Co-op Lesson Planning Form

Your Name: Melissa Bucher

Section of EDU320: 080
Lesson Topic: Emotional States
Define critical factor (in your own words):
Emotional states critical factor is to create a positive emotional
connection to each lesson taught.
Lesson Cycle Element:
Guided Practice
Objective of your portion of the lesson:
The objective for guided practice is to give students time as a whole
class or groups to practice the emotional states they learned about in
the instructional delivery element.
Selected Structure:
Timed Pair Share
Rational for selection of structure:
Timed Pair Share allows students to share their thoughts and ideas
on the emotional states. Here they will discuss what positive and
negative emotional experiences are and what personal experiences
they may have with either.
Assessment (how will you know participants learned the
content):
To assess the students, I will walk around to each group and listen for
understanding of the content. If a group does not sound like they
understand, I will help them.

Instructional Plans One: Team Lesson Rubric (20 points)

Team Member

Lesson
Component

Proficient
20-15 points

Developing
14-10 points

Unsatisfactory
9-0 points

Jazmine

Focus

Teacher engages students,

foreshadows lesson content and
secures student attention. 75% of
students appear engaged.

Teacher engages student attention but

does not relate to lesson content.
50% of students appear engaged.

Elizabeth

Instructional
Delivery

Teacher provides information in a

variety of forms and checks for
understanding using questioning
strategies for knowledge, application,
comprehension, analysis, and
synthesis. Relates content to prior
knowledge and/or real world. Content
is provided in no more than 3-7
chunks of information.

Teacher delivers information in one or

two forms and uses questions only
checking for knowledge or
comprehension. No more than 8-10
chunks of information presented.

Teacher begins lesson

without engaging students
or
there is a disconnect in
focus
to lesson content
Teacher delivers
information
in one or less form and
does
not check for
understanding.
More than 10 chunks of
information presented.

Melissa

Guided Practice

Teacher allows for guided practice but

does not model expectations and may
attend to a few students. Used
movement in the practice, but was not
related to content.

Teacher omits guided

practice. No movement
applied.

Kiley

Independent
Practice

Teacher models and supervises

students while they practice new skills
and information. Teacher attends to all
students checking for understanding;
may use error correction and/or
repetition. Applied movement related to
content in the practice.
Teacher provides students practice
directly related to the guided practice
experiences; clear tie to content. Two
of the 4 were applied in the lesson:
Risk, excitement, urgency and pleasure.

Teacher provides a way for students to

demonstrate knowledge learned; does
not relate directly to guided practice,
but relates to content. One of the 4
was applied in the lesson: Risk,
excitement, urgency and pleasure.

Practice does not relate to

guided practice, or
content.
Positive emotional states
were not engaged.

Mallory

Closure

Teacher draws the review of content

from students; may clarify concepts
learned to form a cohesive
understanding for student application.

Teacher reviews and clarifies lesson

but does not ensure student
participation or future application.

Teacher provides no
closure
or does not allow
sufficient
time to review or clarify.

Instructional Plans One = 50 points:

Lesson Planning=10 points
Lesson One presentation=20 points
Lesson One Evaluation=10
Lesson One Reflection=10