Standard(s) : Choose standards that align with the goals and objectives of your lesson. You should have no more than 2 standards. You must have at least one content and one literacy standard.

Big Idea: (Overarching statement of the major concepts of the lesson plan)

Connection to Standard. State major course goals and synthesize the language of the standards.

Ø Identify core concepts, principles, theories, & processes by unpacking the standard(s). Hint: to unpack a standard underline the nouns and circle the verbs. Note the actions defined in the verb and the content to be addressed in the noun.

Ø Organize important facts, skills, or actions in a bulleted list highlighting the big ideas within the standard.

Ainsworth (2021) defines Big Ideas in 3 ways:

Topical Big Ideas—A Pathway to Broad Big Ideas (Excerpted from Book, pp. 67-68)

Big Ideas can be topical (“Fractions represent quantities less than, equal to, or greater than one whole,” applicable to math only), broad (“People can justify their own conclusions with data,” applicable to several content areas), or both (“Objects can be compared and classified by their different attributes,” applicable to math and science).

Topical Big Ideas relate primarily to a particular unit of study, a related series of lessons, or a section of the standards. The following topical Big Idea in reading is specific to standards that emphasize story elements and how they are arranged: “All events in a story—present, past, and future—play a strategic part in its conclusion.”

Broad Big Ideas are the generalizations derived from one area of study that connect to many standards and even several subject matter areas, such as “Research brings together divergent viewpoints.”

Unpack the standards’ big idea and core concepts, theories and processes here. State major course goals and synthesize the language of the standards:

Learning Objectives (Measurable): Write 1 or 2 learning objectives (measurable) for this lesson.

Learning objectives must be quantifiable. They help you identify exactly what the teacher wants students to achieve as a result of instruction, and they give specific criteria to track student progress. A measurable learning objective is a statement that clearly and precisely describes what it is that the student knows and can do as a result of the learning activities/experiences. Make sure your objectives are measurable. Use verbs from Bloom’s Taxonomy , Webbs Depth of Knowledge (DOK) , Hess Rigor Matrix to guide you.

Example: Students will write a four-paragraph essay using APA style citations and references.

Write your learning objectives (measurable) here:

Learning Target (s): Rewrite lesson learning objectives into student-friendly language. Learning targets are “I can…” statements.

Learning targets are concrete goals written in student-friendly language that clearly describe what students will learn and be able to do by the end of a lesson. Can be differentiated to meet individual/group needs.

Example: “I can identify the central idea of the story and support my answer with 3 pieces of text evidence.

Write your Learning Target(s) here:

Connections to Prior Learning and Data: (Preassessment) What prior content(scope and sequence of the curriculum), concepts, assessment results and/or skills does this lesson build upon? What standards were met previously that are connected to this lesson (from prior grade)? What data did you use to …? How will you measure progress towards the learning objective/ learning target? What potential supports will you need for students?

*Consider your access to having actual classroom students/data:

· If you do not have students/classroom data, answer this section based on the progression of the standards within the unit of instruction.

· If you do have access/data, use the data to explain where these students are currently performing within the standards, which drives your future instruction.

Write your connections to prior learning, preassessment data usage and how you will measure progress toward the learning objective/target here:

Resources and Materials: List the videos, visuals, and additional texts used in this lesson. What resources will reflect cultural relevance and diversity? Be sure to include those resources and materials for ENL and students who have IEPs. Use APA style for references.

Write your resources and materials here:

Language Development : Design learning activities for language development.

Language development refers to the stages through which children acquire the ability to communicate via written and oral language. During this process, children gradually understand basic linguistic patterns and expand their vocabulary gradually before achieving fluency.

GUIDING QUESTIONS

· How will you introduce the vocabulary that builds upon the skills/content of this lesson? List academic vocabulary (content and instructional vocabulary).

· Why did you choose this vocabulary for this lesson and what is the instructional rationale? (consider all academic vocabulary – content and instructional)

· What opportunities will you give for the students to practice reading new vocabulary, use new vocabulary in discussions, and in written form?

· How will you assess the language development in the “I do” and the “We do” parts of the lesson? What tool will you use and what criteria are you assessing?

Write your learning activities for Language Development here:

Technology Integration: What technology will support learning in this lesson? Include classroom technology, assistive technology for any students with special needs (SWD and/or ENLs) and any low tech supportive tools (e.g.: whiteboards, graphic organizers, graphing paper, etc.)

See ISTE Standards for Students: https://www.iste.org/standards/iste-standards-for-students

Discuss how you will use technology to support learning here:

Questioning and Scaffolding of Questions: Create one essential question and three or more guiding questions.

(Essential/Guiding) What are the questions you would use in opening (essential) the lesson, during the work period and at the lesson closing ( guiding questions)?

Essential Questions (EQ): These are question(s) which are at the heart of the Big Idea/Central Focus – restated in a question format. They are always open, debatable, and the answer is never found on a page of the textbook. One must synthesize concepts/ideas/facts and infer understandings. Essential questions help set the purpose for learning for the student.

Example: How do the decisions and actions of characters reveal their personalities?

Guiding Questions: Guiding questions are designed to explore a topic in greater depth and encourage them to elicit understanding by thinking deeply about the topic. Students must use their own judgment to determine the answer. Guiding questions help the students arrive at a particular endpoint by ‘guiding them.’ For this reason, they are not considered very open-ended questions.

Example: Why did the main character lie to his father about his fight in school?

Write your essential question and guiding questions here:

Assessments (Formative and Summative)- (For pre-assessment- refer to connections to prior knowledge):

Develop assessments for before during the lesson (formative assessment), and for the end of the lesson (summative assessment).

Formative Assessments: A formative assessment is a continuous, low- or no-stakes, responsive process comprised of practices, methods, and tools that are selected to support all students in reaching learning goals. Teachers monitor student learning to provide ongoing feedback that can be used to adjust their teaching. Students can also use this feedback to improve their learning, typically this feedback is not counted towards the final grade. How will you know which students met the target and which need additional instruction?

Example: Have students write a postcard from the viewpoint of an historical figure to another historical figure, discussing and describing an historical event. The teacher will review the success criteria and provide feedback to identify students’ satisfactory or unsatisfactory progress towards meeting lesson goals.

DEPENDING ON WHERE YOU ARE IN THE UNIT OF STUDY (you may or may not have a summative assessment in the lesson, but there is always some sort of evaluative culmination/closing, which can consist of a student’s self-evaluation or peer evaluation):

Summative Assessments:

As an evaluation of content mastery, summative assessments occur at the end of a given learning period (can be at the end of a daily lesson, e.g.: state exam, unit project, exit ticket, any written or oral assignment related to lesson objectives). Generally, they are end-of-course or end-of-year exams; however, these are not the only applicable uses of summative assessments. Evaluating students’ learning could come at the end of a chapter or learning module. Thus, summative assessments are not only high-stakes final exams. They can be strong indicators of content mastery in a particular area.

Write your formative and summative assessment(s) here:

Differentiation/Specially Designed Instruction: Identify students’ needs and plan accommodations and modifications to demonstrate mastery of the standard. (Plan for individuals and small groups)

Differentiated teaching occurs when a teacher plans a lesson using UDL strategies that adjusts either the content being discussed, the process used to learn, or the product expected from students to ensure that learners at different starting points can receive the instruction they need to grow and succeed. The teacher assists the learner to bridge the gap of where they are in their learning in order to meet grade-level learning standards through a series of learning strategies known as scaffolds. We use various methods of scaffolded exercises and explicit teaching when working with students with special needs/focus students to differentiate learning.

Carol Ann Tomlinson on differentiated content, process and product in the classroom.

Modifications- Modifications are curricular/course changes to content, required work, or instructional level. These include replacements of curriculum and/or assessments.

Accommodations- An accommodation is a support or service that is provided to help a special education student access the general education curriculum. These are not curricular and/or assessment replacements.

An accommodation changes how a student learns the material. A modification changes what a student is taught or expected to learn.

How will you adapt the content, process, and/or products so ALL students (e.g., SWD/ENL) can be successful?

What types of modifications, accommodations or small-group activities might be used for differentiation in this lesson? Assume that there are students who need accommodations or modifications in this class.

Examples of accommodations and modifications are in this link: https://fivestartech.com/when-student-struggles-are-more-than-meets-the-eye/

UDL https://udlguidelines.cast.org/binaries/content/assets/common/publications/articles/cast-udl-planningq-a11y.pdf

Write methods of differentiation for Individuals/Small Groups here:

Connecting Theory and Practice: Discuss theories of teaching and learning that support the instructional choices and learning activities in your lesson plan. Cite at least two outside or course sources to justify your instructional choices.

Discuss the theories of teaching and learning that support your instructional choices here:

References : Reference your two outside or course sources here:

Lesson Planning: Complete this section to prepare and organize all the necessary bulleting of information, directions, routines/procedures, questioning, differentiation, and materials to facilitate the lesson for students. Utilize the guiding questions, prior lessons, and feedback from instructors, peers, mentor teachers, to successfully complete this section. Keep in mind the “I do”, “We do”, “You do” Gradual Release structure of a lesson.
Introduction to New Learning/Beginning of lesson: (I DO) Minutes [ ] · How will you set an authentic purpose for learning (in real life)? · How will you connect the Big Idea/Enduring Understanding of this lesson and explore it through an essential question? · How will you engage the learner to acquire new content, make meaning/unpack it, to ensure they arrive at the enduring understanding (the lesson’s “take away”) as transfer? · How will the student take ownership of their learning? · How will you unpack the learning target (LT), and set student success criteria? · What initial engaging activity will serve as motivation? · How will you activate prior knowledge? · How will you model thinking out loud? What examples/non-examples will you provide? · What explicit teaching is needed to support students’ understanding of the LT?
Teacher Actions (What teacher will do)	Student Actions (What students will do)

Guided Practice : (WE DO): Minutes [ ] Guided Practice is interactive instruction between the teacher and students. After the teacher introduces new learning, he/she begins the student practice process by engaging students in a similar task to what they will complete later in the lesson independently. How will teacher and students work together to understand this lesson? What happens during this time? 1. Teacher will restate what students will focus on during their work. 2. Teacher and students will practice the skill together. (For example, students demonstrate the skill, and errors are worked through together. Examples and non-examples are provided. Students are encouraged to explain their thinking. Clarify student misunderstandings before independent practice. 3. Teacher will provide any applicable differentiated material for students to practice skills. 4. Teacher will level questions using Bloom's / Webb /Hess and work toward higher-order thinking. 5. Teacher will incorporate written responses or verbal discussion to help students process their thinking.
Teacher Actions (What teacher will do)	Student Actions (What students will do)

Independent Practice: (YOU DO) Minutes [ ] Independent Practice is the part of the lesson cycle where students are given the opportunity to practice the concept presented during the Introduction to New Learning and is a time for students to work towards mastery of the knowledge/skills presented in the lesson before an assessment is given. · What will independent practice include? · How will you assess the quality of student work? (Observation, checklist, etc.) · How will you gather data?
Teacher Actions (What teacher will do)	Student Actions (What students will do)

Group 1 Adjust/complete table according to the number of groups you are planning to differentiate.
Students:	Para(s):
Differentiation: What activity/specially designed instruction will provide data of the student successfully completing the objective? Describe the activity aligned to the lesson objective/learning target? How will students show mastery of the lesson objective/learning target? How will you assess learning?
Group 2 Adjust/complete table according to the number of groups you are planning to differentiate.
Students:	Para(s):
Differentiation: What activity will provide data of the student successfully completing the objective?
Group 3 Adjust/complete table according to the number of groups you are planning to differentiate.
Students:	Para(s):
Differentiation: What activity will provide data of the student successfully completing the objective?
Last Five: (5 minutes) · How will you assess learning? Is this done during small group work or during the share? · How will you students summarize what they have learned? · How will students prepare to transition to a new subject or class? What happens during this time? 1. Review the key content and skills practiced in the lesson Have student repeat the LT with evidence 2. Revisit any focus and clarifying questions(s); ask a small sample of students to share their responses to the question(s), 3. Exit Ticket or Rubric review (if appropriate)
Teacher Actions (What teacher will do)	Student Actions (What students will do)


Closure and Extension of Lesson: Summarize the lesson content and create activities for the students to demonstrate their mastery of the learning targets. Closure allows students to summarize main ideas, evaluate class processes, answer questions posed at the beginning of the lesson, and link to both the past and the future, or in other words – MAKE MEANING. What happens during this time? 1. Review the key content and skills practiced in the lesson. Have student show evidence of learning. 2. Revisit any focus and clarifying questions(s); ask a small sample of students to share their responses to the question(s), 3. Exit Ticket or summative/performance assessments/peer assessment/self-assessment (if appropriate) How will your students summarize what they have learned? If time permits, how will you extend this lesson so that students apply their new learning?
Teacher Actions (What teacher will do)	Student Actions (What students will do)

Reflection:

Provides a thorough and specific reflection about what you learned about lesson planning that is likely to improve your teaching practice.

Did the learning tasks support the student to work toward learning objective/learning target proficiency that was identified in this lesson? Explain. If not, what would you do to address it?

What have you learned about lesson planning so far? Write your response here:

LESSON PLAN RUBRIC

Level 1

Emerging (2.6)

Level 2

Developing (3.0)

Level 3

Effective (3.4)

Level 4

Highly Effective (4.0)

Standards: (no more than 2-3 Standards) (Must have at least one content and at least one literacy standard from the content area)

CLO: DKS1 - 3, EA DKS1, NYS Teaching Standard 2, CAEP 1.1, 1.2, 1.3, InTASC Standard 4, 7

Does not include any state and/or local standards in lesson plan.

Includes only one (1) state and/or local standard appropriate for the content of the lesson.

Includes two (2) state and/or local standards appropriate for the content of the lesson.

Includes one literacy and one content area state and/or local standards appropriate for the content of the lesson.

Big Idea

DKS1, NYS Teaching Standard 2, CAEP 1.1, 1.2, 1.3, InTASC Standard 4, 7.

Does not synthesize language from the standards.

Synthesizes language from the standards.

Synthesizes language from the standards AND summarizes important ideas and core processes that are central to the discipline.

Synthesizes language from the standards and aligns with the learning objectives,

AND

statement synthesizes what students should understand (not just know or do) as a result of studying a particular content area.

Lesson Objectives

CLO: DKS1 - 3, EA DKS1, NYS Teaching Standard 2 & 5, CAEP 1.1, 1.2, 1.3, InTASC Standard 4, 5, 7

Objectives are aligned with state and/or local standards.

AND

Objectives are stated in terms of specific knowledge, skills, or behaviors using action verbs, but missing a measurable criterion.

Objectives are aligned with state and/or local standards.

AND

Objectives are stated in terms of specific and measurable knowledge, skills, or behaviors using action verbs,

AND

Instructional objectives use higher-level verbs from Bloom’s Revised Taxonomy and/or Depth of Knowledge(DOK).

ALL OF LEVEL 3(EFFECTIVE), PLUS:

Objectives are differentiated for specific groups and/or individual focus learners.

Learning targets

CLO: DKS1 - 3, LC 1 & 2, EA DKS1, NYS Teaching Standard 2 & 5, CAEP 1.1, 1.2, 1.3, InTASC Standard 4, 5, 7

Teacher-centered learning objectives AND/OR student-centered learning targets are listed.

Both teacher-centered learning objectives and student-centered learning targets are listed.

AND

Targets are specific, measurable, and attainable.

Both teacher-centered learning objectives and student-centered learning targets are listed,

AND

Targets are specific, measurable, and attainable.

AND

Learning targets are written in student-friendly language and shared (visible and discussed) with students.

ALL OF LEVEL 3(EFFECTIVE), PLUS:

Targets are specified by the desired level of achievement using indicators other than grades.

Resources/Materials

CLO: DKS1 - 3, LC 1 & 2, EA DKS1, NYS Teaching Standard 1, 2, CAEP 1.1, 1.2, 1.3, InTASC Standard 4, 7

Lesson Plan demonstrates no or limited evidence of exploring cultural identity and bias in resources that appropriately reflect the racial and cultural identity or interests of the students.

Lesson Plan includes Instructional strategies, resources and assessment(s) that reflect culture and interests of the students.

Lesson Plan includes instructional strategies, resources, and assessment(s) that appropriately reflect culture and interests of the students,

AND

Plan displays evidence of resources that appropriately reflect the cultural OR racial identity of the students.

ALL OF LEVEL 3(EFFECTIVE), PLUS:

Plan consistently indicates evidence of knowledge of others’ cultural identities to overcome biases, and goes beyond the scripted curricular resources, reflects the cultural AND racial identity of the students.

Language Development

CLO: DKS1 - 3, EA DKS1, NYS Teaching Standard 2, 3, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard 1, 2, 4, 5, 7

Does not describe the oral, visual, receptive, expressive, and written language that students need to understand and use to complete the lesson objective.

Key vocabulary is not identified.

Partially describes the oral, visual, receptive, expressive, and written language that students need to understand and use to complete the lesson objective.

Key vocabulary is identified but is not aligned to the lesson objective

Describes the oral, visual, receptive, expressive, and written language that students need to understand and use to complete the lesson objective.

Key vocabulary is identified and aligns with the lesson objective.

Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective AND includes opportunity to understand and use academic language.

Key vocabulary is identified and aligns with the lesson objective AND opportunities to extend vocabulary are provided.

Technology Integration: (Include assistive technology for individual students/groups with IEPs and ENLs

CLO: DKS1 - 3, LC1, 2, EA RP2, EA DKS1, EA DLR 1, 2, Technology Standard 1, 3, 5, 6, 7, NYS Teaching Standard 1, 2, 3, 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard 1, 2, 3, 4, 5, 7

There is NO integration of technology in the plan.

Uses current and emerging digital and non-digital tools in innovative ways to design, plan, and adapt (scaffold) instruction.

Uses current and emerging digital tools in innovative ways to design, plan, and adapt (scaffold) instruction,

AND

assessments that support and extend learning of all students.

Integrates varied and authentic 21st Century learning experiences, so that students use appropriate technology tools and resources that facilitate choice and student interest and engagement in the development of creativity, innovation, AND/OR problem-solving skills and meet their diverse learning needs.

Essential Question(s)

CLO: DKS1 - 3, EA DKS1, NYS Teaching Standard 2 & 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard 4, 5, 7

NO essential question(s) is/ are included in the lesson plan.

Essential question(s) is/are NOT open-ended Questions begin with, who, what, where, why, how or to what extent.

Essential question(s) is/are open-ended.

AND

Questions begin with, who, what, where, why, how or to what extent,

AND

questions call for higher-order thinking, such as analysis, inference, evaluation, prediction

ALL OF LEVEL 3(EFFECTIVE), PLUS: Questions require support and justification, not just an answer.

Guiding Questions

CLO: DKS1 - 3, EA DKS1, NYS Teaching Standard 2 & 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard 4, 5, 7

There are no guiding questions listed.

Guiding

questions are listed and are aligned with standards and objectives/

targets identified in the lesson.

Guiding questions are listed and are aligned with standards and objectives/targets identified in the lesson,

AND

Questions directly target what is desired for students to learn in this specific lesson and are broad enough to cover most of the topics within the lesson.

ALL OF LEVEL 3(EFFECTIVE), PLUS:

Guiding questions require higher-order thinking by asking students to analyze, theorize, and contemplate the implications, connections, and reasons behind and in support of the content within the standards.

Pre-assessment

(Connections to Prior Knowledge)

CLO: DKS1 - 3, DLR1 & 2, EA DKS1, EA DLR 1, 2, Technology Standard 5, 7, NYS Teaching Standard 1, 2 & 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard 4, 6, 7

No pre-assessment is listed.

An assessment is given at the beginning of the lesson that assesses prior knowledge.

An assessment is given at the beginning of the lesson that assesses prior knowledge,

AND assesses major lesson academic vocabulary.

ALL OF LEVEL 3(EFFECTIVE), PLUS:

Assesses individual connections to course goal/central focus/big idea.

Formative assessment development

CLO: DKS1 - 3, LC1, 2, EA DKS1, EA DLR 1, 2, Technology Standard 5, 7, NYS Teaching Standard 1, 2, 3, 4, 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard 1, 2, 3, 4, 5, 6, 7

Specific formative assessment tool (s) is listed.

Specific formative assessment tool (s) is listed,

AND

includes peer OR self-assessment.

Specific formative assessment tool (s) listed,

AND

includes peer OR self-assessment AND

assessments are aligned with objectives/targets.

ALL OF LEVEL 3(EFFECTIVE), PLUS:

Formative tools inform instruction (e.g., move on, reteach, flexible grouping) and allow for differentiating of teaching and/or learning.

AND

Assessment addresses the issue of possible misconceptions

Summative Assessment development

CLO: DKS1 - 3, LC1, 2, EA DKS1, EA DLR 1, 2, Technology Standard 5, 7, NYS Teaching Standard 1, 2, 3, 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard 1, 2, 3, 4, 5, 6, 7

Assessment items are NOT aligned with learning targets.

Assessment items are aligned with learning targets.

Assessment items are aligned with learning targets,

AND

assessment type is appropriate for knowledge, reasoning, performance, or product targets.

Assessment items are aligned with learning targets, AND

assessment type is appropriate for knowledge, reasoning, performance, or product targets,

AND

A rubric for the assessment is present.

Differentiation:

For whole group/small group/individuals (IEP and ENL)

Universal Design for Learning (UDL):

CLO: DKS1 - 3, LC1, 2, EA DKS1 & 2, EA DLR 1, 2, Technology Standard 3, 5, 6, 7, NYS Teaching Standard 1, 2, 3, 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard 2, 3, 4, 5, 7

UDL applications are NOT planned for and embedded in the lesson AND no accommodations are made for interest or readiness levels, differentiated for whole group AND/OR small group/individual students (IEP) AND/OR (ENL).

UDL applications are planned for and embedded in the lesson. NO accommodations are made for interest or readiness levels, differentiated for whole AND/OR small group/ individual students (IEP) AND/OR (ENL).

UDL applications are planned for and embedded in the lesson AND accommodate for interest OR readiness level OR learning profile made for interest or readiness level. differentiated for whole and small group/ individual students (IEP) AND/OR (ENL).

UDL applications are planned for and embedded in the lesson AND accommodate for interest AND readiness level AND learning profile made for interest or readiness level, UDL strategies AND activities that scaffold or accelerate learning, facilitating multiple levels of learning AND requiring higher order thinking for all students, differentiated for whole AND small group/ individual students (IEP) AND/OR (ENL).

*Candidate justifies selection of planned strategies that support the development of maintained, generalized AND/OR self-directed use of knowledge and skills for all learners.

Connecting Theory and Practice – Lesson Rationale:

CLO: DKS1 - 3, LC1, 2, EA RP1, 2, EA DKS1, 2, EA DLR 1, Technology Standard 3, 5, 6, 7, NYS Teaching Standard 1, 2, 3, 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard 2, 3, 4, 5, 7

Justification of instructional choices and support strategies is either missing,

represents an irrelevant or biased view of the focus learner(s).

Justification of instructional choices and support strategies makes a general connection to the focus learner’s(s) needs,

vague/unclear connections to research and/or theory, and /or high-leverage practice.

Justification of instructional choices and support strategies makes clear connections to the focus learner’s(s) needs,

AND

research and/or theory, and/or high leverage practice.

Justification of instructional choices and support strategies makes clear connections to the focus learner’s needs,

AND

research and/or theory, and/or high leverage practice. Candidate’s justification includes the development of maintained, generalized and/or self-directed use of knowledge and skills.

Introduction of New Materials (I Do)

CLO: DKS1 - 3, LC1, 2, DLR1, 2, EA DKS1,2, EA LC1 - 3, EA DLR1 & 2, Technology Standard 3, 5, 6, 7, NYS Teaching Standard 1- 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard 1, 2, 3, 4, 5, 6

Procedures in this section are misaligned with stated learning objective.

Procedures in this section align with stated learning objective, but do not consider classroom/school context.

Procedures in this section align with stated learning objective AND consider classroom/school context.

Procedures in this section align with stated learning objective AND consider classroom/school context,

AS WELL AS each individual students’ background(s).

Guided Practice (We Do):

CLO: DKS1 - 3, LC1, 2, DLR1, 2, EA DKS1 & 2, EA LC1 - 3, EA DLR1 & 2, Technology Standard 3, 5, 6, 7, NYS Teaching Standard 1- 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard 1, 2, 3, 4, 5, 6

This section does not include a logical sequence of activities aligned to the learning objective.

This section includes a logical sequence of activities aligned to the learning objective.

This section includes a logical sequence of activities aligned to the learning objective,

AND

provides differentiation strategies to meet students’ needs.

This section includes a logical sequence of activities aligned to the learning objective AND provides differentiation strategies to meet students’ needs AND promotes higher order thinking OR self-regulation

Independent Practice (You Do):

CLO: DKS1 - 3, LC1 & 2, DLR1, 2, EA DKS1 & 2, EA LC1 - 3, EA DLR1 & 2, Technology Standard 3, 5, 6, 7, NYS Teaching Standard 1- 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard 1, 2, 3, 4, 5

This section does not include a logical sequence of independent activities. aligned to the learning objective.

This section includes a logical sequence of independent activities aligned to the learning objective.

This section includes a logical sequence of independent activities aligned to the learning objective,

AND

provides differentiation strategies to meet students’ needs.

This section includes a logical sequence of independent activities aligned to the learning objective AND provides differentiation strategies to meet students’ needs AND promotes higher order thinking,

OR self-regulation.

Closing: CLO: DKS1 - 3, LC1, 2, DLR1, 2, EA DKS1 & 2, EA LC1 - 3, EA DLR1 & 2, Technology Standard 3, 5, 6, 7, NYS Teaching Standard 1- 5, CAEP Standard 1.1, 1.2, 1.3, InTASC Standard 1, 2, 3, 4, 5, 6

Closing activities focus solely on basic recall skills.

Closing activities target recall,

AND

comprehension skills.

Closing activities target recall and comprehension skills and promote higher order thinking skills,

OR transfer of learning.

Closing activities promote higher order thinking skills,

OR transfer of learning,

AND self-regulation.

Extension

The lesson plan includes an extension that reinforces remediation and enrichment.

The lesson plan includes an extension that reinforces remediation and enrichment. The teacher candidate describes one of the following: (1) support for students who do not meet the intended learner outcome; (2) new strategies to help the students who did not achieve mastery; and (3) ways to extend the learning for early finishers and accelerated learners.

The lesson plan includes an extension that reinforces remediation and enrichment. The teacher candidate describes two of the following: (1) support for students who do not meet the intended learner outcome; (2) new strategies to help the students who did not achieve mastery; and (3) ways to extend the learning for early finishers and accelerated learners.

The lesson plan includes an extension that reinforces remediation and enrichment. The teacher candidate describes all the following: (1) support for students who do not meet the intended learner outcome; (2) new strategies to help the students who did not achieve mastery; and (3) ways to extend the learning for early finishers and accelerated learners.