Kensie Linick

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
 Kensie Linick

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

 Kensie Linick

Math Lesson Plan

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. Students will learn the specific operations
of an individual part and why those operations are crucial to the overall function. Students will discover that different
parts serve different purposes by exploring the four main types of angles.
(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 label and explain the four main types
of angles, rays and lines, and endpoints.
 After completing the activities, students will be able to provide explanation for how the different types
of angles worked together to create their figures.
C. Standard(s)
 4.G.3 – Recognize angles as geometric shapes that are formed wherever two rays share a common
endpoint.
 4.G.4 – Identify, describe, and draw rays, angles (right, acute, obtuse), and perpendicular and parallel
lines using appropriate tools (e.g., ruler, straightedge, and technology). Identify these in two-
dimensional figures.
(CAEP K-6 3.c)
II. Management Plan
 Time
o Anticipatory Set – 5-6 minutes
o Lesson Presentation – 10-15 minutes
o Guided Practice – 20-25 minutes
o Plan for Assessment – 10-12 minutes
 Use of Space
o Anticipatory Set – Students will be in four pre-assigned groups and work at tables and other
various areas throughout 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 – 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 at their individual desks.
 List of Materials
o Cut out puzzle pieces of pictures showcasing angles
o Projector/laptop (for playing a video)
o Pre-designed anchor chart
o Paper plates (in two different colors, ~50 plates total equaling 2 for each student)
o 2-3 boxes of spaghetti noodles
o 2-3 bags of mini-marshmallows
o Giant post-it notes
o Writing utensils (pencils and dry erase markers)
o Washi tape
o Individual iPads (provided)
 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

III. Anticipatory Set

 Kensie Linick

 Students will be divided into four pre-assigned groups. Each group will have a picture of a real-life
object showcasing one of the four main angles (ex: a picture of a clock with clock hands – obtuse angle,
pizza slices – acute angle, checkerboard – right angle, and a billboard – straight angle). Each picture
will be cut up into puzzle pieces, and the students must work together to create the big picture. After
the groups complete the puzzles, prompt their thinking with questions such as, “Just by looking at these
pictures, are there any similarities/differences that stand out to you? If so, can you use descriptive words
to explain the similarities/differences you notice?” After a brief brainstorming time, inform students that
the most prominent similarity between the pictures is that they all display something called an angle.
Explain that angles are all around us and make up the majority of everything we see. Lead into the
lesson with the purpose statement.
IV.Purpose
 “We are going to learn about angles today in order to recognize that many small parts serve a purpose by
working together to make up a whole.”

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners
(CAEP K-6 1.b)
 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.)

VI.Lesson Presentation (Input/Output)

 Include a variety of practices that support motivation and engagement in learning for all learners. (CAEP K-6 3.f)
o Lesson Presentation/Guided Practice: Teacher models, students complete exercises with the teacher, the
teacher checks for understanding before students work alone
 Invite students to sit as a whole-class on the carpet. Prompt students’ thinking by beginning
with a video. https://www.youtube.com/watch?v=NVuMULQjb3o After playing the video,
briefly ask specific questions, such as “What did you notice in that video? Did you hear or see
any words or pictures that you either recognize or do not recognize?”
 Introduce terminology and concepts through a pre-designed anchor chart. The anchor chart
displays what an angle is and what an angle is not. The anchor chart also defines and explains
vocabulary terms that will be discussed throughout the majority of the lesson – straight angle,
right angle, acute angle, obtuse angle, rays, lines, and endpoints. The descriptions will briefly
mention the degrees associated with each angle, but the primary focus will be on recognizing
the characteristics and functions of each angle. Instead of using terminology involving
degrees, at this point of student understanding, refer to the types of angles using terms such
as “greater than” or “less than.” (ex: an acute angle measures less than a right angle, or an
obtuse angle measures greater than a right angle)
 Utilize hand motions and voice inflection to illustrate the types of angles. Model for students
first and then on teacher direction, have them repeat the motions while saying the types of
angles aloud.
 After explaining the types of angles, pass out two different colored paper plates to each
student. Both plates will already be cut halfway to their centers. Model for students how to
put the paper plates together and wait till each student has done so according to directions.
Ask students to show a straight angle, and once each student holds up their paper plate to
show the straight angle, repeat the process with each type of angle. When students are
dismissed back to their seats for individual work, allow them to keep their paper plates as
reference points to assist in their next activity.
 Students will be tasked with the challenge of creating their own two-dimensional figures with
the provided materials of spaghetti noodles (rays/lines) and mini-marshmallows (endpoints).
 After students demonstrate understanding of the types of angles and overall concepts,
proceed to the main activity. Explain the directions for the activity. “Here in my hands, I am
holding spaghetti noodles and mini-marshmallows. At this point, you may be thinking, ‘What in
the world does that have to do with angles?’ Does anybody want to take any guesses on how
they think we are going to use these tools to connect to angles? (Allow time for guesses.) We
have discussed the terms rays, lines, and endpoints. Your spaghetti noodles are going to be your
rays or lines depending on how they connect to your mini-marshmallows, which are going to be
 Kensie Linick

your endpoints. With your tools, you are going to create a two-dimensional figure, meaning flat
on a surface, or in this case, your desk or table. The best part about this activity is that you get to
create whatever figure you want – be as creative as possible! (List a few examples.) Miss Linick
created a carnival tent with her noodles and mini-marshmallows. (Show example to students.)
After you create your figure, you will label with a pencil all the angles you can find in your figure
on the giant post-it note underneath it.”
 Have an additional activity station set up for students who finish their figures in a timely
manner, who may have sensory aversions, who are struggling with the main
activity/concepts, or who simply need the power of choice. This activity station will be set up
at the table in the back corner of the classroom. The table will have intersecting colored and
patterned tape pieces taped across the whole surface. The students must label the angles with
dry-erase markers in a similar manner to the labeling in the main activity. Introduce this
activity to students as an additional opportunity if they have finished their figures, but use
discretion throughout the main activity to evaluate if students should instead switch to that
activity based on one of the aforementioned scenarios.
o Monitoring
 Before dismissing students to their seats and proceeding to the activity, ask students if they
have questions or if they need any directions repeated. Inform students that you will be
walking around monitoring their progress and assisting them with their task when needed.
 Throughout the activity, walk around the classroom checking in with every student to make
sure they understand their task and are staying on track.
 Check for understanding throughout by asking questions such as:
 Do you already notice several different types of angles in your figure?
 Based on the figure you are creating, do you predict that you will use all four types of
angles or just some?
 Do you notice that the different types of angles are working together to create a
bigger picture, or a whole? (Readdress this question specifically when students come
back together as a whole group.)

(CAEP K-6 3.d)

VII. Check for understanding

 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 and plate manipulative. 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.

VIII.Review learning outcomes / Closure

 Instruct students to clean up their areas and allow them a couple minutes to do so. Bring the students’ attention
to the front of the classroom and invite everyone to sit on the carpet again. By walking around and monitoring
throughout the activity, I will have already picked two-three students to share their figures with the class. The
students must explain what their figure is, what angles it consists of, how those angles work together to create
the whole, and if they had any predictions as to what angles would be part of their figure before they began.
 Students will conclude the lesson by completing an “exit slip” on Google classroom. This exit slip will consist of a
matching game where students must correctly match a term or type of angle with a corresponding definition
and picture. Since students are familiar with this program and process, the directions will be straightforward.

PLAN FOR ASSESSMENT

 Formative: I will monitor student understanding and progress throughout the lesson presentation and activities,
answering questions and clarifying when needed. I will reteach or refer back to a specific concept when needed.
 Summative: I will evaluate all figures from the activity for creativity and accuracy, especially from those
presenting. I will evaluate the Google classroom exit slips for accuracy.
(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?
 Kensie Linick

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. Was the extra activity station necessary? Utilized?
9. Did the use of manipulatives and technology add to or distract from this particular lesson?

Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning
Candidate
Rationale Candidate demonstrates
little or no understanding
of how planning is
related to how children
CAEP K-6 1.a grow, develop, and learn.
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
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of purpose
is ambiguous or worded
so generally that the
Purpose connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Adaptation to Few or no instructional
Individual opportunities are
Differences and included. Any
Diverse Learners instructional
opportunities are not
CAEP K-6 1.b developmentally
appropriate or adapted
InTASC 2
Diversity to individual students.
Kensie Linick
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Candidate uses Candidate uses Candidate uses
understanding of how understanding of how understanding of how
children grow and children grow and children grow and develop
develop across the develop across the across the developmental
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.
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
and attention on the day’s
lesson.
A statement of purpose is The statement of purpose The statement of purpose
included in the LP, but is clearly connected to has the power to capture
has little power to the content of the lesson the imaginations of
motivate students and and is presented in terms students and motivate
capture their that are easily them to accomplish the
imaginations. understood by students. expected learning.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are provided
provided in this lesson; provided in this lesson. in this lesson that
however, they are not The opportunities are demonstrate the
adapted to individual developmentally candidate’s understanding
students. appropriate and/or are of individual learner
adapted to individual characteristics and how
students. these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
 Kensie Linick

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.
Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
Check for included to check for is included in the lesson plan and the means to understanding of the
Understanding student understanding plan, but the connection check for student content are an integral
or to reteach concepts with the lesson understanding of the part of the lesson, and
InTASC 4 that elude students presentation is weak lesson. A provision is include frequent questions
during the initial and/or unclear. included to reteach all or and other actively
presentation. part of the lesson to all or engaging forms of
part of the class. formative assessment
during guided practice.
Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
InTASC 4 elements of the lesson.
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content and
unrelated to the content of IP activities is not likely learned skills; All activities lead to student mastery.
InTASC 5 of the lesson. to result in lesson mastery match lesson objectives.

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
Post-Lesson are not included in the
Analysis lesson plan.
CAEP K-6 3.b
InTASC Standard 9
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
included, but do not fit
the content or purposes
of the lesson.
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
all required self-answer
questions. Questions are
included to plan, monitor,
and adapt instruction
based on the lesson
assessments.
Revision Date: August 21, 2018
CAEP 2018 K-6 Standards
Kensie Linick
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
questions are included that
specifically address unique
lesson content and
methodology. Questions are
included to plan, monitor,
and adapt instruction based
on the lesson assessments.
 Kensie Linick

2013 InTASC Standards