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 parts necessary for a plant to grow and that when a part is either
missing or added it can aid or diminish the growth of the whole plant 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 determine which combination of
conditions and variables best help a plant grow.
 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.LS.2 – Use evidence to support the explanation that a change in the environment may result in a
plant or animal will survive and reproduce, move to a new location, or die.
 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 (primary experiment over the course of
1.5 weeks)
o Plan for Assessment – 5-10 minutes (1.5 weeks from initial lesson)
 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 chocolate chip cookies (four types explained in Anticipatory Set)
o Completed anchor chart from previous model experiment
o Anchor chart paper
o Writing utensils
o Pre-printed directions
o Pre-printed flipbook packets (one per student)
o Previous materials already tested in model experiment:
 Apple slices (both browned and fresh)
 Cups
 Lemon juice
 Milk
 Water
o Experiment materials:
 12 small terra cotta pots (or plastic cups as a cheaper alternative)
 12 budding plants

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  Enough soil for 12 plants
 Small bag of fertilizer
 Pitcher of water
 Small cups for pouring water
 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
• Invite students to the carpet. Pass out four different kinds of pre-made chocolate chip cookies: one made
according to a regular recipe, one made with applesauce instead of sugar, one made with Splenda instead of
sugar, and one made with no added sugar at all. Pass these cookies out in color-coded cupcake liners so that both
you and students can keep track of which is which. Ask students to taste each cookie. After all cookies have been
tasted, have all students vote on their favorite cookie. Keep a tally on the board of the votes for each cookie. You
will most likely have heard a lot of remarks from students at this point, both positive and negative, but lead into
the purpose of the lesson by asking questions such as, “Why do you think this cookie is better than that cookie?”
“Do you notice something off in ingredients that could have affected the overall taste of a specific cookie?” Explain
the differences in the cookies. Continue with, “As I’m sure you can tell, one little added or missing part can affect
the whole taste of the cookie.”

IV.Purpose:
 “In our lesson today, we are going to once again practice using the step-by-step procedure called the
scientific method in order to understand that each individual part of something contributes either to the
benefit or detriment of a 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)
 Keep students on the carpet. Review the scientific method with students by using the model
experiment with apples that was completed a few days prior.
 Observation – Remind students 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. Ask students to recall what initial observation they made a
few days ago when you showed them the cut apple slices. Responses should be
along the lines of, “The apples were brown!” or “The apples were mushy!”
 Question – Remind 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. Reexplain that the question must be one that can be feasibly
observed and tested. Bring out the anchor chart utilized in the model experiment.
Read off the question from the top that states, “Can a certain liquid help prevent
apples from turning brown?” Continue with, “This is the question we decided on
together. Let’s ask ourselves, ‘Was this question one that could be easily observed and
tested?’ Well, we did some testing, and we will review our results soon, but first, let’s
review our hypothesis.’”
 Hypothesis – Before reminding students that a hypothesis is an estimated guess
that can be based upon prior knowledge or even just an assumption, ask them if

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 they can explain a hypothesis in their own words. “Remember, the hypothesis is what
you are setting out to test and prove in your experiment. Like we are about to discover,
a hypothesis can be disproven as well, and as we discussed, the experiment’s purpose is
to determine the validity of the hypothesis either way. Let’s reference our anchor chart
to see the hypothesis Miss Linick wrote down: The lemon juice is the best liquid to
prevent the apples from turning brown because of the acid that lemon juice contains.
Remember, I told you that my prior knowledge influenced the formulation of my
hypothesis and that your prior knowledge or lack thereof could also influence your
hypothesis as well. With that in mind, let’s recall some other hypotheses that were
formulated by you all.” Allow a few students to share theirs with the whole class as a
refresher. “Now, look Miss Linick’s hypothesis. What specific word did I use in my
hypothesis that could be connected to my prior knowledge?” Students should respond
with the word “because.” “Did any of you use a word like ‘because’ in your hypothesis?
If so, that is great! If not, that is okay too because we are going to get more practice
with formulating a hypothesis today! Remember, not all of you must agree on a
hypothesis. Different opinions enhance the whole purpose of the experiment!”
 Experiment/Data/Conclusion – “Now, of course, we are not going to re-do our
whole experiment, but can someone remind me what materials we used in our
experiment? Our materials list is an important aspect to keep track of in our
experiments… Since we conducted this specific experiment over the course of a few
days, gathered new data with every passing day, and patiently waited to discover the
results, we now know which liquid worked best in preserving the apple slices.” Review
the results on the anchor chart. “While the results may be exciting or shocking or
both, remember that the data you collected along the way is just as important as the
final result. Remember, the data is the ‘meat’ to the whole process of the scientific
method. The data section is where you collect detailed and thorough information
about everything you observe. What are some observations (data) you wrote down in
the process of the experiment?” Allow students to share some observations they
noticed, which could include but not be limited to the change in the apples, color
change in the liquids, etc. “Remember for our upcoming experiment that anything and
everything you observe and test should be recorded.” “Now, before we jump into our
next experiment, we need to consider the final step in the scientific method: the
conclusion. Can someone remind me what the conclusion is?” Allow students to share.
“Basically, a conclusion is the sum of all you have assumed, observed, and tested. The
sentence stem we used was, ‘Apple slices soaked in _______________ slowed/stopped the
apple slice from turning brown.’ We found in our conclusion that apple slices soaked in
_________________ slowed/stopped the apple slice from turning brown. I’m sure that
conclusion may excite, confuse, or cause any number of reactions… but that is the
beauty of getting to a conclusion. Conclusions can make us more curious and cause us
to ask more questions! Today and over the next week or so, we are going to practice
the scientific method again, only this time, we are going to be observing plants and
how one part can make a huge difference in the overall growth of the whole plant.”
 Before jumping into the main experiment, have a Bubble Brainstorming session. On
an anchor chart, draw out three thought bubbles: “What I Know for a Fact – Prior
Knowledge,” “I Have Heard This, So It Might Be True,” and “I Wonder If…” This is
similar to a KWL chart, but it is slightly different. Have students share statements
that they have heard regarding what essential elements plants need to grow. For
example, one student might share that they know a plant needs water to grow while
another student might share that they have heard that sugar in the water can help a
plant grow. Only write down a few examples so that student thinking is not too
heavily influenced by the comments of others since everyone is approaching the
experiment with a different level of prior knowledge. This activity is for the purpose
of getting students thinking and wondering. “Now, although many of us have been
told the elements that plants need to grow, many of us have never tested this.
Therefore, we are going to test plants in 12 different combinations of conditions and
variables. We are going to divide these into a table of 3 columns and 4 rows. You will
look at the variables and conditions in each box and make one hypothesis per each
row regarding which conditions and variables will cause the plant to grow best. Here
is the table we will be using:”

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Table with example choices to form hypothesis from:
Complete sunlight with Complete sunlight with Complete sunlight with Complete sunlight with no
water and fertilizer only water only fertilizer water and no fertilizer
Partial sunlight with Partial sunlight with only Partial sunlight with only Partial sunlight with no
water and fertilizer water fertilizer water and no fertilizer
Complete darkness with Complete darkness with Complete darkness with Complete darkness with no
water and fertilizer only water only fertilizer water and no fertilizer

 “You will be making three hypotheses total, one for each row. As we see in the example
choices, your hypotheses may be written something like:”
o “The plant in complete sunlight with only water will grow the best.”
o “The plant in partial sunlight with both water and fertilizer will grow the
best.”
o “The plant in complete darkness with only fertilizer will grow the best.”
o Active Participation
 With the understanding and a given/tested example of the scientific method, students will
conduct their own experiment based on the detailed information above.
 Since there are 12 plants and approximately 6 groups, each group will be responsible for
putting together 2 pots in addition to writing down their information. The students must put
soil in each the bottom of each plant and add the plant on top. They must then add whatever
elements they have been assigned and then find a place to store the plant that meets the
conditions they have been assigned. Although the main data will be collected over the course
of 1.5 weeks, students must complete a guiding question and 3 hypotheses, create a list of
materials, and detail the first part of the experiment.
 The students will work in groups of no larger than 4. (Groups are the best approach since this
is only their second time working through the scientific method.) Each group will be given a
set of 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.
 Give students a pre-designed flipbook of a terra cotta pot graphic. They will write the
description on the rim of each pot (ex: Hypothesis) and the details on the base of the pot.
 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, and the recorder.
(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 work on
their flipbooks and experiments and as you observe, ask questions to promote critical thinking and draw from
any potential prior knowledge.
 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 original anchor chart from the model
experiment. 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 parts
(conditions and variables) that either aid or diminish the growth of the whole 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.

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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. Since the groups cannot share their findings with the class yet due to the nature
of the experiment, allow students to share any additional thoughts relating to the experiment or their own
questions. Ask students if any aspects influenced their initial thoughts and hypotheses.
 Allow students to compare and contrast their thoughts and questions.

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 the experiment take a step forward in students’ prior knowledge or take a step backwards?
9. Did the chosen experiment accompany the scientific method well or could I have implemented a more
effective experiment to aid students in understanding the process?
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
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

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 connection to the goal or lesson objectives and focuses students’ lesson with previous and
content of the lesson. content is weak or attention on the lesson. future learning and
unclear. focuses students’ minds
InTASC 8
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

8
 included to check for
Understanding student understanding
or to reteach concepts
InTASC 4 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
is included in the lesson
plan, but the connection
with the lesson
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.
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plan and the means to
check for student
understanding of the
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.
understanding of the
content are an integral
part of the lesson, and
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 Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions are The lesson plan includes 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