Assessment 2. Early Childhood Generalist Lesson Plan
1. Brief description. This assessment is a lesson plan assigned in CI 631.
2. This assessment is aligned with the Common Core in these ways: The assessment provides
opportunities for students to write a lesson plan in a content area of their choice, appropriate
for teaching and learning in the fourth and fifth grades.
3. Data:
60/80
73/80
60/80
64/80
64/80
60/80
75/80
4. Interpretation of the data: Mean score: 65/80 (81%) Lesson plans reflected students’ abilities to
align instruction to assessments and engage students in learning experiences that utilized
multiple resources beyond the provided textbook. Rationales for lesson plans were generally
superficial and did not specifically connect theory and research to practice.
5. Assessment as given to students and scoring guide.
You will write a lesson plan and teach it to a group of 4th and 5th grade students in your field
placement The lesson may be in any content area, and preferably integrated among at least two
content areas (math, social studies, science, language arts). Utilize the readings from the
corresponding week to help you decide upon instructional methods and assessment approaches.
Rationale
18-20
Provides convincing,
student-friendly
explanation of why
the lesson is
important and how
it relates to the
middle school
philosophy. Explicit
explanation of how
the lesson
contributes to
16-17
Clearly expresses
why lesson is
important and how
the lesson
contributes to
student learning,
reflecting elements
of the middle school
philosophy.
Connected to Ohio
and NCSS standards
14-15
Includes a rationale
with an explanation
of the importance of
the lesson content.
Ohio and NCSS
standards included.
Some connections
made to course
content.
Superficially uses
resources other
0-13
Rationale does not
address lesson’s
importance to
students. Ohio
and/or NCSS
standards not
included.
Connection to
course content
unclear or not
included. Solely
Instruction
Assessment
student learning.
Connects lesson
content to Ohio and
NCSS standards.
Connects
instructional
methods with
course readings.
Utilizes multiple
resources to inform
instruction (does not
solely rely on a
textbook).
and course
concepts. Utilizes
multiple resources
to inform instruction
(does not solely rely
on a textbook).
than the textbook,
but the textbook is
the primary
resource to inform
instruction and
learning
opportunities.
27-30
Instructional
strategies clearly
reflect application of
the middle school
philosophy to
teaching and
learning. Lesson
engages students in
active learning and
facilitates
understanding
through thoughtful
use of both teacherdirected and
student-centered
instruction. Content
is both accurate and
important for
students to learn.
21-26
Instructional strategies reflect key elements
of the middle school philosophy. Provides
students with opportunities to actively
engage in learning activities appropriate for
their grade level. Content is both accurate
and important for students to learn.
0-20
Instruction does not
clearly reflect the
middle school
philosophy OR
students are not
provided with
adequate
opportunities to
actively engage in
the lesson. Content
is accurate and
important for
students to learn.
27-30
Assessments are
clearly linked to
lesson objectives
(knowledge and
skills) and include
both formative and
summative
assessments.
Students are given
an explicit
opportunity(ies) to
demonstrate that
they have met each
of the objectives.
24-26
Assessments are
clearly linked to
lesson objectives
(knowledge and
skills) and include
assessment of each
objective. Students
are given an
opportunity to
demonstrate that
they have met each
objective.
0-20
Instruction does not
reflect the middle
school philosophy.
Students are not
provided
opportunities to be
active learners in
the lesson. Content
may or may not be
accurate and
important for
students to learn.
21-23
Assessments are not
clearly linked to
lesson objectives
(knowledge and
skills). Some
objectives not
assessed.
relies on textbook
for instruction.