CORE ASSESSMENT # 3 Lesson Plans 1
Assessment Tool/ Description of Assignment
Lesson plans are assigned in most Literacy & Culture program courses and are adapted to
reinforce particular objectives for each class. Scores from lesson plans for three of the
program classes, EDUC 527, EDUC 518 and EDUC 524, are collected for data analysis.
In EDUC 527, the focus is on creating lessons that support before, during and after
reading instruction. For EDUC 524, the focus is on creating lessons that support one of
the following 5 areas: phonics, phonemic awareness, fluency, comprehension, and
vocabulary/word study. For EDUC 518 the focus is on creating lessons that support
writing instruction. While they can be adapted to fit the specific objectives of the course,
all lesson plans follow the same basic format included in this document and the same
rubric is used to evaluate them.
When possible within the context of the course, candidates are required to implement the
lesson with students and collect student responses. They are asked to include those
student reflections at the end of their lesson as well as their own teacher reflection on the
effectiveness of the lesson.
EDUC 524 Teaching Technique Instructions
Using the lesson plan format provided in this assignment folder, describe a lesson for the topic
you select. The lesson can be from your textbooks, from a website, or from another resource that
you have. However, the resource MUST BE CITED in APA format on your lesson plan. While
you will be using the idea, please put the lesson plan in your own words, do not copy it directly
from the source—that is plagiarism.
Post your lesson plan as an attachment to your discussion board entry.
EDUC 527 Teaching Technique Implementation & Reflection Directions
Each candidate should select three teaching techniques from the textbooks: one each for before,
during and after reading. Candidates are responsible for understanding the technique (this may
include looking for additional information), applying the technique to a specific text related to
their teaching situation, taking their students through the actual lesson using this technique, and
reflecting on the lesson. The lesson plan format to be followed as well as the reflection
guidelines will be posted on Blackboard.
Lessons, student work samples, and the reflection will be shared and collected as indicated.
EDUC 518 Peer Lesson Plan
Find a writing idea that you think will be effective with your peers. You can use the texts or the
websites or ideas of your own that have worked with your students.
Teach: On your assigned date, you will take the class through the lesson, so bring enough
materials to ensure all can participate. Your lesson should be no longer than 20 minutes. If you
are reading a text aloud, be sure to check how long it takes before you teach the lesson.
Post: After you have conducted your lesson with the class, complete and submit it on blackboard
using the lesson plan form for Peer Lesson.
CORE ASSESSMENT # 3 Lesson Plans 2
Lesson Plan Format
Date: _______________________
Teacher: _________________________
Lesson Title: ___________________________
Grade Level: __________________
Standards of Learning (subject, number/letter and description—only use the portions of
the standard that you’ll actually be teaching and assessing in this lesson. Limit to 2-3)
Techniques
(What you’ll do as the teacher—‘name’ what you will do (ie KWL, LEA, RAFT) but do
not explain procedures here, do that in the procedures section.)
Strategies
(The overall mental plan students will use and/or develop as a result of this lesson such
as making connections, questioning, using prior knowledge, using graphic organizers…)
Skills
(specific tools students will need to accomplish the overall mental plan)
General Objective 1
After this lesson, the student will:
Specific Objectives
After this lesson, the student will show accomplishment of the general objectives by:
Assessment of objective
How will you know and document each student’’ accomplishment of the objective?
Plan for Instruction
Text you will use (include title and first few sentences)
Before Literacy
During Literacy
After Literacy
Materials (include bibliographic reference for any book(s) used in APA format)
Adaptations (optional)
ESL
LD
SPED
Gifted
MI
CORE ASSESSMENT # 3 Lesson Plans 3
Scoring Guide: Rubric
Lesson Plan Evaluation Rubric
Name____________________ Course Number: ______________ Term/Year: _______
Target
Unacceptable
Acceptable
3
1
2
1. Foundational
Knowledge
1.4
2. Instructional
Strategies
Materials
2.3
3a. Instructional
Strategies
2.2
3b. Instructional
Strategies
2.2
3c. Instructional
Strategies
2.2
3d. Instructional
Strategies
2.2
4. Instructional
Strategies
Grouping
2.1
5a. Literate
Environment 4.1
5b. Literate
Environment
4.3
5c. Literate
Environment
Motivation
4.4
5d. Literature
Environment
Materials
4.2
6. Assessment
3.1
7. Editing
The lesson plan demonstrates
extensive knowledge of the
major components of reading.
The lesson plan demonstrates
some knowledge of two or
more of the major components
of reading.
The lesson plan does not
demonstrate knowledge of the
major components of reading.
The text selected for this
lesson plan represents an
appropriate, high quality
example of literature/text for
the target students.
The text selected for this
lesson plan represents an
adequate example of
literature/text.
The text selected for this
lesson is not of sufficient
quality or appropriate for the
target students.
The teaching technique
selected is appropriate for the
text used and the abilities of
the students.
The lesson plan incorporates
effective instructional
techniques, but they are not
evidence-based.
The teaching technique
selected is mostly appropriate
for the text used and/or the
abilities of the students..
The lesson plan includes all
required sections/components.
The lesson plan includes most
required sections/components.
The plan is well organized,
clearly written, and reflects
time, thought, and careful
planning.
The plan is somewhat
organized, fairly clear, and
reflects some time, thought,
and planning
Instructional grouping was
very appropriate for the type
of lesson.
Instructional grouping was
somewhat appropriate for the
type of lesson.
The lesson plan does not
incorporate effective,
evidence-based instructional
techniques.
The teaching technique
selected is not appropriate for
the text used and/or the
abilities of the students.
The lesson plan is missing
three or more required
sections/components.
The plan is unorganized,
difficult to follow, and does
not reflect time, thought, and
planning.
Instructional grouping was
inappropriate or not
considered for the type of
lesson.
The lesson plan incorporates
effective, evidence-based
instructional techniques.
The lesson represents a
thorough understanding of the
target students, content, and
objectives.
The lesson effectively
incorporates teacher and/or
peer modeling & interaction.
The lesson shows a great deal
of attention to creativity,
student interest and
motivation, and learning
styles.
The lesson is appropriate for
the target students, content,
and objectives.
The lesson is not appropriate
for the target students, content,
or objectives.
The lesson incorporates
teacher and/or peer modeling
& interaction.
The lesson does not reflect any
teacher and/or peer modeling
& interaction.
The lesson reflects some
attention to creativity, student
interest and motivation, and
learning styles.
The lesson does not reflect
attention to creativity, student
interest and motivation, and
learning styles.
The materials selected for this
lesson plan represent an
outstanding awareness of a
variety of print, technology &
non-print materials.
The materials selected for this
lesson plan represent an
awareness of a variety of print,
technology & non-print
materials.
The materials selected for this
lesson plan do not represent an
awareness of a variety of print,
technology & non-print
materials.
The lesson’s objectives are
assessed appropriately.
The lesson’s objectives are
partially assessed.
There are few spelling or
punctuation mistakes.
There are several spelling or
punctuation errors.
The lesson’s objectives are not
assessed.
Multiple spelling or
punctuation errors—clearly
not edited.
CORE ASSESSMENT # 3 Lesson Plans 4
Optional Elements Depending on Course and Instructor
You can add any additional requirements you have for the assignment, but the requirements on the first
page must be kept and assessed. Keep a copy of the rubric once you have completed it with the student’s
name and date.
Motivation
(optional)
Student
Reflection
(527)
Teacher
Reflection
(527)
Instructional
Strategies
(527, 530)
The lesson sharing
demonstrated a high level of
planning and creativity.
The lesson plan includes
detailed and relevant student
reflections
The teacher reflection is
detailed, thoughtful and well
written.
The lesson plan clearly
describes implementation of
an appropriate before, during
or after reading teaching
technique.
The lesson was shared in an
interesting manner.
The lesson was not shared
effectively.
The lesson plan includes some
student reflections.
The lesson plan does not
include student reflections.
The teacher reflection has
been included.
No teacher reflection was
included.
The lesson plan sketches out
implementation of an
appropriate before, during or
after reading teaching
technique.
The lesson plan does not
describe an appropriate
before, during or after
reading teaching technique.
CORE ASSESSMENT # 3 Lesson Plans 5
Scoring Data
Data analysis of all assessments utilizes the following guidelines:
Below 55%
Immediate Attention (coded dark gray on assessments)
56-70%
Attention (coded light gray on assessments)
71-75%
Area to watch (coded pale yellow on assessments)
Academic Year: 2006-2007
1
2
3a
3b
3c
3d
4
5a
5b
5c
5d
6
IRA Standard
1.4
2.3
2.2
2.2
2.2
2.2
2.1
4.1
4.3
4.4
4.2
3.1
524 Class Average
3.00
3.00
2.94
2.88
3.00
3.00
2.94
2.56
3.00
3.00
2.94
2.50
# of Students
# of Students
Receiving 3
# of Students
Receiving 2
# of Students
Receiving 1
16
16
16
16
16
16
16
16
16
16
16
16
16
16
15
14
16
16
15
10
16
16
15
9
0
0
1
2
0
0
1
5
0
0
1
6
0
0
0
0
0
0
0
1
0
0
0
1
100%
100%
94%
88%
100%
100%
94%
63%
100%
100%
94%
56%
0%
0%
6%
13%
0%
0%
6%
31%
0%
0%
6%
38%
0%
0%
0%
0%
0%
0%
0%
6%
0%
0%
0%
6%
1
2
3a
3b
3c
3d
4
5a
5b
5c
5d
6
IRA Standard
1.4
2.3
2.2
2.2
2.2
2.2
2.1
4.1
4.3
4.4
4.2
3.1
Class Average
3.00
3.00
3.00
2.85
2.69
3.00
2.85
2.62
3.00
3.00
3.00
2.69
# of Students
# of Students
Receiving 3
# of Students
Receiving 2
# of Students
Receiving 1
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
12
10
13
11
8
13
13
13
9
0
0
0
0
2
0
2
5
0
0
0
4
0
0
0
1
1
0
0
0
0
0
0
0
100%
100%
100%
92%
77%
100%
85%
62%
100%
100%
100%
69%
0%
0%
0%
0%
15%
0%
15%
38%
0%
0%
0%
31%
0%
0%
0%
8%
8%
0%
0%
0%
0%
0%
0%
0%
Rubric Criteria
% of Students
Receiving 3
% of Students
Receiving 2
% of Students
Receiving 1
Rubric Criteria
527
% of Students
Receiving 3
% of Students
Receiving 2
% of Students
Receiving 1
1
2
3a
3b
3c
3d
4
5a
5b
5c
5d
6
IRA Standard
1.4
2.3
2.2
2.2
2.2
2.2
2.1
4.1
4.3
4.4
4.2
3.1
Class Average
2.93
2.93
2.93
2.93
2.84
2.88
2.98
2.95
2.93
2.81
2.91
2.95
# of Students
# of Students
Receiving 3
# of Students
Receiving 2
# of Students
Receiving 1
43
43
43
43
43
43
43
43
43
43
43
43
40
40
40
40
37
38
42
41
40
36
39
41
3
3
3
3
5
5
1
2
3
6
4
2
0
0
0
0
1
0
0
0
0
1
0
0
93%
93%
93%
93%
86%
88%
98%
95%
93%
84%
91%
95%
7%
7%
7%
7%
12%
12%
2%
5%
7%
14%
9%
5%
0%
0%
0%
0%
2%
0%
0%
0%
0%
2%
0%
0%
Rubric Criteria
518
% of Students
Receiving 3
% of Students
Receiving 2
% of Students
Receiving 1
CORE ASSESSMENT # 3 Lesson Plans 6
Scoring Data
Data analysis of all assessments utilizes the following guidelines:
Below 55%
Immediate Attention (coded dark gray on assessments)
56-70%
Attention (coded light gray on assessments)
71-75%
Area to watch (coded pale yellow on assessments)
Academic Year: 2007-2008
Rubric Criteria
IRA Standard
524 Class Average
# of Students
# of Students
Receiving 3
# of Students
Receiving 2
# of Students
Receiving 1
% of Students
Receiving 3
% of Students
Receiving 2
% of Students
Receiving 1
Rubric Criteria
IRA Standard
527
2
3a
3b
3c
3d
4
5a
5b
5c
5d
6
1.4
2.3
2.2
2.2
2.2
2.2
2.1
4.1
4.3
4.4
4.2
3.1
3.00
3.00
2.77
2.87
2.90
2.93
2.90
2.97
2.97
2.97
3.00
2.60
31
31
31
31
31
31
31
31
31
31
31
31
31
31
25
27
28
30
29
30
30
30
31
19
0
0
5
4
3
0
1
1
1
1
0
10
0
0
1
0
0
1
1
0
0
0
0
2
100%
100%
81%
87%
90%
97%
94%
97%
97%
97%
100%
61%
0%
0%
16%
13%
10%
0%
3%
3%
3%
3%
0%
32%
0%
0%
3%
0%
0%
3%
3%
0%
0%
0%
0%
6%
1
2
3a
3b
3c
3d
4
5a
5b
5c
5d
6
1.4
2.3
2.2
2.2
2.2
2.2
2.1
4.1
4.3
4.4
4.2
3.1
Class Average
3.00
2.96
2.89
2.96
2.89
3.00
2.75
2.79
2.96
2.96
2.96
3.00
# of Students
# of Students
Receiving 3
# of Students
Receiving 2
# of Students
Receiving 1
30
30
30
30
30
30
30
30
30
30
30
30
30
29
25
29
27
30
23
24
29
29
29
30
0
1
5
1
3
0
7
6
1
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
100%
97%
83%
97%
90%
100%
77%
80%
97%
97%
97%
100%
0%
3%
17%
3%
10%
0%
23%
20%
3%
3%
3%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
1
2
3a
3b
3c
3d
4
5a
5b
5c
5d
6
1.4
2.3
2.2
2.2
2.2
2.2
2.1
4.1
4.3
4.4
4.2
3.1
% of Students
Receiving 3
% of Students
Receiving 2
% of Students
Receiving 1
Rubric Criteria
IRA Standard
518
1
Class Average
# of Students
# of Students
Receiving 3
# of Students
Receiving 2
# of Students
Receiving 1
% of Students
Receiving 3
% of Students
Receiving 2
% of Students
Receiving 1
518 not taught this year
CORE ASSESSMENT # 3 Lesson Plans 7
Scoring Data
Data analysis of all assessments utilizes the following guidelines:
Below 55%
56-70%
71-75%
Immediate Attention (coded dark gray on assessments)
Attention (coded light gray on assessments)
Area to watch (coded pale yellow on assessments)
Academic Year: 2008-2009
1
2
3a
3b
3c
3d
4
5a
5b
5c
5d
6
IRA Standard
1.4
2.3
2.2
2.2
2.2
2.2
2.1
4.1
4.3
4.4
4.2
3.1
524 Class Average
2.84
2.79
2.79
2.79
3.00
2.79
2.79
2.63
2.79
2.79
3.00
2.79
# of Students
# of Students
Receiving 3
# of Students
Receiving 2
# of Students
Receiving 1
19
19
19
19
19
19
19
19
19
19
19
19
16
15
15
15
19
15
15
12
15
15
19
15
3
4
4
4
0
4
4
7
4
4
0
4
0
0
0
0
0
0
0
0
0
0
0
0
84%
79%
79%
79%
100%
79%
79%
63%
79%
79%
100%
79%
16%
21%
21%
21%
0%
21%
21%
37%
21%
21%
0%
21%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
1
2
3a
3b
3c
3d
4
5a
5b
5c
5d
6
IRA Standard
1.4
2.3
2.2
2.2
2.2
2.2
2.1
4.1
4.3
4.4
4.2
3.1
Class Average
2.75
2.75
2.75
2.75
3.00
2.75
2.75
2.75
2.75
2.75
3.00
2.75
# of Students
# of Students
Receiving 3
# of Students
Receiving 2
# of Students
Receiving 1
4
4
4
4
4
4
4
4
4
4
4
4
3
3
3
3
4
3
3
3
3
3
4
3
1
1
1
1
0
1
1
1
1
1
0
1
0
0
0
0
0
0
0
0
0
0
0
0
75%
75%
75%
75%
100%
75%
75%
75%
75%
75%
100%
75%
25%
25%
25%
25%
0%
25%
25%
25%
25%
25%
0%
25%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
1
2
3a
3b
3c
3d
4
5a
5b
5c
5d
6
IRA Standard
1.4
2.3
2.2
2.2
2.2
2.2
2.1
4.1
4.3
4.4
4.2
3.1
Class Average
2.87
2.93
2.96
2.96
3.00
2.87
2.87
2.82
2.96
2.93
3.00
2.87
# of Students
# of Students
Receiving 3
# of Students
Receiving 2
# of Students
Receiving 1
68
68
68
68
68
68
68
68
68
68
68
68
59
63
65
65
68
59
59
56
65
63
68
59
9
5
3
3
0
9
9
12
3
5
0
9
0
0
0
0
0
0
0
0
0
0
0
0
87%
93%
96%
96%
100%
87%
87%
82%
96%
93%
100%
87%
13%
7%
4%
4%
0%
13%
13%
18%
4%
7%
0%
13%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
Rubric Criteria
% of Students
Receiving 3
% of Students
Receiving 2
% of Students
Receiving 1
Rubric Criteria
527
% of Students
Receiving 3
% of Students
Receiving 2
% of Students
Receiving 1
Rubric Criteria
518
% of Students
Receiving 3
% of Students
Receiving 2
% of Students
Receiving 1
CORE ASSESSMENT # 3 Lesson Plans 8