KIN 461
Planning and Implementing Lesson Assignment
Purpose:
For the purposes of this course (KIN 461) each teacher candidate (TC) must demonstrate competency in planning and
implementing instruction: The NASPE Beginning Teacher Standards TCs are required to provide evidence for via this assignment
are:
S3.4 – Plan for & manage resources to provide active, fair, & equitable learning experiences
S3.6 – Plan & implement progressive & sequential instruction that addresses the diverse needs of all students
S4.1 – Demonstrate effective verbal & non-verbal communication skills across a variety of instructional formats
S4.3 – Provide effective instructive feedback for skill acquisition, student learning, & motivation
S4.4 – Recognize the changing dynamics of the environment & adjust instructional tasks based on student responses
S4.6 – Implement strategies to help students demonstrate responsible personal & social behaviors ina productive learning
environment
Task:
Creation of a lesson plan:
TCs will create a lesson plan for a lesson that will be taught during their field experience (block experience). The lesson
plan will include the following components: (a) entry considerations, (b) instructional objectives, standards, benchmarks,
(c) classroom management plan, (d) safety plan, (e) equipment and materials, (f) lesson induction, (g) progression of
learning activity, (h) instruction, (i) organization, (J) closure, and (k) assessment. Lesson plans will be turned in at least
one week prior to the actual teaching of the lesson. After the lesson plan has been approved at the Acceptable or Target
Level (see attached Rubric) by the university supervisor, the TC will implement the lesson. Lesson plans not meeting the
Acceptable level will be revised and resubmitted prior to teaching. All lessons must meet Acceptable level prior to the
implementation of the lesson.
Teaching of the lesson:
TCs will teach for 25 class “hours” during their field experience. One lesson will be observed and evaluated by the
university supervisor to determine the student’s proficiency in management, motivation, communication, and instruction
within the physical education setting. Teaching will be evaluated on the following components: (a) instructional tasks,
(b) management tasks, (c) and role model, professionalism and communication skills. TCs are expected to “teach” at the
Acceptable level (See Attached Rubric). Teaching not implemented at the Acceptable level will be repeated until the
Acceptable level and/or Target level is met. Feedback will be provided to the TCs about their teaching and areas of
concern. If teaching must be repeated, the date/time must be agreed upon by the TC, the university supervisor, and the
mentor teacher in the school. TCs not meeting the Acceptable level of teaching by the end of the semester must re-take
KIN 461 and will not be allowed to student teach.
Rubric for Planning and Implementing Lesson
Level
Criteria
Target
Student has earned a “target” level on both the teaching evaluation and the lesson plan
evaluation.
Acceptable
Student has earned at least an “acceptable” level on both the teaching evaluation and the
lesson plan evaluation
Unacceptable
Student has earned an “Unacceptable” on one or both of the evaluations associated with
this assignment
Lesson Plan Rubric
Components
1)
Important
Entry
2)
Consideration
Unacceptable
(1 point)
Identification of student
population is incomplete.
Students’ skill levels are
not fully identified.
Not appropriate for
content.
Instructional2) Not stated in specific,
Objective(s)/
observable measurable
terms. Missing or not
aligned with standards.
Acceptable (2 point)
Target (3 points)
Student population and students’
skill levels are identified.
Demonstrates awareness of
diverse needs of learners.
Student population and students’ skill levels are identified.
Demonstrates awareness of diverse needs of learners and provides
appropriate accommodations for diverse students’ strengths and
weaknesses, multiple needs, learning styles, and prior experiences.
Appropriate for content and stated
in specific, measurable and
observable terms at least one for
each domain (psychomotor,
cognitive, affective). Correct
alignment with standards.
Appropriate for content and stated in specific, measurable and
observable terms at least one for each domain (psychomotor,
cognitive, affective). Correct alignment with learning goals and
standards and also student performance including strengths and
weakness, multiple needs and learning styles.
Classroom
Management
Few or no techniques for
addressing negative
student behavior or
procedures/ routines are
provided.
Sufficient techniques provided to
address student behaviors that
may negatively impact student
learning
during
this
lesson.
Sufficient procedures/ routines
that allow the class to be
conducted efficiently are provided.
Clear and appropriate techniques provided address student
behaviors that may negatively impact student learning during this
lesson. Appropriate and sufficient procedures/ routines that allow
the class to be conducted smoothly and efficiently are provided.
Plan is preventive in nature.
No safety plan or
insufficient.
Safety plan is specific to the
planned activity.
Activity-specific safety plan is thoroughly addressed to avoid injury
and is evident through instructional sequence. The plan
demonstrates TC awareness of safety issues and concerns based
upon principles of effective instruction
Essential equipment and
materials not listed or
insufficient.
Provides complete listing of
materials and equipment.
Equipment allows for
accommodation.
Provides complete listing of materials and equipment. Equipment
allows for accommodation. Distribution and collection plan provided
demonstrating ability to organize, allocate, and manage resources
to maximize activity time and that all students have equal
opportunity to participate
Not identified or related
to objective
Focuses attention of students on
upcoming lesson
Unclear descriptions of
what students will do.
No planning for time.
Appropriate progression
of tasks is missing or
inappropriate.
Clear descriptions of what students
will do including appropriate
allotment of time for each activity.
Most of tasks are progressed
appropriately. Intra-task variation,
teaching by invitation, and/or skillbased stations sometimes used to
differentiate student learning.
Unclear or insufficient
directions for activity.
May use only verbal
communication formats.
Clear and sufficient directions for
activity. Provide ways for checking
for understanding and
demonstration plans provided.
Effective verbal and non-verbal
communication means planned.
Organization is not
specified , not sufficient,
or is inappropriate.
Organization of most tasks is
clearly specified with diagrams and
allows for maximum practice trials.
Teacher tells them what
they have learned.
Not connected to
objective(s).
Addresses stated lesson
objective(s) and includes student
participation.
Focuses attention and explanation on the lesson and explains what
students will learn and why, and links physical activity concepts to
the appropriate learning experiences.
Clear descriptions of what students will do including appropriate
allotment of time for each activity. Entire tasks are progressed
appropriately based upon understanding of the content, students,
the learning environment, and the task. TC demonstrates ability to
apply disciplinary and pedagogical knowledge in developing
effective instruction. Intra-task variations, teaching by invitation,
and/or skill-based stations are evident throughout entire activities
and there is the use of appropriate strategies and resources to
meet diverse student needs.
Communicates clear instructional information and sufficient
directions for activities. Provides ways for checking for
understanding and demonstration plans provided. Effective verbal
and non-verbal communication means planned. Evidence of
appropriate instructional cues to facilitate motor skill performance.
Use of a variety of developmentally appropriate practices to
motivate students to participate.
Organization of all tasks is clearly specified with diagrams and
allows for maximum practice trials. Provides specific directions for
partnering and grouping. Demonstrates the ability to use different
management strategies to help students be responsible both
personally and socially.
Addresses stated objective(s) and includes student participation.
Ties lesson to students’ real-life experience and/or future learning.
Demonstrates ability to communicate using age appropriate
language, and sensitivity to all students.
Not identified or
assessment is not
aligned with stated
lesson
objectives/standards.
Validity and reliability of
assessment is not
apparent.
Valid and reliable assessment is
presented. Aligned with stated
lesson objective/standards.
Includes modifications for diverse
populations as appropriate.
Assessment provides information
about student achievement in at
least two domains of objectives
Safety Plans
Equipment/
Materials
Induction
Progression
of Learning
Activities –
Instructional
Sequence
Task
Presentation
& Directions
Organization
Closure
Assessment
Identified and matches stated three lesson objectives/standards.
Detailed grading rubric included when appropriate. Includes
modifications for diverse populations as appropriate. Assessment
provides information about student achievement in all three
domains of objectives. Demonstrates the use of a wide variety of
authentic assessment techniques to assess student understanding
and performance
LESSON PLAN SCORING – The following scale will be used to convert the 33 points possible on this rubric to the 20
points assigned for lesson plans:
30-33 > 18-20 points
26-29 > 16-17 points
23-25 > 14-15 points
20-22 > 12-13 points
< 19 > 0-11 points
Target = 30 – 33 points
Acceptable = 23 – 29 points
Unacceptable = < 22 points
Teaching Evaluation Rubric
Name: ________________________ Date: _____________ Evaluation: _______ Evaluator: ____________________
Rating Scale: 3 – Yes, consistently met criteria at high quality level 2 – Sometimes met criteria, needs to improve
1 – Failed to meet criteria
Criteria
Rating &
Criteria
Rating & Comments
Comments
Instructional Tasks:
Management Tasks:
1. Introduction sparked
_____
1. *Ready to teach – on time,
_____
interest, tied to students’
facility ready, appropriate &
previous experiences,
sufficient equipment ready
interests
2. *Groups formed in efficient _____
2. *Appropriate & sufficient
_____
& effective manner and
instruction provided for
applies effective transitions
content/activities
3. Equipment distributed &
_____
3. *Demonstrations provided;
_____
collected in efficient and
clear, sufficient, appropriate
effective manner
4. * Appropriate cues and/or
_____
4. *Teacher moved around,
_____
instructional prompts
kept students w/i vision (back
provided and repeated
to wall)
throughout the lesson
5. * Used strategies to develop
_____
5. *Appropriate & sufficient
_____
student personal & social
safety instruction provided
responsibility
6. Student understanding was
_____
6. *Appropriate and timely
_____
checked specifically
responses to off-task, unsafe,
7. Appropriate physical activity
_____
or disruptive behaviors used
was included in the lesson
7. Effectively applies clear
_____
8. *Practice trials or time
_____
signals and protocols
maximized for all students
8. Effective time awareness and _____
9. *Feedback was appropriate,
_____
management
positive, & specific; provided
to group and individuals
Role Model, Professionalism, &
10. *Teaching by invitation,
_____
Communication Skills:
intra-task variations, or skill
1. Verbal instruction was
_____
stations used for inclusion
succinct & effective
practices, student choice, or
2. Non-verbal instruction
_____
to maximize appropriateness
format was used; clear and
of activities
effective
11. *Adjusted task(s) based on
_____
3. Appropriate language used
_____
student responses
4. Voice, eye contact, posture
_____
12. *Appropriate progression of
_____
were appropriate
learning tasks applied
5. *Dress & appearance was
_____
13. *Assessment of learning
_____
professional
objective(s) is evident
6. Teacher enthusiasm was
_____
high
7. *Positive interactions with
_____
students evident
Evaluation:
Target - Each of * criteria and 80% of all criteria are level-3 ratings
Acceptable – No more than three level-1 ratings and no level-1 ratings in any * criteria
Unacceptable – More than three level-1 ratings