EDUC 530 Liberty University Teaching Mathematics Lesson Plan

EDUC 530LESSON PLAN GRADING RUBRIC
Standards
Objectives
Lesson
Consideration
Lesson
Introduction
“Before”
Learning Activities
“During”
Closure “After”
Advanced
11 to 12 points
Reflects both National and
State standards that are
well written and
comprehensive
11 to 12 points
Content, Language,
Vocabulary described
Proficient
7 to 10 points
Reflects either National or
State standards but not both
and is well written and
comprehensive
7 to 10 points
Either Content, Language or
Vocabulary is described with
one category missing
Developing
1 to 6 points
Reflects either National or State
standards but not both and is not
well written or comprehensive
Not Present
0 points
Not present
1 to 6 points
Either Content, Language or
Vocabulary is described with two
categories missing
0 points
Not present
7 to 8 points
Materials, Prior Learning
and Misconceptions
addressed
5 to 6 points
Either Materials, Prior
Learning or Misconceptions
addressed with one category
missing
5 to 6 points
Either setting the stage,
activating or building
background knowledge or
introduce and explain is
missing.
5 to 6 points
Active engagement in
meaning making, or explicit
instruction, or practice (you
should be checking for
understanding throughout the
lesson) is missing.
5 to 6 points
Restates the teaching points,
clarifies key points but does
not extend ideas or check for
understanding
1 to 4 points
0 points
Either Materials, Prior Learning
Not present
or Misconceptions addressed with
two categories missing
7 to 8 points
Setting the stage, activate
and build background
knowledge, introduce and
explain
7 to 8 points
Active engagement in
meaning making, explicit
instruction, and practice
(you should be checking
for understanding
throughout the lesson)
7 to 8 points
Restate teaching point,
clarify key points, extend
ideas, check for
understanding
1 to 4 points
Two of the three elements are
missing.
0 points
Not present
1 to 4 points
Two of the three elements are
missing.
0 points
Not present
1 to 4 points
Either does not restate teaching
point or does not clarify key points,
or does not extend ideas or check
for understanding
0 points
Not present
EDUC 530
Extension
7 to 8 points
Information is provided on
what specific extension
activity the students will
do to continue practicing
and building meaning.
Evidence and
Formative
Assessment of
Student Learning
7 to 8 points
Description includes how
the teacher will determine
if students are making
progress toward the
learning goal(s) and will
assess the extent to which
they have met the goal(s),
along with providing two
examples provided
Utilizing
Knowledge about
Students to Plan
and Implement
Effective
Instruction
7 to 8 points
Builds on personal,
cultural, community
assets; provides grouping
strategies; describes
instructional supports
Technology
Integration
7 to 8 points
Description includes how
both the teacher and
student will use the
technology
Grammar and
Spelling
10 to 11 points
Responses are written in
complete sentences and
multiple paragraphs with
5 to 6 points
Information is provided on
what specific extension
activity the students but no
clear plan on how they will
continue practicing and
building meaning.
5 to 6 points
Description does not include
how the teacher will
determine if students are
making progress toward the
learning goal(s) or does not
include how the teacher will
assess the extent to which
they have met the goal(s),
and only one example is
included
5 to 6 points
Builds on personal, cultural,
community assets; but does
not provide grouping
strategies; or describes
instructional supports, and the
description is not explicit
5 to 6 points
Description does not include
either how the teacher will
use the technology or how the
student will use the
technology.
8 to 9 points
Responses are written in
complete sentences and
paragraphs. 1-3 errors in
1 to 4 points
A plan on how they will continue
practicing and building meaning is
provided but no mention of what
the activity will be is provided.
0 points
Not present
1 to 4 points
Description does not include how
the teacher will determine if
students are making progress
toward the learning goal(s) or
does not include how the teacher
will assess the extent to which
they have met the goal(s), and
there are no examples included
0 points
Not present
1 to 4 points
Does not build on personal,
cultural, community assets; but
provides grouping strategies,
describes instructional supports and
the description is explicit
0 points
Not present
1 to 4 points
Technology only lists what will be
used but not how the teacher or
student will use the technology.
0 points
Not present
1 to 7 points
Responses are not written in
complete sentences and
paragraphs. More than three
0 points
Not present
EDUC 530
APA
no errors in grammar and
spelling.
10 to 11 points
The use of current APA
formatting standards is
correct for each source. A
title page and reference
page are included in current
APA style. No errors are
present in formatting.
grammar and spelling but do
not affect meaning.
8 to 9 points
The use of current APA
formatting standards is mostly
correct for each source. A title
page and reference page are
included in current APA style.
There are 1–3 errors are present
in formatting.
errors in grammar and spelling
and the meaning is affected.
1 to 7 points
The use of current APA formatting
standards is incorrect for the
majority of sources. The title page
or reference page are missing.
There are more than 3 errors in
formatting.
0 points
Not present
EDUC 530
Lesson Plan Template
Note: Please delete the italicized directives as you complete your plans.
Name:
Grade Level:
Date:
Lesson Goals
Central Focus of Lesson:
What is the big idea or focus question of the lesson?
Standard(s) Addressed:
What VA SOLs and Common Core standards will be addressed during the lesson? (List number and text)
Lesson Objectives and Demands
Content Objectives:
What will the students know and be able to do by the end of the lesson? (use observable language with measurable verbs)
Language Objectives:
What language will students be expected to utilize when illustrating their understanding?
Key Vocabulary in Lesson:
Lesson Considerations
Materials:
Prior Academic Learning and Prerequisite Skills:
List the prior knowledge that students will need to use and build upon to be successful in this lesson
Misconceptions: Identify common misconceptions regarding the concepts addressed in this lesson
EDUC 530
Lesson Plan Details: Write a detailed outline of your class session including instructional strategies, learning tasks, key questions, key
transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could
understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each
lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your
thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your
lesson outline.
Lesson Introduction – “Before”: Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related to the topic?
How will you introduce and explain this strategy/skill so that students will understand the how and why?
Learning Activities – “During”: Active engagement in meaning making, explicit instruction, and practice (you should be checking for
understanding throughout the lesson)
How will you engage students in active meaning making of key concepts and ideas?
How will you model this strategy/skill for your students (exemplars and/or demonstrations)?
How will you provide opportunities for guided practice?
How will students independently practice using the strategy and the skill it targets?
What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?
Closure – “After”: Restate teaching point, clarify key points, extend ideas, check for understanding
EDUC 530
How will students share or show what they have learned in this lesson?
How will you restate the teaching point and clarify key concepts?
How will you engage students in reflection on how the strategies/skills learned today can be used as readers/writers/learners?
How will you provide opportunities to extend ideas and check for understanding?
Extension: How could you extend this lesson if time permits?
What specific extension activity might the students do to continue practicing and building meaning?
NOTE: Attach any Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.
EDUC 530
Lesson Plan Appendix and Commentary Section
[Note: Complete the Sections Below Indicated by your Course Instructor]
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward
your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe
and justify at least 2 formal or informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1:
Alignment with Objectives:
Describe how this assessment is aligned to your stated
objectives. Which objective(s) is it assessing?
Describe assessment strategy here.
Evidence of Student Understanding:
Describe how this assessment strategy provides evidence of
student understanding of the concepts being taught.
Student Feedback:
Describe how you will provide feedback to students on this
assessment.
Assessment Strategy #2:
Alignment with Objectives:
Describe how this assessment is aligned to your stated
objectives. Which objective(s) is it assessing?
Describe assessment strategy here.
Evidence of Student Understanding:
Describe how this assessment strategy provides evidence of
student understanding of the concepts being taught.
Student Feedback:
Describe how you will provide feedback to students on this
assessment.
EDUC 530
Utilizing Knowledge about Students to Plan and Implement Effective Instruction
Building on Personal/Cultural/Community Assets:
Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning
Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully
meet lesson objectives. This can include possible accommodations and differentiation strategies.
Supporting Literacy Development
Essential Literacy Strategies:
Identify a strategy used to help students comprehend vocabulary and other mathematical terms within this lesson
Technology
Explain how the teacher and how the students will use technology
EDUC 530
Acknowledgements
Sources:
If ideas in this lesson were based on work from others, acknowledge your sources here