Indiana Wesleyan University Differentiated Lesson Plan

Elementary Education—CAEP 2018 K-6 Elementary Teacher Preparation Standards

Student Teaching Admission Summary Scoring Sheet

The following lesson plan assignment description and assessment rubric is a required element in
the student teaching application and admission process.
Candidates. Submit your completed lesson plan to a teacher education or content faculty of your
choosing for assessment. When you have achieved a passing score, include this entire packet
with your student-teaching application materials.
Faculty. Use the attached rubric to assess the candidate’s lesson plan; complete the following
summary table prior to returning the scored lesson plan to the candidate.
Lesson Plan Elements B D C A Score
Rationale CAEP K-6 1.a     /4
Goals/Objectives/Standards CAEP K-6 3.c     /4
Anticipatory Set     /4
Purpose     /4
Adaptations: Individual Differences CAEP K-6 1.b     /4
Lesson Presentation CAEP K-6 3.f     /4
Differentiated Instruction CAEP K-6 3.d     /4
Check for Understanding     /4
Review/Closure     /4
Independent Practice/ Extending the Learning     /4
Formal and Informal Assessment CAEP K-6 3.a     /4
Integration of Technology     /4
Reflection and Post-Lesson Analysis CAEP K-6 3.b     /4
Total (passing = 39/52)

Scoring Guide. Check the box that corresponds to the rating you gave to each element of the
lesson plan. Add the individual element scores (B=1; D=2; C=3; A=4) to calculate the total
lesson plan score.

Note to faculty
When used for submission in methods course, include data for CAEP standards on collaborative site.
When used for student-teaching admission, all categories apply. No individual element score < 2

Lesson Plan is:

 Approved
 Not Approved; revisions and resubmission required.

_______________________________________ ___________________________________________
Faculty Assessor Candidate
_________________________________
Date

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 Elementary Education Lesson Plan Assignment Description and Assessment Rubric
CAEP 2018 K-6 Elementary Teacher Preparation Standards
Administration and Purpose. While your lesson plans will be assessed multiple times throughout your
program of study, your “official” lesson plan is assessed as part of the materials you will submit with your
student teaching admission application. You will choose your assessor from the teacher education faculty.
The lesson plan assessment has three related purposes. The first and perhaps most obvious is to document
your ability to plan effective instruction; this is one of the hallmarks of the best, most successful teachers.
These teachers consider not only the needs of their students as they plan, but also multiple pathways to
achieve learning goals for each lesson so that each students becomes a successful learner. The second
purpose is to habituate you to the instructional cycle. It consists of planning for and delivering instruction,
assessing student learning, modifying future lessons based on assessment data, followed by planning for new
lessons. The cycle does not end until all students learn the intended material. The third, overarching purpose
of the lesson plan assessment is to provide you with the means to internalize the discipline necessary to
become a successful teacher. The fact is that no teacher, no matter how talented, will ever achieve long-term
effectiveness with diverse populations of students without developing the self-discipline necessary to plan
effective instruction, consistently, over time.

Content of Assessment. The lesson plan assessment is divided into the following sections:
Readiness. Preparing the groundwork for effective instruction.
Plan for Instruction. The blueprint that guides your instruction for each lesson.
Plan for Assessment. Your plan for determining how well your students learn what you teach.
Reflection and Post-Lesson Analysis. One of the characteristics of the most successful teachers is that they
reflect on their teaching. They think about what went well and what could be improved in each lesson, and
they take steps to make each lesson better than the last.
In addition to these lesson plan elements, this assessment also includes the following alignments:
• Council for the Accreditation of Educator Preparation (CAEP) 2018 K-6 Elementary Teacher Preparation
Standards. The IWU Elementary Education program is recognized by the former 2007 Association for
Childhood Education International (ACEI) 2007 standards; this assessment is one of several used to affirm the
strength of our program by that organization. Recent modifications have been made throughout this
document to include the CAEP 2018 K-6 standards.
• Interstate New Teacher Assessment and Support Consortium (InTASC). The InTASC Standards outline
the common principles and foundations of teaching practice that cut across all subject areas and grade
levels and that are necessary to improve student achievement. The ten InTASC Standards are
incorporated into this assessment, and are divided into four categories:
 Learner and Learning (InTASC Standards 1, 2 and 3)
 Content (InTASC Standards 4 and 5)
 Instructional Practice (InTASC Standards 6, 7 and 8)
 Professional Responsibility (InTASC Standards 9 and 10)
• Diversity Thread. Teacher candidates are expected to teach all students well.
• Technology Thread. Teacher candidates are expected to integrate technology into their teaching as a
means to improve student learning.
Criterion for Success. Candidates must achieve a rating of Competent to pass this assessment. For this
assessment, Competent is defined as 80% or more of all rubric elements scored as competent or higher. No
domain or assessment element may be scored as Beginning.

Indiana Wesleyan University

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 Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards

LESSON RATIONALE
The learning experiences in this lesson and overall unit support the concept that elements in the world around us consist
of individual parts working together to create a coherent and functional whole. This lesson is included in the overall unit
because 1) Students explore that there are various aspects (parts) to the concept/laws of energy and 2) Students explore
the parts of the scientific method that contribute to an understanding of the whole process and experiment.
(CAEP K-6 1.a)

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s) — Unit (broad terms)
 After this unit, students will be able to recognize the significance of the many individual parts that
make up a complete whole.
B. Objective(s) —
 After engaging in the lesson and activities, students will be able to apply and expand their knowledge
on the factors affecting potential and kinetic energy.
 After engaging in the lesson and activities, students will be able to understand and utilize all steps of
the scientific method in order to solve a problem and answer an initial question.
C. Standard(s) —
 4.PS.2 – Investigate the relationship of the speed of an object to the energy of that object.
 3-5.E.2 – Construct and compare multiple plausible solutions to a problem based on how well each is
likely to meet the criteria and constraints of the problem.
(CAEP K-6 3.c)
II. Management Plan —
 Time
o Anticipatory Set – 5 minutes
o Lesson Presentation – 15 minutes
o Guided Practice/Active Participation – 35 minutes
o Plan for Assessment – 5-10 minutes
 Use of Space
o Anticipatory Set – Students will be gathered on the carpet as a whole-class near the
chalkboard/projector screen at the front of the classroom.
o Lesson Presentation – Students will be gathered on the carpet as a whole-class near the
chalkboard/projector screen at the front of the classroom.
o Guided Practice/Active Participation – Students will be allowed an appropriate amount of
space to spread out amongst desks, tables, and the floor.
o Plan for Assessment – Students will be gathered on the carpet as a whole-class near the
chalkboard/projector screen at the front of the classroom.
 List of Materials
o Pre-made PowerPoint
o Projector/laptop (for video/PowerPoint)
o Anchor chart paper
o Writing utensils
o Pre-printed flipbook packets (one per student)
o Calculators (one per group)
o Model experiment materials:
 Apple slices (both browned and fresh)
 Cups
 Lemon juice
 Milk
 Water
o Experiment materials:
 Wooden ramp with beveled end and a channel down the center
 Marbles
 Lengths of textured fabric, cut to fit the ramp (cloth towel, paper towel, foil,
sandpaper, wax paper, cling wrap, foam)
 Red, yellow, and green masking tape

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  Permanent marker
 50’ measuring tape(s)
 Expectations and procedures
o Behavior management strategy – Miss Carder’s established tally mark system
o Time management strategy – Task 1-2 helpers with passing out materials at specific times
o Self-management strategy – Ask 3 before me. Ask yourself if you were listening to directions
and if you really do know the answer if you think about it for a minute, ask a friend if you are
still confused or unsure, and then ask me if your friend is unable to help you or does not
answer your question in the way you needed it answered.
III. Anticipatory Set
• Show students a PowerPoint of pictures that are extremely zoomed in. Have them discuss among one another
what they think the full picture will reveal. To their surprise, their guesses will most likely be incorrect. For
example, if you zoom in on a fly’s eye, it appears to be a kickball. After discussing and revealing approximately
five examples, transition into the lesson by saying, “Sometimes, we think we know the whole picture when really
we only understand a part of it. If we do not have certain context or certain parts, then our understanding of the
whole will be skewed. When we see the whole picture, however, it makes a lot more sense!”
IV.Purpose:
 “In our lesson today, we are going to review the concept of energy and experiment with it in terms of a
step-by-step procedure called the scientific method in order to understand that each part of the process
contributes to how well we understand and view the whole.”

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners –
 Groups will be structured intentionally by placing lower-level learners with students who are more
confident in their abilities. Personalities will also be considered when organizing groups as some
students do not work to their best ability when placed with specific individuals.
 For students with IEPs, allow wait time, free exploration, and verbal clarifications and responses.
 For students with ADHD, provide fidget devices during the lesson presentation. (The activities are also
intentionally designed in such a way to keep hands and overall bodies active.)
(CAEP K-6 1.b)

VI.Lesson Presentation (Input/Output)

(CAEP K-6 3.f)
o Guided Practice (Teacher models, students complete exercises with the teacher, the teacher checks for
understanding before students work alone)
 Invite students to the carpet. Walk students through the scientific method by using an
example experiment with apples.
 Observation – Show students apple slices that were cut several days ago. Ask them
to make their own observations. Responses could be, “The apples are brown!” or
“The apples are turning mushy!” Explain that an observation is where the process of
the scientific method begins and that you have to identify a problem or situation
before you can pose a solution.
 Question – Explain to students that the guiding question they pose will determine
the procedures in the experiment and that those procedures and results must link
back to the original question. Further explain that the question must be one that can
be feasibly observed and tested. Allow students time to silently ponder, and then
pass out a note card to each student. Ask them to write down a question that they
believe they can observe and test through an experiment and ultimately find an
answer to. Move forward with a question such as, “Can a certain liquid help prevent
apples from turning brown?” Write this question at the top of an anchor chart.
 Hypothesis – Explain to students that a hypothesis is an estimated guess that can be
based upon prior knowledge or even just an assumption. Communicate to students
that the hypothesis is what you are setting out to test and prove in your experiment.
Make sure to emphasis that a hypothesis can be disproven as well, and that the
experiment’s purpose is to determine the validity of the hypothesis either way.
Show students three liquids: lemon juice, milk, and water. Inform students that their
hypothesis must explicitly tell which liquid they believe will best preserve the
apples and help prevent them from turning brown. Instruct students to write down
their hypothesis (emphasize this once again as an estimated guess) beneath their
guiding question on the notecard. Model this for students by writing your own

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 hypothesis on the anchor chart. “This is Miss Linick’s hypothesis: The lemon juice is
the best liquid to prevent the apples from turning brown because of the acid that
lemon juice contains.” Explain to students that your prior knowledge influenced the
formulation of your hypothesis and that their prior knowledge or lack thereof could
also influence their hypothesis as well. Further explain that your prior knowledge
was the reason you could use a word like “because.” Make sure students understand
that they do not necessarily have to give a reason or a “because” for their hypothesis
yet since this is their first exposure to the scientific method but that it is helpful later
on as they advance as scientists. Additionally, be sure to emphasize that not all
students must agree on a hypothesis and that different opinions enhance the whole
purpose of the experiment.
 Experiment – After everyone has had a chance to form a hypothesis, place three
fresh apple slices in three separate liquids: lemon juice, milk, and water. Explain to
students that this specific experiment must be conducted over the course of a few
days and that the only step they can do right now is wait. Make sure to explain that
the experiment is where students detail the materials they use and the procedures
they use. Make a quick list of both on the anchor chart. Check for understanding
since this step is a bit more rushed due to the nature of the experiment.
 Data – The following two steps will also be a bit more rushed due to the nature of
the experiment. However, do not skimp on the importance of the next two steps.
Explain that the data is the “meat” to the whole process of the scientific method.
“The data section is where you will collect detailed and thorough information about
everything you observe… for this specific experiment, you could write down color
change in the apples, color change in the liquids, etc. Anything and everything you
observe and test should be recorded.” Explain that the whole class will monitor the
apples over the next few days and will record observations accordingly.
 Conclusion – Explain to students that this is the sum of all they have assumed,
observed, and tested. Like the data, this will be recorded after observing for a few
days. However, begin to prompt student’s thinking with a sentence stem such as,
“Apple slices soaked in _______________ slowed/stopped the apple slice from turning
brown.” Write this sentence stem or one similar to it on the anchor chart. Proceed to
active participation.
o Active Participation
 With the understanding and a given example of the scientific method, students will conduct
their own experiment. Keep students on the carpet for a moment. Play this 2-minute video on
roller coasters and energy (https://www.youtube.com/watch?v=Ehx1P4adv6I) to once again
refresh their memory on kinetic and potential energy and introduce a new term that will be
relevant in the experiment, friction.
 Inform students that they will be conducting their own experiment with a ramp and marbles.
Briefly explain the directions, which will be minimal since the experiment is rooted in their
own trial and error. Explain that they will be testing the speed, distance, and energy of a
marble on various surface textures and dealing with the added element of friction that is
caused by each surface texture. “With that information in mind, that is what you will base
your guiding question and hypothesis on. I will help the whole class formulate a guiding
question, but I want each group to come up with a solid hypothesis. Let’s make our guiding
question, ‘Which surface texture will the marble roll the farthest distance on?’ (Write this on
the board and make sure all students write this on their packet later.) Based on the surface
textures you see, any prior knowledge, or just assumptions, your group will need to formulate
a hypothesis and then test it out in the experiment. Remember, it is also helpful to give reason
for your hypothesis by using words such as ‘because.’ Since this is our first experiment, you
will be given detailed step-by-step instructions. You may use that resource to fill in a
summarized version of directions on the experiment page in your flipbook. You will then
record the results from your experiment in a pre-printed table. You will roll the marble on
each surface a total of three times and then average those numbers. You may use a calculator
to average. In the data section, you will need to record each attempt – provide the distance in
inches. Finally, you will summarize your findings in a few sentences on the conclusion page in
your flipbook. This is where you will discover and explain if your hypothesis has been proven
or disproven.”
 The students will work in groups of no larger than 4. (Groups are the best approach since this
is their first time working through the scientific method.) Each group will be given a set of

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 materials (listed above in lesson plan) and the basic directions will be printed out for each
group to follow. (Although I will be walking around monitoring and assisting students, this
gives students a foundation and process to follow.) The directions will be printed out for
students and for the teacher: (https://www.stevespanglerscience.com/lab/experiments/the-
effect-of-surface-texture-upon-a-rolling-marble/)
 Give students a pre-designed flipbook similar to this one:
(https://www.teacherspayteachers.com/Product/Scientific-Method-Flip-Book-1912372).
Check for understanding and clarify any questions. Dismiss students in their groups and
instruct them to begin working on their hypothesis and experiment right away.
 Differentiate instruction according to learner readiness, strengths, weaknesses, interests, and
motivators of individual students. Include differentiated content, processes, and products.
 Allow each individual student in the group to assign themselves a group role based
on ability and interest. Guide them in making these decisions. The group roles
include but are not limited to: the manager of materials, the tester, the recorder, and
the calculator (for averaging on the calculator).
(CAEP K-6 3.d)

VII. Check for understanding

 Walk around the classroom monitoring understanding and progress. Assist individual students and groups as
necessary. Make sure students are staying on task and recording all information correctly. As students test and
as you observe, ask questions to promote critical thinking, such as “Ooh, I see that the marble seemed to roll
faster on the wax paper than it did on the towel. Can you think of why this might be? Any ideas from earlier in
our lesson that you can connect to a possibility?” (Hope for a response that mentions friction and that the
different surfaces cause different levels of friction.)
 Reteach: whole group, small group, individuals
o If through my observations and monitoring I notice that some or all students are confused on one or
more aspects of the overall lesson, I will refer back to the anchor chart. I will use discretion to evaluate
whether or not a clarification can be addressed one-on-one or is beneficial to be addressed to the
whole class.
 The planned tasks or assignment must relate directly to learning outcomes.
o The learning outcomes (objectives) relate directly to the planned experiment in both the means of the
concept of energy as relating to the speed of an object and the parts of the scientific method that lend
to the whole understanding of the concept. If students are able to connect both of these ideas and
therefore walk through the steps of the experiment successfully, the learning outcomes have been met.

VIII. Review learning outcomes / Closure

 As students wrap up their experiments, instruct them to quickly clean up their areas and materials. Call
students back to the carpet. Each group will briefly share their findings with the class and explain whether
or not their hypothesis was proved or disproved and why or why not. If no students have brought up the
idea that the friction created from the various surface textures influenced the results, make sure to discuss
emphasize this idea and that the energy/speed of the marble was affected by the friction. Allow students to
share any additional thoughts relating to the experiment or their own questions.
 Share this excerpt from Steve Spangler’s experience/hypothesis regarding the experiment:
o Galileo Galilee once did an experiment by rolling different weighted balls down an inclined plane
and proved that objects fall at the same speed no matter what they weigh. I explored further into
this principle by rolling a ball down an inclined plane covered with different textures to see if
texture affects the distance traveled by an object. My hypotheses were supported by Newton’s
Second Law, which states if a moving object is acted upon by a force it will change its speed in
proportion. In my experiment this force was the friction caused by the texture of the ramp. This
caused the marble to slow down when the more textured surfaces created more friction. This type
of friction is called rolling friction. Rolling friction is affected by the texture of both the surface and
the rolling object. Had I used a tennis ball it probably would have rolled a shorter distance because
of the ball’s texture. Rolling friction is also affected by how large the contact area is between the
object and the surface. If my marble was shaped into a cylinder there would be more contact area
between the surfaces and so there would be more rolling friction. Potential and kinetic energy
were not variables in this experiment because the ramp’s height and length did not change and
neither did the marble’s shape, size or texture. (Although this is technically true, make sure students
understand the connection of why we did the experiment in terms of potential and kinetic energy
– it was to further explore all the properties that affect energy, and in this case, that was friction.)
Conclusion: The marble rolled farther on smoother textures, with texture clearly affecting the

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 distance traveled. This proved both my hypotheses to be correct. The distance traveled was a
result of the amount of rolling friction present which was determined by the ramp’s texture. My
prediction of the results was accurate except the wood roll was farther than the foil roll.
o Allow students to compare and contrast and make brief connections to their findings.

PLAN FOR ASSESSMENT

 Formative: I will monitor student understanding and progress throughout the lesson presentation and
experiment, answering questions and clarifying when needed. I will reteach or refer back to a specific
concept when needed.
 Summative: I will evaluate all flipbook packets from the experiments for creativity and accuracy. Students
will share their findings with one another, and I will evaluate their ability to communicate their findings.

(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

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?
7. Did students make a connection to the big idea?
8. Did students understand this experiment as a connection to kinetic and potential energy?
9. Was the chosen experiment the right experiment to implement for walking students through the scientific
method for the first time?
Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Rationale Candidate demonstrates Candidate uses Candidate uses Candidate uses
little or no understanding understanding of how understanding of how understanding of how
of how planning is children grow and children grow and children grow and develop
related to how children develop across the develop across the across the developmental
CAEP K-6 1.a grow, develop, and learn. developmental domains developmental domains domains, and is able to
but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.

Readiness
The Beginning
Candidate
Goals/ Lesson objectives are
Objectives/ poorly written and/or
Standards have little or no
connection to learning
goals or standards. Little
connection exists
INTASC 4 between objectives and
lesson activities and
CAEP K-6 3.c
assessments.
The anticipatory set is
Anticipatory Set missing or has little or no
connection to the goal or
InTASC 8 content of the lesson.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Lesson objectives are The lesson plan contains The lesson plan contains
correlated with learning objectives that connect clearly stated content
goals and standards. The goals and standards with objectives. Objectives are
connection between lesson activities and logically connected to
objectives and lesson assessments. appropriate goals and
activities and standards and are
assessments is weak or consistent with lesson
unclear. activities and assessments.
Instructional planning is
based on individual
student needs.
The connection between The anticipatory set is The anticipatory set
the anticipatory set and clear and direct and connects the current
lesson objectives and focuses students’ lesson with previous and
content is weak or attention on the lesson. future learning and
unclear. focuses students’ minds

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 and attention on the day’s
lesson.
The statement of purpose A statement of purpose is The statement of purpose The statement of purpose
is ambiguous or worded included in the LP, but is clearly connected to has the power to capture
so generally that the has little power to the content of the lesson the imaginations of
Purpose connection with the motivate students and and is presented in terms students and motivate
content of the lesson is capture their that are easily them to accomplish the
not apparent. imaginations. understood by students. expected learning.

Plan for Instruction

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Few or no instructional Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are opportunities are provided
Adaptation to included. Any provided in this lesson; provided in this lesson. in this lesson that
Individual instructional however, they are not The opportunities are demonstrate the
Differences and opportunities are not adapted to individual developmentally candidate’s understanding
Diverse Learners developmentally students. appropriate and/or are of individual learner
appropriate or adapted adapted to individual characteristics and how
CAEP K-6 1.b to individual students. students. these differences might be
used to maximize a
InTASC 2 student’s learning. Unique
Diversity
instructional opportunities
are included for individual
students.

Plan for Instruction, cont.

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
The candidate’s lesson is somewhat demonstrates an demonstrates strong
not developmentally developmentally understanding of developmentally
appropriate. appropriate. developmentally appropriate practice
Lesson appropriate practice. including a variety of ways
Presentation The candidate’s lesson The candidate’s lesson to teach content.
does not use includes the basic level of The candidate’s lesson
appropriate modeling modeling. includes both modeling The candidate’s plan
and guided practice. and guided practice. includes multiple ways to
The lesson presentation model and guide practice.
InTASC 5 includes activities that The lesson presentation
CAEP K-6 3.f The lesson presentation
includes little encourage student includes relevant activities The lesson presentation
opportunity for students participation, but lack that encourage student supports student
to engage in relevant purpose or depth. participation and critical motivation through
and active learning. thinking. relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.
The candidate’s plan is The candidate’s plan is The candidate’s plan is The candidate’s plan is
not differentiated for differentiated according to differentiated according to differentiated according to
subsets of students or a subset of learners and learners and includes a learners and includes a
individual students. includes modifying variety of instructional variety of instructional
Differentiated content or instructional approaches that address approaches that address
Instruction processes. individual interests and individual interests and
preferences for learning. preferences for learning.
CAEP K-6 3.d
The candidate
differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Check for Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
Understanding included to check for is included in the lesson plan and the means to understanding of the
student understanding plan, but the connection check for student content are an integral
InTASC 4 or to reteach concepts with the lesson understanding of the part of the lesson, and

8
 that elude students
during the initial
presentation.
Review Lesson closure is not
Learning included, or is not
Outcomes/ related to the goals
Closure and/or content of the
lesson.
InTASC 4
Independent No independent
Practice/ practice activities are
Extending the included in the lesson,
Learning or activities are
unrelated to the content
InTASC 5 of the lesson.
Plan for Assessment
The Beginning
Candidate
The lesson plan does not
Formal and include formative
Informal assessment activities, or
Assessment there is little or no
correlation between
CAEP K-6 3.a planned assessment
InTASC 6
activities and lesson goals
and objectives. Any
assessments included are
not developmentally
appropriate for the
students.
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 candidate’s ability to make sound instructional decisions that enable all
students to achieve the expected outcomes. InTASC Standard 7
The Beginning
Candidate
Integration of The lesson plan reflects
Technology educational decision
making regarding
InTASC 7 available technology that
adversely impacts
Technology
Thread student learning and/or
fails to engage students
at the necessary level to
meet lesson objectives.
Evaluation
The Beginning
Candidate
Reflection and Self-answer questions
presentation is weak
and/or unclear.
Lesson closure is weak
and/or poorly written.
Independent practice
activities are not well
conceived and/or written;
student accomplishment
of IP activities is not likely
to result in lesson mastery
The Developing
Candidate
Formative and summative
asessment activities are
included in the lesson, but
they are not well
correlated to and/or do
not cover the full range of
LP goals and objectives.
The assessment strategies
do not promote
development of each
individual student.
The Developing
Candidate
The lesson plan reflects
insufficient or misaligned
decision making regarding
available technology;
statements indicating the
use of instructional,
assistive, or other
technologies are written
in general terms or in
terms unlikely to impact
student learning.
The Developing
Candidate
Self-answer questions are
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lesson. A provision is
included to reteach all or
part of the lesson to all or
part of the class.
Lesson closure relates
directly to the lesson
purpose and/or objective.
Assignments or activities
are included that provide
students with the
opportunity to practice
learned skills; All activities
match lesson objectives.
The Competent
Candidate
A plan for formal and
informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the
individual students.
The Competent
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies) to
support learner needs and
the curriculum.
The Competent
Candidate
The lesson plan includes
include frequent questions
and other actively
engaging forms of
formative assessment
during guided practice.
Lesson closure is clearly
correlated to the content
of the lesson and actively
engages students in
summarizing the essential
elements of the lesson.
Independent practice
activities are highly
correlated to lesson
objectives and content and
lead to student mastery.
The Accomplished
Candidate
Formal and informal
assessments strategies
are a seamless and
integrated part of the
lesson. The assessments
are highly correlated to
the learning objectives
and promote continuous
intellectual, social,
emotional, and physical
development of each
student.
The Accomplished
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies)
that engage students,
enhance the learning
process, and/or extend
opportunities for learning.
The Accomplished
Candidate
Additional self-answer
 Post-Lesson are not included in the included, but do not fit all required self-answer questions are included that
Analysis lesson plan. the content or purposes questions. Questions are specifically address unique
of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
based on the lesson included to plan, monitor,
InTASC Standard 9
assessments. and adapt instruction based
on the lesson assessments.

Revision Date: August 21, 2018

CAEP 2018 K-6 Standards
2013 InTASC Standards

10