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Elementary Education Lesson Plan Assignment Description and Assessment Rubric

CAEP 2018 K-6 Elementary Teacher Preparation Standards


Administration and Purpose. While your lesson plans will be assessed multiple times throughout your
program of study, your “official” lesson plan is assessed as part of the materials you will submit with your
student teaching admission application. You will choose your assessor from the teacher education faculty.
The lesson plan assessment has three related purposes. The first and perhaps most obvious is to document
your ability to plan effective instruction; this is one of the hallmarks of the best, most successful teachers.
These teachers consider not only the needs of their students as they plan, but also multiple pathways to
achieve learning goals for each lesson so that each students becomes a successful learner. The second
purpose is to habituate you to the instructional cycle. It consists of planning for and delivering instruction,
assessing student learning, modifying future lessons based on assessment data, followed by planning for new
lessons. The cycle does not end until all students learn the intended material. The third, overarching purpose
of the lesson plan assessment is to provide you with the means to internalize the discipline necessary to
become a successful teacher. The fact is that no teacher, no matter how talented, will ever achieve long-term
effectiveness with diverse populations of students without developing the self-discipline necessary to plan
effective instruction, consistently, over time.

Content of Assessment. The lesson plan assessment is divided into the following sections:
Readiness. Preparing the groundwork for effective instruction.
Plan for Instruction. The blueprint that guides your instruction for each lesson.
Plan for Assessment. Your plan for determining how well your students learn what you teach.
Reflection and Post-Lesson Analysis. One of the characteristics of the most successful teachers is that they
reflect on their teaching. They think about what went well and what could be improved in each lesson, and
they take steps to make each lesson better than the last.
In addition to these lesson plan elements, this assessment also includes the following alignments:
• Council for the Accreditation of Educator Preparation (CAEP) 2018 K-6 Elementary Teacher Preparation
Standards. The IWU Elementary Education program is recognized by the former 2007 Association for
Childhood Education International (ACEI) 2007 standards; this assessment is one of several used to affirm the
strength of our program by that organization. Recent modifications have been made throughout this
document to include the CAEP 2018 K-6 standards.
• Interstate New Teacher Assessment and Support Consortium (InTASC). The InTASC Standards outline
the common principles and foundations of teaching practice that cut across all subject areas and grade
levels and that are necessary to improve student achievement. The ten InTASC Standards are
incorporated into this assessment, and are divided into four categories:
 Learner and Learning (InTASC Standards 1, 2 and 3)
 Content (InTASC Standards 4 and 5)
 Instructional Practice (InTASC Standards 6, 7 and 8)
 Professional Responsibility (InTASC Standards 9 and 10)
• Diversity Thread. Teacher candidates are expected to teach all students well.
• Technology Thread. Teacher candidates are expected to integrate technology into their teaching as a
means to improve student learning.
Criterion for Success. Candidates must achieve a rating of Competent to pass this assessment. For this
assessment, Competent is defined as 80% or more of all rubric elements scored as competent or higher. No
domain or assessment element may be scored as Beginning.

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Indiana Wesleyan University
Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards

Sophia Roselle

LESSON RATIONALE
This lesson gives students the opportunity to apply two-digit by two-digit multiplication strategies to a scenario relevant
to their own lives. (CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—By the end of the unit, students will understand multiple strategies in order to solve two-digit by two-
digit multiplication.
B. Objective(s)
- Given a two-digit by two-digit multiplication problem, students can solve the problem using an area model.
- Given a real-life situation, students can come to a conclusion using two-digit by two-digit multiplication.
Standard(s):
- 4.C.2: Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers,
using strategies based on place value and the properties of operations. Describe the strategy and explain the reasoning.

II. Management Plan-

- Students will follow an individualized clip chart management plan to keep them on task during the lesson.
- Students will follow a class wide management plan in which either their teacher or they will receive a point for
acceptable classroom behaviors.
- Throughout the mini lesson and center activities, student behavior will be monitored according to these plans.
Transitions and timing will be monitored through the use of music recordings and call and response methods.
- Materials:
o Powerpoint of haunted houses
o iPad mirrored on screen
o budgeting sheet
o informational sheet
o projector
- Time: 60 minutes
- Space: Students will sit at individual desks for the mini lesson and separate areas of the classroom for collaborative
stations.
III. Anticipatory Set
- Have students sit at their desks for the anticipatory set.
- For the anticipatory set, I am going to explain to students to imagine that we have the opportunity to go on a field trip
to a haunted house. The unique part is that we have many haunted houses to choose from, and they have to figure out
which house is wisest for our class to take a trip to in terms of money.
- “Today, you all will have the opportunity to decide which haunted house would be best for our class to visit! Here are
our options.”
- Show students the different field trip options. Explain that we will use these later on in the lesson.
- Materials used in this lesson portion: Slideshow of different haunted houses

• Purpose: In order to figure out which haunted house would be the best one for our class to go to, we have to be
able to calculate how much everything is going to cost. Everything that you will calculate today will involve two
double digit numbers, so before we start our activity, we are going to learn a new way to multiply two double-
digit numbers by each other so you can use this method during the later activity.

PLAN FOR INSTRUCTION


IV. Adaptation to Individual Differences and Diverse Learners—
 Students will be grouped in stations by varying skill levels mixed within each in order to promote the most
effective collaborative work. The groupings will be structured in the following way:
 Group 1: Farrah, Ishika, Kamaria, Nam, Raelynn, Ace, Onna

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 - Farrah works well with Ishika, who is an ELL, so she can help her during the group response activity
 Group 2: Macey, Isaiah, Lydia, Nasaya, Izzy, Braden
 - Macey works well with Isaiah, who sometimes struggles with self-regulation
 Group 3: Emma, Jesi, Nakul, Manisha, Kaiden, Chris

- Every group I have made above has a variety of skill levels put together so students feel supported yet also
independent in their work during the response station activity

- (CAEP K-6
1.b)

V. Lesson Presentation (Input/Output)


 First, students will review the “box-method” for double digit multiplication where one digit is a multiple of 10.
o Last week, we multiplied two double-digit numbers, one being a multiple of 10, and one being a double
digit number such as 24, using an area model. Let’s review one of these problems so we can remember this
process.
o Provide an example of a problem using this method, and work through it on the mirrored iPad to
provide a review for students to prepare for this new skill. Ask students to lead the teacher through the
steps of the problem to check for understanding.
 After completing this review, introduce the strategy being taught.
o Today, we will be learning about a similar strategy to solve multiplication problems. However, this
method will look a little bit different, because we will be multiplying two double-digit numbers where
neither is a multiple of 10, such as the problem 32 X 15.
 Write the problem 32 X 15 on the mirrored iPad.
o This problem looks different than the problems we worked on last week because we are not multiplying by
a multiple of 10. Instead, this problem involves two double digit numbers that can be split into two
numbers by the tens and one’s place. Our strategy we will be learning about today still includes an area
model to solve the problem. The one difference is that we need to make four boxes instead of two boxes to
represent the tens and ones place for both numbers in the problem.
o Draw four boxes on the mirrored iPad.
o Before I write our numbers outside of the boxes, we need to split up our double digit numbers into tens
and ones. Can someone tell me what two numbers make up 32?
 Call on student to answer.
o Now, can someone tell me what two number make up 15?
 Call on student to answer.
o As students are answering the previous questions, fill in those number on the area model according to
their correct placement.
 After writing the numbers, explain the next step in the strategy.
o Use your knowledge of last week’s strategy. When using that area model, how did we know what numbers
to multiply for each box in the model?
 Have one student answer. If needed, prompt this knowledge with hints or reminders.
o Good! We need to multiply the numbers according to the box they surround in the model. So, for this
model, we will multiply 30 X 10 for the top left box, 30 X 5 for the top right box, 2 X 10 for the bottom left
box, and 5 X 2 for the bottom right box.
o Remember, we can use our strategy of covering up the zeros and then adding them to the end of the
products to help us solve. For example, if we cover up the zeros in 30 X 10, we can conclude that 3 X 1 is 3.
When we add the covered up zeros to the end of 3, we get 300. Therefore, we can write 300 in the top left
box.
o Solve the product for each box in the model, and explain how that answer was obtained for each.
o Explain that after acquiring the four numbers, we need to add them together to get the final answer.
 Materials used in this lesson portion: iPad mirrored on screen

(CAEP K-6 3.d)

VI. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes? Employ one or more strategies to determine student learning.

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 After modeling the first example, have students get out their iPads and complete another similar problem with
guided practice.
o Now, everyone get out your iPads and pull up your notes app. We are going to do another problem, but
this time you will follow along with me, and you will guide me through this problem as best as you can.
 Work through the problem 25 X 18 with the class. Ask questions such as:
o What is the first step when using an area model to solve this problem?
o What do you get when you split our two numbers in to tens and ones?
o Where do numbers go on our area model?
o What numbers do we have to multiply?
o After adding all four numbers together, what is the final answer?
 After the guided practice portion, explain the activity students will be completing in relation to the haunted
house field trip introduction.
o Now that we have discussed one more strategy for solving double digit multiplication, we are going to
start our activity. I have split everyone into groups, and each group is going to get a different haunted
house that we talked about earlier to research.
o Our class budget is $1,100.00. With that being said, we need to go to the haunted house(s) that stay under
that budget.
o At each group, you will have the pricing information for how much it will cost for admission to the
haunted house per person, how much the bus fee will be, and how much lunch will cost per person. First,
you will add up all three of these costs. Then, you will multiply this price by the number of people in our
classroom (21) in order to figure out the cost total for a field trip to that location. Feel free to use either
partial products or an area model to figure this price out. The instructions are on your budgeting sheet.
After you are all done, you will share with the class how much it would cost for everyone to go to your
haunted house, and we will figure out which place would be the wisest to take a field trip to/which one
stayed under the budget.
o Display student groups on the projector, and give them a designated spot for their group/assigned
haunted house.
o Transition to tables.
o Give students about 10-15 minutes to figure out pricing for their house. Set a timer so they know when
to go back to their seats after they are finished.
 Materials used in this lesson portion: iPad, budgeting and informational sheet at stations

VIII. Review learning outcomes / Closure

- At the end of the lesson, students will share how much it would cost to attend a field trip to their assigned
haunted house.
- After everyone has shared, prompt students with questions:
o Now that we know how much it would cost for our class to go to each of these haunted houses, which
haunted house stayed under our classroom budget? Explain.
o What method of multiplication did you use to find the cost?
o Disregarding cost, which haunted house sounds the most fun to you?

PLAN FOR ASSESSMENT


- Formative Assessment: As students work on their iPads during the mini lesson guided practice, I will observe to
see how they are following along within the skill.
- As they are working collaboratively, I will assess to see which students are contributing to finding the solutions
to the activity.
- A budget sheet will be provided so I can see their collaborative work at the conclusion of the lesson.
- I will keep track of student’s verbal responses during both the mini lesson and closure discussion. (CAEP K-6
3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)


1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
Include additional self-answer questions that specifically address unique lesson content, methodology, and assessment.
Indiana Wesleyan University

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Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Rationale Candidate demonstrates Candidate uses Candidate uses Candidate uses
little or no understanding understanding of how understanding of how understanding of how
of how planning is children grow and children grow and children grow and develop
related to how children develop across the develop across the across the developmental
CAEP K-6 1.a grow, develop, and learn. developmental domains developmental domains domains, and is able to
but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.

Readiness
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Goals/ Lesson objectives are Lesson objectives are The lesson plan contains The lesson plan contains
Objectives/ poorly written and/or correlated with learning objectives that connect clearly stated content
Standards have little or no goals and standards. The goals and standards with objectives. Objectives are
connection to learning connection between lesson activities and logically connected to
goals or standards. Little objectives and lesson assessments. appropriate goals and
connection exists activities and standards and are
INTASC 4 between objectives and assessments is weak or consistent with lesson
lesson activities and unclear. activities and assessments.
CAEP K-6 3.c
assessments. Instructional planning is
based on individual
student needs.
The anticipatory set is The connection between The anticipatory set is The anticipatory set
missing or has little or no the anticipatory set and clear and direct and connects the current
connection to the goal or lesson objectives and focuses students’ lesson with previous and
Anticipatory Set content of the lesson. content is weak or attention on the lesson. future learning and
unclear. focuses students’ minds
InTASC 8
and attention on the day’s
lesson.
The statement of purpose A statement of purpose is The statement of purpose The statement of purpose
is ambiguous or worded included in the LP, but is clearly connected to has the power to capture
so generally that the has little power to the content of the lesson the imaginations of
Purpose connection with the motivate students and and is presented in terms students and motivate
content of the lesson is capture their that are easily them to accomplish the
not apparent. imaginations. understood by students. expected learning.

Plan for Instruction


The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Few or no instructional Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are opportunities are provided
Adaptation to included. Any provided in this lesson; provided in this lesson. in this lesson that
Individual instructional however, they are not The opportunities are demonstrate the
Differences and opportunities are not adapted to individual developmentally candidate’s understanding
Diverse Learners developmentally students. appropriate and/or are of individual learner
appropriate or adapted adapted to individual characteristics and how
CAEP K-6 1.b to individual students. students. these differences might be
used to maximize a
InTASC 2 student’s learning. Unique
Diversity instructional opportunities
are included for individual
students.

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Plan for Instruction, cont.
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
The candidate’s lesson is somewhat demonstrates an demonstrates strong
not developmentally developmentally understanding of developmentally
appropriate. appropriate. developmentally appropriate practice
Lesson appropriate practice. including a variety of ways
Presentation The candidate’s lesson The candidate’s lesson to teach content.
does not use includes the basic level of The candidate’s lesson
appropriate modeling modeling. includes both modeling The candidate’s plan
and guided practice. and guided practice. includes multiple ways to
The lesson presentation model and guide practice.
InTASC 5 includes activities that The lesson presentation
CAEP K-6 3.f The lesson presentation
includes little encourage student includes relevant activities The lesson presentation
opportunity for students participation, but lack that encourage student supports student
to engage in relevant purpose or depth. participation and critical motivation through
and active learning. thinking. relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.
The candidate’s plan is The candidate’s plan is The candidate’s plan is The candidate’s plan is
not differentiated for differentiated according to differentiated according to differentiated according to
subsets of students or a subset of learners and learners and includes a learners and includes a
individual students. includes modifying variety of instructional variety of instructional
Differentiated content or instructional approaches that address approaches that address
Instruction processes. individual interests and individual interests and
preferences for learning. preferences for learning.
CAEP K-6 3.d
The candidate
differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
included to check for is included in the lesson plan and the means to understanding of the
Check for student understanding plan, but the connection check for student content are an integral
Understanding or to reteach concepts with the lesson understanding of the part of the lesson, and
that elude students presentation is weak lesson. A provision is include frequent questions
InTASC 4
during the initial and/or unclear. included to reteach all or and other actively
presentation. part of the lesson to all or engaging forms of
part of the class. formative assessment
during guided practice.

Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
InTASC 4 elements of the lesson.
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content and
unrelated to the content of IP activities is not likely learned skills; All activities lead to student mastery.
InTASC 5 of the lesson. to result in lesson mastery match lesson objectives.

Plan for Assessment

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The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The lesson plan does not Formative and summative A plan for formal and Formal and informal
Formal and include formative asessment activities are informal assessment assessments strategies
Informal assessment activities, or included in the lesson, but throughout the lesson is are a seamless and
Assessment there is little or no they are not well included. The assessment integrated part of the
correlation between correlated to and/or do strategies are uniquely lesson. The assessments
CAEP K-6 3.a planned assessment not cover the full range of designed for the are highly correlated to
InTASC 6
activities and lesson goals LP goals and objectives. individual students. the learning objectives
and objectives. Any The assessment strategies and promote continuous
assessments included are do not promote intellectual, social,
not developmentally development of each emotional, and physical
appropriate for the individual student. development of each
students. student.

Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to
specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of
appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all
students to achieve the expected outcomes. InTASC Standard 7
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Integration of The lesson plan reflects The lesson plan reflects The lesson plan reflects The lesson plan reflects
Technology educational decision insufficient or misaligned educationally sound educationally sound
making regarding decision making regarding decisions regarding decisions regarding
InTASC 7 available technology that available technology; available technology available technology
adversely impacts statements indicating the (including, but not limited (including, but not limited
Technology
Thread student learning and/or use of instructional, to, instructional and to, instructional and
fails to engage students assistive, or other assistive technologies) to assistive technologies)
at the necessary level to technologies are written support learner needs and that engage students,
meet lesson objectives. in general terms or in the curriculum. enhance the learning
terms unlikely to impact process, and/or extend
student learning. opportunities for learning.

Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions are The lesson plan includes Additional self-answer
Post-Lesson are not included in the included, but do not fit all required self-answer questions are included that
Analysis lesson plan. the content or purposes questions. Questions are specifically address unique
of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
based on the lesson included to plan, monitor,
InTASC Standard 9
assessments. and adapt instruction based
on the lesson assessments.

Revision Date: August 21, 2018


CAEP 2018 K-6 Standards
2013 InTASC Standards

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