Standards-Aligned Lesson Plan Template

Multiple Subject
Graduate Program in Education

Name: Holly Hargrave

Subject(s): Science Grade: 1

Teacher(s): Holly Hargrave Mentor Teacher: Thad Richards

School: Newport Heights Elem Lesson Time Allotment: 30 min_ Date: 10/3/2022

TPE Target Skills:

1: Demonstrate knowledge of subject matter, including the adopted CA state standards and curriculum frameworks.

2: Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan
and implement instruction that can improve student learning.

Section 1 – Goals, Standards, and Assessments

TPE 1.4, 1.5, 1.6, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5
1. CA State Standard(s) and/or Curriculum Frameworks (TPE: 3.1, 3.2, 3.3, 4.4)
RI 1.1 ask and answer questions about key details in a text
RI 1.2 Identify the main topic and retell key details of a text

2. Learning Goal(s): Based on the CA State Standard(s) you have identified above, what will students have mastered in
terms of knowledge and/or skill as a result of this lesson? (TPE 2.2, 2.6, 3.2) (Sample sentence frames: “By the end of this
lesson, my students will have mastered the ability to…” or “By the end of this lesson, my students will be able to explain…”)
By the end of this lesson my students will be able to express a key detail of a text
By the end of this lesson students will be able to recall a fact about owls from the text
3. Assessment Criteria for Success: How will the teacher and the student know if each of the specific objectives identified
above have been successfully met?

A. Formative Assessments: At least two formative assessments total, at least one with a rubric that provides information
that allows you to measure whether students have met each of your learning objectives. Copy or attach rubric to this template.
(TPE 1.8, 2.5, 5.1, 5.5)

Formative Assessment 1: students turn to an elbow partner to express a key detail from the story

Formative Assessment 2: students complete graphic organizer stating what owls can, have, are

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 Standards-Aligned Lesson Plan Template
Multiple Subject
Graduate Program in Education

Not yet mastered Mastered Exceeded mastery

1 2 3
LG 1: By the end of this Students engaged in conversation Students each share more than 1 key
but not regarding the topic of owls detail to an elbow partner
lesson my students will Student engages in conversation,
be able to express a key and each shared a key detail to an
elbow partner
detail of a text

LG 2: By the end of Students fills in 2 or less facts about Student fills in 6 or less facts about Student fills in 7-9 facts about owls
owls owls
this lesson students will
be able to recall a fact
about owls from the
text to put it on a
graphic organizer in
the categories can have,
are

B. Self-Assessment: How will all students be involved in self-assessment and reflection on their learning goals and
progress? If working in teams, how will they peer-assess each other and the group? A rubric is required for the students to use
in either self-assessment or team/peer assessment (TPE 1.5, 5.3)
1- I did not complete the graphic organizer with owl facts
2- I did some of the graphic organizer with owl facts
3- I completed all of the graphic organizer with owl facts

4. Relevance/Rationale:
A. Based on prior assessments of your student’s level of understanding for this subject, why is this the critical lesson for your
students to learn right now in your class? (These assessments can be based on formal assessments such as past quizzes or
informal assessments based on observations). (TPE 1.3, 2.6, 3.2) Make sure to cite specific evidence from prior student
learning to support your rationale:
Based on the lesson where I taught students about fall and apples, 100% of students were able to write on the graphic
organizers as well as able to verbally describe details to each other. We have studied fall and apples and now I am teaching
about owls to continue expanding their knowledge about animals we see in fall.

5. ELD Standards Addressed: Identify one standard from the ELD Standards that you will implement during this lesson to
support your English language learners. (TPE 1.1, 1.6, 3.5, 4.4) Make sure to include both the ELD Standard number and the
content of the standard! (Feel free to cut and paste!)
Part 1: Interacting in Meaningful Ways: A. Collaborative, B. Interpretive, C. Productive
6. Reading/viewing closely Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g.,
characters) based on understanding of a select set of grade-level texts and viewing of multimedia, with
substantial support.
Continue to identify how you will support your students in mastering these ELD Standards below in Section 3 – Universal
Access Lesson Adaptations
6. ELD Standard Learning Goal(s): Based on the ELD Standards you indentified above, what will students have mastered
in terms of knowledge and/or skill as a result of this lesson? (TPE 2.2, 2.6, 3.2) (Sample sentence frames: “By the end of this
lesson, my English language learners will have mastered…” or “By the end of this lesson my English language learners will
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 Standards-Aligned Lesson Plan Template
Multiple Subject
Graduate Program in Education

be able to explain…”)
By the end of this lesson, students will be able to verbally describe the text elements which are main idea and key detail

Sentence frame: The main idea is___

A detail from the story is ___
7. Academic Vocabulary: (Please chose 2-5 content-specific vocabulary terms that your students will have mastered by the
end of this lesson) (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)
Owl
Talons
Wingspan
Key Detail
Facial Discs

8. Essential Questions: (TPE 1.5)

What is an owl? Where do owls live?

Section 2: Case Study Differentiation: Focus Students 1, 2, and 3

Focus Student #1 (FS1): English Learner
Updates/observations regarding this student (academic or Identify at least two forms of differentiation you will
otherwise): incorporate into this lesson to address this student’s needs:
Quiet, on the shy side
Loves to share details about her life, brother and A sentence frame to ask FS1 to retell the main idea and
parents. detail:
Loves her family The main idea is___
Generous – loves to bring gifts to class A detail from the story is ___
Gets along well with one female student at her group Student sitting in the front to monitor her and be close
and one male student at her group to me for instruction
Prefers to have sidebar conversations instead of sharing
to the class
Update: shared her writing verbally through the
microphone to the entire class
Has multiple friends now and allows anyone to join her
during recess
Social and Emotional Learning (SEL) update for this student. Is your strategy proving effective? Should it continue to be
used? If not, what new strategy might prove effective? (The more the student is involved in developing the strategy, the
better):
SEL, my goal for this student is to have conversations with peers and make eye contact. This student expresses
that she wants to play with others so I encourage her to ask peers, “would you like to play”. She has been
successful in this strategy and has made a friend at her table.

Focus Student #2 (FS2) Student with Identified Special Needs (IEP)

Academic updates/observations regarding this student: Identify at least two accommodations/ modifications you will
Reads 2.3 reading level, scored 61 on BPST incorporate into your lesson to address this student’s needs:
Friendly, outgoing, kind, silly Allow her to read aloud to her classmates
Loves to come up with solutions for things Allow her to write a key detail on her own
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 Standards-Aligned Lesson Plan Template
Multiple Subject
Graduate Program in Education

Loves to help out

Responds well to praise
Loves splat the cat books
Social and Emotional Learning (SEL) update for this student. Is your strategy proving effective? Should it continue to be
used? If not, what new strategy might prove effective? (The more the student is involved and developing the strategy, the
better):
SEL goal: express her feelings to people. Example, she tends to be shy when expressing that someone has hurt her
feelings. My goal is for her to express it to the person.

A sentence frame I gave this student is: Please don’t do that (unwanted behavior), it makes me feel uncomfortable/
I don’t like it.

Focus Student #3 (FS3): Special Circumstances Student

Academic updates/observations regarding this student: Identify at least two accommodations/ modifications you will
Quiet incorporate into your lesson to address this student’s needs:
Responsible Student has double take-home things so that she can
Kind have one for each parent
Reads at a 2.1 level, scored 60 on BPST Student is not penalized for deadlines such as
Enjoys drawing homework, paperwork to be signed etc. The custody
Making more friends at school, loves to help our schedule can be a lot for a student to deal with. I have
medically fragile student with nurse trips and bathroom expressed that her presence is more important than
monitoring getting the homework, etc in. I told her that I want her
to be the best version of herself always but that we will
have a high level of understanding for her situation.

Student reads aloud to peers and is able to write her

own detail on the graphic organizer

Social and Emotional Learning (SEL) update for this student. Is your strategy proving effective? Should it continue to be
used? If not, what new strategy might prove effective? (The more the student is involved in developing the strategy, the
better):
My SEL goal for this student is to raise her hand if she knows the answer. She tends to be shy but has great insight
on what we are learning. My goal is that she will gain confidence to express her ideas with her classmates.

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 Standards-Aligned Graduate Education Lesson Plan Template

Section 3: Universal Access Lesson Development

TPE 1.4, 3.5, 3.6, 4.1, 4.4, 4.5, 5.7, 5.8 SSP-ELD
What forms of differentiation (modifications/accommodations/special instructional strategies) will be made for this specific
lesson based on the assets and challenges of your students? (TPE 1.4)

1. Multilingual/EL students: (TPE 1.6, 3.5, 4.4)

Please explain the instructional methods (such as SDAIE strategies, levelled questioning, graphic organizers, etc.) you will
use to meet your ELD Standard learning objective for this lesson. (Find your ELD
ELD Standard learning goals in Section 1).
1) Identify and teach essential vocabulary
2)Present the lesson orally with as many visuals as possible
3)Create lessons using pairs to provide natural opportunities for meaning-making and authentic
communication.

2. Universal Design for Learning (whole class) Support:

(TPE 1.4, 4.4, 4.7) Identify one strategy you will use from each of the UDL multiple means categories to create a lesson
that works towards universal design. (Support for identifying rich UDL strategies can be found here:
http://udlguidelines.cast.org..)

Multiple Means of Engagement:

Having students explain their answers to elbow partners

Multiple Means of Representation:

Go over vocabulary at the beginning of the lesson using picture posters
Scaffold the writing portion of the lesson for varied abilities
Using visual and auditorial presentation such as an owl video

Multiple Means of Action and Expression:

Use the doc camera to project activities
Have student express their own answers with classmates
Students will show their answers on a graphic organizer
Students have agree and disagree symbols to participate with their peers`

3. Higher Order Thinking Strategy Develop your lesson in a manner that ensures students will be engaging at least three
levels of Bloom’s Taxonomy during, including at least one form of higher order thinking (Analyze, Evaluate, or Create)
(TPE: 1.4, 4.4) Briefly explain how each of the three categories will be incorporated:

DOK 1-2
Tell classmates key details

DOK 2-3
Analyze the book and video to be able to catch details

DOK 4
Integrate the idea from the text into the graphic organizer

4. Social-emotional Learning Support: https://casel.org/what-is-sel/ (TPE 2.1)

Identify one specific SEL competencies (Self-awareness, Self-management, Social awareness, Relationship Skills,
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 Standards-Aligned Graduate Education Lesson Plan Template

Responsible Decision-making) that you will focus on for the whole class (Support for identifying rich SEL strategies can be
found here: https://casel.org/what-is-sel/.)

Specific strategy that you will use to inculcate that competency for this lesson:
The SEL competencies I will focus on are relationship skills and responsible decision-making. My goal is that students will
be able to use the activities in a responsible way and practice relationship skills during their elbow partner discussions.

5. Technology:
How will technology be incorporated into the lesson? Develop this lesson with at least one form of technology incorporated
into the learning process that rise to the level of “M” (modification) or “R” (Redefinition) on the SAMR Model (Support for
addressing the SAMR model can be found here: https://www.3plearning.com/blog/connectingsamrmodel/). Another
helpful resource are the ISTE Standards for educators: https://www.iste.org/standards/iste-standards-for-teachers?
_ga=2.256323592.249837091.1659559688-1938482384.1659389761 (TPE 1.2, 1.4, 3.6, 3.7, 3.8, 4.4, 4.8 4.9, 5.4)

Document camera for students to see the graphic organizer

Video about owls
This lesson does not possess an M or R in terms of student use of technology.

Section 4: Instructional Procedure

TPE 1.4, 1.8, 2.1, 2.3,2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.4, 4.7
1. Instructional Method: (TPE 1.4, 2.1, 3.5, 3.6, 4.4, 4.7) Circle all that apply–
Direct Instruction Cooperative Learning Collaborative (Inquiry-Based) Learning

2. Prior Teaching, Prior Student Knowledge from Assessments or Student Funds of Knowledge:
Students are learning about fall. I have taught about apples and I am now moving on to owls. We have completed a circle map
getting all of our ideas onto paper as well as we have read a large amount of owl books.

3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
Students individual owl book
Graphic organizer
Youtube

4. Lesson Plan: Provide a clear explanation of each stage of your lesson. This should include a description of what will be
taught (including links to any Google Docs, Powerpoints, Youtube videos, etc.), how the students will be engaging the
lessons, and examples of directions, explanations, and questions that the teacher candidate will use to scaffold the progress of
learning. If it helps, you can write it out like a script of what you basically expect to say.

Introductory Lesson Explanation: (TPE 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3)
How will you establish a positive and safe learning environment?
Hi everyone! I hope you had a great recess, today we are going to shake up our schedule and learn about owls!
Student friendly version of how you will introduce your learning goals (2-3 sentences):
Today we will read our own little owl books and then you will each get to complete your own graphic organizer!
Student friendly explanation of how this lesson connects to prior lessons and the larger unit for this subject (ie., how does it
connect to the big idea of the unit)?
This will help you guys connect what we learned from previous videos and stories and our circle map to help create another
graphic organizer so we can have a good understanding about owls.
How will you communicate your expectations for learning and behavior:
I expect that we will all be engaged, responsible and polite learners today. Remember that in this class we use heart
behavior, quiet voices, and listening ears.
Open –
Anticipatory Set: This should be a short, attention-grabbing, engaging opener that recruits the interest of your students,
provokes curiosity, and makes them want to learn more.
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Play cool owl video

https://www.youtube.com/watch?v=13yxEVwdUbw
elbow partner share something they learned about owls just now
Body –
Options: You can use a simple “I do, we do, you do” approach to this section. You may also use the Seven Step Lesson Plan
approach, which includes these stages: Teach/Model, Check for Understanding, Guided Practice, Independent Practice (TPE
1.8) Make sure that your descriptions are thorough enough that your professor can imagine the progress of each stage of the
lesson and discern whether there has been appropriate scaffolding.
Read this story:
Student volunteers read each page, stopping to underline if it says can, have, are

Elbow partner share something owls can do

Complete graphic organizer

Close –

Flip paper over complete self assessment

Glue this into science and social studies notebook
Confirming the learning: How will you review the learning with your students at the end of the lesson and help them self-
assess whether they achieved the learning goals you set for them?
Someone tell us something an owl can do.
Someone tell us something owls are.
Someone tell us something owls have.
Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the lesson?
We will use this to help us with our u shape table writing about owls

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 Standards-Aligned Graduate Education Lesson Plan Template

Section 5: Reflection
TPE 3.4, 6.1, 6.5
After presenting the lesson in the classroom, evaluate the rubric for your formative and student self-assessments and use the
data to reflect on whether the learning objectives were met for this lesson.
1. Complete the table below to help you evaluate the levels of achievement of your learning goals for this lesson:

Learning Goals Number/percentage of Number/percentage of Number/percentage of

(Include however many learning students who exceeded students who met learning students who have not met
goals you developed for this
learning goals goals learning goals
lesson. Blank spaces are for
students with extra learning
goals)
Learning Goal #1 18 0 0
Learning Goal #2 18 0 0
Learning Goal #3 NA NA NA

1. Student achievement of you CA State Standard learning goals for this lesson:

a. Using the data from the rubrics you developed for your formative assessment, explain any areas of successful achievement
for your whole class of your CA State Standard learning goals for the academic content of this lesson.
1)Identify any patterns and/or trends in the results. Make sure to cite evidence (including specific number scores!) from
your rubric.
100% of students exceeded both LG 1 and LG 2. The students were excited and engaged during this lesson which shows
on their scores. During my walk around I was able to hear students sharing multiple facts about owls to their partners and their
partners were able to provide different facts back to them which resulted in robust discussion. 17 students completed all 9
facts on the graphic organizer. Only 1 students filled out 7 facts which still fell under the category of exceeding mastery.
2) What aspect of instructional approach do you believe contributed to the pattern and/or trends that you saw? What was
most effective? What was least effective?
Starting off this lesson with an engaging video about owls provided the students with a hook that got them interested in what
would happen for the rest of the lesson. The least effective was probably highlighting information, the reason is that my kids
that are not yet reading are not understanding this portion of the lesson. I would continue to do this as it is beneficial it just is
not the most beneficial.

b. Please identify one student from each of the following three categories and provide feedback on their work based on their
work. Your feedback should be detailed, content-specific, and rubric-based:

1) Student who exceeded learning goals: you completed all 9 facts on the graphic organizer. Your spacing was great, in the
future I want to challenge you to use your best printing when writing.

2) Student who met learning goals: nice job completing your graphic organizer, next time I want to challenge you to
organize your facts into the boxes with your best printing. This will help you when you are using this to complete your
informational writing using this organizer.

3) Student who did not meet learning goals: all students met the learning goals for this lesson however, I did give my
student that has yet to master other goals some feedback. The feedback was that I want him to sound words out instead of
asking how to spell it. It will help me as a teacher to see where he is at so I can better help him instead of his peers always
telling him how to spell.

2. Student achievement of you ELD Standard learning goals for this lesson:

a. How effective was your instructional approach for your multilingual/EL students? Did they demonstrate achievement of
your ELD Standard learning goals for this lesson?
My EL demonstrated achievement by participating in the discussion and clearing expressing her ideas to her elbow partner
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 Standards-Aligned Graduate Education Lesson Plan Template

b. Explain any areas where your multilingual/EL students were not able to demonstrate achievement of your ELD Standard
learning goals for this lesson:
NA
c. How effective your instructional approach for your FS1?
My approach was effective in that she exceeded mastery in all of the goals and scored herself a 3 on the rubric

3. How did getting to know your students’ assets and learning needs…
a. …inform and/or shape your instructional app for the whole class?
I was able to pick a video I knew they would be excited to watch and then I was able to scaffold where necessary and give
additional support to various students that needed it.
b. …support student access to and engagement with the content?
My video was engaging and I allowed every student to read as much as they wanted from the owl book.
c. …enable you to affirm and validate the cultural and linguistic backgrounds of you whole class in general and your focus
students specifically?
I was able to provide FS 1 with sentence frames and encouraged my other focus students to participate in the partner
discussions

4. In this lesson, did you need to incorporate specific in-the-moment instructional adaptations…

a. …for the whole class to support them in achieving the learning goals?
No, I had adaptations planned ahead of time and they were adequate for the lesson.
b. …for your three focus students to help them achieve the learning goals?
No, I had adaptations prepared ahead of time for these students.
5. What insights did you gain from your student self-assessments and informal assessment, and observations that you made
throughout your lesson?
I learned that my students felt better about the content than I initially thought they would. My students were more
knowledgeable about owls and they were able to recall the facts from the last lesson about owls.
6. Applying for Next Steps
a. Based on your assessments:
1) What should you teach next after this lesson? (Do you need to reteach any aspect of it, move on to a new subject, or
some combination of both?)
I will on to the next topic which is bats. The reason is that my students exceeded all learning goals and are ready to learn more
about animals we see in fall.
2) If applicable, was your grouping strategy effective?
NA
b. If you were going to teach this lesson again, would you change anything about how you engaged your students in terms of:
1) Higher order thinking:
No, my students were able to discuss key details, pick out the main idea of a text and discuss it
2) Academic language:
No, my students were able to use the academic language accurately in sentences
3) English language learning:
No, my EL met both the ELD and state standards as well as all learning goals.

Section 6: Student Samples

Collect the work samples of each of your three focus students (ELL, and special needs students, and special circumstance
students). Use your rubric to score each student and provide feedback regarding their work on their work sample and/or
rubric.

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 Standards-Aligned Graduate Education Lesson Plan Template

Not yet mastered Mastered Exceeded mastery

1 2 3
LG 1: By the end of this Students engaged in conversation Students each share more than 1 key
but not regarding the topic detail
lesson my students will Student engages in conversation,
be able to verbally and each shared a key detail
express a key detail of a
text to an elbow partner

LG 2: By the end of Students fills in 2 or less facts Student fills in 6 or less facts Student fills in 7-9 facts
this lesson students will
be able to recall a fact
about owls from the
text to put it on a
graphic organizer in
the categories can have,
are

Comments: you did a

great job exceeding all
the goals, let us try to
use our best printing so
it will be more helpful
of a tool to you

Not yet mastered Mastered Exceeded mastery

1 2 3
LG 1: By the end of this Students engaged in conversation Students each share more than 1 key
but not regarding the topic detail
lesson my students will Student engages in conversation,
be able to verbally and each shared a key detail
express a key detail of a
text to an elbow partner

LG 2: By the end of Students fills in 2 or less facts Student fills in 6 or less facts Student fills in 7-9 facts
this lesson students will
be able to recall a fact
about owls from the
text to put it on a
graphic organizer in
the categories can have,
are

Comments: I am so
proud of your
determination to get
this done. You
volunteered to read in
front of your peers and
55you
Fair wrote down
Drive, Costa every
Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 01/06/22
fact, you have shown so
much growth!
 Standards-Aligned Graduate Education Lesson Plan Template

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 Standards-Aligned Graduate Education Lesson Plan Template
Graduate Education Lesson Plan Rubric
Not Yet! Beginning Emerging Proficient Highly Proficient Total
11.9 and below 12-13.9 14-15.9 16-17.9 18-20
Section 1: Does not yet align More work is Some alignment of Proficient alignment of Strong alignment of
standards and needed to align standards and standards and standards and objective
objective and/or standards and objective with limited objective with basic with clear, robust
Goals and does not yet provide objective and/or rationale and essential rationale and essential rationale and essential
Standards clear rationale and does not yet provide questions. questions. questions.
essential questions. clear rationale and
essential questions.
Does not yet Minimal formative Provides some Provides proficient Provides strong
provide formative assessments and formative assessments formative assessments formative assessments
Formative assessments and rubric that will and rubric, but unclear and purposeful rubric and purposeful rubric
Assessment rubric that will enable meaningful how they will enable that will enable some that will clearly enable
Plan enable meaningful assessment for most meaningful assessment meaningful assessment meaningful assessment
assessment for most students. Does not for most students. for every student. for every student.
students. Does not yet provide for Provides some ideas Provides proficient Provides strong student
yet provide for meaningful student for meaningful student plan for student self- self-assessment plan
meaningful student self-assessment. self-assessment, but assessment that will that will empower
self-assessment. not yet fully developed likely empower students to critically
students to reflect on reflect on their learning
their learning and gain and gain meaningful
some insights insights
Does not yet Provides minimal Provides a self- Provides a well- Provides a strong, well-
provide a well self-assessment or assessment or peer- developed self- developed self-
Peer and thought out plan for peer-assessment for assessment for assessment or peer- assessment or peer-
Student Self- self- or peer- students that is not students that has a assessment for assessment for students
Assessment assessment likely to support chance of supporting students that is likely that is highly likely to
metacognitive some metacognitive to support support significant
Plan reflection and reflection and metacognitive metacognitive reflection
learning. learning. reflection and learning. and learning.
Section 2: Does not yet Demographic Provides somewhat Provides proficient Provides strong
provide profile and helpful demographic demographic profile demographic profile and
demographic profile adaptations that profile and and adaptations, with adaptations, with
Differentia- and adaptations that facilitate diversified adaptations, but with clear significance for insightful significance
tion Case facilitate diversified learning or engage unclear significance diversified learning for diversified learning
learning or engage 21st Century for diversified learning and integrates 21st and integrates 21st
Studies 21st Century Learning, the Arts, and only preliminarily Century Learning, the Century Learning, the
Learning, the Arts, and/or technology. integrates 21st Century Arts, and/or Arts, and/or technology.
and/or technology. Learning, the Arts, technology.
and/or technology.

Section 3: Does not yet Minimal multiple Some integration of Proficient Strong demonstration of
include multiple means of instruction multiple means of demonstration of multiple means of
means of instruction that are likely to instruction, but unclear multiple means of instruction that are
Universal that are likely to provide engaging about providing instruction that are likely to provide
Access provide engaging Universal Access engaging Universal likely to provide engaging Universal
Lesson Universal Access for most learners. Access for most engaging Universal Access for all learners.
for most learners. learners. Access for most
Development learners.

59.9 and below 60-69.9 70-79.9 80-89.9 90-100

Section 4: Failed to create Developed Developed adequately Developed strong, Developed extremely
meaningful plans minimally thought- realistic, and well realistic, and well strong, realistic, and
out plans without thought out plans with thought out plans with well thought out plans
Instructional potential to create a potential to create a, potential to create a with potential to create a
Procedure well- structured well-structured thriving, well- thriving, well-
classroom classroom where structured classroom structured classroom
students might where students where students
understand the understand the understand the
boundaries boundaries and can boundaries and can
work well within them. work well within them.
Point Chart: Final
Score:
180-200 A
160-179 B
140-159 C
120-139 D
119 and
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below: Not
yet!
 Standards-Aligned Graduate Education Lesson Plan Template

All Components Lesson Plan Rubric

Not Beginning Emerging Proficient Highly Proficient Total
Yet!
7.4 and 7.5-8.74 8.75-9.9 10-11.24 11.25-12.5
below
Student Work Failure to Submission of two to Submission of three to Submission of five Submission of five
include three samples little five samples some samples representing samples representing
Sample Submission student diversity in abilities and diversity in abilities and ample diversity in a wide range of
samples needs and/or lacking needs with appropriate abilities and needs diverse abilities and
on a appropriate comments comments and grades with strong, useful needs with excellent,
meaningf and grades comments and grades clarifying comments
ul level and grades

Lesson The LOP from the Mentor Teacher and University Supervisor was submitted to Canvas in a timely manner and in
readable form.
Observation (If an LOP is not turned in, this assignment will not be graded and will result in the loss of all points for this and may
Protocol affect being allowed to go on to the next stage of the Grad Ed Program).
(LOP) Submission
14.9 15-17.4 17.5-19.9 20-22.4 22.5-25
and
below
Teaching Failed to Minimal reflection on Adequate reflection on Strong reflection on Superb reflection on
reflect on lesson and specific lesson and specific lesson and specific lesson and specific
Candidate the lesson assessments showing assessments showing assessments showing assessments showing
Reflection on in a poor analysis into the some analysis into the good analysis into the robust analysis into
Lesson pedagogic strengths and strengths and weaknesses strengths and the strengths and
ally weaknesses of the of the instructional weaknesses of the weaknesses of the
meaningf instructional method method and process, instructional method instructional method
ul way and process, adaptations, and levels of and process, and process,
adaptations, and levels inclusion and engagement adaptations, and adaptations, and
of inclusion and for both the whole class levels of inclusion levels of inclusion
engagement for both the and individual needs with and engagement for and engagement for
whole class and satisfactory consideration both the whole class both the whole class
individual needs with of next steps and individual needs and individual needs
inadequate with sound with excellent
consideration of next consideration of next consideration of next
steps steps steps
Point Chart: Final
45-50 A Score:
40-44.5 B
35-39.9 C
30-34.5 D
29 and below:
NOT YET

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