Professional Documents
Culture Documents
Scoring Guide. Check the box that corresponds to the rating you gave to each element of the
lesson plan. Add the individual element scores (B=1; D=2; C=3; A=4) to calculate the total
lesson plan score.
Note to faculty
When used for submission in methods course, include data for CAEP standards on collaborative site.
When used for student-teaching admission, all categories apply. No individual element score < 2
_______________________________________ ___________________________________________
Faculty Assessor Candidate
_________________________________
Date
1
Elementary Education Lesson Plan Assignment Description and Assessment Rubric
CAEP 2018 K-6 Elementary Teacher Preparation Standards
Administration and Purpose. While your lesson plans will be assessed multiple times throughout your
program of study, your “official” lesson plan is assessed as part of the materials you will submit with your
student teaching admission application. You will choose your assessor from the teacher education faculty.
The lesson plan assessment has three related purposes. The first and perhaps most obvious is to document
your ability to plan effective instruction; this is one of the hallmarks of the best, most successful teachers.
These teachers consider not only the needs of their students as they plan, but also multiple pathways to
achieve learning goals for each lesson so that each students becomes a successful learner. The second
purpose is to habituate you to the instructional cycle. It consists of planning for and delivering instruction,
assessing student learning, modifying future lessons based on assessment data, followed by planning for new
lessons. The cycle does not end until all students learn the intended material. The third, overarching purpose
of the lesson plan assessment is to provide you with the means to internalize the discipline necessary to
become a successful teacher. The fact is that no teacher, no matter how talented, will ever achieve long-term
effectiveness with diverse populations of students without developing the self-discipline necessary to plan
effective instruction, consistently, over time.
Content of Assessment. The lesson plan assessment is divided into the following sections:
Readiness. Preparing the groundwork for effective instruction.
Plan for Instruction. The blueprint that guides your instruction for each lesson.
Plan for Assessment. Your plan for determining how well your students learn what you teach.
Reflection and Post-Lesson Analysis. One of the characteristics of the most successful teachers is that they
reflect on their teaching. They think about what went well and what could be improved in each lesson, and
they take steps to make each lesson better than the last.
In addition to these lesson plan elements, this assessment also includes the following alignments:
• Council for the Accreditation of Educator Preparation (CAEP) 2018 K-6 Elementary Teacher Preparation
Standards. The IWU Elementary Education program is recognized by the former 2007 Association for Childhood
Education International (ACEI) 2007 standards; this assessment is one of several used to affirm the strength of
our program by that organization. Recent modifications have been made throughout this document to include
the CAEP 2018 K-6 standards.
• Interstate New Teacher Assessment and Support Consortium (InTASC). The InTASC Standards outline the
common principles and foundations of teaching practice that cut across all subject areas and grade levels
and that are necessary to improve student achievement. The ten InTASC Standards are incorporated into
this assessment, and are divided into four categories:
Learner and Learning (InTASC Standards 1, 2 and 3)
Content (InTASC Standards 4 and 5)
Instructional Practice (InTASC Standards 6, 7 and 8)
Professional Responsibility (InTASC Standards 9 and 10)
• Diversity Thread. Teacher candidates are expected to teach all students well.
• Technology Thread. Teacher candidates are expected to integrate technology into their teaching as a
means to improve student learning.
Criterion for Success. Candidates must achieve a rating of Competent to pass this assessment. For this
assessment, Competent is defined as 80% or more of all rubric elements scored as competent or higher. No
domain or assessment element may be scored as Beginning.
2
Elementary Education (Children’s Literature) Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards
3
VI. Check for understanding.
We are going to do another activity. [teacher draws a two-column chart on the board. ] have a chart here and I am
going to give each of you a slip of paper. One by one, I am going to call on you. You are going to read your slip of
paper, and I can help if you need, and place it on the correct side. This side says, “fill” and this side says “dip.” We are
going to decide whether the action on the paper would be filling someone’s bucket or emptying it. Then, once we
have decided, you are going to place your paper on the correct side. But first, tell me where you think it goes.
Each student will be given a slip of paper and have a chance to go to the board.
The teacher will discuss with the students why or why not that is the correct answer.
The teacher will continue to ask questions, such as: so that you don’t dip from someone’s bucket, what should you
do instead? What would be a better solution?
Readiness
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Goals/ Lesson objectives are Lesson objectives are The lesson plan contains The lesson plan contains
Objectives/ poorly written and/or correlated with learning objectives that connect clearly stated content
Standards have little or no goals and standards. The goals and standards with objectives. Objectives are
connection to learning connection between lesson activities and logically connected to
goals or standards. Little objectives and lesson assessments. appropriate goals and
connection exists activities and standards and are
INTASC 4 between objectives and assessments is weak or consistent with lesson
lesson activities and unclear. activities and assessments.
CAEP K-6 3.c
assessments. Instructional planning is
based on individual
student needs.
4
The anticipatory set is The connection between The anticipatory set is The anticipatory set
missing or has little or no the anticipatory set and clear and direct and connects the current
connection to the goal or lesson objectives and focuses students’ lesson with previous and
Anticipatory Set content of the lesson. content is weak or attention on the lesson. future learning and
unclear. focuses students’ minds
InTASC 8
and attention on the day’s
lesson.
The statement of purpose A statement of purpose is The statement of purpose The statement of purpose
is ambiguous or worded included in the LP, but is clearly connected to has the power to capture
so generally that the has little power to the content of the lesson the imaginations of
Purpose connection with the motivate students and and is presented in terms students and motivate
content of the lesson is capture their that are easily them to accomplish the
not apparent. imaginations. understood by students. expected learning.
5
Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
Check for included to check for is included in the lesson plan and the means to understanding of the
Understanding student understanding plan, but the connection check for student content are an integral
or to reteach concepts with the lesson understanding of the part of the lesson, and
InTASC 4 that elude students presentation is weak lesson. A provision is include frequent questions
during the initial and/or unclear. included to reteach all or and other actively
presentation. part of the lesson to all or engaging forms of
part of the class. formative assessment
during guided practice.
Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
InTASC 4 elements of the lesson.
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content and
unrelated to the content of IP activities is not likely learned skills; All activities lead to student mastery.
InTASC 5 of the lesson. to result in lesson mastery match lesson objectives.
Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to
specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of appropriate
technological tools reflects the candidate’s ability to make sound instructional decisions that enable all students to achieve the
expected outcomes. InTASC Standard 7
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Integration of The lesson plan reflects The lesson plan reflects The lesson plan reflects The lesson plan reflects
Technology educational decision insufficient or misaligned educationally sound educationally sound
making regarding decision making regarding decisions regarding decisions regarding
InTASC 7 available technology that available technology; available technology available technology
adversely impacts statements indicating the (including, but not limited (including, but not limited
Technology
Thread student learning and/or use of instructional, to, instructional and to, instructional and
fails to engage students assistive, or other assistive technologies) to assistive technologies)
at the necessary level to technologies are written support learner needs and that engage students,
meet lesson objectives. in general terms or in the curriculum. enhance the learning
terms unlikely to impact process, and/or extend
student learning. opportunities for learning.
Evaluation
6
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions are The lesson plan includes Additional self-answer
Post-Lesson are not included in the included, but do not fit all required self-answer questions are included that
Analysis lesson plan. the content or purposes questions. Questions are specifically address unique
of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
based on the lesson included to plan, monitor,
InTASC Standard 9
assessments. and adapt instruction based
on the lesson assessments.