This assignment is a prepared lesson plan that YOU create with a specific child or small group of students as your focus. You must provide a narrative which shares academic needs and strengths of the child/ children and how you are modifying the instruction to meet specific needs. Benchmark information that you gather should be the rationale for the lesson, materials, skills and differentiation.
You will present this lesson on Zoom (Virtual sessions) or post it online for review (online classes). All materials needed for the lesson must be brought to class including anchor charts, visual supports and manipulatives needed for the presentation. If a computer or IPad is needed, you must supply that, as well. Review the descriptive outline listed in th e course syllabus. under edTPA assignment. (Outcomes: 6,9,10,13,15 )
Template for the TOURO Lesson Plan
General Lesson Plan Template_6.1.2022(2)-3.docx
Rubric
Lesson Plan Rubric 12.03.2019 (1)
Lesson Plan Rubric 12.03.2019 (1)
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeCentral Focus CAEP 1.1 INTASC 4, 7 NYS II.1, II.4 CLO C2, C3 CST MS edTPA Task 1
4 pts
Highly Effective
• Central focus/Learning Goal includes basic knowledge and conceptual understanding and higher order thinking skills of subject area and aligns with the learning objective(s). • Includes all standards that are central to the learning objective(s).
3 pts
Effective
• Central focus/Learning Goal includes basic knowledge and conceptual understanding of subject area and aligns with the learning objective(s). • Includes standards that are central to the learning objective(s).
2 pts
Developing
• Central focus/Learning Goal includes basic knowledge of subject area and aligns with the learning objective(s). • Includes standards.
1 pts
Ineffective
• Central focus/Learning Goal includes only basic knowledge of subject area. • Does not include standards.
4 pts
This criterion is linked to a Learning OutcomeLanguage Demands CAEP 1.1 INTASC 1, 2, 7 NYS I.1, 1.2 CLO C2 EAS 0002 CST MS Part One edTPA Task 1
4 pts
Highly Effective
Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective and includes opportunity to understand and use academic language.
3 pts
Effective
Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective.
2 pts
Developing
Partially describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective.
1 pts
Ineffective
Does not describe the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective.
4 pts
This criterion is linked to a Learning OutcomeKey Vocabulary CAEP 1.1 INTASC 7 NYS II.1 CLO C2 EAS 0002 CST MS Part One edTPA Task 1
4 pts
Highly Effective
Key vocabulary is identified and aligns with the lesson objective and opportunities to extend vocabulary are provided.
3 pts
Effective
Key vocabulary is identified and aligns with the lesson objective.
2 pts
Developing
Key vocabulary is identified but is not aligned to the lesson objective.
1 pts
Ineffective
Key vocabulary is not identified.
4 pts
This criterion is linked to a Learning OutcomeLesson Objective(s) CAEP 1.1, 1.4 INTASC 6, 7 NYS II.4 CLO E3 edTPA Task 1
4 pts
Highly Effective
Lesson objective(s) identifies what students will learn at what level of knowledge or practice and the observable and measurable behavior that demonstrates learning and includes criteria to indicate how or when the behavior will be observable.
3 pts
Effective
Lesson objective(s) identifies what students will learn at what level of knowledge or practice and the observable and measurable behavior that demonstrates learning.
2 pts
Developing
Lesson objective(s) identifies what students will learn and the observable and measurable behavior that demonstrates learning.
1 pts
Ineffective
Lesson objective(s) identifies what students will learn.
4 pts
This criterion is linked to a Learning OutcomeResources & Materials CAEP 1.1 INTASC 7 NYS II.6 CLO C3 edTPA Task 1
4 pts
Highly Effective
Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s). Resources and materials reflect learners’ interests and/or support self-regulation.
3 pts
Effective
Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s).
2 pts
Developing
Resources and materials are developmentally appropriate but do not support instructional strategies to address the learning objective(s).
1 pts
Ineffective
Resources and materials are not developmentally appropriate and do not support instructional strategies to address the learning objective(s).
4 pts
This criterion is linked to a Learning OutcomePrior Knowledge & Prereq. Skills CAEP 1.1 INTASC 6 NYS V.1 CLO E2 edTPA Task 1
4 pts
Highly Effective
Describes baseline information from pre-assessment(s) that are aligned with stated learning objective(s) and uses that data to identify prerequisite skills and plan instruction to promote the learning of all students.
3 pts
Effective
Describes baseline information from pre-assessment(s) that are aligned with stated learning objective(s) and uses that data to identify prerequisite skills and plan instruction.
2 pts
Developing
Describes baseline information from pre-assessment(s); however, specific data is missing or pre-assessment and prerequisite skills do not align with stated learning objective(s).
1 pts
Ineffective
Pre-assessment information or prerequisite skills are missing
4 pts
This criterion is linked to a Learning OutcomeFormative Assessment CAEP 1.1 INTASC 6 NYS V.2 CLO E2 edTPA Task 1
4 pts
Highly Effective
Plans methods of assessment that align with and directly measure student’s developing understanding of skills and concepts related to learning objectives and incorporates methods of student self-regulation.
3 pts
Effective
Plans methods of assessment that align with and directly measure student’s developing understanding of skills and concepts related to learning objectives.
2 pts
Developing
Plans methods of assessment that somewhat measure student’s developing understanding of skills and concepts related to learning objectives.
1 pts
Ineffective
Plans methods of assessment that do not measure student’s developing understanding of skills and concepts related to learning objectives.
4 pts
This criterion is linked to a Learning OutcomeSummative Assessment CAEP 1.1 INTASC 6 NYS V.4 CLO E2 edTPA Task 1
4 pts
Highly Effective
Plans methods of assessment that align with and directly measure student performance on the stated learning objectives and incorporates methods of student self-assessment
3 pts
Effective
Plans methods of assessment that align with and directly measure student performance on the stated learning objectives.
2 pts
Developing
Plans methods of assessment that somewhat measure student performance on the stated learning objectives.
1 pts
Ineffective
Plans methods of assessment that do not measure student performance on the stated learning objectives
4 pts
This criterion is linked to a Learning OutcomeBeginning of Lesson/ Intro New Content/Skills CAEP 1.1 INTASC 7, 8 NYS II.5 CLO C2 edTPA Task 1
4 pts
Highly Effective
Procedures in this section align with stated learning objective and consider classroom/school context as well as each individual student’s background and pre-assessment data.
3 pts
Effective
Procedures in this section align with stated learning objective and consider classroom/school context and pre-assessment data.
2 pts
Developing
Procedures in this section align with stated learning objective but do not consider classroom/school context and/or pre-assessment data
1 pts
Ineffective
Procedures in this section do not align with stated learning objective.
4 pts
This criterion is linked to a Learning OutcomeGuided Prac. CAEP 1.1 INTASC 7, 8 NYS II.2, II.3 CLO C2, C3 edTPA Task 1
4 pts
Highly Effective
This section includes a logical sequence of activities aligned to the learning objective and provides differentiation strategies to meet students’ needs and promotes higher order thinking or self-regulation.
3 pts
Effective
This section includes a logical sequence of activities aligned to the learning objective and provides differentiation strategies to meet students’ needs.
2 pts
Developing
This section includes a logical sequence of activities aligned to the learning objective.
1 pts
Ineffective
This section does not include a logical sequence of activities aligned to the learning objective.
4 pts
This criterion is linked to a Learning OutcomeIndep. Practice CAEP 1.1 INTASC 7, 8 NYS II.2, II.3 CLO C2, C3 edTPA Task 1
4 pts
Highly Effective
This section includes a logical sequence of independent activities aligned to the learning objective and provides differentiation strategies to meet students’ needs and promotes higher order thinking or self-regulation
3 pts
Effective
This section includes a logical sequence of independent activities aligned to the learning objective and provides differentiation strategies to meet students’ needs.
2 pts
Developing
This section includes a logical sequence of independent activities aligned to the learning objective.
1 pts
Ineffective
This section does not include a logical sequence of independent activities aligned to the learning objective.
4 pts
This criterion is linked to a Learning OutcomeClosing & Extending the Lesson CAEP 1.1 INTASC 7, 8 NYS II.2, II.3 CLO C3 edTPA Task 1
4 pts
Highly Effective
Closing activities promote higher order thinking skills or transfer of learning and self-regulation.
3 pts
Effective
Closing activities promote higher order thinking skills or transfer of learning.
2 pts
Developing
Closing activities target recall and comprehension skills.
1 pts
Ineffective
Closing activities focus solely on basic recall skills.
4 pts
This criterion is linked to a Learning OutcomeSpec Ed & Ell CAEP 1.1 INTASC 1, 8 NYS I.I, I.2, I.5 CLO B1, B2 EAS 0002, 0003 CST MS Part One CST SWD 0005 edTPA Task 1
4 pts
Highly Effective
• Plans reflect specific students’ needs beyond those required in IEP and 504 plans by including scaffolding or structured instructional supports to help students gain access to content and meet the learning objective and the learning specific planned supports reflect appropriate levels of challenge as well as individual strengths and needs and interests. • Plans include strategies for the focus learner to move forward using knowledge of his/her strengths and needs to self-manage the supports.
3 pts
Effective
• Plans reflect specific students’ needs beyond those required in IEP and 504 plans by including scaffolding or structured instructional supports to help students gain access to content and meet the learning objective • The learning specific planned supports reflect appropriate levels of challenge as well as individual strengths and needs and interests.
2 pts
Developing
Plans reflect some of the requirements of the IEPs and 504 plans. However, the planned supports are not specific to the students’ strengths and challenges and/or are not aligned to the learning objective.
1 pts
Ineffective
Plans are general rather than specific and are insufficient to help the students’ progress toward the learning objective.
4 pts
This criterion is linked to a Learning OutcomeLesson Rationale CAEP 1.1 INTASC 7 NYS II CLO A1 EAS 0001, 0002, 0003 edTPA Task 1
4 pts
Highly Effective
Justification of instruction and support strategies is makes clear connections to the focus learner’s needs and research and/or theory. Candidate’s justification includes the development of maintained, generalized and/or self-directed use of knowledge and skills.
3 pts
Effective
Justification of instruction and support strategies makes clear connections to the focus learner’s needs and research and/or theory.
2 pts
Developing
Justification of instruction and support strategies makes a general connection to the focus learner’s needs or vague/unclear connections to research and/or theory.
1 pts
Ineffective
Justification of instruction and support strategies is either missing or represents a deficit view of the focus learner.
4 pts
Total Points: 56