MASTERING THE ART OF TEACHING
Go to http://online.moreheadstate.edu blackboard for a browser check and update.
Please check the due dates so that you deliver the assignment by the proper date. This course does not
allow assignments to be turned in by “end of the semester.” If you have specific questions, please
contact your assigned University Mentor / Instructor.
Send assignments in attachment through your MSU e-mail account to your instructor.
LEARNING MODULE: Planning the Lesson
STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION
The teacher designs/plans instruction that develops student abilities to use communication skills, apply
core concepts, become self-sufficient individuals, become responsible team members, think and solve
problems, and integrate knowledge.
2.1 Develops significant objectives aligned with standards.
2.2 Uses contextual data to design instruction relevant to students.
2.3 Plans assessments to guide instruction and measure learning objectives.
2.4 Plans instructional strategies and activities that address learning objectives for all students.
2.5 Plans instructional strategies and activities that facilitate multiple levels of learning.
Teacher Standards available at: http://www.kyepsb.net/teacherprep/standards.esp
OBJECTIVES:
Upon completion of this assignment Candidates will:
1. Demonstrate congruency between standards, (State and/or National) goals, objectives, essential
questions/I Can statements, strategies, and assessments.
2. Show evidence of “connections” that result in congruency between the lesson’s strategies and
expected student learning.
3. Develop a lesson that flows from introduction through closure
4. Plan for a variety of teaching and learning strategies that modify and differentiate instruction
5. Design pre-assessment, formative and summative assessments.
6. Create a lesson that provides for higher order thinking.
The first on-site class included a model social studies lesson on M.L.K. You participated as a student;
the next step is to reflect on the lesson through the lens of a “teacher”. You were provided a model of an
integrated lesson that included pre-teaching, teaching, and reflection. Embedded within the lesson were
a variety of strategies. These strategies engaged students in purposeful activities, which allowed them to
build on prior knowledge and learn from one another, through collaboration. The intent of incorporating
the model lesson into the first sessions was to present you with a frame of reference for Assignment
One. “The Lesson Plan Rubric” and “The Lesson Plan Format Explanation” documents will guide
you through the lesson development process.
1
REVISED JULY 2010
MASTERING THE ART OF TEACHING
Resources:
First Year Teacher’s Survival Kit, Julia G Thompson
The First Days of School, Harry Wong
*Core Content and Program of Studies, Combined Document:
Go to: (http://www.education.ky.gov/KDE) Click on Instructional Resources, click on Curriculum Documents
and Resources, Click on Teaching Tools, Click on Combined Curriculum Document
Lesson Plan Format Explanation**
Lesson Plan Template**
M.L.K Example Lesson Plan **
Lesson Plan Rubric**
*State Curriculum Documents are currently undergoing revisions and changes, to be put into place
after December 2010. The Combined Curriculum Document includes KY Standards currently in use
until these revisions/changes are completed
**These documents can be downloaded from the MAT Blackboard Site (Section 001) from the
Assignments tab.
Assignments and Product
Follow steps 1-5 to develop a standards-based lesson plan in your content area.
Step 1: The expectations for the assignment are clearly stated in the Lesson Plan Rubric. Diligently
read the entire Lesson Plan Rubric focusing on the “Accomplished” column (level 3) for the
highest level of expectation for this assignment. Use the Lesson Plan Format Explanation,
M.L.K. Lesson Plan, and the State Curriculum Document for references to guide you in the
development of your lesson plan.
Step 2: In collaboration with your school mentor, use the Lesson Plan Template (required format), to
develop a one-day lesson plan for your content area. Self-assess your work using the Lesson
Plan Rubric. Review your work with your school mentor before moving to the next step.
Step 3: Submit the first draft of the Lesson Plan to your instructor for feedback and suggestions by:
August 30, 2010
Step 4: Using the Lesson Plan Rubric and feedback as a guide, make appropriate revisions to insure a
score of 3 (Accomplished) on this assignment.
Step 5: Send your finished product (via attachment in MSU e-mail) to your instructor by Date:
September 10, 2010
2
REVISED JULY 2010
LESSON PLAN RUBRIC
DESIGN
ELEMENTS
ACCOMPLISHED
3
o The context description includes a thorough
Relationship
of Context
and
Standards
Connections
explanation of the relationship between the
lesson plan, the goal and standards chosen. It
includes insightful statements of
o Relationship to unit of study and the
broad goal
o Prior knowledge or previous lesson
focus
o Critical attributes / characteristics that
affect student learning (limitations/gifts)
DEVELOPING
2
o The context description includes an
explanation of the relationship between
the lesson plan, the goal and standards
chosen. It includes statements of
o Relationship to unit of study
and the broad goal
o Prior knowledge or previous
lesson focus
o Critical attributes / characteristics
that affect student learning
o Two – three statements concisely connect State
Standards to the goal and objectives
o Two – three statements connect State
Standards to the goal and objectives
o All appropriate KY Standards are clearly stated
o Most appropriate KY Standards are
clearly stated
EMERGING
1
o The context description includes a
limited explanation of the relationship
between the lesson plan, the goal and
standards chosen. It may include
minimal statements of one or more of
the following.
o Relationship to unit of study
and the broad goal
o Prior knowledge or previous
lesson focus
o Critical attributes /
characteristics that affect
student learning
o Two – three minimal statements
attempt to connect State Standards to
the goal and objectives.
o KY Standards are listed but are
inappropriate or not inclusive OR KY
Standards are omitted
Comments
Objectives
and Essential
Question(s)
o All objectives are clearly stated in measurable
terms, use only one verb (Bloom’s) and are
student centered.
o All objectives specify what students will know
and be able to do.
o Most objectives are clearly stated in
o Objectives are student centered, but
measurable terms, use only one verb
(Bloom’s) and are student centered.
are not written in measurable terms.
More than one verb may be present.
o Most objectives specify what students will
know and be able to do.
o Essential Question(s) are concise, relevant to the o Essential Question(s) are relevant to the
topic, requires critical thinking and encourages
student inquiry or I CAN statements are concise,
relevant to the topic and reflect student use of
critical thinking skills.
o Objectives AND Essential Question(s)/I CAN
statements are clearly connected to both the goal
JULY 2010
topic, requires critical thinking and
encourages student inquiry or I CAN
statements are relevant and reflect student
use of critical thinking
o Objectives AND Essential Question(s)/ I
CAN statements are connected to the goal
o Some objectives specify what students
will know and/or be able to do.
o Essential Question(s) are not relevant
to the topic, requires lower level
thinking skills OR is a guiding/topical
question, or the I CAN statement(s) is
not relevant and reflects lower level
thinking.
o Objectives AND Essential
Question(s)/ I CAN Statements
3
LESSON PLAN RUBRIC
DESIGN
ELEMENTS
ACCOMPLISHED
3
and KY State Standards
DEVELOPING
2
and/or the appropriate KY State Standards
EMERGING
1
demonstrate little connection to the
goal, and/or the appropriate KY State
Standards
Comments
Assessment
Plan
o Table format is used to organize the plan
o Table format is used to organize the plan
o Table format is not used to organize
the plan
o Assessment and/or rubric are submitted, if
appropriate. Rubrics, when appropriate to the
assessment, are content specific and are both
qualitative and quantitative.
o Assessment and/or rubric are submitted,
as appropriate. Rubric is content specific
and is designed with both qualitative and
quantitative descriptors, with minor errors.
o Assessment and/or rubric are
submitted, as appropriate. Rubric may
contain flawed qualitative and/or
quantitative descriptors.
o There is a match between most types and
o There is a concise match between all assessment
types and descriptions of assessments in the
assessment plan, including pre-assessment,
formative and summative
descriptions of assessments for the
assessment plan
o Most adaptations and accommodations
o All adaptations and accommodations listed are
appropriate to the attributes and student
characteristics identified in the Context
description
listed are appropriate to the attributes and
student characteristics identified in the
Context description
o Matches between types and
description of assessment for the
assessment plan are limited.
o Adaptations and accommodations
listed are minimal and/or
inappropriate to the attributes and
student characteristics identified in the
Context description OR Adaptations
and accommodations are omitted.
Comments
Resources,
media and
technology
All resources utilized in the plan are identified
o Materials and equipment are listed
o Print materials to be used with students are
submitted
o Technology resources applicable to the
lesson are listed
o URLs cited, if appropriate
Most resources utilized in the plan are
identified
o Materials and equipment are listed
o Print materials to be used with
students are submitted
o Technology resources applicable to
the lesson are listed
o URLs cited, if appropriate
Few resources utilized in the plan are
identified
o Materials and equipment are listed
o Print materials to be used with
students are submitted
o Technology resources applicable
to the lesson are listed
o URLs cited, if appropriate
Comments
JULY 2010
4
LESSON PLAN RUBRIC
DESIGN
ELEMENTS
Procedures
ACCOMPLISHED
3
o Detailed procedures include strategies to
thoroughly address three (3) parts of a lesson (
Before, During and After)
o All strategies are congruent with objectives and
standards outlined in the lesson plan.
DEVELOPING
2
o Clear procedures include strategies to
sufficiently address (3) parts of a
lesson (Before, During and After)
o Most strategies are congruent with
objectives and standards outlined in the
lesson plan.
EMERGING
1
o Limited procedures include strategies
to address one or more of the (3) parts
of a lesson (Before, During and After)
o Some strategies are congruent with
objectives and standards outlined in
the lesson plan.
o The focus on previous lesson/prior knowledge is
congruent with the lesson objective.
o The focus on previous lesson/prior
knowledge is correlated with the lesson
objective.
A variety of strategies are planned for 6-7 of the
following:
o Active learning
o Multiple learning styles
o Differentiation
o A balance of Teacher and Student centered
activities
o Use of technology by teacher and/or
students, as appropriate
o Students with critical attributes and
characteristics that affect learning needs.
o Grouping patterns
o All print materials used for student
activities are congruent with the lesson
objectives and KY standards
Strategies are planned for 4-5 of the
following:
o Active learning
o Multiple learning styles
o Differentiation
o A balance of Teacher and Student
centered activities
o Use of technology by teacher and/or
students, as appropriate
o Students with critical attributes and
characteristics that affect learning
needs.
o Grouping patterns
o The focus on previous lesson/prior
knowledge is not matched with the
lesson objective and/or may not be
included.
Strategies are planned for less than four of
the following: :
o Active learning
o Multiple learning styles
o Differentiation
o A balance of Teacher and Student
centered activities
o Use of technology by teacher and/or
students, as appropriate
o Students with critical attributes and
characteristics that affect learning
needs.
o Grouping patterns
o Some print materials used for student
o Most print materials used for student
activities are congruent with the lesson
objectives and KY standards
activities are congruent with the lesson
objectives and KY standards
Comments
JULY 2010
5