R2.3 ED300 Updated Rubric

ED 300 Lesson Plan Signature Assessment Fall 2022 using Danielson Lesson Planning template

CAEP Standard R1.3, InTASC 1, 2, 4, 5, and 7 overall

Description of the assessment:

This Key Assessment is designed to provide Block I candidates with initial experiences designing a complete lesson plan that not only demonstrates familiarity and competence with using and meeting state content standards but can also demonstrate ability to modify the materials and/or methods to accommodate diverse learners and create classroom environments that are equitable, and inclusive. The Key Assessment uses the Danielson model as the base, but there are additional tasks embedded that require candidates to problem-solve to meet a diverse set of students. This assessment is designed to showcase candidate skills with InTASC 1, 2, 4 and 7, CAEP R1.3

Directions to candidates:

You are to complete one lesson plan according to the Danielson Lesson Planning template. Although many districts use simpler lesson plan formats, either one develops your sense of the entirety of the lesson. You will start with the standard within your certification area that you selected from the Louisiana Believes website in an earlier assignment, as well as bringing in comprehension of where your students are developmentally. Now you will complete the template thinking about how you will connect the standard to students.

First, you will provide an introductory paragraph detailing the subject area and grade level of your plan(CF 1.1, InTASC 1, 2, 4, CAEP 1.1, LA A&B, CAEP Elem 2, CEC 3.1, SHAPE 1a-1f, NSTA 1). Your paragraph will also tie the age of your students in your proposed lesson plan to where they are developmentally using Piaget and Erikson (CF 2.1, 3.3, CAEP 1). Second, you will identify the interdisciplinary connections (to other subject areas to maximize learning). How does this connect to other subject area? We know from the textbook and discussions, that the more times a student can see the information, and interact with the information, the more likely they are to remember and use that information (Craik and Lockhart, 1973).

You will then get into the actual planning of the lesson. You will map out the duration of the lesson plan, the relevance (the why), the outcomes you are working to achieve, and be sure to include the standards that you are meeting according to the Louisiana Believes curriculum and your area of certification. Think about how you will determine how much they already know about the subject (preliminary and formative assessment to show that this is appropriate for them). This is the background knowledge they need or will have to know to be successful. Next, address how you will work with the diversity of the students (starting with the group below) (InTASC 7, InTASC 1, 2, 4, 5)

Next, what is your overview of the lesson in short, how you will get them ready and excited about the learning (remembering Hammond’s writing about how the brain responds when it is excited and positive about learning). Next, outline what materials and resources you will need, including electronic resources. If using a website, provide the URL.

In subsequent steps, how will you group them to maximize learning and minimize class problems? What academic vocabulary (content words) will you use and how will you teach the vocabulary? Now describe your lesson procedures using the 7 points outlined in the lesson plan you will describe what you are

expecting them to know or do by the end of the lesson (more specific than the state standards), what you will do to teach them using multiple intelligences and learning styles (how will you differentiate the learning for your diverse students this is called Universal Design for Learning).

In the final part of the lesson plan, describe how you will close the lesson and how you will assess them both in the classroom and for their independent practice. Now, thinking like a teacher/educator/coach, think ahead where do you think the problems, difficulties, or misunderstandings will arise and what will you do to prevent or address them. How would you reteach if necessary? How would you enrich your students who caught on immediately, or already knew the material? FINALLY, what 3 questions will you ask yourself after teaching (be serious here!). These five paragraphs of directions align with InTASC1, 2, 4, 7, CAEP R1.3, LA-A and LA-H, ISTE 3a, 4a,5b, 5c, 6c, 7b, NCSS 2 & 3, NSTA 2, 3, & 4, NCTM 3, SHAPE 3 & 4, CEC 3.2, 5.1, 5.5, 5.6, 7.2, CAEP Elem 3c, 3d, 3f,

Note: even if you find the “perfect” lesson plan template on the internet, you’ll still have to do some thinking, planning, and writing. Students are good at “trashing” perfect lesson plans. Be prepared because this is teaching.

To make it interesting, here are some of your students in your class of 22 students for whom you will plan:

A. Two students reading 1 year below reading level, and one has a hearing loss (wears a hearing aid sometimes when parent can remind them to wear it, and it is charged)

B. One student reading 2 years above grade level (student has the equivalent of two IEPs one for being gifted and the other for behavior problems (fighting and cursing out teachers)

C. One more student with an IEP struggling in all subjects except math and physical education

D. Two students who are English Language Learners one who is only conversational in English, and the other student just arrived in the U.S. as part of a refugee group from a politically unstable country waging war on its own citizens.

Your plan must include ways to reach all of your students

ED 300-Educational Psychology Lesson Plan using Danielson Template

(InTASC 7 overall, LA General Competencies B2, Special Education Competency C)

Ineffective = 1 Effective Emerging =2 Effective Proficient =3 Highly proficient = 4 Score/Level

Introductory Paragraph before the lesson plan: Student Background Where are your students according to Piaget and Erikson?

Danielson 1b InTASC 1

CEC 2

NAEYC 1; CAEPelem 1; NCSS 4; NSTA 2

Primary Subject Area and Grade identified

Candidate’s plan has no information or incorrect information tying student developmental stage to lesson plan given

Candidate’s plan simply lists developmental stages according to Piaget or Erikson

Candidate’s plan lists developmental stages according to Piaget or Erikson, and provides a sentence of explanation

Candidate’s plan lists developmental stages according to Piaget and Erikson, and provides a sentence of explanation/description of what that stage means for the student

Interdisciplinary connections provided

Danielson 1a InTASC 4

CEC 3

Candidate did not provide subject or grade level

Candidate provided the primary subject OR grade level is listed

Candidate provided the primary Subject Area and Grade level addressed

Lesson Duration is addressed

Danielson 1e, InTASC 1, 7

Candidate did not list any interdisciplinary connections

Candidate listed interdisciplinary connections/subjects but they appear unconnected to topic area

Candidate listed Interdisciplinary connections that connected to topic area

Candidate listed interdisciplinary connections that are connected to topic area, and provide a deeper explanation of why the connection is relevant

Relevance/Rationale: How will it “engage students cognitively and build understanding” Ties to real world and made relevant to students

Danielson 1b InTASC 2, 4

Candidate did not provide the anticipated duration of the Lesson

Candidates predicts a lesson duration that is cursory and/or nondescriptive e.g., “it will take up the entire period”

Candidate presents a lesson duration that is descriptive and refers the Lesson Procedures

Candidate presents a Lesson duration that is descriptive, refers the Lesson Procedures, and breaks down the times allotted for each part of the lesson

Candidate does not describe how the lesson is relevant to the students, engage students or build understanding

Candidate includes a sentence or phrase that the learning is relevant to student development

Candidate describes how s/he/they will “engage students cognitively and build understanding”

Candidate includes an explanation that demonstrates how s/he/they will “engage students cognitively and build understanding” AND it provides ties to real world for relevance

Objectives/Standards/Gra

de and title/description from State Website

As an example from music:

“M-HP-M3: Identify specific types and uses of musical instruments in various cultures”

Danielson 1a, 1c

InTASC 1, 4

CEC* 3, CAEPelem 2; NCTM** 2, 3; NCSS 1, 2; NSTA## 1

*CEC 2020 standards

**NCTM 2020 standards

## NSTA 2020 standards

Use of Preliminary and Formative Assessment

What Background Knowledge should students have already? What should students already know? How do you know that it is appropriate for your students?

Danielson 1f, CEC 2, InTASC 6, NAEYC 4; CAEP-elem 3, 4; NCTM 3; NCSS 2; NSTA 3

Overview of the lesson: How will you introduce the lesson to the students? Get them excited to learn?

Relate it to a larger unit

Danielson 1a; InTASC 1, 3; CAEP-elem 3, 4; NCTM 4; NSTA 2, 3

Candidate does not provide Objectives /standards that s/he/they are referencing

Candidate provides the Objective/standards, but the title/description is missing or inaccurate

Candidate provides the Objective/standards and the title is included. Candidate includes a brief statement that accurately describes what students are expected to know and do by the end of the lesson

Candidate provides the objectives/standards and title/ description. Candidate also includes what students will be expected to know and do at the end of the lesson, and goes further by tying the lesson to future learning by describing briefly how will the lesson will bolster the students’ academic future

Candidate does not address what background knowledge would be needed

Candidate acknowledges that background knowledge is necessary only

Candidate provides a factual description of what background knowledge is needed.

Candidate provides a factual description of what background knowledge is needed.

Candidate explains concisely and factually why that knowledge leads to this lesson, and includes possible positive cultural knowledge that students may bring to the

Candidate does not provide a methods for introducing students to the lesson

Candidate provides a basic introduction to the lesson is provided, such as “the lesson will be introduced”

Candidate outlines a developmentally appropriate introduction to the lesson and explains why it is appropriate

Candidate outlines a developmentally appropriate introduction to the lesson, explains why it is important and how the information relates to a larger unit or skill

Materials and Resources: What materials and resources (including websites) will you use in your lesson?

Danielson 1d, InTASC 7 CEC 5; CAEPelem 3; NCTM 3, 4; NCSS 3; NSTA 1; NSTA 3, 2

Grouping Strategy: Given your 22 students, how will you group them for learning and why?

Danielson 1e; InTASC 1, 7, 8

Academic Vocabulary: How are key terms that may be essential to the content introduced and addressed InTASC 4

Candidate does not list materials, resources for the lesson or those listed do not match the objectives presented

Candidate lists materials for the lesson

Candidate lists materials and resources that will be used, and includes possible electronic or outside resources with a general description of why each was included

Candidate lists materials and resources that will be used, includes possible electronic or outside resources with a general description of why each was included, and focuses on meeting diverse needs of students including ELL, students with IEPs, gifted and talented

Candidate does not provide a strategy for grouping the students

Candidate provides a statement that the candidate will group the students

Candidate provides a rationale for grouping the students that will create an inclusive classroom

Candidate provides a grouping description of an inclusive classroom that uses the possible strengths of all students including those who are diverse.

The candidate does not list the academic vocabulary that may be essential to the content

The candidate lists the academic vocabulary essential to the lesson

The candidate lists and defines the academic vocabulary essential for the lesson

The candidate lists and defines the academic vocabulary essential for the lesson. Candidate describes how the vocabulary will be addressed to make it inclusive for diverse students.

Lesson Procedures:- how will you launch, the lesson, demonstrate what you want them to do/learn?

How will you provide scaffolding for students

How are you making sure students have it right? Including: questioning, modeling, guided and independent practice, monitoring?

Danielson 1a, 1e; InTASC 4

The candidate does not provide the procedures for advancing the lesson plan or they are inaccurate for the standard selected.

The candidate provides a non-descriptive procedure plan e.g. “teacher will model the skill before the students”

The candidate provides lesson procedures are listed, sequential, and interactive including questions, modeling, guided and independent practices.

The candidate provides lesson procedures are listed, sequential, interactive, inclusive, including questions, modeling, guided and independent practices. Candidate includes multiple pathways for input, output and collaboration for students to master the material.

CEC 5, NAEYC 4; CAEPelem 3, 4; NCTM 3, 4; NCSS 2, 3; NSTA 2

Differentiation/Modificati

ons: How will you teach those who are:

- English Language Learners (ELL);

- reteach those who didn’t get it the first time;

- enrich or accelerate the learning for those who finish early or already know?

Danielson 1b; InTASC 2, 5 CEC 2; CAEPelem 3, 4; NCTM 3; NCSS 4; NSTA 2, 3

Candidate does not list methods for differentiation or modifications

Candidate lists ideas for reteaching those students who did not achieve learning

Candidate lists methods for Modifications/differentiati on for reteaching students who did not achieve learning, and for those who are ready for enrichment/acceleration

Candidate lists methods for modifications/differentiation ideas for reteaching students who did not achieve learning, for those who are ready for enrichment/acceleration, and for those who are English Language Learners.

Assessment Criteria for Success How will you check on learning during the lesson?

How are you using multiple intelligences?

Danielson 1f, CEC 4, InTASC 6, NAEYC 3;

CAEPelem 3, 4; NCTM 5; NCSS 3; NCSS 2, 3;

Closure How will you close the lesson (wrap it up)?

Danielson 3c, 3d; InTASC 5

CEC 5; CAEPelem 3, 4

Candidate does not list assessments that could be used to meet the objective

Candidate lists a formative assessment to check for understanding

Candidate lists formative assessments that are varied along lines of student interests and/or multiple intelligences.

Candidate lists formative assessments that are varied along lines of student interests and/or multiple intelligences. Candidate outlines use of peers for peer- and self-monitoring

Anticipated Difficulties

Danielson 1a, 4a, 4b; InTASC 9

CEC 5, NAEYC 4; CAEPelem 3, 4; NCSS 2, 3; NSTA 2, 3

Candidate does not address how the lesson is to be closed or closure is inappropriate for the objective or the students’ developmental level

Candidate provides a brief closure sentence is given e.g., “the lesson will be closed”, OR or closure outlined is inappropriate for the objective

Candidate outlines a closure that is appropriate to the objective/standard, tied to past and future learning how the information learned will be useful in the future

Candidate outlines a closure that is appropriate to the objective/standard, tied to past and future learning how the information learned will be useful in the future, is at the students’ developmental level, and meets diverse student needs.

No difficulties are anticipated Anticipated difficulties are addressed by single statements e.g., “I will monitor all students”.

There is a varied list of possible difficulties ranging from technical to behavioral to cognitive

There is a varied list of possible difficulties ranging from technical to behavioral to cognitive, as well as a means to address each possible difficulty, i. e., thinking on the fly, proactive problem solving

Reflection: List several questions you would ask yourself after you taught the lesson

InTASC 9

Candidate does not list questions for self-reflection

The candidate lists question(s) are cursory (e.g., “did I go a good job?”; “did my students learn anything?”)

The candidate selfreflection questions focus on specific knowledge and skills gained by diverse students

The candidate self-reflection questions focus on improving the lesson as well as student knowledge, skills and engagement for all students the next time it is taught

Writing/Grammar

Writing is clear and free from typographical and grammatical errors

Candidate writing submission contains an accumulation of errors typographical and/or grammatical that cloud the reader's understanding of the whole

Candidate writing submission contains errors that cloud reader's understanding of parts of the lesson plan

Candidate writing submission is generally free of errors, but those detected do not cloud reader's understanding of the lesson plan

Candidate writing submission is well-written and free from organizational and mechanical errors

*CEC 2020 standards; **NCTM 2020 standards. ## NSTA 2020 standards

Total = 144 points

This lesson plan must be turned in on Taskstream. When graded, the score for each of the components within the rubric is multiplied by 2 points. For example, if a component is rated as a 4, that will be entered as 8 points. If the component is rated as 1, that will be entered as 2 points. A passing score for this assignment is 3.0/4.0 overall or 108/144 total points. Failure to reach 75% will result in the candidate having to redo sections that are ranked as “ineffective” or “effective emerging” to raise the score to .> 108/144.

Danielson Aligned Lesson Plan Template for Formal Observations

Primary Subject Area and Grade Level: List the primary content area for this lesson. List the beginning and ending grade levels for which this lesson is appropriate.

Interdisciplinary Connections: Provide a listing of the subject area(s), in addition to the primary subject area that is incorporated in this lesson.

(1a: Demonstrating Knowledge of Content and Pedagogy)

Lesson Duration: State the approximate time frame for this lesson.

(1e: Designing Coherent Instruction)

Relevance/Rationale: Consider how your outcomes and plan will engage students cognitively and build understanding. Why are the lesson outcomes important in the real world? How is this lesson relevant to students in this class (interests, cultural heritages, needs)?

(1b: Demonstrating Knowledge of Students)

Outcomes/Objectives: What will students know and be able to do as a result of this lesson? Outcomes should be written in the form of student learning and suggest viable methods of assessment. For teachers of English language learners: What language objectives will be addressed?

(1c: Setting Instructional Outcomes)

Content Standard(s) and/or Common Core Learning Standard(s): For example: (CCSS) 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. Content area teachers should include appropriate English Language Arts Common Core Standards for Content Areas, if appropriate, in addition to content standards.

(1c: Setting Instructional Outcomes)

Use of Formative Assessment to Inform Planning: Describe your student’s current levels of understanding of the content related to the outcome for this lesson. What are some of the indicators that let you know that these outcomes and the lesson activities represent the appropriate amount of cognitive challenge for all students?

(1f: Designing Student Assessments)

Class Information: Describe any unique characteristics of the class (considerations may include: special needs, language levels, learning styles, etc.). Describe how other adults (paraprofessionals, volunteers, co-teachers, resource teachers, etc.) will support student learning, if applicable. Also include any other circumstances an observer should know about.

(1b: Knowledge of Students)

Overview: Provide a brief overview of the lesson. The overview should provide the observer with a description of the lesson’s content and how it relates to the larger unit. Include prerequisite knowledge required to meet lesson outcomes and relationship to future learning.

(1a: Demonstrating Knowledge of Content and Pedagogy)

Technologies and Other Materials /Resources: List all materials, handouts, resources, and technology tools that are needed by the student or the teacher to execute the lesson. Technologies may include hardware, software, and websites, etc. Materials and resources may include physical resources (e.g. books, manipulatives, supplies, equipment, etc.) and/or people resources (e.g. guest speakers, librarian, etc.).

(1d: Demonstrating Knowledge of Resources )

Grouping Strategy: Describe how you will group students to facilitate learning of the outcomes of this lesson. What is the rationale for the grouping strategy?

(1e: Designing Coherent Instruction)

Academic Vocabulary: What key terms are essential to this content? What terms are essential to develop and extend students vocabulary?

(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

Lesson Procedures: The procedures should clearly describe the sequence of learning activities and should identify where and how all materials, technology tools and student-created technology products, and reproducible materials/handouts are utilized in the lesson. Describe the lesson sequence:

● How will the lesson launch?

● How will the material be presented?

● What questions will be posed to the students? What are the expected responses?

● How and when will the teacher model?

● What opportunities will there be for guided practice, group work and individual practice?

● How and when will you monitor student understanding throughout the lesson?

● What opportunities will there be for reflection and closure?

Include approximate time allocations for each portion of the lesson. Be very precise when explaining the teacher and student tasks during the learning activities.

(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)

Differentiation: Describe how you will differentiate instruction for a variety of learners, including students will special needs, English Language Learners, and high achieving students to ensure that all students have access to and are able to engage appropriately in this lesson. Be specific.

(1e: Designing Coherent Instruction)

Assessment Criteria for Success:

● How and when will you assess student learning throughout the lesson (formative)?

● How will you and your students know if they have successfully met the outcomes?

● What is the criteria for mastery of the lesson outcome(s)?

● Describe any (formative and summative) assessments to be used.

(1f: Designing Student Assessments)

Anticipated Difficulties: What difficulties or possible misunderstanding do you anticipate that students may encounter? How will you prevent them from occurring?

(1a: Demonstrating Knowledge of Content and Pedagogy)

Reflections: List at least three questions you will ask yourself after the lesson is taught.

(4a: Reflecting on Teaching)