Marking Sheet for ECUR 325 Assignment 2

Assignment 2: Lesson Plan (10% of final grade)

Student name: Shayla Alexander

Start with either of the lesson planning templates given (download the Extensive Lesson Plan Template or Lesson Plan - UbD Style
template on Blackboard or at http://www.usask.ca/education/students/undergraduate/fieldexperiences/tools-resources.php), but feel
free to alter these as you may see necessary. Create a specific lesson (likely for 1-2 class periods) that, ideally, will serve the
assessment OF piece you created earlier for Assignment 1, and will fit into the later unit plan you will build for Assignment 3.

Note that you may be unable to complete the post-delivery reflection in time for the Assignment 2 due date, depending on your student
teaching schedule. In such a case, you are advised to complete the reflection when you can for later addition into your portfolio.

You should also create any accompanying materials that go with the lesson plan (handouts, activity sheets, visuals, etc.).

Include a written reflection or justification (2-3 pages for this part) for the major choices you made in the design of this lesson plan,
making sure to discuss the criteria outlined in the rubric items that pertain to Assignment 2. For each item discuss which specific
criteria you feel you achieved and justify your stance. Finally, discuss some of your goals for Professional Learning and Growth (see
rubric items #7, 8, 9) as they relate to this assignment. What goals arising from Assignment 1 did you address? What do you aim to
address in your planning going forward?

Rubric items to address for Assignment 2: # 1, 2, 3, 4, 5, 7, 14, 15, 16.

Outcome 1 2 3 4 5
(Ready to Intern)
Lesson Planning & Assessment
1. I plan lessons I plan activities I connect my Students would My plans effectively My plans for
and assessment for students to do, activities to demonstrate integrate outcomes instruction and
based on provincial or what I will outcomes and outcomes and and indicators with assessment are
curriculum cover indicators indicators doing instructional designed to respond
what I have strategies and to my formative
planned assessment assessment of
students
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2. I make student I plan what I will I plan activities and I have a goal, but My goal is clear and My goal is clear and
learning goals for talk about what I will cover it is not written in my instruction is effective and my
each lesson/task related to a topic a way that is easy focused on it planned instruction
to understand and and activities are
achieve likely to achieve it
3. I know which I can identify the I plan lessons that I choose the I choose I choose instructional
instructional types of use a variety of instructional instructional and and learning
strategies to pick at instructional types of strategies best learning strategies strategies that are
given times strategies and am instructional related to the that are best related best related to both
comfortable with strategies outcomes and to the outcomes and outcomes and
one category indicators indicators indicators and my
students
4. My lessons are My plan is most It is clear what the My lesson In addition to the The lesson has
ready to be used focused on what I lesson is attempting includes lesson, the materials everything you
will talk about to achieve, but some instructional (assessments, would need to teach
elements need more strategies, handouts etc.) are it, and would
details questions, and ready to be used encourage a sub to
assessment in come back
sequence
5. I create I can identify the Some of my I have lesson My formative My formative
formative difference assessments could plans that check assessments are assessments tell me
assessments between types of be used while I am what all students focused on the most how to change the
assessments teaching understand part important elements plan as I go
way through the of my lessons
class
Professional Learning and Growth
7. I set and use I wrote down I have goals in some I have evidence I have evidence that I have a variety of
goals for some things I areas of where I need I have made sources of evidence
enhancing my need to fix to improve, and significant progress (self, peer,
professional am working towards the teaching instructor) that I am

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development towards specific goals I set making significant
goals progress towards a
variety of teaching
goals
Depth and Breadth of Planning Skills
14. I understand My plans teach I understand the My plans allow My plans reflect My plans make it
how to plan for the same things to difference between students to make preparation to meet likely that students
differentiation and all students and adaptation and choices, and I common learning with different needs
adaptation measure all differentiation have basic needs (disability, would experience
students learning adaptations (like EAL, gifted etc.) success
in the same way more time)
15. I create My planned There are portions The planned My planned My entire unit is
engaging learning activities and of my planned instruction and instruction and composed to increase
activities and tasks tasks would be activities, like a activities relate activities would connection between
interesting for motivational set, the learning to create interest and students and student
students who love that would be student interests interaction between ownership of
the content interesting for students learning
students
16. My planned Student literacies I know key literacies I know key I am describing key My students will
activities would could be improved for my subject, but literacies for my subject literacies have the opportunity
improve the by the planned am not sharing them subject, and have with my students to self-assess and
discipline specific activities explicitly with shared them and the learning improve literacy
literacy skills of my students explicitly with activities would help strategies
students students develop those in
students

Instructor comments:
PGP goals Try to also explain specific ways in which you will work, during that lesson, to meet the goal. Ex.) I will demonstrate
Proficiency in the language of instruction by being careful to model the following important terms: .
Try to work more directly on your planning for formative assessment. How can you incorporate stop-points or check-ins during the

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lesson to ensure students understand key concepts? Youve planned for effective questioning but things like mini-quizzes, you-try-it
activities, answer keys / guides, short games are a few examples of things you can work into a lesson as a dedicated moment to stop
and see are we all getting this? Are we ready to move forward?
Timing have you given enough time for the Powerpoint? At 15 minutes, youd be only a bit more than 1 minute per slide. Is that
enough or will it go over time? Are students taking notes? How quickly to you think they can do that?
Other than the exit slip, does your lesson have an effective closing component? Can you tie up any remaining ideas or relate it back
to the outcome? Are there any key messages you want to reiterate before students leave? Is the exit slip graded? Marked with
feedback? Do you use it as the teacher to improve instruction going forward, and if so how?
It is good that youve included a variety of activities with chances for student interaction. Work on refining some of the delivery
details and timing issues. Also work on the formative assessment component and filling in the gap of how you know if students
DONT understand something adequately to move forward, and what would happen next.

Assignment grade:
38/45 = 84%