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Indiana Wesleyan University Differentiated Lesson Plan

Elementary Education—CAEP 2018 K-6 Elementary Teacher Preparation Standards


Student Teaching Admission Summary Scoring Sheet
The following lesson plan assignment description and assessment rubric is a required element in
the student teaching application and admission process.
Candidates. Submit your completed lesson plan to a teacher education or content faculty of your
choosing for assessment. When you have achieved a passing score, include this entire packet
with your student-teaching application materials.
Faculty. Use the attached rubric to assess the candidate’s lesson plan; complete the following
summary table prior to returning the scored lesson plan to the candidate.
Lesson Plan Elements B D C A Score
Rationale CAEP K-6 1.a     /4
Goals/Objectives/Standards CAEP K-6 3.c     /4
Anticipatory Set     /4
Purpose     /4
Adaptations: Individual Differences CAEP K-6 1.b     /4
Lesson Presentation CAEP K-6 3.f     /4
Differentiated Instruction CAEP K-6 3.d     /4
Check for Understanding     /4
Review/Closure     /4
Independent Practice/ Extending the Learning     /4
Formal and Informal Assessment CAEP K-6 3.a     /4
Integration of Technology     /4
Reflection and Post-Lesson Analysis CAEP K-6 3.b     /4
Total (passing = 39/52)

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

Lesson Plan is:


 Approved
 Not Approved; revisions and resubmission required.

_______________________________________ ___________________________________________
Faculty Assessor Candidate
_________________________________
Date

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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.

Indiana Wesleyan University

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Elementary Education (Children’s Literature) Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards

Book Title and Author/Illustrator:


Have You Filled a Bucket Today? By Carol McCloud
READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)— Students will engage in discussion and participate in group activities.
B. Objective(s)—Students will answer questions about the story and participate in the group activity, contributing
ideas and thoughts from the story during discussion.
C. Standard(s): 1.SL.2.3—listen to others, take turns speaking about the topic, and add one’s own ideas in small
group discussions or tasks.
II. Management Plan- Students will be on the carpet, in the nook for this lesson.
III. Anticipatory Set
 Students will be seated on the carpet and asked to spread out.
 We are going to do a little relaxing exercise, but I want you to think about what I am saying throughout.. The
teacher should turn on relaxing background music. I am going to play some music to help us to relax our minds so
that we can think clearer and deeper.
 https://www.youtube.com/watch?v=5HrkXT5Bc9E
 Exercise: Close your eyes. We are going to take a few minutes to breathe and think deeply. I am going to ask you
some questions, but do not answer out loud. Keep your answers inside of your head and think about them. I will tell
you when to open your eyes again. Think of a time when someone said or did something unkind to you. Think about
how it made you feel. Think, how did that make you feel? Were you sad? Angry? [pause] Now, think of a time when
someone said or did something to you that made you feel very happy. Did that make you feel good? Better? Think
about which feeling you prefer, sad or happy. Now, think about a time you might have done something or said
something to someone that was unkind. Think about the way you might have made them feel. [pause] now, think
about something that you could do for someone or say to someone that would make them feel good inside. [pause]
Would you rather go around making people feel happy or sad? [pause] Go ahead and open your eyes.
 Purpose:
 We have a choice about the way we choose to make other people feel, so it is important for us to think about the way
it may affect them.

PLAN FOR INSTRUCTION


IV. Adaptation to Individual Differences and Diverse Learners—
-Where the book says “mom and dad,” I will, instead, say “parents.” Some students have different family structures in
the class.

V.Lesson Presentation (Input/Output)


 Students will remain on the carpet. I am going to read you a story called Have You Filled a Bucket Today? Pay
attention to facial expressions and decide what you think the bucket represents. We will talk about it when the book
is over so be listening and thinking.
 The teacher will read aloud the story, Have You Filled a Bucket Today?
 After the story, the teacher will ask the students questions:
 Did you like the story? What about it?
 What did you decide you thought the bucket represented?
 Who are bucket fillers?
 How do you fill someone’s bucket?
 Is it a good thing or a bad thing to dip from peoples buckets?
 Can you be a bucket filler?
 When you are filling someone’s bucket, you are doing something kind or saying something kind to them. Drops in
someone’s bucket come from things that make them feel good or feel happy. When you are dipping from someone’s
bucket, you are saying something or doing something to them that makes them sad or angry and not feel good.
 Do we want to be bucket fillers?
 When can we be bucket fillers? (all the time)

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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?

PLAN FOR ASSESSMENT


 Students will form a circle. They will be instructed to turn to the person next to them, one at a time, and put a
drop in their bucket, somehow.

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)


1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
Include additional self-answer questions that specifically address unique lesson content, methodology, and assessment.
Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Rationale Candidate demonstrates Candidate uses Candidate uses Candidate uses
little or no understanding understanding of how understanding of how understanding of how
of how planning is children grow and children grow and children grow and develop
related to how children develop across the develop across the across the developmental
CAEP K-6 1.a grow, develop, and learn. developmental domains developmental domains domains, and is able to
but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.

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.

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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.

Plan for Instruction


The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Few or no instructional Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are opportunities are provided
Adaptation to included. Any provided in this lesson; provided in this lesson. in this lesson that
Individual instructional however, they are not The opportunities are demonstrate the
Differences and opportunities are not adapted to individual developmentally candidate’s understanding
Diverse Learners developmentally students. appropriate and/or are of individual learner
appropriate or adapted adapted to individual characteristics and how
CAEP K-6 1.b to individual students. students. these differences might be
used to maximize a
InTASC 2 student’s learning. Unique
Diversity instructional opportunities
are included for individual
students.

Plan for Instruction, cont.


The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
The candidate’s lesson is somewhat demonstrates an demonstrates strong
not developmentally developmentally understanding of developmentally
appropriate. appropriate. developmentally appropriate practice
Lesson appropriate practice. including a variety of ways
Presentation The candidate’s lesson The candidate’s lesson to teach content.
does not use includes the basic level of The candidate’s lesson
appropriate modeling modeling. includes both modeling The candidate’s plan
and guided practice. and guided practice. includes multiple ways to
The lesson presentation model and guide practice.
InTASC 5 includes activities that The lesson presentation
CAEP K-6 3.f The lesson presentation
includes little encourage student includes relevant activities The lesson presentation
opportunity for students participation, but lack that encourage student supports student
to engage in relevant purpose or depth. participation and critical motivation through
and active learning. thinking. relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.
The candidate’s plan is The candidate’s plan is The candidate’s plan is The candidate’s plan is
not differentiated for differentiated according to differentiated according to differentiated according to
subsets of students or a subset of learners and learners and includes a learners and includes a
individual students. includes modifying variety of instructional variety of instructional
Differentiated
content or instructional approaches that address approaches that address
Instruction
processes. individual interests and individual interests and
CAEP K-6 3.d preferences for learning. preferences for learning.
The candidate
differentiates content by
modifying difficulty, depth,
or complexity of materials.

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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.

Plan for Assessment


The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The lesson plan does not Formative and summative A plan for formal and Formal and informal
Formal and include formative asessment activities are informal assessment assessments strategies
Informal assessment activities, or included in the lesson, but throughout the lesson is are a seamless and
Assessment there is little or no they are not well included. The assessment integrated part of the
correlation between correlated to and/or do strategies are uniquely lesson. The assessments
CAEP K-6 3.a planned assessment not cover the full range of designed for the are highly correlated to
InTASC 6 activities and lesson goals LP goals and objectives. individual students. the learning objectives
and objectives. Any The assessment strategies and promote continuous
assessments included are do not promote intellectual, social,
not developmentally development of each emotional, and physical
appropriate for the individual student. development of each
students. student.

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

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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.

Revision Date: August 21, 2018


CAEP 2018 K-6 Standards
2013 InTASC Standards

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