Professional Documents
Culture Documents
READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s) The students will be able connect an issue in a story to real-life experiences.
B. Objectives
1. Students will be able to connect the differences in the characters of the book Square Cat
to the differences seen in human ethnicities revealed in themselves and their families.
II. Materials
1. Square Cat by Elizabeth Schoonmaker
2. Cards with Square or Round cat printed on them
3. Pictures of 3 ethnically diverse friends
IV. Purpose: Today we are going to read a book about a cat that was different from her
friends. This way we can all learn to appreciate differences in each other such as the color
of our skin and the backgrounds we come from. While I read I want you to pay attention to
how the differences between the cats and how Square cats friends make her feel accepted.
2. Students who struggle with reading will have the support of the read-aloud.
3. Students who may struggle with writing will be working with partner to help them come
up with a relevant cat card response.
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V. Check for understanding. In the grand conversation I will begin by asking questions that helps to
reinforce the storyline. I will then ask deeper questions to help the children identify the
differences between the characters in the story and connect it to their own experiences of
feeling different. I will ask questions like:
1. What did you like about the story?
2. What kind of cat did Square Cat want to be? Why?
3. What were some unique characteristics of Square cat?
4. What were some of the differences between Square cats and round cats?
5. Have you ever felt different like Square Cat? What was it like?
6. What are some differences between you as a class?
7. What did Square Cats friends do to make her feel loved and accepted?
8. What can you do to make others feel like Square Cats friends made her feel?
Summative: I will collect the students cat-cards after they have presented them to the class in their
partnerships.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did students understand the connection between the different cats and human differences?
8. What ways could I adjust my questions to guide them toward a main idea?
9. How could I better explain or represent ethnicity to this age group?
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Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Reading, Writing, and Oral Language
Needs Improvement Emerging Competent 3 Outstanding 4
1 Competence 2
Lesson objectives are Lesson objectives are The lesson plan The lesson plan
poorly written and/or correlated with contains objectives contains clearly stated
have little or no learning goals and that connect goals content objectives.
Goals connection to learning standards. The and standards with Objectives are
Objectives goals or standards. connection between lesson activities and logically connected to
Standards Little connection objectives and lesson assessments. appropriate goals and
exists between activities and standards and are
objectives and lesson assessments is weak consistent with lesson
activities and or unclear. activities and
assessments. assessments.
The anticipatory set is The connection The anticipatory set is The anticipatory set
missing or has little or between the clear and direct and connects the current
no connection to the anticipatory set and focuses students lesson with previous
Anticipatory goal or content of the lesson objectives and attention on the and future learning
Set lesson. content is weak or lesson. and focuses students
unclear. minds and attention
on the days lesson.
The statement of A statement of The statement of The statement of
purpose is ambiguous purpose is included in purpose is clearly purpose has the
or worded so the lesson, but has connected to the power to capture the
generally that the little power to content of the lesson imaginations of
Purpose
connection with the motivate students and and is presented in students and motivate
content of the lesson capture their terms that are easily them to accomplish
is not apparent. imaginations. understood by the expected learning.
students.
Readiness
Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and
skills as they apply to specific content and pedagogical knowledge, assessment practices, and
student achievement. The selection of appropriate technological tools reflects the candidates
ability to make sound instructional decisions that enable all students to achieve the expected
outcomes. INTASC 6.i, 8.g, 8.o
Little or no provision is A guided practice The lesson plan Plans to check for
included to check for section is included in includes a plan and student understanding
student understanding the lesson plan, but the means to check of the content are an
or to reteach concepts the connection with for student integral part of the
Check for that elude students the lesson understanding of the lesson, and include
Understand during the initial presentation is weak lesson. A provision is frequent questions
-ing presentation. and/or unclear. included to reteach all and other actively
or part of the lesson engaging forms of
to all or part of the formative assessment
class. during guided
practice.
Lesson closure is not Lesson closure is Lesson closure relates Lesson closure is
included, or is not weak and/or poorly directly to the lesson clearly correlated to
Review
related to the goals written. purpose and/or the content of the
Learning
and/or content of the objective. lesson and actively
Outcomes
lesson. engages students in
summarizing the
Closure
essential elements of
the lesson.
Total Score
Note to faculty
When used for submission in methods course, include data for ACEI
standards on collaborative site.
When used for student-teaching admission, all of the following apply.
Passing total score = 30/40
No individual element score < 2
Signed by faculty
Culminating Assessment
Needs Improvement Emerging Competent 3 Outstanding 4
1 Competence 2
Developmen The candidates lesson The candidates lesson The candidates lesson The candidates lesson
t plan suggests he or plan demonstrates a plan demonstrates plan demonstrates
Learning she does not limited understanding understanding of the that he or she fully
Motivation understand the major of the major concepts, major concepts, understands all of the
concepts, principles, principles, theories, principles, theories, major concepts,
ACEI 1.0 theories, and research. and research. and research and uses principles, theories,
them in planning. and research and uses
The candidates plan He or she designs them effectively in
does not provide lessons with minimally He or she designs planning.
opportunities to appropriate learning appropriate lessons
support students opportunities. with adequate learning He or she includes
development, opportunities that learning opportunities
acquisition of acknowledge students that support students
knowledge, and development, development,
motivation. acquisition of acquisition of
knowledge, and knowledge, and
motivation. motivation.
Culminating Assessment Score: _________