EDUC 530 LESSON PLAN GRADING RUBRIC Standards Objectives

EDUC 530 LESSON PLAN GRADING RUBRIC Standards Objectives Lesson Consideration Lesson Introduction “Before” Learning Activities “During” Closure “After” Advanced 11 to 12 points Reflects both National and State standards that are well written and comprehensive 11 to 12 points Content, Language, Vocabulary described Proficient 7 to 10 points Reflects either National or State standards but not both and is well written and comprehensive 7 to 10 points Either Content, Language or Vocabulary is described with one category missing Developing 1 to 6 points Reflects either National or State standards but not both and is not well written or comprehensive Not Present 0 points Not present 1 to 6 points Either Content, Language or Vocabulary is described with two categories missing 0 points Not present 7 to 8 points Materials, Prior Learning and Misconceptions addressed 5 to 6 points Either Materials, Prior Learning or Misconceptions addressed with one category missing 5 to 6 points Either setting the stage, activating or building background knowledge or introduce and explain is missing. 5 to 6 points Active engagement in meaning making, or explicit instruction, or practice (you should be checking for understanding throughout the lesson) is missing. 5 to 6 points Restates the teaching points, clarifies key points but does not extend ideas or check for understanding 1 to 4 points 0 points Either Materials, Prior Learning Not present or Misconceptions addressed with two categories missing 7 to 8 points Setting the stage, activate and build background knowledge, introduce and explain 7 to 8 points Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the lesson) 7 to 8 points Restate teaching point, clarify key points, extend ideas, check for understanding 1 to 4 points Two of the three elements are missing. 0 points Not present 1 to 4 points Two of the three elements are missing. 0 points Not present 1 to 4 points Either does not restate teaching point or does not clarify key points, or does not extend ideas or check for understanding 0 points Not present EDUC 530 Extension 7 to 8 points Information is provided on what specific extension activity the students will do to continue practicing and building meaning. Evidence and Formative Assessment of Student Learning 7 to 8 points Description includes how the teacher will determine if students are making progress toward the learning goal(s) and will assess the extent to which they have met the goal(s), along with providing two examples provided Utilizing Knowledge about Students to Plan and Implement Effective Instruction 7 to 8 points Builds on personal, cultural, community assets; provides grouping strategies; describes instructional supports Technology Integration 7 to 8 points Description includes how both the teacher and student will use the technology Grammar and Spelling 10 to 11 points Responses are written in complete sentences and multiple paragraphs with 5 to 6 points Information is provided on what specific extension activity the students but no clear plan on how they will continue practicing and building meaning. 5 to 6 points Description does not include how the teacher will determine if students are making progress toward the learning goal(s) or does not include how the teacher will assess the extent to which they have met the goal(s), and only one example is included 5 to 6 points Builds on personal, cultural, community assets; but does not provide grouping strategies; or describes instructional supports, and the description is not explicit 5 to 6 points Description does not include either how the teacher will use the technology or how the student will use the technology. 8 to 9 points Responses are written in complete sentences and paragraphs. 1-3 errors in 1 to 4 points A plan on how they will continue practicing and building meaning is provided but no mention of what the activity will be is provided. 0 points Not present 1 to 4 points Description does not include how the teacher will determine if students are making progress toward the learning goal(s) or does not include how the teacher will assess the extent to which they have met the goal(s), and there are no examples included 0 points Not present 1 to 4 points Does not build on personal, cultural, community assets; but provides grouping strategies, describes instructional supports and the description is explicit 0 points Not present 1 to 4 points Technology only lists what will be used but not how the teacher or student will use the technology. 0 points Not present 1 to 7 points Responses are not written in complete sentences and paragraphs. More than three 0 points Not present EDUC 530 APA no errors in grammar and spelling. 10 to 11 points The use of current APA formatting standards is correct for each source. A title page and reference page are included in current APA style. No errors are present in formatting. grammar and spelling but do not affect meaning. 8 to 9 points The use of current APA formatting standards is mostly correct for each source. A title page and reference page are included in current APA style. There are 1–3 errors are present in formatting. errors in grammar and spelling and the meaning is affected. 1 to 7 points The use of current APA formatting standards is incorrect for the majority of sources. The title page or reference page are missing. There are more than 3 errors in formatting. 0 points Not present EDUC 530 Lesson Plan Template Note: Please delete the italicized directives as you complete your plans. Name: Grade Level: Date: Lesson Goals Central Focus of Lesson: What is the big idea or focus question of the lesson? Standard(s) Addressed: What VA SOLs and Common Core standards will be addressed during the lesson? (List number and text) Lesson Objectives and Demands Content Objectives: What will the students know and be able to do by the end of the lesson? (use observable language with measurable verbs) Language Objectives: What language will students be expected to utilize when illustrating their understanding? Key Vocabulary in Lesson: Lesson Considerations Materials: Prior Academic Learning and Prerequisite Skills: List the prior knowledge that students will need to use and build upon to be successful in this lesson Misconceptions: Identify common misconceptions regarding the concepts addressed in this lesson EDUC 530 Lesson Plan Details: Write a detailed outline of your class session including instructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline. Lesson Introduction – “Before”: Setting the stage, activate and build background knowledge, introduce and explain How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners? How will you pique interest and/or curiosity regarding today’s topic? How will you activate and build on prior knowledge and experiences related to the topic? How will you introduce and explain this strategy/skill so that students will understand the how and why? Learning Activities – “During”: Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the lesson) How will you engage students in active meaning making of key concepts and ideas? How will you model this strategy/skill for your students (exemplars and/or demonstrations)? How will you provide opportunities for guided practice? How will students independently practice using the strategy and the skill it targets? What planned supports will you use for the whole class, individuals, and/or students with specific learning needs? Closure – “After”: Restate teaching point, clarify key points, extend ideas, check for understanding EDUC 530 How will students share or show what they have learned in this lesson? How will you restate the teaching point and clarify key concepts? How will you engage students in reflection on how the strategies/skills learned today can be used as readers/writers/learners? How will you provide opportunities to extend ideas and check for understanding? Extension: How could you extend this lesson if time permits? What specific extension activity might the students do to continue practicing and building meaning? NOTE: Attach any Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson. EDUC 530 Lesson Plan Appendix and Commentary Section [Note: Complete the Sections Below Indicated by your Course Instructor] Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or informal assessment strategies that occur in your detailed plan above. Assessment Strategy #1: Alignment with Objectives: Describe how this assessment is aligned to your stated objectives. Which objective(s) is it assessing? Describe assessment strategy here. Evidence of Student Understanding: Describe how this assessment strategy provides evidence of student understanding of the concepts being taught. Student Feedback: Describe how you will provide feedback to students on this assessment. Assessment Strategy #2: Alignment with Objectives: Describe how this assessment is aligned to your stated objectives. Which objective(s) is it assessing? Describe assessment strategy here. Evidence of Student Understanding: Describe how this assessment strategy provides evidence of student understanding of the concepts being taught. Student Feedback: Describe how you will provide feedback to students on this assessment. EDUC 530 Utilizing Knowledge about Students to Plan and Implement Effective Instruction Building on Personal/Cultural/Community Assets: Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning Grouping Strategies: Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.). Planned Supports: Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson objectives. This can include possible accommodations and differentiation strategies. Supporting Literacy Development Essential Literacy Strategies: Identify a strategy used to help students comprehend vocabulary and other mathematical terms within this lesson Technology Explain how the teacher and how the students will use technology EDUC 530 Acknowledgements Sources: If ideas in this lesson were based on work from others, acknowledge your sources here
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