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Lesson Plan w/ Rubric

Teacher Candidate: Abigail Smetanick Date 04/22/21


Taught:

Cooperating Heather Dantro School / Redbud Run Elementary School


Teacher: District:

Grade: 1st Field James Grimley


Supervisor:

Unit / Subject: Reading/Read Aloud

Lesson Title / Retelling


Focus:

PLANNING AND PREPARATION


Content Knowledge This lesson was developed on the guidelines with Frederick County Public
Schools. The county uses a program called HMH. This program delivers the reading curriculum
within the school. The books have stories that focus on what we are learning about in reading for
the day. In addition, they include anchor charts for the students and teachers to use.
Learner Differences
Some of the learner differences we have in this classroom are students with ESL and students on
behavior plans. With the specific student classified as ESL, this lesson can be difficult. During
whole group instruction she follows a long and understands the main point of what we are doing.
Although, when it comes to reading and writing she needs assistance. In addition, we also have
two students who are on behavior plans. These behavior plans are focused for the students to
complete their own work and stay in their personal space. Therefore, at times the students may
be defiant and refuse to do work. Therefore, I will work one-on-one with these students too or
put them all into a small group.
Outcomes/Goals What will students be expected to know or do as a result of this lesson? Are
these learning target(s)/outcome(s) appropriate based on your prior assessment/knowledge of
students’ understandings? Are your targets/outcomes observable and measurable? What are your
essential questions that align with the outcomes? List all outcomes associated with this lesson.
Standards
1.9 The student will read and demonstrate comprehension of a variety of fictional texts.
g) Retell stories and events, using beginning, middle, and end in a sequential order.

Resources and Materials


-My Book
-Anchor Charts
-HMH Program

Technology Technology does enhance this lesson, Frederick county uses a program called
HMH. This program has a website that projects the story on the smart board and has a read aloud
option.
INSTRUCTIONAL DELIVERY
Learning Environment
Individual Learning: Students will work independently while they are working on their
independent work.
Collaborative Learning: Students will work together as a whole class when we are reading the
story and discussing the story as a whole.
Introduction/Activating Strategies
-To start the lesson, the teaching will ask the students how we retell a story. “Do we only tell one
part of the story or all parts? “Right!” “We talk about all parts of the story.”
-The teacher will then show an anchor chart on retelling the story.
-“By looking at this anchor chart, what words do you use when you’re retelling a story?”
“Right!” “We use the words, first, next, then, and last!” “These have us tell the story from
beginning to the end. “
-After discussing the anchor chart the teacher will go over the vocabulary words for the story.
-The teacher will then begin reading the story. While reading the teacher will ask questions about
the story.
Instructional Strategies
-After reading the story, the teacher will ask the students to retell the story in their OWN words.
In addition, the teacher will also have the students use the words first, then/next, and last when
retelling the story.
-Why is this important to retell a story? “Right!” “So we can tell someone about a story instead
of rereading the story.”
-After the discussion, the teacher will express to the students how we are going to retell the story
in our writing.
-The students will then turn to page 133 where there are several lines.
-The teacher will express how we are going to retell the story on these lines. We will talk about
the beginning start with the word first, the middle with the word next or then, and the end of the
story using last.
-After the students finish writing, the teacher will check how they retold the story and then
transition into small groups.
Closure To close this lesson, the teacher will generate questions depending on the topic for the
day. In addition, the teacher will answer any questions that the students may have.
Differentiation One-on-one instruction with ESL and students with behavior plans. Extension
activities for students who move quickly through assignments.
Assessment: The type of assessment that will be used in this lesson is formative. The teacher
will take observation of the students during the read aloud portion of the lesson. In addition, the
teacher will also use any work given to the students as a formative assessment.
PROFESSIONAL LEARNING
Reflection How will you evaluate your practice? Where did learners struggle in the lesson? How
can the lesson be strengthened for improved student learning? Did the lesson reflect culturally
sustaining pedagogies?

Lesson Plan Scoring Guide.


Criterion Exceeds Expectations Meets Developing Does Not Meet
Expectations Expectations
Planning
Content Knowledge: Candidate plan reflects Candidate plan Candidate reflects Candidate does not
Candidate develops a extensive research and reflects research some awareness of display knowledge of
lesson plan informed knowledge of the content, and knowledge of the important the content,
by research and relations between the content and concepts in the relationships between
knowledge of content important concepts, and of relations between discipline, different aspects of the
and the multiple instructional important relations between content, or of the
discipline. (1.000, 7.7%) practices specific to that concepts, and of them and of the instructional practices
CAEP-INITIAL- discipline. instructional instructional specific to that
2016.1.2 INTASC- practices specific practices specific discipline
2013.4 to that discipline. to that discipline.
Learner Differences: Candidate demonstrates an Candidate Candidate Candidate demonstrates
Candidate develops a understanding of each demonstrates an demonstrates an little or no knowledge
lesson plan informed students’ backgrounds, understanding of understanding of of students’
by knowledge of cultures, skills, language students’ students’ backgrounds, cultures,
learner use, interests, and special backgrounds, backgrounds, skills, language use,
differences. (1.000, needs from a variety of cultures, skills, cultures, skills, interests, and special
7.7%) sources. Candidate uses language use, language use, needs or consideration
CAEP-INITIAL- this knowledge to design interests, and interests, or of these differences for
2016.1.2 INTASC- instruction that is creative, special needs, and special needs, but instruction.
2013.2 effective, and maximizes uses this does not use this
learning for all students. knowledge to knowledge to
design instruction. design instruction
to meet the needs
of all students.
Outcomes: Candidate Candidate identifies Candidate Candidate Candidate identifies
identifies outcomes and outcomes that reflect identifies identifies outcomes that are
goals to support rigorous learning and outcomes that outcomes that unsuitable for students,
student curriculum goals. They are reflect high-level reflect moderate not measurable,
learning. (1.000, 7.7%) measurable, represent learning and rigor, more than represent trivial or low-
INTASC-2013.7 different types of content curriculum goals. one type of level learning, or are
and take account of the They are learning, and are stated only as activities.
needs of individual measurable, suitable for some
students. represent different students. Some of
types of content the outcomes are
and are suitable measurable.
for most students
in the class.
Standards: Candidate Candidate includes Candidate includes Candidate Candidate does not
identifies national/state national and state appropriate displays some identify national and
standards that align standards that are clearly national and state awareness of state standards that are
with outcomes and are aligned with rigorous standards, and national and state logically aligned with
relevant to learning outcomes relevant they are aligned standards and the learning outcomes
learners. (1.000, 7.7%) to learners. with learning alignment with relevant to learners.
CAEP-INITIAL- outcomes relevant learning outcomes
2016.1.4 INTASC- to learners. relevant to
2013.7 learners.
Resources and Candidate selects Candidate displays Candidate shows Candidate does not
Materials: Candidate resources (manipulatives), awareness of some familiarity select resources
selects resources to and digital and interactive resources with resources (manipulatives, etc.)
maximize content technology designed to (manipulatives), (manipulatives, and digital and
learning. (1.000, 7.7%) implement and assess and digital and etc.), and digital interactive technology
CAEP-INITIAL- student centered learning interactive and interactive designed to implement
2016.1.5 INTASC- and extends the learning technology technology and assess student-
2013.7 experience or rigor of the designed to designed to centered learning
lesson with these tools. implement and implement and experiences that engage
assess student- assess student- and improve learning.
centered learning centered learning
experiences that but they do not
engage and purposefully
improve learning. engage or improve
student learning.
Technology: Candidate Candidate designs Candidate designs Candidate is Candidate offers little
makes effective use of authentic learning learning activities utilizing or no evidence of
technology that activities that align with that align with technology, but designing instruction
supports student content area standards and content area with a enhanced with the use
learning. (1.000, 7.7%) use digital tools to standards and use predominant focus of technology.
CAEP-INITIAL- maximize active, deep digital tools to on teaching, but
2016.1.5 INTASC- learning. Technology is engage in active does not engage
2013.7 used to create, adapt, and learning. students in active
personalize learning Technology is learning.
experiences that foster used to create, Technology does
independent learning and adapt, and not accommodate
accommodate learner personalize for learner
differences and needs, learning differences and
which promote critical experiences that needs.
and/ or creative thinking. foster independent
learning and
accommodate
some learner
differences and
needs.
Instruction
Learning The candidate develops a The candidate The candidate The candidate develops
Environment: plan that encourages develops a plan develops a plan a plan that fosters
Candidate develops a activities that establish that encourages that encourages negativity, insensitivity
lesson plan that fosters positive interactions interactions interactions, both to cultural
interactions guided by among students and fosters steeped in civility between the backgrounds, sarcasm,
respect and a respectful relationship and respect teacher and and put-downs between
rapport. (1.000, 7.7%) between the teacher and characterized students and teacher and students,
INTASC-2013.3 individual student, between teacher among students, and among students.
reflecting sensitivity to and students and that reflect
students’ cultures and among students. insensitivity or
levels of development. These reflect lack of
Activities are structured general caring, and responsiveness to
such that all students feel are appropriate to cultural or
safe and comfortable to the cultural and developmental
ask questions, comment, developmental differences among
discuss and share ideas. differences among students.
groups of students.
Introduction/Activating Candidate documents Candidate reflects Candidate reflects Candidate demonstrates
Strategies: Candidate developed strategies and accurate a limited lack of content
develops a plan that an understanding of the understanding of awareness of the knowledge and
includes opportunities relationship between prior the relationship relationship demonstrates little
to engage students and knowledge and new between prior between prior understanding of the
access and build on learning concepts, creating knowledge and knowledge and relationship between
their prior a link to necessary new learning new learning prior knowledge and
knowledge. (1.000, cognitive structures to concepts. A plan concepts. new learning concepts.
7.7%) ensure student to address student Identified The plan does not
INTASC-2013.8 understanding. Activities knowledge gaps is knowledge gaps consider knowledge
uncover student developed to are inaccurate or gaps when planning.
misconceptions and further their incomplete.
addresses them before learning.
proceeding.
Instructional Candidate's plan reflects a Candidate's plan Candidate uses a Candidate uses a series
Strategies: Candidate coordination of knowledge reflects a series of learning of learning experiences
plans a series of of content, of students’ coordination of experiences that that are poorly aligned
learning experiences cultural heritage and its knowledge of demonstrate with the instructional
aligned with importance, and of content, of partial alignment outcomes and do not
instructional outcomes resources, to design a students’ cultural with instructional represent a coherent
presented in a coherent series of learning heritage and its outcomes, some of structure. They are
structure. (1.000, 7.7%) experiences aligned to importance, and of which are likely to suitable for only some
INTASC-2013.8 instructional outcomes, resources to design engage students in students.
differentiated where a series of learning significant
appropriate to make them experiences learning. The
suitable to all students and aligned to structure of the
likely to engage them in instructional strategies is
significant learning. The outcomes and recognizable and
structure of the strategies suitable to groups reflects partial
is clear and allows for of students. The knowledge of
different pathways structure of the students, including
according to student strategies is clear their cultural
needs. and likely to heritage and its
engage students in importance, and
significant resources.
learning.
Closure: Candidate Candidate's plan displays Candidate's plan Candidate's plan Candidate’s plan
develops a plan that extensive knowledge of includes solid displays some displays no opportunity
includes opportunities strategies designed to strategies to give awareness of for students to reflect
for student reflection provide students the students an strategies to and clarify their
and closure. (1.000, opportunity for reflection opportunity for provide students understanding.
7.7%) and closure to clarify reflection and the opportunity for
INTASC-2013.7 understanding. closure of the reflection and
lesson. closure on the
lesson to clarify
understanding.
Differentiation: Candidate includes a Candidate includes Candidate Candidate does not
Candidate identifies variety of teaching some appropriate displays an include teaching
methods to strategies and methods teaching strategies awareness of strategies and methods
differentiate developed to meet the and methods that appropriate that can engage and
instruction to engage needs of individual are differentiated teaching strategies challenge all students.
and challenge variety learners that can engage and can engage and methods with
of learners. (1.000, and challenge all students. and challenge all differentiation for
7.7%) students. different students
INTASC-2013.8 that can engage
and challenge all
students.
Assessment: Candidate Candidate uses assessment Candidate Candidate uses Candidate does not
designs and/or selects in a sophisticated manner regularly uses assessment in establish assessment
multiple assessments to to monitor the progress of assessment in plan plan, through practices in plan, either
gauge students’ levels individual students and to monitor the some formative formatively or guided
of provide high-quality progress of groups monitoring of student self-assessment
understanding. (1.000, continuous and specific of students progress of The candidate has not
7.7%) formative and summative through use of learning by the provided students with
CAEP-INITIAL- feedback aligned with the continuous teacher and/or the criteria and
2016.1.2 INTASC- instructional outcomes in formative and students. performance standards
2013.6 both content and process. summative Formative by which their work
Teacher designed assessment assessment plans will be evaluated and
assessments are authentic techniques aligned are not fully does not monitor
with real-world with instructional developed to student progress or
application, as appropriate, outcomes. provide adequate provides poor quality
or developed with student Developed information about feedback in an
involvement to establish assessments are individual student untimely manner.
assessment criteria and used to monitor performance.
provide opportunities for student learning Feedback to
student choice and self- progress by students is uneven
assessment. Assessment teachers and and inconsistent,
results are used to plan students through assessment criteria
future instruction for feedback to is vague, and
individual students. students. Students students are aware
are aware of the of only some of
assessment criteria the assessment
used to evaluate criteria used to
their work. Lesson evaluate their
plans indicate work. Some
possible instructional
adjustments based outcomes are
on formative assessed
assessment data inconsistently and
for groups of only as a whole
students. class. Assessment
results are not
used to plan for
future instruction.
Professional Learning
Reflection (1.000, 7.7%) Candidate’s reflection on Candidate Candidate Candidate does not
INTASC-2013.9 the lesson is thoughtful provides an provides a accurately assess the
and accurate, citing accurate and partially accurate effectiveness of the
specific indicators of objective and objective lesson, and has no ideas
effectiveness based on description of the description of the about how the lesson
multiple data points. lesson, citing lesson, but does could be improved.
Thoughtful consideration specific evidence. not cite specific Candidate does not
is made to reflecting on Teacher candidate evidence. Teacher self-reflect or self-
meeting the needs of makes some candidate makes reflection does not
diverse learners. Teacher specific only general indicate understanding
candidate draws on an suggestions as to suggestions as to of the adjustments
extensive repertoire to how the lesson how the lesson needed to improve
suggest specific alternative might be might be professional practice
actions and predict the improved. Teacher improved. and its impact on
likely success of each. candidate engages diverse learners.
in self-reflection
of teaching
practice but does
not articulate
adjustments
needed to improve
personal practice
and its impact on
diverse learners.

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