I need help with reading/literacy lesson plans

Lesson Title & Subject(s):

Topic or Unit of Study:

Grade/Level:

Instructional Setting:

(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays)

Tennessee Core Curriculum/Student Achievement Standard(s):

To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state. Select standard(s).

Lesson Goals:

(A statement describing the overall purpose of the lesson; what the students are expected to know or do at the end of the lesson)

Lesson Objective(s):

(Your objective(s) should align with the knowledge and skills taught as well as with the assessment chosen for this task. All learning objectives must include a Specific Behavior, Condition, and Measurable Criteria)

Instructional Materials:

Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates)

Resources:

Supplementary information and/or places where you found information for the lesson

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Identification of Student Prerequisite Skills Needed for Lesson:

(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous learning, definitions of terms reviewed)

2. Presentation of New Information or Modeling: I do

(e.g., term definitions, concepts, processes and/or approaches)

3. Guided Practice: We do

(e.g., teacher directed, scaffolding, check for student understanding – including any questions to ask or anticipate from students)

4. Independent Student Practice: They do

(e.g., teacher monitored, check for student understanding – including any questions to ask or anticipate from students)

5. Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next lesson; check for student understanding – including any questions to ask or anticipate from students)

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)

Differentiated Instruction:

Describe accommodations for such groups as English Language Learners, hearing impaired, learning disabled, physically disabled, and/or gifted/accelerated learners.

Student Assessment/Rubrics:

Describe how you will know if students have met the objective(s) for this lesson (include pre- and post-assessment plans—formal and/or informal, summative and/or formative, etc.).

LESSON PLAN 2

Lesson Title & Subject(s):

Topic or Unit of Study:

Grade/Level:

Instructional Setting:

(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays)

Tennessee Core Curriculum/Student Achievement Standard(s):

To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state. Select standard(s).

Lesson Goals:

(A statement describing the overall purpose of the lesson; what the students are expected to know or do at the end of the lesson)

Lesson Objective(s):

(Your objective(s) should align with the knowledge and skills taught as well as with the assessment chosen for this task. All learning objectives must include a Specific Behavior, Condition, and Measurable Criteria)

Instructional Materials:

Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates)

Resources:

Supplementary information and/or places where you found information for the lesson

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Identification of Student Prerequisite Skills Needed for Lesson:

(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous learning, definitions of terms reviewed)

2. Presentation of New Information or Modeling: I do

(e.g., term definitions, concepts, processes and/or approaches)

3. Guided Practice: We do

(e.g., teacher directed, scaffolding, check for student understanding – including any questions to ask or anticipate from students)

4. Independent Student Practice: They do

(e.g., teacher monitored, check for student understanding – including any questions to ask or anticipate from students)

5. Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next lesson; check for student understanding – including any questions to ask or anticipate from students)

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)

Differentiated Instruction:

Describe accommodations for such groups as English Language Learners, hearing impaired, learning disabled, physically disabled, and/or gifted/accelerated learners.

Student Assessment/Rubrics:

Describe how you will know if students have met the objective(s) for this lesson (include pre- and post-assessment plans—formal and/or informal, summative and/or formative, etc.).

LESSON PLAN 3

Lesson Title & Subject(s):

Topic or Unit of Study:

Grade/Level:

Instructional Setting:

(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays)

Tennessee Core Curriculum/Student Achievement Standard(s):

To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state. Select standard(s).

Lesson Goals:

(A statement describing the overall purpose of the lesson; what the students are expected to know or do at the end of the lesson)

Lesson Objective(s):

(Your objective(s) should align with the knowledge and skills taught as well as with the assessment chosen for this task. All learning objectives must include a Specific Behavior, Condition, and Measurable Criteria)

Instructional Materials:

Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates)

Resources:

Supplementary information and/or places where you found information for the lesson

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Identification of Student Prerequisite Skills Needed for Lesson:

(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous learning, definitions of terms reviewed)

2. Presentation of New Information or Modeling: I do

(e.g., term definitions, concepts, processes and/or approaches)

3. Guided Practice: We do

(e.g., teacher directed, scaffolding, check for student understanding – including any questions to ask or anticipate from students)

4. Independent Student Practice: They do

(e.g., teacher monitored, check for student understanding – including any questions to ask or anticipate from students)

5. Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next lesson; check for student understanding – including any questions to ask or anticipate from students)

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)

Differentiated Instruction:

Describe accommodations for such groups as English Language Learners, hearing impaired, learning disabled, physically disabled, and/or gifted/accelerated learners.

Student Assessment/Rubrics:

Describe how you will know if students have met the objective(s) for this lesson (include pre- and post-assessment plans—formal and/or informal, summative and/or formative, etc.).

SCORING RUBRIC

Top of Form

TAE TASK 12	Does Not Meet Standard	Minimally Competent	Competent	Highly Competent
Articulation of Response (clarity, organization, mechanics)	The candidate provides weak articulation of response.	The candidate provides limited articulation of response.	The candidate provides adequate articulation of response.	The candidate provides substantial articulation of response.
B1. Book Choice Justification	The candidate provides a logical justification, with no support, of why the book was chosen.	The candidate provides a logical justification, with limited support, of why the book was chosen.	The candidate provides a logical justification, with adequate support, of why the book was chosen.	The candidate provides a logical justification, with substantial support, of why the book was chosen.
C. First Lesson Plan Components	The candidate provides a lesson plan for a specific grade that presents information for each component of the lesson plan format, but some or all of the information is inappropriate.	The candidate provides a lesson plan for a specific grade that presents appropriate but limited information for each component of the lesson plan format.	The candidate provides a lesson plan for a specific grade that presents appropriate and adequate information for each component of the lesson plan format.	The candidate provides a lesson plan for a specific grade that presents appropriate and substantial information for each component of the lesson plan format.
C. First Lesson Plan Alignment	The candidate provides a lesson plan that presents flawed alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents limited alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents adequate alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents substantial alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.
C. First Lesson Plan Instructional Plan/Sequence of Instruction	The candidate provides a lesson plan that presents a flawed and/or inappropriate instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents an unclear instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents a workable instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents a consistent and appropriate instructional plan/sequence of instruction to meet the lesson’s objective(s).
C. Second Lesson Plan Components	The candidate provides a lesson plan for a specific grade that presents information for each component of the lesson plan format, but some or all of the information is inappropriate.	The candidate provides a lesson plan for a specific grade that presents appropriate but limited information for each component of the lesson plan format.	The candidate provides a lesson plan for a specific grade that presents appropriate and adequate information for each component of the lesson plan format.	The candidate provides a lesson plan for a specific grade that presents appropriate and substantial information for each component of the lesson plan format.
C. Second Lesson Plan Alignment	The candidate provides a lesson plan that presents flawed alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents limited alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents adequate alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents substantial alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.
C. Second Lesson Plan Instructional Plan/Sequence of Instruction	The candidate provides a lesson plan that presents a flawed and/or inappropriate instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents an unclear instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents a workable instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents a consistent and appropriate instructional plan/sequence of instruction to meet the lesson’s objective(s).
C. Third Lesson Plan Components	The candidate provides a lesson plan for a specific grade that presents information for each component of the lesson plan format, but some or all of the information is inappropriate.	The candidate provides a lesson plan for a specific grade that presents appropriate but limited information for each component of the lesson plan format.	The candidate provides a lesson plan for a specific grade that presents appropriate and adequate information for each component of the lesson plan format.	The candidate provides a lesson plan for a specific grade that presents appropriate and substantial information for each component of the lesson plan format.
C. Third Lesson Plan Alignment	The candidate provides a lesson plan that presents flawed alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents limited alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents adequate alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.	The candidate provides a lesson plan that presents substantial alignment between the instructional plan/sequence of instruction and student assessment and the standards and objectives.
C. Third Lesson Plan Instructional Plan/Sequence of Instruction	The candidate provides a lesson plan that presents a flawed and/or inappropriate instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents an unclear instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents a workable instructional plan/sequence of instruction to meet the lesson’s objective(s).	The candidate provides a lesson plan that presents a consistent and appropriate instructional plan/sequence of instruction to meet the lesson’s objective(s).
C1. Word Recognition, Phonics, or Concepts of Print	The candidate uses the selected book to design a lesson plan, with no detail, addressing word recognition, phonics, or concepts of print.	The candidate uses the selected book to design a lesson plan, with limited detail, addressing word recognition, phonics, or concepts of print.	The candidate uses the selected book to design a lesson plan, with adequate detail, addressing word recognition, phonics, or concepts of print.	The candidate uses the selected book to design a lesson plan, with substantial detail, addressing word recognition, phonics, or concepts of print.
C2. Phonological or Phonemic Awareness	The candidate uses the selected book to design a lesson plan, with no detail, addressing phonological or phonemic awareness.	The candidate uses the selected book to design a lesson plan, with limited detail, addressing phonological or phonemic awareness.	The candidate uses the selected book to design a lesson plan, with adequate detail, addressing phonological or phonemic awareness.	The candidate uses the selected book to design a lesson plan, with substantial detail, addressing phonological or phonemic awareness.
C3. Oral Reading Fluency	The candidate uses the selected book to design a lesson plan, with no detail, addressing oral reading fluency.	The candidate uses the selected book to design a lesson plan, with limited detail, addressing oral reading fluency.	The candidate uses the selected book to design a lesson plan, with adequate detail, addressing oral reading fluency.	The candidate uses the selected book to design a lesson plan, with substantial detail, addressing oral reading fluency.
D. Technology Component	The candidate incorporates a relevant technology component, with no detail, into the lesson plan for the lesson that is taught.	The candidate incorporates a relevant technology component, with limited detail, into the lesson plan for the lesson that is taught.	The candidate incorporates a relevant technology component, with adequate detail, into the lesson plan for the lesson that is taught.	The candidate incorporates a relevant technology component, with substantial detail, into the lesson plan for the lesson that is taught.
E. Sources	When the candidate uses sources, the candidate provides only some in-text citations and references.	When the candidate uses sources, the candidate provides appropriate in-text citations and references with major deviations from APA style.	When the candidate uses sources, the candidate provides appropriate in-text citations and references with minor deviations from APA style.	When the candidate uses sources, the candidate provides appropriate in-text citations and references with no readily detectable deviations from APA style, OR the candidate does not use sources.