KimberlyKing-HardingAvenueElementaryFormalLesson3-WholeGroupSocialStudies

SubjectAreaSocialStudiesGradeLevelKindergarten

LessonPlanElements

ObjectivesThestudentwillbeabletomatchdescriptions/toolsofcommunityworkerswith80%accuracybycompletingapost-assessmentmatchingactivity.

VASOL'SSOLK.6-Thestudentwillmatchsimpledescriptionsofworkthatpeopledowiththenamesofjobs.ACEIStandardsACEI2.4SocialStudies:Candidatesknow,understand,andusethemajorconceptsandmodesofinquiryfromthesocialstudies--theintegratedstudyofhistory,geography,thesocialsciences,andotherrelatedareas--topromoteelementarystudents'abilitiestomakeinformeddecisionsascitizensofaculturallydiversedemocraticsocietyandinterdependentworld; Thislessontalksaboutwhatacommunityhelperisandwhatjobscommunityhelpersmaydo,whichisaKindergartenSocialStudiesSOL.Duringthislesson,wewilltalkaboutwhatcommunityhelpersdotohelpourcommunityandhowtheycanbecommunityhelpers.Theteacherwillemphasizewhycommunityhelpersaresoimportantandwillhaveadiscussionwithstudentsaboutwhattheydotohelpourcommunity.Materials

• Pre-AssessmentChecklist• Pre-Assessment“WhoistheHelper”Pictures• Post-Assessment:ToolsoftheTradematchingsheet• SmartBoard/Computer• BrainPopJr.Video:

https://jr.brainpop.com/socialstudies/communities/communityhelpers/• OurWorld:Let’sGo(KindergartenHistory/SocialSciencebigtextbook)

Artifacts

• AppendixA:Pre-AssessmentChecklist• AppendixB:Pre-Assessment“WhoistheHelper?”pictures• AppendixC:Post-AssessmentToolsoftheTradematchingsheet• AppendixD:Pre-AssessmentResults• AppendixE:A.G.Post-Assessment• AppendixF:Z.Y.Post-Assessment• AppendixG:S.L.Post-Assessment• AppendixH:SelfEvaluationRubric

LessonPlanandAnalysis

Pre-AssessmentTheteacherwillcalleachstudentovertometoaskthemthreeofthequestionsonthe“WhoistheHelper”sheet.Iwillhaveeachpicture(thebaker,busdriver,dentist,lettercarrier,teacherandpilot)cutoutonthetableforthemtochoosefrom.Theteacherwillreadeachpicturetothestudentbeforehandandmakesuretheyknowwhateachpictureis.Thentheteacherwillaskthestudentsthreeofthesixquestionsandrecordtheanswerthatthestudentgivesforeachone.Iwillbelookingtoseeifstudentsareabletomatchthedescriptionsofworkersinthecommunitytotheworker.Student Question1 Question2 Question3C.A. Absent D.C. ✔ ✔ ✔Br.D. ✔ ✔ ✔B.D. X ✔ ✔E.D. X X XJ.D. X X XM.G. ✔ ✔ ✔A.G. ✔ ✔ ✔

M.K. X X X

S.L. X ✔ ✔

W.L. X ✔ ✔

G.M. ✔ ✔ ✔

J.M. X ✔ X

T.M. ✔ ✔ ✔

T.S. X X X

Z.Y. ✔ ✔ X

A.Z. Absent

R.A. ✔ ✔ X

A.S. Absent

#Correct 7/19 12/19 9/19

Thistableshowshowmystudentsperformedonthepre-assessment.Myobjectiveis:Thestudentwillbeabletomatchdescriptions/toolsofcommunityworkerswith80%accuracybycompletingapost-assessmentmatchingactivity.Acrossallthreequestions,6studentswereabletocorrectlymatchallthreedescriptionstothecorrectcommunityworker,5studentswereabletocorrectlymatchtwoofthethreedescriptionstothecorrectcommunityworker,1studentwasabletocorrectlymatchoneofthethreedescriptionstothecorrectcommunityworkerand4studentswerenotabletomatchanyofthedescriptionstothecorrectcommunityworker.Only6studentswereabletomatchmyobjectiveofmatchingthedescriptions/toolsofcommunityworkerswith80%accuracy,soonly31%ofstudentswereabletomeettheobjective.Mygoalforthepost-assessmentisfor80%ofstudentstobeabletomeetmyobjective.

NarrativeDescription(includeelementsofthe5EModel)

Introduction-Hook Engage Students: Anticipatory Set: Teacher: Okay boys and girls, I would like for you to all come and sit on your carpet spots quickly and quietly… Teacher: Thank you for doing that so quietly! Now, we are going to watch a video about community helpers. I want you to raise your hand if you have an idea about who a community helper is. *scan room for raised hands* For those of you who know, I want you to watch the video really closely and see if you are right. For those of you who aren’t sure, make sure you also pay close attention to the video so that you can find out what a community helper is…

Instruction & Activities m Model/GuidedPractice:

Explore:Introductionofcontent,directinstruction,etc.Theteacherwillpausethevideoatcertainpointstoaskquestions…Teacher:Okayboysandgirls,whatisacommunity?Student:AgroupofpeoplewhoworktogetherTeacher:Excellent,youareexactlyright.Andwhatisacommunityhelper?Student:SomeonewhoworkstohelpthecommunityTeacher:Excellentjob,letskeepwatching…Teacher:Okayboysandgirls,whoarethreedifferentcommunityhelperswhokeepussafe?Student:FirefighterStudent:ParamedicStudent:PoliceofferTeacher:Greatjob,thoseareallcommunityhelperswhohelptokeepussafe.Let’skeepwatchingTeacher:Whohelpstokeepushealthy?Student:DoctorStudent:NurseStudent:PharmacistStudent:DentistsStudent:VeterinarianTeacher:Greatjob,allofthosecommunityhelpershelptokeepushealthy.Let’skeepwatching…Teacher:Okayboysandgirls,whohelpstorunacommunity?

Student:BusdriversStudent:TrainconductorsStudent:FarmersStudent:TruckDriversStudent:StoreownersStudent:CrossingguardStudent:SanitationworkersStudent:CabdriversStudent:MayorStudent:TeacherStudent:LibrarianTeacher:Whatisonewayyoucanbecomeacommunityhelper?Student:Followrules!Student:CleanupaftermyselfStudent:VolunteerTeacher:Greatjob,wejustlearnedsomuchaboutcommunityhelpers,whoarepeoplewhoworktohelpthecommunity.Let’staketheeasyquizandseewhatweremember…Teacher:Question1:Youcanhelpthecommunitybypickinguplitter.Whatislitter?(pointtoeachanswerchoiceastheteachersaysit)A.Piecesoftrash,B.Missingpets,C.Safetysigns,D.Volunteers.Iwouldlikeforourleadertoday(saystudentsname)tocomeupandclicktherightanswer.Student:It’sA,piecesoftrash!Teacher:Clickonitandlet’ssee!Excellentjob,litterispiecesoftrash.Let’smovetothenextquestion.Whichcommunityhelperhelpskeepyourteethhealthyandclean?A.Dentist,B.Doctor,C.Pharmacist,D.Paramedic.*callonastudentsittingquietlyandcalmly*Student:It’sadentist.Teacher:Excellentjob,adentisthelpsustokeepourteethcleanandhealthy.Question3says:Whichcommunityhelperhelpspeoplecrossthestreetsafely?A.Storeclerk,B.Firefighter,C.CrossingguardorD.Veterinarian*callonastudentsittingquietlyandcalmly*Student:CrossingguardTeacher:Nicework,itisacrossingguard.Question4says:Whichhappensfirst?A.Adrivertakescarrotstoagrocerystore,B.Afarmergrowscarrotsandothercrops,C.PeoplebuycarrotsandtakethemhomeorD.Astoreclerksellsthecarrotstocustomers.Hmmmthisoneistricky,*callonaquietstudent*Student:ItisafarmergrowscarrotsandothercropsTeacher:Excellentjob,afarmerhastogrowthecarrotsbeforetheycanbesoldinthestoreTeacher:Herewego,ourlastquestion:YoucanDONATEyouroldbookstoacommunitylibrary.

Thatway,otherpeoplecancheckthemout.WhatdoesDONATEmean?A.Steal,B.Read,C.Lookup,D.Giveaway*callonaquietstudent*Student:Itmeanstogiveaway!Teacher:Greatjob,todonatesomethingmeanstogiveittosomeoneelsesothattheycanuseit.Greatjobonourquiz!Teacher:Okayboysandgirls,nowletsreadalittlebitmoreaboutthejobsthatweheardaboutinthevideo.Teacher:*reading*Jobs:Whatdoyouwanttobewhenyougrowup?Youcanpickfromlotsofgreatjobs.Jobsarewhatwedotoearnmoney.Whatdoyouthinkthatdoctorsornursesmightdo?Student:HelpyouwhenyougetsickTeacher:Goodidea,let’skeepreadingandfindout.*Reading*Doctorsandnursestakecareofpeoplewhoaresickorhurt.Theyfixbrokenbonesandhelpsickpeoplegetbetter.Teacher:Raiseyourhandifyouhaveeverhadtogotothedoctor-Ihavetoo!Doctorshelpallofusinourcommunitygetbetter.Let’skeepreading…Teacher:*reading*Whatdoyouthinkthatbuildersmightdo?Student:BuildthingsTeacher:Excellentidea,let’skeepreadingandfindout…*Reading*Buildersusetoolstobuildhouses,roadsandschools.Farmersgrowcropsandraiseanimalssuchascowsandchickens.Teacher:IwantsomeonetoraiseyourhandandtellmesomethingthatafarmermightgrowStudent:(answerswillvary)CornStudent:WheatTeacher:Greatjob,farmersgrowalotofdifferentcropsforthecommunitytoeat.Let’skeepreading…Teacher:*reading*Teachershelpustolearn.Theyteachustoreadandadd.Whatisonethingthatateacherhelpedyoutodotoday?Student:HelpedmedomycenterTeacher:Excellent,teachershelpyoudoalotofdifferentthings.*Reading*Cooksmakeyummymeals.Theycookallsortsofthings,fromsoupstostewstopies.Firefightersmustbeverybrave.Theyraceintoburningbuildings,putoutforestfires,andtosaveusfromharm.Whatdoyouthinkthatapoliceofficerdoes?Student:KeepsussafeTeacher:Excellenttheydokeepussafe.*Reading*Policeofficersareourfriends.Theyarealways

readytohelp.Theyprotectusandkeepussafe.Doyouthinkyouwillpickoneofthesejobswhenyougrowup?Teacher:Doanyofyouthinkyoumightwanttobeoneofthesecommunityhelperswhenyougrowup?Students:YESTeacher:Ithinkallofthesejobsaregreatchoices

m IndependentPractice:

Extend/Elaborate:encouragestudentstoapplynewskillsTeacher:EachofyouaregoingtogetthisactivitysheetthatsaysToolsoftheTradeatthetop.Whatisthefirstthingyouaregoingtodowhenyougetthispaper?Student:WriteyournameTeacher:Goodjobboysandgirls.Nowletsmakesureyouknowwhatthesepicturesare.Iwantyoutorepeatthewordsafterme:Baker,farmer,doctor,postalworker,andfirefighter.NowIamgoingtopointtothemandIwantyoutosaythem…Student:BakerStudent:FarmerStudent:DoctorStudent:PostalworkerStudent:firefighterTeacher:Goodjob.Yourjobisgoingtobetocutthesetoolsthatthesecommunityhelpersuseandglueitinthecorrectbox.Eachcommunityhelperisgoingtohavetwotoolsthattheyuse.Nowletsmakesureyouknowwhatthesetoolsare,areyouready?Hose,stethoscope(theteacherwillsayitissomethingthatadoctorusestolistentoyourheartlikewedidinclass)rollingpin(torolldough),pitchfork,mailbox,mixingbowl,thermometer(totakeyourtemperaturewith,)hoe(toharvestcrops,)ahatandastamp(youputitonletters.)Let’sdohosetogether.Whichcommunityhelperdoyouthinkusesahose?Student:FirefighterTeacher:Excellent.IfyouhaveanyquestionsaboutwhatthesepicturesareatanytimeraiseyourhandandIwillcometoyourseatandhelpyou.Thelastquestionisgoingtoaskyoutolookatthesetwotools,ahammerandascrewdriveranddecidewhichcommunityhelpermayusethosetoolsandIwantyoutodrawthiscommunityhelperontheback.WhenyoubringmeyourpaperIwillbeaskingyouwhatyoudrew.Whenyouareallusingscissorswhatarewenotdoing?

Student:TalkingTeacher:Excellent,couldIpleasehavemyteacherhelperscomeandhelpmepassoutthesepaperstoeveryone.Onceyouhaveapaperyoumaygotoyourseatandbegin..

Closure

m Evaluate:assessstudentlearningEachstudentwillbringtheiractivitysheettotheteacherwhentheyaredoneandtheteacherwillcheckitwiththemtoseehowtheydid.Thiswillbethepost-assessment.Accommodations&Differentiation

• AfewofthestudentsinthisclassareELL’s,sotheteacherwillbesuretocheckinwiththemfrequentlywhiletheyareindependentlyworkingattheirseatstobesuretheyknowwhatthepicturesareandwhothecommunityhelpersaresothattheyareabletobesuccessful.

AssessmentThestudentswillcompletetheToolsoftheTradeactivitysheetattheirseatafterthevideoandreading.Thestudentwillbeaskedtocutthetoolsthatacommunityhelpermayuseandpasteitwiththecorrectcommunityhelper.Theteacherwillbelookingtoseethatthestudentscorrectlymatchedthetoolstothecommunityhelperandwillbelookingtoseethattheycameupwithacommunityhelperwhowouldusethehammerandscrewdriver.EvaluationIamplanningtoevaluatemyobjectivesmatchingmyassessment.IbelievethatIhavecreatedalessonthatalignswithmyobjectivesandtheassessmentIcreated.Iamalsoevaluatingmyclassroommanagementduringthislesson.Iwanttomakesurethatallofmystudentsareontaskwhilesittingonthecarpetandlistening.Ialsowanttokeepallofmystudentsengagedduringthislesson.Iwilldothisbytryingtobereallyexcitedmyselfaboutthecontentandmakingthemwanttolistenandlearnaboutcommunityhelpers.

Post-LessonEvaluationLearningEvidenceStudent NumberCorrect(outof11)C.A. 10/11D.C. 10/11Br.D. 11/11B.D. 11/11E.D. 11/11J.D. 11/11M.G. 11/11A.G. 9/11M.K. 11/11S.L. 11/11W.L. 11/11G.M. 11/11J.M. 11/11T.M. 11/11T.S. 11/11Z.Y. 10/11

A.Z. 10/11R.A. 11/11A.S. 11/11

Myobjectivewas:Thestudentwillbeabletomatchdescriptions/toolsofcommunityworkerswith80%accuracybycompletingapost-assessmentmatchingactivity.All19ofmystudentsscoreda9outof11orhigheronthepost-assessment,meaningthatall19studentsscored81%orhigheronthepost-assessment.ItookoffonepointinthestudentplacedthetoolwiththewrongcommunityhelperandItookoffonepointiftheywereunabletodrawthecommunityhelperwhowouldusethehammerandscrewdriver.StudentA.G.receivedtheonly9outof11onthepost-assessment.Theyplacedtwotoolsincorrectly,thehosewiththefarmerinsteadofthefirefighterandthehoewiththefirefighterinsteadofthefarmer.Ithinkthathemayhavebeenconfusedaboutwhatthehoewasandwhatitisusedforandthoughtitwasanaxe,whichwetalkedaboutfirefightersusingthedaybefore.AppendixEshowstheirpost-assessment.4studentsreceiveda10outof11onthepost-assessment.3outofthe4studentscorrectlymatchedallofthetoolswiththecorrectcommunityhelper,buttheywereunabletodrawapictureofacommunityhelperwhousedthehammerandscrewdriver.AppendixFshowsstudentZ.Y.,whodrewapoliceofficerinsteadofabuilderorconstructionworker.Oneofthestudentswhoreceiveda10outof11wasmissingoneofthepicturestogluedownandIfeelconfidentthattheywouldhaveplaceditintherightboxiftheyhadthepicture.14studentsgotaperfectscoreonthepost-assessment,11outof11.AppendixGshowsastudentwhogotaperfectscoreonthepost-assessment.Reflection Ithinkthatoverallthislessonwentprettywell.Istartedoffthelessonbyshowingavideoaboutcommunityhelpers.Ithinkthatthisreallyengagedmystudentsandallowed

Numberofstudentswhomettheobjec2ve

Didmeettheobjec-ve

Didnotmeettheobjec-ve

themtoseesomeofthemanycommunityhelperswhohelpthemeveryday,evenwhentheydon’t’realizeit.Ipausedthevideoperiodicallytoaskquestionsaboutthevideo.IthinkthatthiswassuccessfulbecauseIwasabletomakesurethatmystudentswereontaskandlisteningtothevideo.Ialsomadesuretocalloneverystudentatsomepointthroughoutthevideoandlesson,eveniftheywerenotraisingtheirhands.Thenwetooktheshortquizattheendofthevideotocheckunderstandingafterthevideo.MystudentsreallyenjoytakingtheshortquizzesafterwewatchBrainpopvideosanditalwaysencouragesthemtopaymoreattentionduringthevideo.ThenIreadafewpagesinthebigsocialstudiestextbookaboutdifferentcommunityhelpers.Ithinkthatthisprovidedmystudentsreallygoodvisualsofthedifferentcommunityhelpersinactionandprovidedthemwithmoreinformationaboutwhatcommunityhelpersdo. Istillneedtoworkalotonclassroommanagementandfindingclassroommanagementtechniquesthatworkbestforme.Ialsoneedtousethebehaviorchartmorefrequently,asneeded,duringmylessonsandthroughouttheremainderofmytimestudentteaching.Afewofmystudentswerenotfollowingthecorrectcarpetrulesandwerenotbeinggoodlistenersandinsteadofhavingthemchangetheircolor,Ijustrepeatedlysaidtheirnameoverandover.Inthefuture,Iwillusethebehaviorchartasneeded. IalsothinkthatIshouldhaveaddedashortmovementbreakduringmylesson.WhileIwasexplainingdirectionsonthecarpetforthematchingactivity,mystudentswereveryantsyandIhadtorepeatdirectionstosomestudentsmultipletimesoncetheywerebackattheirseatscompletingtheactivity.IthinkthatmystudentsweresittingonthecarpetforalittlebittoolongandinthefutureIwillkeepthisinmindwhileIamplanningmylessons.

Appendix A: Pre- Assessment Checklist Student Question 1: Smiles

mean a lot to me. I help to keep them bright, you see! Who am I?

Question 2: Packages and letters too. These are things I bring to you. Who am I?

Question 3: All day long, I help you learn to read and write and wait your turn. Who am i?

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Appendix B: Pre- Assessment “ Who is the Helper” Pictures

Appendix C: Post- Assessment Tools of the Trade Matching Sheet

Appendix D: Post- Assessment Results

Appendix E: A. G. Post- Assessment

Appendix F: Z. Y. Post- Assessment

Appendix G: S. L. Post- Assessment

Appendix H: Self- Evaluation Rubric

Appendix F Lesson Plan Grading Rubric

Elementary Education

Rubric for Formally Observed Lesson Plans In Field Experience and Student Teaching

Intern Name: Kimberly King Date of Lesson: 2/28/2017 Subject Area & Grade Level: History- Kindergarten Requirement Unsatisfactory–0 Adequate–1 Strong–2Objectives Studentobjectivesfor

learningarenotclearlystatedand/orarenotfullyconsistentwithlessonactivitiesandstudentassessmentplans

Studentobjectivesforlearningarestatedbutarenotfullyconsistentwithlessonactivitiesandstudentassessmentplans

Studentobjectivesforlearningarestatedclearlyandpreciselyintermsoflearningexpectationsandarefoundtobeasolidmatchwithlessonactivitiesandstudentassessmentplans

VirginiaSOL’sorFoundationBlocks

VirginiaSOL’sorFoundationBlockseitherhavenotbeennotedorarenotfullymatchedwithstatedobjectives,lessonactivities,andassessmentplans

VirginiaSOL’sorFoundationBlockshavebeennotedbutarenotfullymatchedwithstatedobjectives,lessonactivities,andassessmentplans

VirginiaSOL’sorFoundationBlockshavebeennotedfullyandallarefoundtobepreciselymatchedwithstatedobjectives,lessonactivities,andassessmentplans

ACEIStandardsAddressed

ACEIstandardsforthelessonarenotidentified,ortherearenolessonartifactstobecollectedrelativetotheseteachingstandards

ThelessonplandoesnotsolidlylinkACEIstandardsandlessonartifactsrelatedtotheseteachingstandards

ThelessonplanclearlyidentifiestheACEIstandardsthatwillbeaddressedandspecificallypinpointsthelessonartifactstobecollectedthatwilldemonstrateachievementoftheseteachingstandards

Materials Thelessonplandoesnotincludealistofessentialmaterialstobeused

Thelessonplanincludesalistofsomeessentialmaterialstobeused

Thelessonplanincludesalistofallmaterialstobeused

DevelopmentallyAppropriateContent

Lessonplanincludescontentthatisnotdevelopmentallyappropriateforthegradeinwhichitistaught.Somecontenttobetaughtisnotaccurateorcurrent.

Lessonplanincludessomecontentthatisdevelopmentallyappropriateforthegradeinwhichitistaught.Contenttobetaughtisaccurate.

Lessonplanincludescontentthatisdevelopmentallyappropriateforthegradeinwhichitistaught.Contenttobetaughtisaccurateandcurrent.

Writing

Containsmorethan10spellingorgrammarerrors.Unclear,disorganized.Consistentinappropriateuseoflanguageandstructure.

Containsspellingandgrammarerrors(4-9).Themajorityofthelessonplaniswrittenpreciselyanddescriptively.

Consistentusethatisprecise,eloquent,appropriate,andwellorganized,with0-3spellingorgrammarerrors.

Artifacts Copiesofrepresentativelessonartifactsarenotincluded

Copiesofrepresentativelessonartifactsareincludedforpost-lessonevidence

Copiesofrepresentativelessonartifactsareincludedforpre-assessmentandpost-lessonevidence

Total:13/14

Requirement Unsatisfactory-0 Basic–1 Proficient–2 Distinguished-3LessonPlanElementsPre-Assessment Thelessonplandoes

notaddresshowstudentpriorknowledge,skills,and/ordispositionsrelatedtotheobjectiveshavebeenorwillbeassessedpriortothestartoflessoninordertoassurethatinstructionmeetsstudentlearningneeds

Thelessonplanincludesonlybasicinformationonhowstudentpriorknowledge,skills,and/ordispositionsrelatedtotheobjectiveshavebeenorwillbeassessedpriortothestartoflessoninordertoassurethatinstructionmeetsstudentlearningneeds

Thelessonplanincludesinformationonhowstudentpriorknowledge,skills,and/ordispositionsrelatedtotheobjectiveshavebeenorwillbeassessedpriortothestartoflessoninordertoassurethatinstructionmeetsstudentlearningneeds

Thelessonplanincludesdetailedinformationonhowstudentpriorknowledge,skills,and/ordispositionsrelatedtotheobjectiveshavebeenorwillbeassessedpriortothestartoflessoninordertoassurethatinstructionmeetsstudentlearningneeds

NarrativeDescription-Introduction

Thelessonplandoesnotincludesadescriptionofhowtheinstructionwillbeintroducedtothestudents

Thelessonplanincludesapartialdescriptionofhowtheinstructionwillbeintroducedtothestudents

Thelessonplanincludesadescriptionofhowtheinstructionwillbeintroducedtothestudents

Thelessonplanincludesadetaileddescriptionofhowtheinstructionwillbeintroducedtothestudents,includingactivationofpriorknowledgeandmethodsofmotivating

NarrativeDescription–InstructionandActivities

Thelessonplandoesnotprovideinformationonhowtheinstructionandactivitieswillbedeliveredtothestudents

Thelessonplanincludesadescriptionofhowsomeinstructionandactivitieswillbeorganizedanddeliveredtothestudents

Thelessonplanincludesadescriptionofhowallinstructionandactivitieswillbeorganizedanddeliveredtothestudents

Thelessonplanincludesadetaileddescriptionofhowallinstructionandactivitieswillbeorganizedanddeliveredtothestudents

NarrativeDescription-Closure

Thelessonplandoesnotprovideinformationonhowlessonclosure/conclusionswillbeorganizedanddeliveredtothestudents

Thelessonplanincludesapartialdescriptionofhowlessonclosure/conclusionswillbeorganizedanddeliveredtothestudents

Thelessonplanincludesadescriptionofhowlessonclosure/conclusionswillbeorganizedanddeliveredtothestudents

Thelessonplanincludesadetaileddescriptionofhowlessonclosure/conclusionswillbeorganizedanddeliveredtothestudents

AccommodationsandDifferentiation

Lessonplandoesnotincludeadescriptionofaccommodationsforchildrenwithspecificneedsorthatmethodshavebeendesignedtoprovidedifferentiatedinstructiontomeettheneedsofalllearners.

Lessonplanincludesapartialdescriptionofaccommodationsforchildrenwithspecificneeds.Lessonplanincludeslimitedevidencethatmethodshavebeendesignedtoprovidedifferentiatedinstructiontomeettheneedsofalllearners.

Lessonplanincludesadescriptionofaccommodationsforchildrenwithspecificneeds.Lessonplanincludesevidencethatmethodshavebeendesignedtoprovidedifferentiatedinstructiontomeettheneedsofalllearners.

Lessonplanincludesspecificanddetaileddescriptionofaccommodationsforchildrenwithspecificneeds.Lessonplanincludesstrongevidencethatmethodshavebeendesignedtoprovidedifferentiatedinstructiontomeettheneedsofalllearners.

Assessment Aplanforassessment Abasicorpartialplan Aplanforassessmentof Aplanfor

ofstudentlearningisnotprovidedorisnotconsistentwiththelessonobjectives,thepre-assessment,orthelessonnarrativedescriptionofactivities

forassessmentofstudentlearningisprovidedandissomewhatconsistentwiththelessonobjectives,thepre-assessmentdata,andthelessonnarrativedescriptionofactivities

studentlearningisprovidedandisconsistentwiththelessonobjectives,thepre-assessmentdata,andthelessonnarrativedescriptionofactivities

assessmentofstudentlearningisprovidedindetailandissolidlyconsistentwiththelessonobjectives,thepre-assessmentdata,andthelessonnarrativedescriptionofactivities

Evaluation Lessonplandoesnotaddressplannedmethodsofself-assessmentofthedeliveryofinstruction

Lessonplanincludesadescriptionofhowtheinternwillself-assesssomeaspectsofthedeliveryofinstruction

Lessonplanincludesadescriptionofhowtheinternwillself-assessthedeliveryofinstruction

Lessonplanincludesacompletedescriptionofhowtheinternwillself-assessthedeliveryofinstructionthroughoutthelesson

Post-LessonReportLearningEvidence Nodatafrom

assessmentoranalysis.Noexamples/artifactscollectedoranalysisofchildren’slearning

Limiteddatafromassessmentprovidedoranalyzed.Fewexamples/artifactsprovidedorevidenceofanalysisofimpactonchildren’slearningincomplete

Datafromassessmentpresentedinclearformat(table,chart,orgraph).Analysisshowsevidenceofimpactonchildren’slearning.Adequateexamples/artifactsprovided

Datafromassessmentpresentedinclearformat(table,chart,orgraph).Meaningfulexamples/artifactsprovided.Criticalcomparativeanalysisofpre-assessmentandpost-teachingdatatoclearlydemonstrateimpactuponstudentlearning.

Reflection Reportseventsinthelessonwithoutmeaningfulanalysisandinterpretationofwhathappenedorreflectiononcommentsoftheobserver(cooperatingteacheroruniversitymentor),orself-analysisforvideoobservations

Primarilyincludesareportingoftheeventsinthelessonwithoccasionalreflection.Includeslimitedreflectiononcommentsoftheobserver(cooperatingteacheroruniversitymentor),orself-analysisforvideoobservations

Consistentcriticalanalysisofeventswithlimitedplansforchangeandfuturegrowth.Includesreflectiononcommentsoftheobserver(cooperatingteacheroruniversitymentor),orself-analysisforvideoobservations

Indepthcriticalanalysis,withplansforchangeandfuturegrowth.Includescriticalreflectiononcommentsoftheobserver(cooperatingteacheroruniversitymentor),orextensiveself-analysisforvideoobservations

Total26/27