Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
Final Due: Wednesday, April 4, 2012
Optional: Drafts turned in before Spring Break will receive
feedback at the end of Spring Break.
You will plan a DRA (guided reading) lesson for a small group of hypothetical students
in one grade. The plan will be based on the students’ hypothetical needs and
preferences and course learning, as well as the Maryland State Curriculum.
1. The DRA reading lesson should be about 15-30 minutes in length.
2. This is a small group reading activity, so all students in the group should be
reading the text. Therefore, each student needs a copy of the text, and you
need a copy as the teacher leader of the group. The text needs to be at the
students’ instructional reading level, since your instruction will help them
read and comprehend this selection.
3. You should NOT be teaching a new reading skill or strategy in your DRA lesson
(that is appropriate for an explicit strategy lesson). You may, however, want to
focus your lesson on a reading skill or strategy that students have already been
taught, but need additional practice using (e.g., paying attention to initial letters,
using one of various decoding strategies, practicing genre-based comprehension
strategies).
4. Be as SPECIFIC and as DETAILED as possible in the lesson plan. Write out ALL
the questions, prompts, etc. that you will say during the lesson (or at least give 23 as examples). Pretend that you are writing a script for a play, with lines scripted
for you and for your hypothetical students.
5. Real guided reading group lessons can go by very quickly, so it is important that
you have a firm sense of what you are going to say and do during each phase of
the lesson.
6. Even though your DRA lesson may address more than 1 curricular standard,
select 1 (2 at the most) for the objective. That way, your DRA lesson will be
focused. And remember, the objective should address the needs of your
readers based on multiple data sources used in lesson planning.
Page 1 of 21
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
DRA Instructional Lesson Plan
Intern’s Name Julia Ra
Grade 1st Class
Group Size 5 students
Size 25
students
Reading Level(s) of Group Duration of Lesson
Genre and Readability of Text
Level 10
30 minutes
Fiction
I. Purpose of the Lesson – What will the students learn? How does this learning fit
within broader curricular goals for that grade? Why is this learning meaningful, important
and appropriate? What will the students say or do that will serve as evidence of
learning?
Maryland State Curriculum Citation:
Standard 1.0 General Reading Processes
TOPIC
B. PHONICS: Students will apply their knowledge of letter/sound relationships and word
structure to decode unfamiliar words.
INDICATOR
 1. Identify letters and corresponding sounds
OBJECTIVES
1. Produce letter/sound correspondences rapidly (1 per second)
2. Combine sounds to form letter combinations, such as pl-, bl-, tr-, -nt
Page 2 of 21
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
Lesson Objective
Combine sounds and produce letter combinations in order to decode unfamiliar words.
Big Idea OR Essential Question
Students will be learn about the letter combinations, sp-, sw-, and –sh in order to
decode unfamiliar words throughout the text.
Formative Assessment
I will be assessing students by asking the four questions throughout the directed
reading activity. By the answers that they provide, I will make accommodations to my
directed reading activity and discover whether the students have learned the specific
letter combinations in order to decode the words throughout the book.
While the students recite the words back to me during the read aloud, I will observe if
each student is able to recite the words back to me without hesitating. In addition,
I will be focusing on how well they are able to complete the venn diagram of the letter
combinations individually, mainly seeing if they can identify the remaining –sh sounds in
the words we go through.
II. Instructional Decision-Making – What knowledge of students influences my
instructional decisions in this lesson? How will my instruction respond in order to
remove barriers to learning and/or build on students’ strengths?
Knowledge of Learners
based on
► ►►
Instructional Decisions
this knowledge
Age level characteristics, Students’ prior knowledge (based on pre-assessment
data), Reading level(s), Anticipated Misconceptions or Areas of Confusion,
Student interests, motivation, and/or funds of knowledge
Age level characteristics:
Book:
Students’ prior knowledge:
 We’re Going on a Lion Hunt by
 Students have the ability to
David Axtell
recognize initial, middle, final
 DRA level of 14
sounds of one syllable words.
 Fountas & Pinnell level H
 Students have the ability to add,
Considerations:
delete, and substitute sounds to
 The illustrations support the text
create new words.
very well, which can help nonnative
Reading level:
English speaking students a lot
 Currently, the students in this group
when reading the book. For
st
are at a reading level of 10 for 1
instance, Gi Soo had many troubles
grade, which is below the reading
understanding stories we read in
requirements for upcoming 2nd
class previously. Whenever he is
Page 3 of 21
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
graders.
 As the year is coming to an end,
these students are considered
behind as the reading levels of the
other students in the class are
levels 14-16.
Areas of confusion:
 Students are having difficulty with
combining sounds to produce letter
combinations.
 For example, Maria has trouble
recognizing different letter
combinations in unfamiliar words.
 Gisoo has trouble pronouncing the
sp-, sw-, and –sh letter
combinations.
Student interests:
 The recent field trip to the national
zoo has lead students to have a
strong interest in animals,
especially the lion.
Motivation:
 All of the students in the group are
always motivated to learn and read,
which is evident from the past group
readings.
 However, Kobi has trouble focusing
and staying in his seat. Oftentimes,
if he is not provided with full
attention from the teacher, he loses
interest in the reading. This causes
other students to become
distracted.



given a book that has illustrations
that follow the events of the story,
he is able to read the story more
fluently. This leads him to gain
more self-confidence and
motivation to read.
After going on a field trip to the
national zoo, students have been
strongly interested in animals. One
animal they are always talking
about is the lion.
Book includes rhymes and
repetition, which will allow students
to practice high frequency words
and combining sounds to make new
words all throughout the story.
The book includes many different
letter combinations that students
can identify and practice.
Multicultural Considerations / Equity Measures ► ► ►
this Lesson

Gi Soo and Melissa are nonnative
English speaking students, who just
came from Korea a year ago.
Currently, they are attending ESOL
and have improved on identifying
letter sounds and identifying one
syllable words. They are not able to


Page 4 of 21
Implications for
Each student will be given a copy of
the book so that each student can
be able to use illustrations to follow
the text and identify letter
combinations to decode unfamiliar
words.
We’re Going on a Lion Hunt follows
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust




pronounce certain letter
combinations, such as sh-, sw-, and
sp-.
All of the students have trouble
reading words at a fast pace.
Gisoo, Maria, and Melissa are very
shy at times, so there will be a lot of
group reading throughout the
activity.
Steven is at the highest reading
level among the students in this
group, while Kobi is at the lowest
reading level of the group. Steven’s
mother is a stay home mother, so
he has many opportunities to
practice reading with his mother.
Kobi’s parents both work very long
shifts every day. He is not able to
practice reading literature at home,
except for school.
There are only two students, who
are African American, in the whole
class. Majority of the students of
this class are Caucasian and Asian.
Kobi, who is African American, has
trouble relating to the stories we
read in class. This causes him to
lose focus and interest.
Page 5 of 21
two young African American girls on
an exploration of the African
savanna to find a lion. Kobi will be
able to relate to this story, as well
as the other students because of
their recent trip to the zoo and
having learned about Africa in their
social studies class currently.
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
►►►
Academic Language Demands
language
Scaffolds to support
development in this
lesson
The reading selection’s words:
Beginning letter combinations:
Sw-: swish, swash, swamp
Sp-: splish, splash
Sq-: squish, squash
Gr-: grass
Ending letter combinations:
- er: over, under
- nd: around
-ng: long
-nt: hunt
- ch: catch
-sh: swish, swash, splish, splash, squish,
squash, crash
I will preteach these words beforehand by
pointing to these words throughout the
text. The words will appear up several
times, so there will be a lot of repetition.
Students will be given opportunities to
recite the word as they go through the
story. I will recite the words with them,
mainly emphasizing on the specific letter
combination of the beginning or the
ending. Students will be breaking the
specific words apart by letter combinations
in order to decode the unfamiliar words. As
the students follow the story as I read the
book to them, I will encourage students to
use hand motions for each the words they
recite so that they can better understand
the words.
The sound combinations that will be
focused on for this lesson are sw-, sp-, sq, and –sh.
Most of these words should be familiar to
the students. The repetition of these words
throughout the book should provide lots of
practice for sounding out these letter
combinations.
III. Instructional Procedures for the DRA Lesson – What instructional strategies and
sequence will I use to ensure that every child is a successful learner?
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Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
Instructional Materials (make sure complete bibliographic citation is provided for
the text), Handouts (e.g., graphic organizers), and Technologies (e.g., power
points, websites)
Axtell, David. (2000). We’re Going on a Lion Hunt. New York: Henry Holt and Company.
-
-
5 venn diagrams on the letter combinations that the students will have to
fill out
5 copies of the text
5 worksheets of the 3 landscapes labeled in a chart  http://www.schoolportal.co.uk/GroupDownloadFile.asp?GroupId=866490&ResourceId=3298
239
5 journals
Management Considerations (Procedures, Transitions, Materials, Behavior)
Group members will be polite and respectful to one another’s answers.
Each student will be provided with their own copy of the book, as well as the graphic
organizer of the letter combinations.
Students will be asked to bring a pencil and their journals to the table.
In front of each chair, there will be nametags for the students to know where to sit. They
are a younger age, so they need the additional guidance. I will be assigning seats in
advance. Assigning seats allow students to get to know one another and learn to work
collaboratively as a group.
Instructional
Sequence
Before Reading
Approxim
ate
Time
3 minutes
Procedure
Hello boys and girls! Today we will read “We’re Going
on a Lion Hunt” by David Axtell. We are going to
practice letter combinations of sw-, sq-, sp-, and –sh.
We are going to learn a way to decode words that
contain these sound combinations. When we have a
better understanding of what sounds each letter
combination produces, we will be able to identify words
on our own. Before we begin reading the story, we will
do a very quick speed writing activity in our reading
journals. I will list on the board the 4 letter
combinations I want you to focus on. With these letter
Page 7 of 21
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
combinations, I want you to write down any word that
contains one of the letter combinations that comes to
mind. You can write as many words as you want for
each sound combination for 2 minutes. Afterwards we
will go around and share the words that we came up
with on the board.
Letter combinations:
Sp-, Sw-, Sq-, and –sh
Great! You guys are at a good start! Let us all recite
each letter combination. Starting with Kobi, I will like
each person to share one word from each letter
combination and as each of your peers share their
words, let us recite the word slowly, mainly focusing on
the sound of the letter combination.
15 minutes
During Reading
On my own question: Students, have you ever seen a
lion before? Do you guys remember how the lion
looked like when we visited it last week at the National
Zoo for our field trip? Well, we are going on a lion hunt
today!
As we have all finished the first activity, we are finally
going to be reading the book “We’re Going on a Lion
Hunt” by David Axtell. Even though the title states that
we are going on a lion hunt, we are actually going on a
word hunt! As I read the story, I want you all to
carefully watch out for the words with the letter
combinations sp-, sw-, sq-, and –sh. When we come
across a word with any one of the letter combinations, I
am going to stop and we are all going to recite the
word together with hand motions. Pretend that you are
in the lion hunt with the two main characters and use
your hands to act out the scene for each landscape.
Every single time we come across a word, you will
write the word under the correct landscape.
Note: I will be reading this book for them because it will
be their first time reading it and will be helpful for
Gisoo, who has a bit of difficulty reading at times alone.
The group reciting of words will engage students,
especially Kobi.
Page 3*
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Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
Teacher and students: recite “swish, swash, swish,
swash”
These words contain the sw- letter combination. Let us
write “swish” and “swash” next to long grass.
Page 5*
Teacher and students: recite “splish, splash, splish,
splash”
These words contain the sp- letter combination. Let us
write “splish” and “splash” next to lake.
Think and search question: Students, what sound did
the long grass make as the girls went through it? What
sound did the lake make as the girls went through it?
Students will be able to look at the worksheet of the
four settings and state what the sound words are for
each setting.
Page 7*
Teacher and students: recite “Squish, squash, squish,
squash”
These words contain the sq- letter combination. Let us
write “squish” and “squash” next to swamp.
Author and me question: Oh no! The girls are in a big
dark cave! Do you think the girls have finally found the
lion?
Page 15*
Teacher and students: recite “squish, squash, squish,
squash”
The students have already written these words on the
worksheet, so they do not need to write it again.
Page 17*
Teacher and students: recite “splish, splash, splish,
splash”
The students have already written these words on the
worksheet, so they do not need to write it again.
Right there question: What sounds will come next, if
the girls are heading to the long grass?
Page 19*
Teacher and students: recite “swish, swash, swish,
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Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
swash”
The students have already written these words on the
worksheet, so they do not need to write it again.
8 minutes
After Reading
Great job students! Wasn’t the lion hunt so much fun?
Now, as we have finished reading the book, we are
going to fill out our graphic organizers of the letter
combinations. As you can see, there are the four letter
combinations again, sw-, sp-, sq-, and –sh. We only
went over three letter combinations throughout the
read aloud, which were sw-, sq-, and sp-.
On my own question: Students, can you identify
where the –sh letter combination is in the words that
we wrote down earlier?
I will ask Steven first, whether he can identify the –sh
letter combination in the words. I was assess him first
in order to see if he has learned fully how to identify
letter combinations. Then I will ask Kobi, if he has
identified the –sh letter combination in the words. I will
use this time to assess the students, based on their
reading levels.
As we have finished identifying all of the 4 letter
combinations, we are going to fill out the venn diagram.
As you can see sp-, sw-, and sq- are labeled in
individual circles, while the circle that is in the middle,
connecting all of the other three circles, contains –sh.
We discovered that all of the words we found in the
text had a similarity, which was that they all ended in –
sh. Let’s place all of the words in the correct circle and
make sure to write words for the connecting circles.
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Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
2 minute
Teacher makes a closure statement: Students, you all
did a wonderful job today! We were able to go on a lion
hunt, identifying several words containing the four
different letter combinations: sw-, sp-, sq-, and –sh. We
learned how letter combinations help us decode
unfamiliar words. As we are familiar now with
consonant letter combinations, we will focus on vowel
letter combinations next time we meet again for our
group reading activity.
2 minutes
Students let us open our journals again. On a new
sheet of paper, I will like everyone to do their best to
write down all of the 6 words, without looking at the
words on the worksheets we completed earlier. For
each word, underline the letter combinations.
Teacher will collect the journals, the landscape
worksheet, and the venn diagram worksheet and place
them in their reader folders. Teacher will read each
student’s answers in their journals afterwards.
Closure
Assessment
Page 11 of 21
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
Reflection:
What was your experience of planning this lesson? How did course learning influence
your planning?
I found this assignment to be very difficult for me at first. I was very confused and
overwhelmed by the amount of work required for this assignment. As I began fully
understanding what the main concept of this lesson was, I was able to create the
activities from there easily. I still had a bit of trouble for the before, during, and after
activities of the DRA. However, the examples posted on elms have helped me
significantly of understanding what is required for each section. This course has helped
me so much in many ways in planning this lesson. I really had no idea about what a
DRA was and consisted of. Now, I am aware of the importance of a DRA and the
different parts to it. In addition, the Yopp and Yopp text really helped me create the
before, during, and after reading activities for this lesson.
How could you use informal feedback from the students to make instructional decisions
while you are teaching the lesson? Give at least 2 examples.
As I mentioned in the after section of the DRA, I informally asked two students of
different reading levels if they could identify the letter combination –sh. By doing this, I
can learn whether the student of higher reading level has understood the topic fully. If
he or she did not, in this case Steven, I will use that a sign that the students found the
lesson difficult or confusing.
Another way I could use informal feedback is by allowing students to ask me questions
or confusions after the before, during, and after reading. By allowing this, students will
be able to ask me questions right away about a specific part of the dra they found to be
confusing, which then I can fix help make it be easier to understand right away. This will
ensure that students do not leave the directed reading assessment with confusions.
What changes might make to your instructional procedure that would improve student
learning?
Incorporating more questions throughout the DRA. I feel that I could ask better
questions that will provide me with more information on where the students stand.
How effective were your assessment tools in helping you monitor student progress?
What modifications would you make to help students better demonstrate their learning?
The assessment tools were mainly done individually, which provides me with
information on which student understands the concept and which student does not.
I can always look back on the worksheet and decide on what to change for my future
directed reading activity with the same group. A modification I would make to help
students better demonstrate their learning is by having students identify the words on
their own as they go through the text. Because I was primarily identifying the words with
Page 12 of 21
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
them, this prevented me from learning who has trouble with sounding letter
combinations and so forth.
What did you learn about lesson planning from doing this activity?
I learned that lesson planning should be done in advance. In order to create an effective
DRA, the lesson has to be planned several weeks before so that the teacher can make
certain changed to it. In addition, I learned the importance of alignment. Everything has
to align with one another. If not, there will be no point in teaching the lesson to the
students.
Based on the anticipated results of this lesson, what are your imagined next steps? Go
beyond saying “everything went well so I would continue doing what I did in this lesson.”
Be specific and explain how these next steps will further student learning and help you
reach your curricular objectives as students move through the school year.
My next big step would be creating lesson plans for actual classrooms for the year-long
internship. This experience has lead me to gain valuable information on what is required
to creating a lesson plan and what I have to consider when creating one. There are a lot
of steps in creating a lesson plan that aligns with the state curriculum and fully provides
students with the additional practice that is effective. This experience will help me
significantly in the future. As I know how time consuming it is in creating lesson plans, I
will make sure to be well organized and planned when creating my lesson plans. It
would be horrible if I made a lesson plan last minute and did not even effectively
measure the students’ performance. I hope that this experience will stay with me
throughout the internship, so that I can be able to use it as a tool when I have to create
a lesson plan for real students.
Page 13 of 21
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
Text______________________
Level__________________________
Genre___________________________
Date______________________________
Formative assessment for during and after DRA Guided Reading Lesson
Students Right
There
On
My
Own
Think & Author
Search & Me
Fluency
Kobi
Steven
Gi Soo
Maria
Melissa
Page 14 of 21
Speed
Writing
Venn
Notes/
Diagram Hypothesis
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
Name_______________________________
Date__________________
We’re Going on a Lion Hunt by David Axtell
Complete the chart below by writing down the correct sound words for each landscape.
Use the book as a tool to identifying the words.
Landscape
Words
Long Grass
Lake
Swamp
Page 15 of 21
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
Name__________________________
Date______
Venn Diagram of letter combinations: sp-, sw-, sq-, & -sh
Complete the venn diagram by placing each word under the correct letter combination.
Sp-
Sw-
Sq-
Page 16 of 21
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
DRA Lesson Rubric: Maximum Score:___________/18
Purpose of the
Lesson
Must Include:
--Curricular
Standards
--Lesson
Objective
--Big or Essential
Question
--Formative
Assessments
Instructional
Decision Making
Must Include:
--Knowledge of
Learners
--Multicultural
Considerations
--Academic
Language
Demands
0
None of these
elements are
included with the
lesson plan OR
the lesson topic
appears to be
chosen at random
1
2
The Purpose of
the Lesson is
missing at 1 of the
required elements:
The Purpose of the
Lesson is appropriate
because it aligns with
the reading
curriculum,
**alignment with
the Maryland
State reading
curriculum
0
1
Lesson Plan does
not include any of
the required
elements OR the
instructional
decisions seem
random and
disconnected from
the learners and
the curriculum
2
Lesson Plan does Lesson Plan includes
not include 1 or
all of the required
more of the
elements AND the
required elements, instructional decisions
OR the
are appropriate
instructional
because they consider
decisions seem
the students’ reading
inappropriate
ability, interests, and
because students’
backgrounds,
reading ability,
academic language
interests, and
demands, and the
backgrounds, the
students’ reading
academic
ability by using a text
language
that is at their
demands of the
instructional level
text, nor the level
of the text are
considered
Page 17 of 21
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
Instructional
Procedures
Must include:
--Materials (text
citation)
--Handouts
--Technology
--Classroom
Management
Instructional
Sequence
--Before Reading
Phase
0
Lesson plan does
not include any of
the required
elements for the
Instructional
Procedures section
OR the materials
list is incomplete,
and handouts or
teacher-constructed
materials are not
attached to the
lesson plan.
0
Before Reading
activities are not
clearly explicated,
and/or are
inadequate to
prepare students to
read, lacking
developing
appropriate
activities to activate
prior knowledge,
introduce unfamiliar
vocabulary, and set
a purpose for
reading.
1
Lesson plan is
missing at least 1
of the required
elements OR
the published
reading materials
are not fully
referenced
1
Before-reading
activities are
clearly explicated,
but are missing 1
or more elements.
This means they
do NOT:
*introduce
students to the
text,
*include brief
activities that
motivate students
to read (e.g.
picture walk,
making
predictions) and
that activate prior
knowledge.
**briefly introduce
vocabulary
** set a purpose
for reading.
Page 18 of 21
2
The materials,
technology, handouts
and classroom
management
considerations are all
listed in the lesson,
including complete
references for any
published materials.
Handouts or teacherconstructed materials
are attached to the
lesson plan.
2
Before-reading
activities introduce
students to the text,
and include brief
activities that motivate
students to read (e.g.
picture walk, making
predictions) and that
activate prior
knowledge. Specific
vocabulary is listed in
the lesson plan. A
purpose must be set
for reading as well.
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
Instructional
Sequence
--During Reading
Phase
0
1
During reading
During-reading
activities do NOT
activities include
include students in
students in the
the actual reading.
actual reading of
The teacher’s
the selection. The
active role in
reading selection
guiding students
is NOT divided
through the reading into segments, OR
selection is NOT
is NOT followed
evident.
by comprehension
questions to check
students’ reading
comprehension.
The teacher’s
active role in
guiding students
through the
reading selection
is somewhat
evident
2
During-reading
activities include
students in the actual
reading of the
selection. The reading
selection is divided
into appropriate
segments, followed by
specific
comprehension
questions to check
students’ reading
comprehension. The
teacher’s active role in
guiding students
through the reading
selection is clearly
evident.
Instructional
Sequence
--After Reading
Phase
0
After-reading
activities are not
developmentally
appropriate OR are
unrelated to
previous lesson
activities.
Questions to check
students’ overall
reading
comprehension are
not appropriate or
are omitted.
2
After-reading activities
include questions to
check students’ overall
reading
comprehension, and
are appropriate for the
lesson.
1
After-reading
activities do NOT
include questions
to check students’
overall reading
comprehension,
OR are NOT
appropriate for the
lesson.
Page 19 of 21
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
Instructional
Sequence
--Closure
0
The closure
statement is
unrelated to the
lesson
Instructional
Sequence
--Assessment
0
Assessment only
occurred at the end
of the lesson.
Assessment
activities are not
clearly explicated
and are not directly
related to the
lesson objective.
1
The closure
included in the
lesson plan does
not foster a sense
of completion. It
does not
emphasize what
was accomplished
or the learning
that took place.
1
Assessment is
ongoing
throughout the
lesson.
Assessment
activities are not
directly related to
the lesson
objective.
Page 20 of 21
2
The teacher provides
closure for the lesson
with a statement. The
teacher emphasizes
what was
accomplished and the
new learning that took
place.
2
Assessment was
ongoing throughout
the lesson, with
activities that are
clearly explicated and
directly related to the
lesson objective.
Directed Reading Activity Lesson Plan (DRA)
EDCI461 Spring 2012 B. Faust
Reflection and
Hypothetical
Analysis of Data
0
Assessment data
from the lesson are
not analyzed at all.
The reflection
describes the
planning, delivery,
and assessment of
the lesson. The
effect of the lesson
on students’
learning is
minimally
addressed.
Discussion does
not include
reflections on what
went well in the
lesson, what went
wrong, or how the
lesson might be
modified in the
future.
1
Assessment data
from the lesson is
analyzed but the
account of student
learning is vague
and very general.
The reflection is
an analysis of the
planning, delivery,
and assessment
of the lesson. The
effect of the
lesson on
students’ learning
is discussed and
documentation is
attached, if
available.
Discussion
includes reflection
on what went well
in the lesson, what
went wrong, or
how the lesson
might be modified
in the future.
Page 21 of 21
2
Assessment data from
the lesson is closely
analyzed and a
detailed account of
student learning is
presented. The
reflection is a highly
critical analysis of the
planning, delivery, and
assessment of the
lesson. The effect of
the lesson on
students’ learning is
discussed and
documentation is
attached, if available.
Discussion includes
reflection on what
went well in the
lesson, what went
wrong, and how the
lesson might be
modified in the future.