Checkpoint #4 – Lesson Planning
Demonstrate
competence in the
Content Standards
Unacceptable
No evidence
Minimal (1 pt)
Candidate designs
lesson plans and
instruction that
demonstrate only a
limited or superficial
understanding of the
state and
professional content
standards.
Acceptable (2 pts)
Candidate designs
lesson plans and
instruction that
demonstrate a
developing
understanding of the
state and professional
content standards.
No evidence
Goals & lesson
objectives are not
clear, specific,
observable, and/or
aligned with content
standards.
Candidate expresses
goals & lesson
objectives that are
clear, specific, and
observable, aligned
with content
standards, but could be
more fully developed.
No evidence
Candidate uses some
informal and formal
and information
assessment, but may
not base instructional
decisions on
assessment results.
Application of
assessment data is
not clear.
Candidate uses some
informal and formal
assessment to plan
and evaluate
instruction.
ACEI 2.1 through
2.7
Curricular Goals &
Lesson Objectives
ACEI 3.1
Plan for Assessment
ACEI 4.0
Introduction/Focus
Activity
ACEI 3.4
No evidence
Assessment is
somewhat aligned
with the curricular
goals.
Demonstrates little
usage of knowledge
and understanding of
individual and group
motivation and
behavior among
students at the k-6
level to foster active
engagement in
learning, self
motivation, and
positive social
interaction and to
create supportive
learning
environments
Assessment is aligned
with curricular goals.
Demonstrates some
knowledge and
understanding of
individual and group
motivation and
behavior among
students at the preK-6
level to foster active
engagement in
learning
Attention ‘grabber’
focuses student
attention and lets
Target (3 pts)
Candidate designs
lesson plans and
delivers instruction
that demonstrates a
high level of
competence and
demonstrates
knowledge,
understanding, and
use of major concepts
in state and
professional content
standards
Candidate expresses
goals & lesson
objectives that are
clear, specific, and
observable, wellaligned with content
standards,
demonstrating a
sophisticated
understanding of
curricular goals.
Candidate knows,
understands, and uses
formal and informal
assessment to plan
and evaluate
instruction.
Assessment is aligned
with curricular goals.
Demonstrates usage
of knowledge and
understanding of
individual and group
motivation and
behavior among
students at the K-6
level to foster active
engagement in
learning, self
motivation, and
positive social
interaction and to
create supportive
learning
environments
Body of Lesson
Plans/Procedures
No evidence
ACEI 3.1, 3.3, 3.4
Not really focused;
does not connect
with students’ prior
knowledge; lesson
simply “started.”
students know what is
coming
Teaching strategy
selected by candidate
does not promote
critical thinking
and/or problem
solving.
Candidate selects and
uses a teaching
strategy which
promotes some critical
thinking and problem
solving and promotes
individual and group
motivation to foster
active engagement in
learning.
Teacher candidate
does not allow for
student active
engagement in
learning.
Vague statement of
procedure; would be
hard for someone to
follow or duplicate.
Evidence of
Consideration and
Accommodation of
Diversity
Unacceptable
No evidence
ACEI 3.2
Closure
No evidence
Closure is vague,
minimal, or unrelated
to learning.
Demonstrates
little to no
Demonstrates a
minimally acceptable
ACEI 3.1
Mechanics
Minimal (1 pt)
Demonstrates little
to no understanding
of how elementary
student differ in their
development and
approaches to
learning; and how
candidate created
instructional
opportunities that
are adapted to
diverse students
Attention ‘grabber’
that connects to
students’ prior
knowledge, previews
what is to be learned,
and gets students
excited about the
lesson
Candidate uses a
variety of teaching
strategies to
encourage critical
thinking and problem
solving and promotes
individual and group
motivation to foster
active engagement in
learning.
Step-by-step
procedures; easy to
follow
All strategies and
activities are explained
and easy to follow; all
activities tied to
objectives.
Acceptable (2 pts)
Demonstrates some
understanding of how
elementary students
differ in their
development and
approaches to
learning; and how
candidate created
instructional
opportunities that are
adapted to diverse
students
Target (3 pts)
Demonstrates
understanding of how
elementary students
differ in their
development and
approaches to
learning; and how
candidate created
instructional
opportunities that are
adapted to diverse
students
Appropriate
modifications and
implementations are
suggested
Modifications and
implementation
procedures are clearly
stated and
appropriate for
students with diverse
needs
Closure is clear,
concrete,
comprehensive; ties
lesson together and
set the stage for new
learning.
Demonstrates a high
level of competence
Actions or statement
are provided that are
designed to bring a
lesson presentation to
an appropriate
conclusion.
Demonstrates
awareness of
ACEI 2.1
Overall Score
competence in
use of English
language arts,
specifically in
mechanics
level of competence
in use of English
language arts,
specifically in
mechanics.
Significant
spelling and
grammatical
errors.
Frequent spelling and
grammatical errors.
Unacceptable is
0
Total: ____11.5______ of 24 points
Minimal is 1 - 12
acceptable norms
consistent with
competence in use of
English language arts,
specifically in
mechanics.
Neat, organized, minor
spelling and
grammatical errors.
Acceptable is 13 - 21
in use of English
language arts,
specifically in
mechanics.
Neat, organized, and
free from spelling and
grammatical errors.
Target is 22 - 24
= 11.98/25
Conversion to points for this course: ___11.98________ (Maximum 25 points)
Overall Rating: ______Unacceptable __X_____Minimal _______Acceptable
_______Target
Alyssa, Your lesson plans are really not acceptable in their present form. We need to schedule a meeting ASAP to
rectify this! See my email to you from earlier today. 4/12/10
(Added Note: Although the rubric measures this example as “minimal”, it is really not acceptable for our purposes.
This student was required to redo these plans entirely in consultation with the university supervisor and cooperating
teacher.)
Lesson Title/Topic: Introduction to Civics Unit
Grade Level: 3rd grade
Materials, Resources, Technology: paper, pencil, scissors, glue, t-chart.
Objective:
 The student will distinguish between a monarchy and a democratic republic
 The student will be able to define what a monarchy, representative democracy,
government, and citizen are.
 The student will be able to articulate how long the president has his/her job, and
how many terms he/she can serve.
 The student will be able to explain why government is necessary.
Related SOLs:
3.10- The student will recognize why government is necessary in the classroom, school,
and community.
3.11- The student will explain the importance of the basic principles that form the
foundation of a republican form of government.
Assessment:
 Students will be given a “t-chart” with the titles: monarchy, and representative
democracy. They will do a word/concept sort.
Differentiation for Diverse Learners: Higher achieving students will be paired with
classmates who may be struggling some. The teacher will circulate, providing assistance
where needed, offering ideas/ asking questions to add to partner discussions.
Procedures:
Introduction/Focus Activity:
 Class discussion of what the student believes are the reasons government is
necessary in the classroom, school, and community; continuing discussion with
what kind of government we have, and why they think that is.
 Think-pair-share: what is a government and what does it do?
Body:
1.
2.
Direct instruction: The teacher will define the following termsMonarchy, representative democracy, government, and citizen.
Group discussion: what students think the importance of being a
citizen in a country is.
Closure:
 “Today we talked about what kind of government we have, and what it means to
be a citizen.”
 “Can anyone tell remind us what kind of government that is? Yes, we have a
Representative Democracy.”
 “Now who wants to remind me what being a citizen means?”
 “That’s right it’s someone who lives in a country and is entitled to the rights of
that country. A citizen is someone who was born in a country, or someone who
moved there and promised allegiance to the government and passed a citizenship
test.”
 “Tomorrow we’re going to talk about what laws are and why we have them. What
three rights we have guaranteed to us, and how our government protects those
rights.”
Lesson Title/Topic: Day 2
Grade Level: 3rd grade
Materials, Resources, Technology: paper, pencil, crayons, and smartboard/projector.
Objective:
 The student will be able to articulate why we have rules and laws.
 The student will be able to list our three inalienable rights.
 The student will be able to define: rules, laws, rights, liberty, property, and
foundation (in relation to our government and laws).
 The student will be able to explain how our government protects the rights and
property of individuals.
Related SOLs: 3.10a- Explaining the purpose of rules and laws.
3.10b- Explaining that the basic purposes of government are to make laws, carry out
laws, and decide if laws have been broken.
3.10c- Explaining that government protects the rights, and property of individuals.
3.11a- Describing the individual rights to life, liberty, and the pursuit of happiness; and
equality under the law.
Assessment:


Students will list the three inalienable rights: life, liberty, and the pursuit
of happiness.
The teacher will listen to think-pair-shares about what the governments
purposes are.
Differentiation for Diverse Learners: Higher achieving students will be paired with
classmates who may be struggling some. The teacher will circulate, providing assistance
where needed, offering ideas/ asking questions to add to partner discussions.
Procedures:
Introduction/Focus Activity: The students will list all the rights that they think
would be most important to everyone. They will be narrowed down to the top
three, and then the teacher will introduce the three inalienable as defined by The
Declaration of Independence.
 There will be a copy of The Declaration of Independence up on the
smartboard/overhead. We will discuss what the class knows about this
document.
Body:
1.
Direct instruction: Defining of the following termsRules, laws, rights, property, defend, and foundation.
2. Thinking/Feeling Spiral: why do you think rules and laws are
important?
3. Students will write their own “Daily Oral Language” sentences
about one of the following topics: their three guaranteed rights.
Why we have laws and rules; or how our government protects the
rights and property of its citizens.
*Students will then trade with a classmate and edit the sentence
that they were given. (Underlining errors in crayon)
Closure:
Answer questions/Reinforce points to be learned
“What are some examples of rules we have in our classroom?”
“Why are rules important?”
“Review- what are our three inalienable or guaranteed rights?”
“Right, they are life, liberty, and the pursuit of happiness; and how does the
government protect them?”
Lesson Title/Topic: Day 3
Grade Level: 3rd grade
Materials, Resources, Technology: paper, pencil
Objective:
 The student will be able to define diversity and explain how it is important.
 The student will be able to explain what someone’s ethnic origin is.
 The student will be able to define what customs and traditions are.
Related SOLs: 3.12- The student will recognize that Americans are a people of diverse
ethnic origins, customs, and traditions, who are united by the basic principles of a
republican form of government and respect for individual rights and freedoms. And the
benefits of diversity.
Assessment: The teacher will listen to class discussion to determine if the objectives
have been met.
Differentiation for Diverse Learners: Higher achieving students will be paired with
classmates who may be struggling some. The teacher will circulate, providing assistance
where needed, offering ideas/ asking questions to add to partner discussions.
Higher achieving students will make a T-chart: aspects/examples of diversity and how it
is important.
Procedures:
Introduction/Focus Activity: Put the students into buddies and have them do a thinkpair share: compare/contrast yourself and your buddy.
Body:
1. Direct instruction: defining the termsDiversity, community, citizen, ethnic origins, customs, and traditions.
2. Thinking-Feeling Spiral: Why is diversity important? How is everyone in the
class different?
3. Class discussion about diversity and how it is important in our community.
Closure: Summarize what was discussed in class, and have the students go home and
find out what their ethnicity is and if there are any cultural traditions that their
family follows.
Lesson Title/Topic: Day 4
Grade Level: 3rd grade
Materials, Resources, Technology: paper, pencils, “ballots”.
Objective:
 The student will be able to identify the three branches of government.
 The student will be able to articulate why we have the three separate branches and
what 2 benefits are.
 The student will be able to articulate who has the right to vote and how it is
counted (all equal).
Related SOLs: 3.11- The student will be able to explain the importance of the basic
principles that form the foundation of a republican form of government.
3.12- Individual rights (to vote). Representative Democracy.
Assessment: The student will be able to identify the three branches of government and
tell which each one consists of.
Differentiation for Diverse Learners: Higher achieving students will be paired with
classmates who may be struggling some. The teacher will circulate, providing assistance
where needed, offering ideas/ asking questions to add to partner discussions.
Sit in on small group discussions, answer questions to clarify
Procedures:
Introduction/Focus Activity: (Review) Students will be paired up to share what they
learned about their ethnic heritage and any customs/ traditions that they follow at home.
Students will vote for classroom positions. (to understand the concept of votes and how
they work). The votes will be counted, and positions will be assigned.
Body:
1. Direct instruction: Defining termsExecutive, legislative, and judicial.
2. Small group discussion (Why do we need three different parts to
our government? What do they do?)
3. Students will discuss how they think life would be if we did not
have three separate branches of government.
Closure: Answer QAR questions.
Right there: What are the three branches of government?
Think and search: Why are there three separate branches of government?
Author and you: Who has the right to vote?
Lesson Title/Topic: Day 5
Grade Level: 3rd grade
Materials, Resources, Technology: Paper, pencils, white board, and dry erase markers.
Objective:
 The student will articulate their role as a citizen, what being a citizen means, and
what rights they have.
 The student will be able to define what a citizen is.
Related SOLs: 3.10- Defining what a citizen is and what being a citizen entails.
Assessment: The teacher will walk around the room and read the students definitions for
the terms.
Differentiation for Diverse Learners: Higher achieving students will be paired with
classmates who may be struggling some. The teacher will circulate, providing assistance
where needed, offering ideas/ asking questions to add to partner discussions.
Procedures:
Introduction/Focus Activity: Students will define in their own words the termsRights, citizen, protections, and community (review).
Body: Review game- hangman, boys vs. girls. (This is how they normally review)
Terms, vocabulary, etc.
Closure: Remind the class to study for their post-test.
Hand out study guides.