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
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