher incorporatestechnology in a variety

of innovative ways inplanning

indicatesunderstanding of howto use these resourcesto support studentlearning andachievement ofobjective/s andlearning outcomes.

innovative andsupports studentlearning andachievement ofobjective/s andlearning outcomes.

Choice of instructionalmaterials, equipmentand/or technologyincreases

learners‘interprevaluation, andapplication of lessoncontent/skills.etation,

IV. SUMMATIVE ASSESSMENT

THINK: HOW WILL I ENSURE THE LEARNERS HAVE MET THE OBJECTIVE/S FOR THE LESSON?

SummativeAssessment: Includedetails of anysummative

No summativeassessment isincluded; orassessment is not

Assessment is alignedwith lesson objective/sand learning goals.



Page 34 of 38


assessment asapplicable and attacha copy of what youuse. Include ananswer key, ifapplicable.

Explain how thesummativeassessment measuresthe learningtarget(s)/objectives.

InTASC 6(r) Theteacher takesresponsibility foraligning instructionand assessment withlearning goals InTASC6(k) The teacherunderstands the rangeof types and multiplepurposes ofassessment and howto design, adapt, orselect appropriateassessments toaddress specificlearning goals andindividual differences,and to minimizesources of bias

completely alignedwith lesson objective/sand or learning goals.

Choice and method ofassessment indicatean awareness of theneed to select from arange of types ofassessments

to address objective/sand learning goals.

Choice and method ofassessment indicatean understanding ofthe range of types andmultiple purposes ofassessment and howto design and/or selectappropriateassessments toaddress objective/sand learning goals.

AssessmentAccommodations &Modifications Describehow

you will provide

accommodations or

Necessaryaccommodationsand/or modifications toassessment or testing

conditions are notmade.

Teacher attempts tomakeaccommodationsand/or modifications toassessments

and/or testingconditions for

especially for learnerswith

Accommodationsand/or modifications inassessments andtesting conditions

indicate a basic

understanding of howto

Accommodationsand/or modifications inassessments andtesting conditions

indicate an informed

understanding of howto

modifications for disabilities andlanguage

adapt assessment for adapt assessment for

students with 504plans,

learning needs. learners withdisabilities and

learners withdisabilities and

students withdisabilities and

language learningneeds.


IEP’s and/or BIP’s,ELL’s, and

And how to create

students with assessments that

Page 35 of 38


respond to

exceptionalities. learner strengths.

InTASC 6a; 6b; 6e;6g; 6i; 6j; 6o; 6r;

6t The teacherprovides learners

with multiple ways todemonstrate

performance usingcontemporary

tools and resources.

InTASC 6(u) Theteacher is

committed to making

accommodations inassessments and

testing conditions,especially for

learners withdisabilities and


InTASC 2(a) Theteacher designs,

adapts, and deliversinstruction to

address eachstudent’s diverse

learning strengths andneeds and

creates opportunitiesfor students to

demonstrate theirlearning in

different ways.


Write a brief reflectionon what worked in the

No reflection onplanning experience

Reflection on planningexperience and/or



Page 36 of 38


lesson and what youcould improve uponfor the next lesson.(**If you did notactually get to teach it,reflect on yourplanning experience.What challenged you?What do you still needto know? How couldyou find out?)

InTASC 7a TheTeacher examines hisor her practice to seehow well it addressesindividual learnerneeds InTASC 7(q)The teacherbelieves that plansmust always be opento adjustment andrevision based onlearner needs and changing circumstances.

and/or teachingexperience isincluded.

teaching experience isincluded.

Reflection issuperficial and/or ismostly a summary ofthe experience.


Reflection includesteacher’s opinions ofand feelings about theeffectiveness of theexperience


Reflection includesteacher’s opinions ofand feelings about theeffectiveness of theexperience.

Reflection is analyticaland suggests changesor suggestions forimprovement.

SCORE:

Glossary:

Academic language, tied to specific subject area disciplines, captures--through vocabulary, grammar, andorganizational strategies—the complex ideas, higher order thinking processes, and abstract concepts of thediscipline. It is the language used in classrooms, textbooks, and formal presentations in a subject area and differsin structure and vocabulary from everyday spoken English.

Assessment Assessment is the productive process of monitoring, measuring, evaluating, documenting, reflectingon, and adjusting teaching and learning to ensure students reach high levels of achievement. Assessment systemsneed to include both formative and summative assessment processes, aligned with instructional and curriculargoals and objectives. Formative assessment findings should be used as a continuous feedback loop to improveteaching and learning. Summative assessment results should be used to make final decisions about gains inknowledge and skills.

Content Knowledge Content knowledge includes not only a particular set of information, but also the framework fororganizing information and processes for working with it. This includes: “pedagogical content knowledge,” whichblends content and effective instructional strategies for teaching particular subject matter, including appropriaterepresentations and explanations.

Cultural Relevance Cultural relevance is evident through the integration of cultural knowledge, prior experiences,and performance styles of diverse learners to make learning more appropriate and effective for them; it teaches toand through the strengths of these learners. Culturally relevant instruction integrates a wide variety of instructionalstrategies that are connected to different approaches to learning.

Diverse Learners and Learning Differences Diverse learners and students with learning differences are those who,because of gender, language, cultural background, differing ability levels, disabilities, learning approaches, and/orsocioeconomic status may have academic needs that require varied instructional strategies to ensure theirlearning. Learning differences are manifested in such areas as differing rates of learning, motivation, attention,preferred learning modalities, complexity of reasoning, persistence, foundational knowledge and skills, and

Page 37 of 38


preferred learning and response modes.

Diversity Diversity is inclusive of individual differences (e.g., personality, interests, learning modalities, and lifeexperiences), and group differences (e.g., race, ethnicity, ability, gender identity, gender expression, sexualorientation, nationality, language, religion, political affiliation, and socio-economic background). FormativeAssessment Formative assessment is a process used by teachers and learners that provides a continuous streamof evidence of learner growth, empowering teachers to adjust instruction and learners to adjust learning to improvestudent achievement. Formative assessment requires clear articulation and communication of intendedinstructional outcomes and criteria for success, ongoing descriptive feedback, the use of assessment evidence tomake adjustments to teaching and learning, self- and peer-assessment that promote learner awareness of growthand needed improvement, and a partnership between teachers and learners which holds both parties accountablefor learner achievement and success.

Inclusive Learning Environment

Inclusive learning environments are welcoming and accepting of each and every learner including those who arevulnerable

to marginalization and exclusion and those who traditionally have been left out or excluded from appropriateeducational and learning opportunities. Inclusion incorporates and expands the concept of inclusion that is mostfrequently associated with the goal of equal access to general education for students with disabilities. Inclusiveapproaches embrace diversity; provide access to high-level knowledge, skills, and application for every student;adapt instruction to meet individual needs; encourage co-teaching and collaboration among general and resourceeducators; foster collaboration with families and community members; maintain high expectations of all students;and support student achievement and growth.

Modifications change HOW, but also WHAT a learner is expected to master. A smaller amount of the content; aselect standard instead of all of them, one objective vs. two, etc. and/or BIP’s, ELL’s, gifted, or other exceptionallearners.

Summative Assessment Summative assessment is the process of certifying learning at the culmination of a givenperiod of time to evaluate the extent to which instructional objectives have been met. Examples of summativeassessment include end-of-unit tests, final exams, semester exams, portfolios, capstone projects, performancedemonstrations.

Page 38 of 38

UNT Common Lesson Plan & Rubric

Documents