Professional Documents
Culture Documents
Lesson planning is a critical thinking process, not merely the filling in of a lesson plan template.
The well-constructed lesson plan functions like an instructional blue print that sequentially
guides teaching-learning activities to meet the interests and needs of students.
Ability to plan effective lessons is a complex skill that is progressively developed and formally
assessed by means of the Annsley Frazier Thornton School of Education (AFTSE) Lesson Plan
Benchmark. The purpose of this benchmark is to monitor and insure each candidates continuous
progress in developing knowledge of pedagogy that results in creation of engaging, standards-
based lessons to improve student achievement. Alignment to Danielson framework is denoted
parenthetically in the template below (e.g. 1A).
Therefore, all initial certification candidates are required to submit three formal lesson plans
composed in the Lesson Plan Benchmark Template to LiveText. In addition to the Lesson Plan
Template itself, candidates are also expected to submit to LiveText as supporting evidence any
instructional materials created for use in the lesson (PowerPoint, graphic organizers,
assessments, etc.), analysis of student work, and reflection upon student work as well as the
candidates teaching performance.
Successful completion of required lesson plan benchmark: To earn a proficient score, candidates
must score at least 76 points; to earn a developing score, candidates must score at least 57 points;
to earn an emerging score, candidates must score at least 38 points; and to earn a beginning
score, candidates must score at least 19 points.
The first Lesson Plan Benchmark is submitted at the beginning of education course work
(before admittance to the school of education) and represents a lesson taught to peers in
the School of Education. A candidate is required to perform at the Emerging Level.
The third Lesson Plan Benchmark is submitted at the conclusion of a content area
methods class before advancing to the professional semester (student teaching). A
candidate is required to perform at the Proficient Level. This lesson plan must not only
be taught in a field classroom and videotaped for the candidates self-assessment but the
lesson is also observed by a Bellarmine instructor who evaluates the candidates teaching
performance using the Bellarmine Pre-Professional Semester Observation Form.
b. Identify your students backgrounds, special needs, cultural differences, interests, and language proficiency.
Most of these students backgrounds include broken homes. One of the girls is actually technically homeless; she comes in the
same clothes every day. Another one of the students recently had a brother shot and killed. I honestly think that only two of the
seven students actually come from stable homes and stable environments. Unfortunately, I have not gotten to look at anyone of
these students IEPs, so I am not completely sure the extent of their special needs. I know that they all have accommodations to go
to the resource room every day for a full hour. I also know that another teacher comes into each classroom throughout the day to
d. Identify research-based classroom management strategies used in this lesson to support a positive learning environment
(i.e. classroom procedures (2C), managing student behavior (2D), and organizing physical space (2E).
These students all have IEPs and they are mainly for behavior. The tables will be moved out of the way and the chairs will be
arranged in a semi-circle. Each student will be placed in assigned chairs. I will arrange the students by needs. The student
that I have the most trouble with getting his attention, I will place him in the very first seat, closest to me. I will make sure not
to place Detavion and Chol across from each other because they would distract each other from across the room. I will put
Romeo in the other chair closest to me because he is distracted very easily and I will be standing next to him to get his
attention. Each student also has a points sheet that teachers fill out throughout the day with questions like Interacts well with
classmates Stays on task Listens to instruction and the teacher gives the students either a happy face or a sad face. The
students take this really seriously and they always want to receive happy faces, anytime a student starts getting off track or not
listening, I will just say Dont you want happy faces today? Then lets start paying attention.
Objective #
Students will When reading, I Blooms SL.1.1 The well
listen will look at the Taxonomy: thought out
attentively students Knowledge seating
through a book between each arrangement
read aloud to page in order to should help with
them. They will see who is this. Students
demonstrate looking at me IEPs vaguely
proper listening and looks like mention to help
and behavior they are paying avoid
techniques. attention. distractions,
and that is why
I arranged the
seats this way;
to limit
distractions.
Students will be I will be calling Blooms L.1.1 I will allow
able to place on students to Taxonomy: however much
verbs into come choose a Apply time students
categories of verb from need to place
past tense or around the them in
present tense. room and have categories. I
them place it will also, if I see
under which a student
category they struggling, I will
think it belongs use that verb in
in. I will a sentence and
formatively see if that helps
assess them by them choose
keeping tabs in whether it is
my mind of who past or present.
put what where.
Students will be I will use Blooms L.1.1 Each and every
able to Plickers, Taxonomy: student will
complete a Socrative, Apply have a device in
true/false quiz Kahoots, and order to take
or a Multiple google quizzes these quizzes.
Choice quiz. to determine None of them
how the are timed, so
students students will be
understood the able to think
lesson. without being
rushed.
a. Resources:
My main resource was Ms. Gorman. She was an amazing help and help me come up with ideas and things for this lesson. She also
let me use her personal library to pick out a book that I wanted to use for this lesson. I used the printer in her classroom, I used the
laminator in the library, and I used the tape from her classroom. I used Plickers, Socrative, Kahoots, and google quizzes to make
the true/false and multiple choice questions.
b. Technology:
My technology was not much, other than helping me set up and gather all the things that I needed printed and things for this lesson.
I used Plickers, Socrative, Kahoots, and google quizzes to make the true/false and multiple choice questions. I used my laptop to
access these assessment tools. Students will use IPads to access these websites to complete the quizzes.
Time Description
9:00-9:05 Go to the individual classrooms to pick up the students and walk
them back to the resource room.
9:05-9:10 Tell the students that they have assigned seats and tell them to
look for their names on the back of the chairs and have a seat.
Explain to the students that we will be interacting with things
after I read the story, although we all have to pay attention and
listen really well so you can get to participate in our activity.
9:10-9:11 Once the students sit down in their correct seats, I will explain to
them that I will be reading a book to them. Explain that
everyone has to listen and be quiet so everyone else will be
able to hear. Also explain that I will walk around to show
everyone the pictures as Im reading, so tell them to be patient
and that everyone will get to see the pictures.
9:11- I will read the book to them. There will be two other teachers in
the classroom, so if any student speaks out or tries to get out of
their seat, they will be able to control them without me having
to stop reading. While reading, I will keep my voice fluctuating
and use different voices for different characters in the story.
This group of students has trouble paying attention for long
periods of time. I have to make sure to keep my voice
animated in order to keep them engaged in the story.
9:11- I will be reading the book Bug in a Vacuum by Melanie Watt. I will
show students the cover of the book, and then turn to the first
page where there is some vocabulary words. The first one is
List item type(s) below and attach Sort each student into groups based on Explain how correctives and
the actual item(s) and/or scoring Not Met Criteria & Met Criteria. enrichments will address diverse
rubric to lesson plan. student needs in the next lesson
Communication