Lesson Plan

Key Elements

Below Expectations

D/F

Approaches Expectations

B/C

Meets Expectations

A

Comments

2b: Supporting and engaging families and communities through respectful, reciprocal relationships

No evidence that any resources were provided to the family to get them involved in developing the learning activity.

Evidence that resources were provided to the family to get them involved in developing the learning activity.

Exceptional resources were provided to the family to get them involved in the development of the learning activity

3a. Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children

Activity (music or art) was not identified.

Activity (music or art) was stated but no reason for why the activity was chosen for this child was given.

Activity (music or art) was stated and a well thought out reason for why the activity was chosen for this child was given.

3b. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.

No evidence of an observation or documentation tool used to assess the child.

Some evidence of an observation or documentation tool used to assess the child.

Shows evidence of an appropriate observation/documentation tool used to assess the child.

.

3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.

Shows no understanding of what materials are appropriate to complete the activity.

Shows basic understanding of what materials are appropriate to complete the activity.

Shows a clear understanding of what materials are appropriate for the child’s age to complete the activity.

3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments

Little to no evidence of including families and professional

Some evidence of including families and professional colleagues in the assessment process.

.

Shows evidence of including families and professional colleagues in the assessment process.

.

4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children

Provide ways to build relationships or interaction with families during the activity planning process.

Provides some ways to build a relationships interaction with families during the activity planning process

Provides varies ways to build relationships with families during the activity planning process.

5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines

Student does not use the appropriate lesson plan submitted from previous module assignment.

Student does use the appropriate lesson plan submitted from previous module assignment. Lesson plan activity chosen is not age appropriate.

Student does use the appropriate lesson plan submitted from previous module assignment. Lesson plan activity chosen is age appropriate.

6a. Identifying and involving oneself with the early childhood field.

Student does not describe his/her involvement with the activity focuses on serving the designated child and family in this classroom.

Student provides some description of his/her involvement with the activity focuses on serving the designated child and family in this classroom.

Student accurately describes what the activity focuses on serving the designated child and family in this classroom.

6d: Integrating knowledgeable, reflective, and critical perspectives on early education based upon mastery of relevant theory and research

Student does not give examples on the use of research to support the appropriateness of the activity.

Student gives 1-2 examples on the use of research to support the appropriateness of the activity.

Student gives 3 or more examples of what resources were used to support the appropriateness of the activity.

Three of errors in grammar and spelling exist.

One to two errors in grammar and spelling exist.

No errors in grammar and spelling exist, well-constructed observations are evident.