EDUC 530
LESSON PLAN ASSIGNMENT INSTRUCTIONS
The candidate will create two mathematics lesson plans for two instructional tools (manipulatives). The candidate will choose one or more mathematics standards that are grade appropriate. The lesson plans must include individualized math accommodations to ensure a student with a specific learning disability in math has access to the general education curriculum.
Candidates must use the template provided, making sure to complete each section focusing on the probing questions provided. In a later course, you may be required to actually teach this lesson to a group of students, so please ensure that it is completed.
Module: Week
Topic
Module 4: Week 4
Whole Number Operations and Computational Fluency
Module 6: Week 6
Thinking Algebraically and Geometric Concepts
EDUC 530
Lesson Plan Grading Rubric
Advanced
Proficient
Developing
Not Present
Standards
11 to 12 points
Reflects both National and State standards that are well written and comprehensive
7 to 10 points
Reflects either National or State standards but not both and is well written and comprehensive
1 to 6 points
Reflects either National or State standards but not both and is not well written or comprehensive
0 points
Not present
Objectives
11 to 12 points
Content, Language, Vocabulary described
7 to 10 points
Either Content, Language or Vocabulary is described with one category missing
1 to 6 points
Either Content, Language or Vocabulary is described with two categories missing
0 points
Not present
Lesson Consideration
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
1 to 4 points
Either Materials, Prior Learning or Misconceptions addressed with two categories missing
0 points
Not present
Lesson Introduction “Before”
7 to 8 points
Setting the stage, activate and build background knowledge, introduce and explain
5 to 6 points
Either setting the stage, activating or building background knowledge or introduce and explain is missing.
1 to 4 points
Two of the three elements are missing.
0 points
Not present
Learning Activities “During”
7 to 8 points
Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the lesson)
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.
1 to 4 points
Two of the three elements are missing.
0 points
Not present
Closure “After”
7 to 8 points
Restate teaching point, clarify key points, extend ideas, check for understanding
5 to 6 points
Restates the teaching points, clarifies key points but does not extend ideas or check for understanding
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
Extension
7 to 8 points
Information is provided on what specific extension activity the students will do to continue practicing and building meaning.
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.
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
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(
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
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
How will students sha
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