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.\u00a0 Benchmark information that you gather should be the rationale for the lesson, materials, skills and differentiation.\u00a0<\/p>\n
You will\u00a0present this lesson\u00a0on Zoom (Virtual sessions) or post it online for review (online classes).\u00a0 All materials needed for the lesson must be brought to class including anchor charts, visual supports and manipulatives needed for the presentation.\u00a0 If a computer or IPad is needed, you must supply that, as well.\u00a0 Review the descriptive outline listed in th e course syllabus. under edTPA assignment.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0(Outcomes: 6,9,10,13,15 )\u00a0<\/p>\n
Template for the TOURO Lesson Plan<\/p>\n
\u00a0<\/p>\n
General Lesson Plan Template_6.1.2022(2)-3.docx<\/p>\n
Rubric<\/p>\n
Lesson Plan Rubric 12.03.2019 (1)<\/p>\n
Lesson Plan Rubric 12.03.2019 (1)<\/p>\n
Criteria<\/p>\n
Ratings<\/p>\n
Pts<\/p>\n
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<\/p>\n
4\u00a0pts<\/p>\n
Highly Effective<\/p>\n
\u2022 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). \u2022 Includes all standards that are central to the learning objective(s).<\/p>\n
3\u00a0pts<\/p>\n
Effective<\/p>\n
\u2022 Central focus\/Learning Goal includes basic knowledge and conceptual understanding of subject area and aligns with the learning objective(s). \u2022 Includes standards that are central to the learning objective(s).<\/p>\n
2\u00a0pts<\/p>\n
Developing<\/p>\n
\u2022 Central focus\/Learning Goal includes basic knowledge of subject area and aligns with the learning objective(s). \u2022 Includes standards.<\/p>\n
1\u00a0pts<\/p>\n
Ineffective<\/p>\n
\u2022 Central focus\/Learning Goal includes only basic knowledge of subject area. \u2022 Does not include standards.<\/p>\n
4\u00a0pts<\/p>\n
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<\/p>\n
4\u00a0pts<\/p>\n
Highly Effective<\/p>\n
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.<\/p>\n
3\u00a0pts<\/p>\n
Effective<\/p>\n
Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective.<\/p>\n
2\u00a0pts<\/p>\n
Developing<\/p>\n
Partially describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective.<\/p>\n
1\u00a0pts<\/p>\n
Ineffective<\/p>\n
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.<\/p>\n
4\u00a0pts<\/p>\n
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<\/p>\n
4\u00a0pts<\/p>\n
Highly Effective<\/p>\n
Key vocabulary is identified and aligns with the lesson objective and opportunities to extend vocabulary are provided.<\/p>\n
3\u00a0pts<\/p>\n
Effective<\/p>\n
Key vocabulary is identified and aligns with the lesson objective.<\/p>\n
2\u00a0pts<\/p>\n
Developing<\/p>\n
Key vocabulary is identified but is not aligned to the lesson objective.<\/p>\n
1\u00a0pts<\/p>\n
Ineffective<\/p>\n
Key vocabulary is not identified.<\/p>\n
4\u00a0pts<\/p>\n
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<\/p>\n
4\u00a0pts<\/p>\n
Highly Effective<\/p>\n
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.<\/p>\n
3\u00a0pts<\/p>\n
Effective<\/p>\n
Lesson objective(s) identifies what students will learn at what level of knowledge or practice and the observable and measurable behavior that demonstrates learning.<\/p>\n
2\u00a0pts<\/p>\n
Developing<\/p>\n
Lesson objective(s) identifies what students will learn and the observable and measurable behavior that demonstrates learning.<\/p>\n
1\u00a0pts<\/p>\n
Ineffective<\/p>\n
Lesson objective(s) identifies what students will learn.<\/p>\n
4\u00a0pts<\/p>\n
This criterion is linked to a Learning OutcomeResources & Materials CAEP 1.1 INTASC 7 NYS II.6 CLO C3 edTPA Task 1<\/p>\n
4\u00a0pts<\/p>\n
Highly Effective<\/p>\n
Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s). Resources and materials reflect learners\u2019 interests and\/or support self-regulation.<\/p>\n
3\u00a0pts<\/p>\n
Effective<\/p>\n
Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s).<\/p>\n
2\u00a0pts<\/p>\n
Developing<\/p>\n
Resources and materials are developmentally appropriate but do not support instructional strategies to address the learning objective(s).<\/p>\n
1\u00a0pts<\/p>\n
Ineffective<\/p>\n
Resources and materials are not developmentally appropriate and do not support instructional strategies to address the learning objective(s).<\/p>\n
4\u00a0pts<\/p>\n
This criterion is linked to a Learning OutcomePrior Knowledge & Prereq. Skills CAEP 1.1 INTASC 6 NYS V.1 CLO E2 edTPA Task 1<\/p>\n
4\u00a0pts<\/p>\n
Highly Effective<\/p>\n
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.<\/p>\n
3\u00a0pts<\/p>\n
Effective<\/p>\n
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.<\/p>\n
2\u00a0pts<\/p>\n
Developing<\/p>\n
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).<\/p>\n
1\u00a0pts<\/p>\n
Ineffective<\/p>\n
Pre-assessment information or prerequisite skills are missing<\/p>\n
4\u00a0pts<\/p>\n
This criterion is linked to a Learning OutcomeFormative Assessment CAEP 1.1 INTASC 6 NYS V.2 CLO E2 edTPA Task 1<\/p>\n
4\u00a0pts<\/p>\n
Highly Effective<\/p>\n
Plans methods of assessment that align with and directly measure student\u2019s developing understanding of skills and concepts related to learning objectives and incorporates methods of student self-regulation.<\/p>\n
3\u00a0pts<\/p>\n
Effective<\/p>\n
Plans methods of assessment that align with and directly measure student\u2019s developing understanding of skills and concepts related to learning objectives.<\/p>\n
2\u00a0pts<\/p>\n
Developing<\/p>\n
Plans methods of assessment that somewhat measure student\u2019s developing understanding of skills and concepts related to learning objectives.<\/p>\n
1\u00a0pts<\/p>\n
Ineffective<\/p>\n
Plans methods of assessment that do not measure student\u2019s developing understanding of skills and concepts related to learning objectives.<\/p>\n
4\u00a0pts<\/p>\n
This criterion is linked to a Learning OutcomeSummative Assessment CAEP 1.1 INTASC 6 NYS V.4 CLO E2 edTPA Task 1<\/p>\n
4\u00a0pts<\/p>\n
Highly Effective<\/p>\n
Plans methods of assessment that align with and directly measure student performance on the stated learning objectives and incorporates methods of student self-assessment<\/p>\n
3\u00a0pts<\/p>\n
Effective<\/p>\n
Plans methods of assessment that align with and directly measure student performance on the stated learning objectives.<\/p>\n
2\u00a0pts<\/p>\n
Developing<\/p>\n
Plans methods of assessment that somewhat measure student performance on the stated learning objectives.<\/p>\n
1\u00a0pts<\/p>\n
Ineffective<\/p>\n
Plans methods of assessment that do not measure student performance on the stated learning objectives<\/p>\n
4\u00a0pts<\/p>\n
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<\/p>\n
4\u00a0pts<\/p>\n
Highly Effective<\/p>\n
Procedures in this section align with stated learning objective and consider classroom\/school context as well as each individual student\u2019s background and pre-assessment data.<\/p>\n
3\u00a0pts<\/p>\n
Effective<\/p>\n
Procedures in this section align with stated learning objective and consider classroom\/school context and pre-assessment data.<\/p>\n
2\u00a0pts<\/p>\n
Developing<\/p>\n
Procedures in this section align with stated learning objective but do not consider classroom\/school context and\/or pre-assessment data<\/p>\n
1\u00a0pts<\/p>\n
Ineffective<\/p>\n
Procedures in this section do not align with stated learning objective.<\/p>\n
4\u00a0pts<\/p>\n
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<\/p>\n
4\u00a0pts<\/p>\n
Highly Effective<\/p>\n
This section includes a logical sequence of activities aligned to the learning objective and provides differentiation strategies to meet students\u2019 needs and promotes higher order thinking or self-regulation.<\/p>\n
3\u00a0pts<\/p>\n
Effective<\/p>\n
This section includes a logical sequence of activities aligned to the learning objective and provides differentiation strategies to meet students\u2019 needs.<\/p>\n
2\u00a0pts<\/p>\n
Developing<\/p>\n
This section includes a logical sequence of activities aligned to the learning objective.<\/p>\n
1\u00a0pts<\/p>\n
Ineffective<\/p>\n
This section does not include a logical sequence of activities aligned to the learning objective.<\/p>\n
4\u00a0pts<\/p>\n
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<\/p>\n
4\u00a0pts<\/p>\n
Highly Effective<\/p>\n
This section includes a logical sequence of independent activities aligned to the learning objective and provides differentiation strategies to meet students\u2019 needs and promotes higher order thinking or self-regulation<\/p>\n
3\u00a0pts<\/p>\n
Effective<\/p>\n
This section includes a logical sequence of independent activities aligned to the learning objective and provides differentiation strategies to meet students\u2019 needs.<\/p>\n
2\u00a0pts<\/p>\n
Developing<\/p>\n
This section includes a logical sequence of independent activities aligned to the learning objective.<\/p>\n
1\u00a0pts<\/p>\n
Ineffective<\/p>\n
This section does not include a logical sequence of independent activities aligned to the learning objective.<\/p>\n
4\u00a0pts<\/p>\n
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<\/p>\n
4\u00a0pts<\/p>\n
Highly Effective<\/p>\n
Closing activities promote higher order thinking skills or transfer of learning and self-regulation.<\/p>\n
3\u00a0pts<\/p>\n
Effective<\/p>\n
Closing activities promote higher order thinking skills or transfer of learning.<\/p>\n
2\u00a0pts<\/p>\n
Developing<\/p>\n
Closing activities target recall and comprehension skills.<\/p>\n
1\u00a0pts<\/p>\n
Ineffective<\/p>\n
Closing activities focus solely on basic recall skills.<\/p>\n
4\u00a0pts<\/p>\n
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<\/p>\n
4\u00a0pts<\/p>\n
Highly Effective<\/p>\n
\u2022 Plans reflect specific students\u2019 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. \u2022 Plans include strategies for the focus learner to move forward using knowledge of his\/her strengths and needs to self-manage the supports.<\/p>\n
3\u00a0pts<\/p>\n
Effective<\/p>\n
\u2022 Plans reflect specific students\u2019 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 \u2022 The learning specific planned supports reflect appropriate levels of challenge as well as individual strengths and needs and interests.<\/p>\n
2\u00a0pts<\/p>\n
Developing<\/p>\n
Plans reflect some of the requirements of the IEPs and 504 plans. However, the planned supports are not specific to the students\u2019 strengths and challenges and\/or are not aligned to the learning objective.<\/p>\n
1\u00a0pts<\/p>\n
Ineffective<\/p>\n
Plans are general rather than specific and are insufficient to help the students\u2019 progress toward the learning objective.<\/p>\n
4\u00a0pts<\/p>\n
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<\/p>\n
4\u00a0pts<\/p>\n
Highly Effective<\/p>\n
Justification of instruction and support strategies is makes clear connections to the focus learner\u2019s needs and research and\/or theory. Candidate\u2019s justification includes the development of maintained, generalized and\/or self-directed use of knowledge and skills.<\/p>\n
3\u00a0pts<\/p>\n
Effective<\/p>\n
Justification of instruction and support strategies makes clear connections to the focus learner\u2019s needs and research and\/or theory.<\/p>\n
2\u00a0pts<\/p>\n
Developing<\/p>\n
Justification of instruction and support strategies makes a general connection to the focus learner\u2019s needs or vague\/unclear connections to research and\/or theory.<\/p>\n
1\u00a0pts<\/p>\n
Ineffective<\/p>\n
Justification of instruction and support strategies is either missing or represents a deficit view of the focus learner.<\/p>\n
4\u00a0pts<\/p>\n
Total Points:\u00a056<\/p>\n","protected":false},"excerpt":{"rendered":"
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.\u00a0 Benchmark information that you gather should be […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[10],"class_list":["post-106535","post","type-post","status-publish","format-standard","hentry","category-research-paper-writing","tag-writing"],"_links":{"self":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/106535","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/comments?post=106535"}],"version-history":[{"count":0,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/106535\/revisions"}],"wp:attachment":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/media?parent=106535"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/categories?post=106535"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/tags?post=106535"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}