As part of what you will submit for this assignment (in addition to the three lesson plans), you will develop a rationale (2-3 pages) explaining the reasons why you chose this particular theme, how it ties into the grade level that you wish to teach, and its significance based on NYS curriculum and NYCCLS. Why is this theme important for your future students to learn? Why did you choose the strategies for the children with disabilities and the English Language Learner?
For this class you will create a unit plan consisting of three lessons. The lessons must follow the CCSLS Lesson Plan format that will be provided to you at the beginning of the semester. These lessons must focus on one theme, based on the Common Core Standards draft curriculum, be within your certification level, and be developmentally appropriate.
The theme must be based on the core curriculum and be directly related to concepts and ideas that are taught in the grade level in which you want to teach. Each of the three lessons must integrate either play, music, movement, or art into the theme that you have chosen. It is important to develop lessons and activities that are reasonable. In other words, the supplies and materials for your lessons should be cost-effective and within a teacher’s budget.
Each lesson must include plans for 2 children with disabilities and 1 ELL. You may create profiles of 2 children with special education services and 1 child who is an English Language Learner.
Rationale
| 0 | 1-2 | 3-4 | 5-6 |
| Rationale does not provide anexplanation of the unit’s purpose in terms of future learning, realworld relevancy/application, or student interest Rationale does not include discussion of teachingstrategies for children with disabilities and English Language Learner for unit Rationale does not include explanation of how the contentof the unit ties into the grade level based on NYS curriculum and NYCCLS. | Rationale provides an explanation of the unit’s purpose in terms of future learning, real world relevancy/application, and student interest. Rationale inaccurately describes teaching strategies for children with disabilities and English Language Learner for unit. Rationale includes limited explanation of how the contentof the unit ties into the grade level based on NYS curriculum and NYCCLS. | Rationale provides an explanation of the unit’s purpose in terms of future learning, real world relevancy/application, and student interest. Rationale accurately describesteaching strategies for children with disabilities and English Language Learner for unit. Rationale include a clear explanation of how the contentof the unit ties into the grade level based on NYS curriculum and NYCCLS. | Rationale provides a clear andthoughtful explanation of the unit’spurpose in terms of future learning,real world relevancy/application,student interest, and how the unitenhances or involves learning. Rationale accurately describesteaching strategies for children with disabilities and English Language Learner for unit. Rationale includes a clear and detailed explanation of how the contentof the unit ties into the grade level based on NYS curriculum and NYCCLS. |
Lesson Plan
| Criteria | Does Not Meet | Meets | Exceeds |
| Alignment to NYS CCLS or Content Standards | Lesson does not clearly or directly connect to the NYS CCLS that are addressed by the lesson. The candidate may not have specified the portions of standard or standard/s addressed by the lesson. The candidate does not demonstrate how the lesson is designed to meet other applicable national K-12 standards. | The alignment of the planned lesson to the CCLS is reasonably clear and direct. The candidate also demonstrates in a general sense that the lesson aligns to national K-12 learning standards in the field of instruction, as applicable. | Lesson demonstrates strong connections to the NYS CCLS and to national K-12 learning standards. |
| Learning Objectives | Learning objectives may not be written clearly, or their relationship to content standards is indirect or obscure. Objectives may not be written in such a way that they can be clearly evaluated. Objectives may be overly narrow or too broadly stated. Objectives may not use or may inaccurate apply the four part formula. . | Learning objectives are generally well stated, connected to the content standards, and are written in such a way that attainment of the objectives can be evaluated. Objectives use the four part formula, as delineated in the lesson plan template, with adequate accuracy and clarity | Learning objectives are clearly articulated and lend themselves to depth and breadth of measurable learning. Objectives are clearly and comprehensivelysupported by information provided using the four part formula. |
| Instructional Supports (Resources and Materials) | Across lesson plans, little thought appears to be given to introducing students to a range of materials and resources (manipulatives, Internet or software resources, etc.). The class textbook is the only teaching source used for majority of lessons. | Across lesson plans, choice of materials and resources is varied, appropriate, and related to the modeling of a variety of teaching strategies. The candidate does not rely solely on the textbook for all lessons. | Choices of materials and resources reflect creativity and research on the part of the candidate, and strongly enhances the likelihood of student engagement and participation, without interfering with the focus on lesson objectives. |
| Teacher Actions | Specific actions and activities may lack sufficient detail or clarity as to what the candidate will specifically be doing and teaching in the lesson. Activities may not be clearly aligned to objectives. | The specific actions and activities of the lesson are sufficiently clear and detailed, and aligned to lesson objective/s. | Actions are well described, sequenced, and detailed. The lesson plan could easily be used by another teacher for lesson delivery. |
| Guided Practice | The description is vague and/or the does not convey a form of guided practice that appears to be appropriate to the lesson activity or overall lesson. | The description of how the candidate will model what he or she plans to teach is sufficiently described. | The description of guided practice is detailed and scaffolded; the candidate references good examples, manipulatives, as well as verbal and nonverbal cues that help to make concepts and processes clear to students. |
| Independent Practice | The description of the independent practice activity is vague and/or the activity does not appear to be well sequenced and timed A clear description is provided of the activity in which students practice skills modeled by the candidate. | The independent activity is well sequenced and timed as part of the overall lesson. | The description of the independent practice activity is detailed and includes information on how the candidate will monitor and support independent practice. |
| Student Assessment | Assessment strategies are not provided or are not clearly described. They are not aligned to learning objectives. The written assessment may lack clarity or focus on essential learning. Assessments may not be appropriate in terms of their timing within the larger instructional learning segment or unit, or well-integrated into the lesson plan. | Assessment strategies are reasonably well described and aligned to learning objectives. The written assessment provides adequately clear directions or expectations for students. The choice of assessment/s is appropriate to the sequence of the lesson and integrates well with other learning activities included in the lesson. | Assessment strategies are seamlessly integrated into the lesson and designed to gain insight into the breadth and depth of each student’s mastery of lesson content. |
| Differentiation of Instruction | Little or no differentiation is evident in lesson plan; the differentiation is unclear or irrelevant. | The lesson activities include sufficient references to how instruction will be differentiated in ways consistent with contextual information provided. | The lesson takes classroom diversity into careful consideration in all aspects of lesson planning and makes good use of timing as well as instructional support personnel if available. |
| Closure | Closure activity is poorly or vaguely described and does not include an overt “check for understanding” process. Activity may allow little opportunity for student input or questions and may not be designed in such a way that the candidate can assess student learning on the lesson objectives. | Lesson closure is sufficiently described and appropriate, to include a description of the “check for understanding” activity, and how the candidate will use results to revise subsequent instruction or revisit concepts from the current lesson before moving on to a new objective or focus. | Closure is described in detail and with clarity and makes connections to the “big ideas” and main concepts of lesson activities. Closure design allows students opportunities to ask questions and summarize what they have learned and provides a platform for the candidate to monitor student learning and make adjustments for future instruction. |
| Integration of Music, movement or art | *does not integrate music, movement, or art into the lesson *Provides no opportunities for children to learn with, about and/or through the music, movement or art | integrates music, movement, or art into the lesson * Provides opportunities for children to learn with, about and/or through the music, movement or art | Music, movement, or art is seamlessly integrated into the lesson and designed to gain insight into the breadth and depth of each student’s mastery of lesson content. |
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