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Description of Lesson Plan Benchmark

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.

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The second Lesson Plan Benchmark is submitted at the mid-point of education course
work (for admittance to the professional semester) and represents a lesson taught to
students in a field classroom. A candidate is required to perform at the Developing 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.

Lesson Planning and Preparation

Name:__Anna Taylor ____ Date of Observation :___3-7-17__


Ages/Grades Number of Number of Number of Number of English
of Students in Students Gifted Language Learners
Students _K-1st Class _7__ with an IEP _7_ Students __0__ ___0_

Lesson Title:____Bug in a Vacuum Verbs_______________

1. Content Knowledge (1A)


Identify the enduring skills, concepts, and processes that your students should master by the end of the class/lesson.
L1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. E). Use verbs
to convey a sense of past, present, and future. By the end of this lesson, students should be able to identify whether a verb is past
tense or present tense. Students will have to endure sitting through a read-aloud and still cooperate as an informed learning.
Students will answer questions about the story that was read to them.

2. Student Characteristics (1B)


a. Identify your students abilities regarding the identified enduring skills, concepts, and processes for your class.
These students all have IEPs, mostly for behavioral issues. Some of these 7 students have trouble comprehending text that
they read, although they do decent comprehension when listening to someone else read to them. This group of students really
enjoys making their parents or guardians proud. Most of these students cannot sit still for the whole hour of class, which is
why I allow movement after I finish reading the book, they get up and are able to move a little bit and interact before having to
sit back down again. A couple of the students also have a little trouble with transitions, which is why I allowed for smooth
transitions between each activity to lessen the chaos.

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

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help specific students in their classroom setting for about a half an hour each day. I try to make the classroom a very positive
environment for the students because I know that school is hard for them and many of them hate school. I hope to make this lesson
as engaging as I can in order to keep the students attention and prevent them from pulling away from me and the lesson.

3. Learning Environment (2A-2E)


a. Provide a rationale for learning theory or brain research applied in this lesson to meet students needs. (2B)
Behavioral Learning Theory- Skinner (1948) Learning means acquiring new behaviors. New behaviors are learned because of
the role that external stimuli play. I chose this learning theory and the theorists Skinner for this lesson because the students will
be learning from me reading them a book, asking them comprehension questions, and helping them to engage in activity in
order to learn a new more about past and present tense verbs.

b. Describe strategies to support collaborative and individual learning. (2A)


The students will be expected to collaboratively sit and listen to a story being read aloud. The way that I arranged their seats
has a lot to do with how they interact with each other and other students. I will seat them in appropriate places in order to keep
the students focused and to collaborate as a class in order to listen to the story. During the activity, I will call on students
individually to come up and grab a verb and place it in the appropriate category. Students will have to be able to individually
think for themselves.

c. Describe strategies to foster an understanding and respect for diversity. (2A)


It actually is probably the least diverse classroom that I have been in. Culturally, the students have all came from essentially
the same background. They even have similar learning styles and behaviors. My goal now and as a future educator is to
always keep a welcoming environment and a positive classroom. I try my best to always be positive and excited to learn in
front of my students. I also make sure that they know that they are welcome to ask question and pose thoughts without being
put down or looked over.

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.

4. Learning Target(s)/Objectives (1E)


a) The lessons learning targets/objectives should be observable and measureable. The connections to the state curriculum/content
area standards should be focused on the knowledge, skills, and/or processes identified in the learning targets/objectives.
b)
Learning Formative Cognitive Level National and/or Adaptations
Target(s)/ assessment Item(s) Level of cognitive Kentucky and/or

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Objective(s) List item type(s) demand using Curricular Accommodations
(1C) below and attach the Blooms Taxonomy Standards (1F) For example,
actual item(s) (1956; 2001) for differentiated
and/or scoring each assessment readability, guided
rubric to lesson item. (3D) notes, assistive
plan. technology, students
(1F) with IEP's, students
with 504 Plans (1B)

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.

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5. Resources (1D)
Identify the resources including appropriate technology to support your instruction. Explain how the selected resources and
technology contribute to student learning. Cite sources when applicable.

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.

Scope and Sequence


6. Lesson Procedures (1E)
In the table below, describe procedures in chronological order. Add rows as needed. Ensure content-specific strategies showcase
your pedagogical content knowledge. Include a detailed description of the following in your procedures:
Expectations for Learning (3A)
Differentiated Activities (3C)
Formative Assessments (3D)
Class Discussion Questions (3B)
o Record specific questions/prompts of varied cognitive levels within the procedures section.
Pedagogical Content Knowledge (1A)
Developmentally Appropriate Strategies (3C)

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

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bug. I will ask a student who raises their hand to explain to me
what a bug is. Once it is said that a bug is an insect, I will ask if
anyone knows another meaning of the word bug. If they do not
I will say A bug can be an insect, but it can also be an
unexpected glitch. Then I will ask the students what a vacuum
is. I will explain that it is a cleaning machine, but the word
could also be used as a void left by a loss. I will tell the students
Look out for these vocab words while Im reading the story.
9:16- When I get to the page that is just black, I will ask someone to tell
me what they think happened to the bug. I will ask another
students what they think will happen to the bug.
9:17-9:30 Once I am finished reading the book, I will point to the two
vacuums that I have made and laminated. One vacuum says
present tense, and the other says past tense. I will explain to
the students that there are flies all around the classroom.
When I call on one of them, they will be able to get up and
choose whichever fly they want. Each fly will contain a verb.
The student will then come up to the board and tape the fly
under the appropriate vacuum. Each student will get a turn
and some might get more than one turn.
9:30-10:00 I will distribute IPads to each student and they will complete the
quizzes on either Kahoots, Socrative, or Google quizzes. Then
we will gather as a class and I will pass out Plicker sheets and
read the questions to the students and they will have to hold up
the correct answer.
Reflection on Teaching and Learning
7. Analysis of Evidence of Student Learning (4A)
Reflect on the items below for each lesson you taught. On the following table, use student data to determine the success of the
lesson(s) you taught and to guide plans for future teaching.

Formative Assessment Item Student Group Correctives and Enrichments

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

Students will listen Met Criteria Enrichments


attentively through a book 7 Students will continue to listen to
read aloud to them. They many books read aloud to them
will demonstrate proper throughout the school year.
listening and behavior Not Met Criteria Correctives
techniques. 0 NA
Students will be able to place Met Criteria Enrichments
verbs into categories of past 7 I will continue working on past
tense or present tense. and present tense verbs during the
upcoming days. I will also, once I
believe that the students are ready,
add in future tense verbs.
Not Met Criteria Correctives
0 For this specific lesson, everyone
meet the criteria. Although some
did struggle whenever they came
across a word that did not end in
ing or ed. Although once I put

Revised May 2016


that word into a sentence, they
could then place it into the proper
category.

8. Flexibility & Responsiveness (3E)


Using specific examples, describe how you demonstrated flexibility and responsiveness during instruction to meet student
needs.
I had already read a book to them aloud before. During the first reading, the students were really engaged in the story.
They all had their eyes on me. They still behaved really well through this story although I could tell that they were not
enjoying it as much as the other book. I demonstrated flexibility by asking more question throughout the reading so the
students would be more engaged within the reading. I was also flexible whenever a student came across a word that
they did not really know where to put it. I was flexible with easily thinking of a sentence and asking the student if it
sounds more like it already happened or if it is happening right now.

9. Reflective Practices (4A)


Using specific examples, describe strengths, areas of weakness, and possible revisions if you taught this lesson again.
My strength was my creativity. I really enjoyed the lesson that I created. I think that it was very creative and I think that the
students enjoyed it as well. My area of weakness was keeping my voice animated as I wanted it to be. Ive always done better
with that. I think that I was nervous because there seemed to be so many adults in the room. A possible revision that I might
make is to teach the students what to do whenever they come across a word that does not end in ing or ed.

10. Evaluation of Instruction for Professional Growth (4E)


What do you see as the next step(s) in your professional growth for addressing the needs you have identified through personal
reflection?
Reflecting on my lesson, I know that I need to animate my voice. Although I think that through reflection, I have really noticed my
positivity and engagement with my students. I really want to always keep that positivity in my future classroom. I also always need
to be trying to improve my lesson plan template. That is still the hardest part for me and I will continue to work on it.

Communication

11. Collaboration (4D)


Reflect on the ways in which you collaborated with mentor teachers, colleagues, other school partners, and/or your professional
community in the design/implementation of this lesson. Include areas of possible collaboration with caregiver(s).
Ms. Gorman was an amazing help with this lesson. I even got the book from her personal library in her classroom. I also used her
computer for printing. I think that I would not have been able to be this creative and really into this lesson if she hadnt been
helping me. I need to work on collaboration with students parents though, I think. I have not yet figured out how to do that exactly
although I feel like I need to collaborate with the students caregivers.

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