Lesson Plan Template - Welcome to · PDF fileTWS Lesson Plan Reflections –Example 2 Lesson Plan Template 1. Information Name: School Name: Red Cedar Grade Level: K Subject/Content:

TWS Lesson Plan Reflections –Example 2

Lesson Plan Template

1. Information

Name: School Name: Red Cedar Grade Level: K

Subject/Content: Social Studies Date Lesson is Taught:

October 20, 2014

2. Standard(s)/Relevancy/Objective(s)

Standard(s):

K-4.3 Recognize the ways that community businesses have provided goods and services for

families in the past and do so in the present.

Relevancy:

Students need to learn about goods and services and the people in our community that provide

goods and services to us.

3. Assessment [In the designated column below, state objective(s) and assessment(s).

Add additional rows as needed and number them]

Objectives(s) Assessment Tool Mastery Level, Performance

Level, or Criteria

‘

1) The student will look through

magazines and find pictures of goods

to cut and paste onto white paper.

1) Anecdotal notes taken

on activity board while

students are in centers

1) The student stayed on task

during work centers and all

of the pictures on his/her

paper were goods.

2) The student stayed on task

during work centers and

most of the pictures on

his/her paper were goods

3) The student was not on

task during work centers

and his/her paper did not

have pictures of goods on

it.

4. Materials/Resources/Equipment/References

Materials/Resources:


Goods and Services Flipchart

WTF folders

Magazines

White paper

Scissors

Glue

Listening center book on tape

Equipment:

Promethean Board.

4 Laptops

Listening center

References:

Teachers Pay Teachers

Brain Pop Jr

5. Effective Instructional Approaches, Strategies, or Tools

*Imbed and BOLD transitions throughout this section of your lesson. If possible, remember to connect

the transition to the lesson in order to stimulate student interest.

Introduction: (2 min)

Bring children to the carpet by table color after snack

Open up goods and services flip chart

Activate prior knowledge:

o T: “Who can raise a quiet hand and tell me what they think a good is”

o Allow children to use the picture on the board and brainstorm ideas on what the

word good may be.

Watch Brain pop jr on goods and services

Procedures: (Mini Lesson – 15 min)

Flipchart page

Explain what a good is

o T: “ Goods are things that are made or grown”

o T: “Goods can be made in a factory or grown on a farm. Goods are something that

you can buy at the store.


Flipchart page 4:

o Brainstorm some goods you find around your house

First the teacher will name some examples and next the children will get

to come up with ideas.

Flipchart page 5:

o T: “ This week we have been talking about the farm”

Flipchart page 6”

o T: “ Who can raise a quiet hand and tell me some goods that are grown on a farm”

After brainstorming teaching will quiz students by name off some items. The students will give a

thumb up if the item is a good and a thumb down if it is not a good.

Open up Reading workshop center flipchart ( 15 min each work station)

Teacher will explain centers by table color

o Blue – Students will look through magazines to find pictures of goods and glue

them on a white sheet of paper.

o Yellow – WTW sort

o Red – Reading table. Students will pick a spot in the room to read quietly to

themselves.

o Chaney – Listening center - Farm goods book

o Computers – Brian pop online activity about goods.

Dismiss students into centers by center group.

Closure: (time estimate)

Students will share their white paper where they glued down pictures of ‘goods’. The class will

give a thumb up if everything on the student’s paper is a good and a thumb down if they see

something glued on that is not a good.

Line students up for related arts by the first letter of their name.

6. Differentiation of Instruction Accommodations:’’

Student X will need extra assistance and guidance in work centers.

Student W may leave carpet in the middle of the lesson to sit in his own space if having

problems controlling his body on the carpet.

Extensions:


http://www.econedlink.org/lessons/index.php?lid=642&type=student

Modifications:

Student F will be pulled during workstations for literacy intervention.

Student I will be pulled during workstations for ESOL.

Student W will be pulled during workstations for literacy intervention

7. Analysis of Student Learning - to be completed AFTER lesson is

taught (refer to specific questions noted on Lesson Plan Components)

This was the first time the students were exposed to goods and services so mastery was

not met on this lesson. Student H and T did not cut or glue anything on their paper from the

magazines. These students stayed inside during WIT time to cut goods out of the magazine to

glue on their paper. The dinosaur group did not have a chance to sort their words their way, so

they will complete that activity in math centers today. Student G finished his 6th

workshop on

Waterford, and student I read a C level book in the independent reading center. Student I will

need to be retested to find out his/her new reading level. I allowed him/her to change out the fox

read books to level C for a more challenging read at home. All of the students besides students

G, O, M, and R were able to complete the goods sort on the brain pop computer activity. Review

goods again tomorrow before moving on to services.

8. Reflection – to be completed AFTER lesson is taught (refer to specific

questions noted on Lesson Plan Components)

At the beginning of this lesson, when I asked the essential question, “what is a good”, many

of the students thought a good was “healthy food, because healthy food was good for you.” I had


to explain to the students that sometimes words have two different meanings. We brainstormed

some more ideas on words that have two different meanings. The children really enjoyed the

brain pop video so I want to incorporate more of those into our classroom lessons. The center

rotation went well. I saw AA, letters, and D for reading workshop. In reading workshop groups

we worked on reading with expression and exclamation marks. During the conclusion of the

lesson the students were able to brainstorm food and objects as goods after they cut pictures out

of magazines. Something I would change in this lesson would be the listening center. The

children need to have an objective to go along with the center instead of just listening to a book.

Tomorrow they will have a self-reflection sheet to complete on the story that they listen to. The

lesson incorporated all learning styles and the children were actively engaged the whole time.

During the second center rotation I told the children to ‘freeze and squeeze, and I had to remind

them that during center time we use our inside voices while talking with the friends in their

group. We practiced using inside voices and then the students got back to work on their centers. I

learned that by modeling what an outside voice sounds like and what an inside voice sounds like,

children were able to realize how loudly they were talking. After this demonstration, they

became mindful of their voice level. Students even reminded their friends in their group about

keeping an inside voice while in centers. I will continue to model behavior the wrong, and then

the right way, as a teaching strategy.



1. Information



October 21, 2014


Standard(s):



Relevancy:

Students need to learn about goods and services and the people in our community that provide

services to us.




Level, or Criteria Centers Objectives:

1) The student will be able to

find the pictures around the

room and sort them into

goods and services.

2) The student will be able to

use the IPad to correctly

match the given clue to the

correct job (service).

3) The student will draw and

write about what service they

want to give to the

community when they grow

up.

1) Write the room

2) Informal observation of

IPad activity.

3) When I grow up sheet

1) Mastery: Student stayed on

task during work centers

and was able to correctly

sort the goods and services

while writing the room.

2) Developing: Student stayed

on task during work centers

but was not able to sort all

the goods and services

correctly while writing the

room.

3) Does not Meet – Student

was not on task during

work centers and could not

sort the goods and services

while writing the room.




Flipchart

‘Write the room’ copies

IPad services activity clues

‘When I grow up’ copies

WTW center folders

Equipment: 5 IPads

Promethean board.

3 laptops.

References:

Teacher pay teachers.





Bring children to the carpet after snack by table color.

Access prior knowledge by reviewing what a ‘good’ means.

T: “Who can raise a quiet hand and tell me what we learned about goods

yesterday?”

Review flipchart made as a class yesterday about what a good is and examples of

goods on a farm.

Review definition of a good. Put into their own words.

Procedures: (Mini lesson = 15 min)

Introduce services

Flipchart page 8:

o T: “Today we are going to talk about services. Who can raise their hand

and tell me what they think a service is?”


o T: “A service is work that someone does for someone else. When you buy

a service you hire people to do a job. You are not buying something you

can touch and hold like the goods we learned about yesterday.”

o Give examples of services

Flipchart page 9:

o Let children brainstorm examples of services and what goods these

services supply.

o Talk about the difference between goods and services.

Work stations ( 15 min each center )

o Blue table – Write the room.

Show flipchart with example worksheet.

Children will find the pictures in the room and write the word

under ‘good’ or ‘service’.

o Mrs. Chaney station

Show flipchart page with example

Children will draw and write about what they want to be when they

grow up and what service they will give.

o Red Table –

IPads.

Show students how to scan QR codes and listen to the service clues

and match the picture with the QR code.

o Yellow table –

Students will sort words their way twice and then color the

pictures.

o Computers –

Students will be on starfall learning practicing their letters.

Pull up center rotation flipchart. Dismiss children from carpet by work

center groups.

Teacher will walk around to monitor work stations.

Closure: (5 min)

“ Who can raise their hand and tell me something they learned about goods and services

and work centers today”

Goods and services drag and drop activity on promethean board.

Dismiss students to line up for related arts by color of their shirts.


6. Differentiation of Instruction Accommodations:

Student X will need extra assistance and guidance in work centers.

Student W may leave carpet in the middle of the lesson to sit in his own space if having


Extensions:

http://www.econedlink.org/lessons/index.php?lid=642&type=student

Modifications:






All of the students were able to complete objective three (what they want to be when they

grow up). Students H, M, O, and J did not master objective one (write the room). These students

needed more time or more explanation to complete this objective. Objective two seemed to be

fairly easy for all the students, but they enjoyed using the IPads to hear the sound and match the

service. To increase student learning I plan on pulling a small group to finish the write the room

activity for the students above who did not have time to finish or did not understand instructions.

The bus group (higher level learner) finished the write the room activity fairly quickly and were

able to visit their “I’m done” folders. Each of them were able to complete one sheet from their

folders. Student J and W were off task during centers and needed to be reminded to stay on task.

Student X was having a sad day and kept on telling me that he “missed his mom.” This student


was pulled by the school physiologist during the lesson. To extend on this lesson I plan on

integrating more community service books and writing activities into the classroom.



Students got to complete 4 out of 5 work stations today. One work station was extended

because the ant group needed a little extra time to sort their words their way. Something I think

that needs to be worked on as a class is a smoother transition in between centers. The children

knew what center they were supposed to be at, but there was a noisy clean up along with some

minor confusion. At the end of work stations, instead of doing the goods and services sort, the

children got to come up and share their work from Mrs. Chaney’s center. The students got to

share what they wanted to be when they got older. The students really enjoyed hearing what

profession their friend wanted to be, and all students were willing to share their work. If I taught

this lesson again I would keep all of the work stations the same. The students really enjoyed

working with the QR codes and the IPads. Something I learned from teaching this lesson was

that the students loved being able to get up and share their work with the class. I would like to

have students stand up and brag about their work more often.



1. Information



October 2014


Standard(s):



Relevancy:

For future reference students need to learn about what kind of goods are made in a factory and

what goods are grown on a farm.




Level, or Criteria


Centers:

1) The student will sort the

pictures of goods into farm

and factory goods

2) The student will find goods

around the room and label

them under farm or factory

goods.

1)

Anecdotal notes on write the

room, word sorting and

Waterford.

1) Student was on task during

work stations and was able

to correctly sort the factory

and farm goods for write

the room

2) Student was not on task

and was not able to

correctly sort the farm and

factory goods for write the

room.



Factory/Farm sort

Write the room

Factory poster

Flipchart

Words their way

QR codes for listening center

Equipment:

Laptops

Promethean Board.

5 IPads

References:

Teachers pay teachers.







Review: What is the difference between goods and services?

Show a picture of a factory (attached to lesson plan) and ask the students. “What is this

and what kinds of things are made in these.”

Procedures: (10 min Mini Lesson)

Read factory poster with definition. ( see lesson plan attachment)

Fill out flipchart:

o What are some items that are made in a factory instead of grown on a farm?

o Students will brainstorm ideas while teacher fills out flipchart.

Talk about what kinds of stores in our area we shop at that have goods made in factories

and on the farm.

Centers:

Blue Table: Write the room: Students will go around the room and find pictures of a

good and write the word under farm goods, or factory goods. (See bottom of lesson plan

for worksheet example)

Red Table: Factory and Farm Sort. The students will have a laminated mat that will be

labeled ‘Farm and Factory”. The students will also have pictures. They are to sort the

pictures into farm or factory goods. ( See bottom of lesson plan)

Yellow Table: Children will sort Words Their Way for the week

Chaney: Listening Center: Students will scan QR codes with IPad and it will take them

to a listening story to follow along with.

Computers: Waterford

Dismiss students to word stations by group

Note:

Teacher will pull guiding reading groups during work center time.

Center time is 15 minutes per center

Children will rotate when they hear bell ring

Children will rotate by groups on promethean board.

Closure: (2 min)

Students will clean up centers

The group leader will take the centers back to the shelf and put them away.

Students will sit in share chair and share their center work.


Student T, S and B will need extra time at the computers for Waterford.


Extensions:

Brainpop JR on factories.

Modifications:






Students B, F, O and Q were pulled into a reading workshop today. They read a B level

book and we worked on reading comprehension. We had a volunteer in our classroom today that

pulled out student X and P to work on letter sounds and site words. These two students need a

little extra work with their letters. Student R got to stand on the ‘brag stool’ today and tell his/

her classmates that they will be starting their first grade words in their flip book. Students H, and

T were still confused about what items were made in a factory and during centers struggled with

the sorting and writing the room. The other students were able to sort the farm and factory

goods. I wrote in my anecdotal notes that the students do not know how to write on lined paper

very well. A lot of them do not use the lines at all when writing and this is something that needs

to be addressed during writing workshop. The lower performing students saw a lot of one on one

time today. We had a volunteer, my CT, our assistant, and me pulling small groups. Today’s

reading workshop center was a success.




Work stations transitions went really well during this lesson. When students heard the

bell, they all cleaned up quietly, push in their chairs and waited quietly to rotate. We were able to

go to all work stations today because of the smooth transition. In centers I incorporated all

learning styles. The children got to move around, have visual aids, go to a listening center, draw

and work in groups. I think the children were sitting a little too long on the carpet during the mini

lesson because the kids starting talking and moving around a lot more at the end of the lesson.

Next time I will make sure to shorten the mini lesson just a little bit so the children do not have

to sit on the carpet as long.

During this lesson I had two children who were not getting along in centers. I had to

remind them twice during center time to ‘use kind words’ and ‘play nice with friends’. After the

third time I made them clean up centers and go sit on the reading carpet to talk about how they

could be better friends and classmates to one another. They drew up a plan of how they were

going to work better tomorrow with each other in centers. At the end of centers they stood up

and talked to the other students in the class about why it was important to use kind words to their

friends and how they plan to work as a team tomorrow. I think this was a more efficient way of

just reminding them to be a good friend. After two warnings I gave them a consequence to their

actions. I learned that these two students learned a lot about being a good friend by making their

own action plan to work better together.



1. Information


Subject/Content: Social Studies / Math Date Lesson is Taught:

October 2014


Standard(s):



K-4.4 Recognize that families of the past have made choices to fulfill their wants and needs and

that families do so in the present.

Relevancy:

Students need to know that you use money to buy goods and services and the difference between

the things that you need and the things that you want. If children learn to make choices on their

own when they are younger, then decision making will be less difficult to them as they become

adults.




Level, or Criteria

1)

The student will understand that you

must make choices with your money

based on wants and needs.

1)

Anecdotal notes

1) Student was participating

in the class discussion

during the mini lesson and

was on task during centers.

2) Student was not

participating in the class

discussion or was off task

during math centers.




o Something Good, by Robert Munsch o Center baskets

o Sorting trays with coins o Strips of construction paper. o Small group folders o Coins

Equipment:

o 5 IPads

o 3 laptops





Bring children to the carpet by table color.

Review with children the difference between a want and a need.

o “Who can raise a quiet hand and tell me what we talked about during reading

workshop today”

o “We talked about wants and needs. Even though you might REALLY want

something, sometimes you have to think inside your brain, hmm do I really NEED

this, or is it something that I just want.”

o “For example: I went to the grocery store last night to buy dinner. I only had 10

dollars. The food that I needed for dinner was 10 dollars but I saw a toy that I

REALLY wanted. Do you think that I should spend my money on the shoes or the

food? Turn and talk to your partner about it.”

o “I should buy the food. My dinner a good that I NEED and the toy is just a good

that I want.”

Procedures: (12 minute mini lesson)

Discuss goods you buy at the grocery store with money.

o “Today in math we are going to talk about making decisions with our money and

that sometimes we can’t always get everything we want.


o “Turn and share with a friend some things that you buy at the store when you go

grocery shopping with someone you love”

“I’m going to read a book about a family that takes a trip to the grocery store. It’s called,

Something Good, by Robert Munsch”

Read story

Discuss book:

o “Tyya said that sometimes her dad doesn’t buy “good” food. What kind of things

did her dad buy”

o “Do you think the goods Tyya wanted to buy were wants or needs?

o “The problem is, we want a LOT of things. Look at how much Tyya wanted. There

are a lot of reasons people can have everything they want, but today we are going

to talk about one reason: Money.

o “Do you think Tyya’s father had enough money to buy all the ice cream and

chocolate bars AND all the other groceries his family needed?”

o “ Her father had to make choices on what to buy at the store based on what his

family NEEDED”

Allow children to turn and talk to friend: If they only have enough money to buy 3 things

from the grocery store, what would they buy.

o Daily math centers: ( centers for the week) o Blue – Sorting coins with trays

o Yellow – I pad – Money man

o Red – Patterns

Give each student a strip of construction paper to lay coins on for making

patterns. Have a container of coins to share and let them each make their

own pattern with the coins

o Computers – Waterford

o Chaney – Small group folders

Note:

o Teacher will pull guiding math groups to post test

o Center time is 8 minutes per center

o Children will rotate when they hear bell ring

o Children will rotate by groups on promethean board.

Closure: (2 min)

o Students will clean up centers – group leaders will put away centers

o Math center evaluations

o Children will line up for WIT



o Students A, F, E, J and L will be pulled out of centers to be given unit 2 posttest.

o Student W may leave carpet in the middle of the lesson to sit in his own space if having


o Students, H, P, N, Q and F are ‘high flyers’ and will work from the red baskets on the

center table. – They are working on addition and subtraction.

Extensions:

“Trouble with Money” Bernstein Bears.

Modifications:

Students R, C, and T are pulled during math for small group with team coach.



The objective of this lesson was met by all of the students in the class. I do not think the

students completely mastered the idea that certain things cost more money than others, but they

have not learned about the value of coins yet. The students did however, understand that

sometimes you have to make choices on the things you buy based on your wants and needs. The

students were participating in the discussion about our needs and wants, and what things were

important to spend our money on. I extended student learning to provide enrichment by talking

about our school’s fox funds. On Fridays the children have a choice between saving their money

to buy into the monthly PBIS party, and spending their money on the prize box. We had a

discussion about making the choice to save your money or spending it. Student G was asked to

leave the carpet in the middle of the lesson because he could not sit still and this affected the

amount of time he was in his centers. While in centers I recorded in my anecdotal notes that

students F, and K, did not know how to sort objects. These two students put all of the coins in the

center of the sorting trays. The bus group worked out of their folders during the sorting center.


They worked on addition and subtraction. These students are all ready for more challenging

addition problems. Student B did not understand patterns and needs to revisit this objective.

Students H, and I, needed extra assistants on Waterford lesson 11 on the computer. This lesson

was on symmetry, which we will be doing in everyday math next week. The objective of this mini

lesson was met and the students are ready to move forward from it.



The students were well engaged during this mini lesson so there were not a lot of

behavior problems while on the carpet. Student W removed himself/herself from the carpet to sit

in the special circle. This was huge progress because he recognized that he could not control his

body on the carpet and he removed himself before he became a distraction. During centers when

Student B was having problems creating a pattern, student L made an example pattern, and

taught student B what a pattern was. I found it interesting that we have been learning about

patterns all week and student B did not understand what a pattern was until a peer explained it. I

learned that sometimes children learn best from their own peers, because they can explain it in a

way that the child will understand. In the future I am going to incorporate that teaching style into

my lessons. Something I will do differently next time I teach this lesson is to give the children

more opportunity to talk about their own experience with making choices. Students at this age

level comprehend a lot more information when they can make real life connections to their

learning. Next time I will allow the students to guide more of the discussion. I will let them talk

more and have myself talk a little less. Today when the children came in we had the classroom

rearranged, so work centers were in new places in the classroom. I was very proud of how the

students adjusted to this change in their environment. One student said, “It’s like a scavenger


hunt to find your center, this is awesome!” Transition time took a little longer today but the

children adjusted accordingly.


1. Information


Subject/Content: Social Studies / ELA

Date Lesson is Taught:

October, 2014


Standard(s):

RL.K.2. With prompting and support, retell familiar stories, including key details.



Relevancy: Children need to know how to pick out the key details of a story in order to retell the beginning,

middle and end.




Level, or Criteria

1)

The student will use a flow map to

retell the beginning, middle and end

of a story

1)

Anecdotal notes

1) Student was active in class

book discussion and was

on task during centers.

2) Student was did not

participate in book

discussion and was off task

during centers.




Sheep in the Shop by: Nancy Shaw

Words their way

Goods and services sort

Flow map flipchart

Flow map printouts

Equipment:

Promethean board

4 laptops

References:

Teachers pay teachers






Review story elements we have been discussing in class.

o Character

o Setting

Revisit why it is important to know the characters and setting when retelling a story.

Ask children: ”What other key details do you think you need to know to be able to retell a

story”

Give children time to discuss with reading partner.

o Share answers

Procedures: (Mini lesson – 12 min)

“Today we are going to fill out a flow map to help us retell a story”

o Pull up flow map on promethean board.


o “Everyone say it with me, flow map”

“This flow map is labeled, beginning, middle and end”

“As I read this story, I want you to be thinking about what is happening in the beginning

middle and end of the story.”

“Let’s turn on those listening ears and put on our thinking caps”

Read – Sheep in the Shop by Nancy Shaw

Book discussion:

o “Why couldn’t the sheep buy all of the goods?”

o “ Turn and talk to a partner and name some goods and services you saw in this

book”

Fill out beginning middle and end flow chart

o Have students raise their hand to help retell the beginning middle and end of the

story.

o Talk about why retelling a story is important.

Work Centers:

o Blue – Goods and services sort

o Red – independent reading

o Yellow – sort words their way

o Listening – listen to a story and draw on the flow map the beginning middle and

ending of the book

o Computers – Waterford.

Note:

Teacher will pull guiding reading groups during work center time.

Center time is 15 minutes per center

Children will rotate when they hear bell ring

Children will rotate by groups on promethean board.

Closure: (5 min)

Students will clean up centers

The group leader will take the centers back to the shelf and put them away.

Students will share their beginning middle and end drawings from the listening center

with a friend. They will practice retelling the story with a friend.


Sit with the ‘star’ center during goods and services sort. Need extra assistance while sorting.


Extensions:

Using story elements to retell a story

Modifications:






After the completion of the lesson along with center activities, I observed that students A,

C, F and G all need more assistants with picking out key details and retelling a story. Student A

drew characters in every box of the flow map and told me it because the character was in every

part of the story. Students E, H, T, D, and K have 100% mastery on this objective and are ready

to move on to the next story elements. These children should be put onto Waterford at the

computers while more group practice is done as a class to master how to retell a story. Student G

mastered his 5th

objective on Waterford and is ready for more information to be added onto his

account. The bus learning group completed words their way in 3 minutes, so next week their

words need to become more challenging. All students were able to name goods and services

from the book.




The mini lesson was engaging and the students were very active in participation. With

guidance students were able to help retell the story from beginning to end. Since this was the first

time the children were exposed to the beginning middle and ending flipchart. I think more

practice needs to done so the students can master this objective. During center rotation, one child

wet his pants and then a couple minutes later we had a child pull down his/her pants in the

listening center and show off his/her private parts. This caused for a minor distraction during this

time. After the children began wondering out of their work stations, I told them to ‘freeze and

squeeze.’ All of the children stopped what they were doing. I told the children who were at the

listening center to come to the carpet. I reminded the other students of their jobs in work centers

and told them that they needed to stay on task and get busy with their work. The child who wet

his/her pants went into the bathroom to change clothes and I asked our assistant to radio the

janitor for a clean-up. I knew that the issue that happened in the listening center was one that

needed to be reported to our assistant principle. I briefly talked to the students about the poor

choice that was made, while Mrs. Harm sent an email informing our assistant principle of the

situation. She came to the class and pulled aside the students involved and talked to them about

what happened. After school Mrs. Harms called the parents/ guardians of all the students that

were in the listening center to inform them of what happened. Because the students did not get

to all of their work stations today, they will need to pick back up on center rotations tomorrow to

finish the centers they did not complete. I think that I handled the situation well. The room

turned into chaos for only 30 seconds before the children were reminded to stay on task and get

back to work. After this situation, I am going to move the listening center back inside of the

room so I can keep an eye on that center while I am pulling reading groups. The student did not


know he/she wasn’t allowed to show his/her privates in school and thought everyone had the

same parts he/she did. It was a teachable moment for the children and for me.


TWS Dimension 4 Rubric

Exemplary (2.000 pts) Acceptable (1.000 pt)

Unacceptable

(0.000 pt)

N/

A

Lesson table

and rationale

for selection

of

lessons (1.000

, 11%)

NAEYC-INI-

2010.4.d

NCTE.4.1

SC-USCB-

CE-CF.N.3

Well developed table

of lessons, with all

components, and

compelling rationale

for selecting the

lessons (if

applicable).

NCTE.4.1, NAEYC

4.d

Table of lessons, with all

components, and rationale for

selecting the lessons (if

applicable). NCTE.4.1,

NAEYC 4.d

Missing components

in the table of

lessons and/or

missing rationale for

selecting the lessons

(if applicable).

NCTE.4.1, NAEYC

4.d

Standards/obj

ectives

aligned with

assessments;

assessments

attached (1.00

0, 11%)

NAEYC-INI-

2010.3.c

NCTE.4.10

SC-ADEPT-

06.2.A SC-

USCB-CE-

CF.FI.11

All state standards

and/or specific

learning objectives

aligned with

assessments. All

assessments are listed

and attached.

NCTE.4.10, NAEYC

3.c

State standards and/or

specific learning objectives

generally aligned with

assessments. All assessments

are listed and are attached.

NCTE.4.10, NAEYC 3.c

State standards

and/or specific

learning objectives

are not aligned with

assessments.

Assessments are not

listed and/or not

attached. NCTE.4.10,

NAEYC 3.c

Comment:

The assessments that had students determine whether a picture described a

good or a service/farm or factory aligned well with your objectives.

Rationale

relevant to

unit

goal(s) (1.000

, 11%)

NAEYC-INI-

2010.4.d

NCTE.4.1

Lessons show

excellent

rationale/relevance to

the unit goal(s).

NCTE.4.1, NAEYC

4.d

Lessons show general

rationale/relevance to the unit

goal(s). NCTE.4.1, NAEYC

4.d

Lessons show little

or no

rationale/relevance to

the unit goal(s).

NCTE.4.1, NAEYC

4.d


SC-USCB-

CE-CF.FI.11

Comment:

You made important connections that allowed students to think about the

importance of goods and services in their lives.

Materials and

procedures (1.

000, 11%)

NAEYC-INI-

2010.5.c

NCTE.4.1

SC-ADEPT-

06.2.B

All needed materials

are listed. Procedures

are logical, in detail,

and clearly written.

NCTE.4.1, NAEYC

5.c

Most needed materials are

listed. Most procedures are

logical, in some detail, and

adequately written.

NCTE.4.1, NAEYC 5.c

Few or no needed

materials are listed.

Procedures are

illogical, lack detail,

and/or vaguely

written. NCTE.4.1,

NAEYC 5.c

Interventions

relate to

contextual

factors (1.000

, 11%)

NAEYC-INI-

2010.3.d

NCTE.2.1

NCTE.3.1.1

SC-ADEPT-

06.2.B SC-

USCB-CE-

CF.FI.13

Interventions are

related closely to

individual student

needs as outlined in

contextual factors and

specific to the

individual lesson

plans. NCTE.2.1,

NCTE.3.1.1, NAEYC

3.d

Most interventions are

related to individual student

needs as outlined in

contextual factors and most

are specific to the individual

lesson plans. NCTE.2.1,

NCTE.3.1.1, NAEYC 3.d

Little or no

interventions are

related to individual

student needs as

outlined in

contextual factors

and few or none are

specific to the

individual lesson

plans. NCTE.2.1,

NCTE.3.1.1, NAEYC

3.d

Comment:

What interventions were made for student X (not on original contextual table)

besides time? Did you use any peer support or 1 to 1 explanations, etc.?

Use of

technology (1.

000, 11%)

NAEYC-INI-

2010.4.b

NCTE.4.1

SC-ADEPT-

06.5.A SC-

ADEPT-

06.5.B SC-

USCB-CE-

Complete description

of the use of

technology in at least

one lesson.

NCTE.4.1, NAEYC

4.b

General description of the

use of technology in at least

one lesson. NCTE.4.1,

NAEYC 4.b

Vague or missing

description of the use

of technology in at

least one lesson

NCTE.4.1, NAEYC

4.b


CF.C.4

Reflections

and analysis

of student

performance (

1.000, 11%)

NAEYC-INI-

2010.4.d

NCTE.2.3

NCTE.4.10

SC-ADEPT-

06.7.A SC-

ADEPT-

06.7.B SC-

USCB-CE-

CF.R.5

Reflections

accurately use student

assessment data to

summarize and

analyze student

performance.

NCTE.2.3,

NCTE.4.10, NAEYC

4.d

Most reflections accurately

use student data to

summarize and analyze

student performance.

NCTE.2.3, NCTE.4.10,

NAEYC 4.d

Reflections vaguely

and/or inaccurately

and/or do not use

student data to

summarize and

analyze student

performance.

NCTE.2.3,

NCTE.4.10, NAEYC

4.d

Reflections

and changes

to increase

student

learning (1.00

0, 11%)

NAEYC-INI-

2010.4.d

NCTE.2.1

NCTE.2.3

NCTE.3.1.1

SC-ADEPT-

06.5.A SC-

ADEPT-

06.5.B SC-

ADEPT-

06.7.A SC-

ADEPT-

06.7.B SC-

USCB-CE-

CF.R.5

Reflections suggest

specific changes to

increase student

learning through

accommodations/mod

ifications/ extensions.

NCTE.2.1, NCTE.2.3,

NCTE.3.1.1, NAEYC

4.d

Reflections suggest general

changes to increase student

learning through

accommodations/modificatio

ns/extensions. NCTE.2.1,

NCTE.2.3, NCTE.3.1.1,

NAEYC 4.d

Reflections vaguely

suggest or do not

address changes to

increase learning

through

accommodations/mo

difications

/extensions.

NCTE.2.1,

NCTE.2.3,

NCTE.3.1.1, NAEYC

4.d

Writing

conventions (

1.000, 11%)

NAEYC-INI-

2010.6.c SC-

ADEPT-

06.10.C SC-

Demonstrates

mastery of English

language usage and

writing skills with no

mechanical errors.

NAEYC 6.c

Demonstrates mastery of

English language usage and

writing skills with few

mechanical errors. NAEYC

6.c

Errors in English

language usage and

writing skills

interfere with

readability. NAEYC

6.c


USCB-CE-

CF.C.4

Overall Score Exemplary Acceptable Unacceptable

17.000 pts 94.44%

Documents

Lesson Plan Template - Welcome to · PDF fileTWS Lesson Plan Reflections –Example 2 Lesson Plan Template 1. Information Name: School Name: Red Cedar Grade Level: K Subject/Content: