Rubic_Print_FormatCourse_CodeClass_CodeAssignment_TitleTotal

Rubic_Print_Format

Course Code	Class Code	Assignment Title	Total Points
ELM-351	ELM-351-O500	World History Lesson Plan	35.0
Criteria	Percentage	No Submission (0.00%)	Insufficient (65.00%)	Approaching (75.00%)	Acceptable (85.00%)	Target (100.00%)	Comments	Points Earned
Criteria	100.0%
Classroom and Student Factors/Grouping	10.0%	Not addressed.	Classroom and student factors and their effect on planning, teaching, and assessing students are insignificant to the development of the lesson or are insufficiently described.	Classroom and student factors and their effect on planning, teaching, and assessing students adequately relate to the development of the lesson although they are minimally described.	Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and clearly described.	Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for the development of the lesson and skillfully described.
Learning Standards and Target/Objectives	5.0%	Not addressed.	Lesson plan omits or includes underdeveloped integration of social studies and the arts. Chosen learning objective is missing, or does not include both standards.	Lesson plan includes rudimentary integration of social studies and the arts. Chosen learning objective basically aligns with both standards.	Lesson plan includes appropriate, sound integration of social studies and the arts. Chosen learning objective clearly aligns with both standards.	Lesson plan includes quality, engaging integration of social studies and the arts. Chosen learning objective thoroughly aligns with both standards.
Academic Language	5.0%	Not addressed.	Academic language is insufficient. Teaching strategies are inappropriate or underdeveloped.	Academic language is sufficient and includes minimal strategies for teaching the new terms.	Academic language is listed along with clear and relevant strategies for teaching the new terms.	Academic language is listed along with innovative and engaging strategies for teaching the new terms.
Resources, Materials, Equipment, and Technology	10.0%	Not addressed.	Resources, materials, equipment, and technology are inappropriate for the lesson. Technology minimally supports real-world application and scaffolding of instruction.	Resources, materials, equipment, and technology are adequate for the lesson. Technology attempts to support real-world application and scaffolding of instruction.	Resources, materials, equipment, and technology are appropriate for the lesson. Technology suitably supports real-world application and scaffolding of instruction.	Resources, materials, equipment, and technology are innovative and enhance the lesson. Technology innovatively supports real-world application and scaffolding of instruction.
Lesson Plan: Multiple Means of Representation	10.0%	Not addressed.	The means of representation insufficiently presents knowledge and skills will be presented, and how the selected technology supports real-world applications and scaffolding of social studies standards-based instruction	The means of representation sufficiently presents knowledge and skills will be presented, and how the selected technology supports real-world applications and scaffolding of social studies standards-based instruction	The means of representation appropriately presents knowledge and skills will be presented, and how the selected technology supports real-world applications and scaffolding of social studies standards-based instruction	The means of representation creatively presents knowledge and skills will be presented, and how the selected technology supports real-world applications and scaffolding of social studies standards-based instruction
Lesson Plan: Multiple Means of Engagement	10.0%	Not addressed.	The means of engagement implausibly utilizes a technology resource to develop critical thinking and problem-solving skills.	The means of engagement plausibly utilizes a technology resource to develop critical thinking and problem-solving skills.	The means of engagement effectively utilizes a technology resource to develop critical thinking and problem-solving skills.	The means of engagement innovatively utilizes a technology resource to develop critical thinking and problem-solving skills.
Lesson Plan: Multiple Means of Expression	10.0%	Not addressed.	Planned formative and summative assessments are not clearly aligned to the stated learning objectives and standards. They do not sufficiently identify multiple means for response, selection, and composition to accommodate all learners. Formative assessments do not provide adequate data on student performance for monitoring and adjusting instruction, nor do they provide students feedback so they can evaluate and adjust their own learning. Summative assessment is insufficient.	Planned formative and summative assessments are vaguely aligned to the stated learning objectives and standards, and they attempt to identify multiple means for response, selection, and composition to accommodate all learners. Formative assessments are somewhat designed to provide data on student performance for monitoring and adjusting instruction. May or may not provide students feedback so they can evaluate and adjust their own learning. Summative assessment is sufficient in form and function.	Planned formative and summative assessments are generally aligned to the stated learning objectives and standards, and they clearly identify multiple means for response, selection, and composition to accommodate all learners. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is cohesive in form and function.	Planned formative and summative assessments are well-aligned to the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to accommodate all learners. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function.
Rationale/Reflection	10.0%	Not addressed.	Includes vague rationale for specific selected instructional strategies help to develop critical thinking and problem-solving skills and meet the needs of all students.	Includes cursory rationale for specific selected instructional strategies help to develop critical thinking and problem-solving skills and meet the needs of all students	Includes meaningful rationale for specific selected instructional strategies help to develop critical thinking and problem-solving skills and meet the needs of all students.	Includes thoughtful rationale for specific selected instructional strategies help to develop critical thinking and problem-solving skills and meet the needs of all students
Mechanics of Writing (includes spelling, punctuation, grammar, language use)	30.0%	Not addressed.	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.	Submission includes mechanical errors, but they do not hinder comprehension. Includes some appropriate practice and content-related language.	Submission is largely free of mechanical errors, although a few are present. Includes appropriate practice and content-related language.	Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.
Total Weightage	100%

GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title:

Lesson Summary and Focus:

In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

Classroom and Student Factors/Grouping:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

National/State Learning Standards:

Review national and state standards to become familiar with the standards you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

Include the standards with the performance indicators and the standard language in its entirety.

Specific Learning Target(s)/Objectives:

Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

· Who is the audience

· What action verb will be measured during instruction/assessment

· What tools or conditions are being used to meet the learning

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

Academic Language

In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

Resources, Materials, Equipment, and Technology:

List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

Section 2: Instructional Planning

Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold* any materials you will need to prepare for the lesson.* For example: · I will use a visual of the planet Earth* and ask students to describe what Earth looks like.* · I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.	Time Needed
Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: · I will use a Venn diagram graphic organizer* to teach students how to compare and contrast the two main characters in the read-aloud story.* · I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: · I will use a matching card activity* where students will need to find a partner with a card that has an answer that matches their number sentence.* · I will model one example of solving a number sentence on the white board before having students search for the matching card. · I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support):	Time Needed

Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.	Time Needed

Class Profile

Student Name	ELL/ Proficiency Level	Socioeconomic Status	Race/ Ethnicity	Native Language	Gender	IEP/ 504	Other	Age	Reading Performance Level/Score*	Math Performance Level/Score*
Arturo	Yes - 4	Low	Mexican	Spanish	Male	No	Glasses	Grade level	One year below grade level/98	At grade level/151

Bertie	Yes - 5	Low	Vietnamese	Vietnamese	Female	No	None	Grade level	One year above grade level/210	At grade level/108

Beryl	No	Mid	White	English	Female	No	None	Grade level	Two years above grade level/268	At grade level/163

Brandie	Yes - 4	Low	Liberian	Liberian English	Female	No	None	Grade level	At grade level/178	One year below grade level/79

Dessie	Yes - 4	Mid	Russian	Russian	Female	No	None	Grade level	At grade level/113	One year below grade level/65

Diana	Yes - 4	Low	Mexican	Spanish	Female	No	None	Grade level	One year below grade level/79	At grade level/198

Donnie	No	Mid	African American	English	Female	Yes	Hearing Aids	Grade level	At grade level/150	At grade level/124

Eduardo	Yes - 5	Low	Puerto Riccan	Spanish	Male	No	Glasses	Grade level	One year below grade level/88	At grade level/101

Emma	No	Mid	White	English	Female	No	None	Grade level	At grade level/124	At grade level/135

Enrique	No	Low	Mexican	English	Male	ADHD	None	One year above grade level	One year below grade level/45	At grade level/163

Fatma	Yes - 5	Low	Mexican	Spanish	Female	No	Glasses	Grade level	One year below grade level/21	One year above grade level/289

Frances	No	Mid	Mexican	English	Female	No	Diabetic Glasses	Grade level	At grade level/116	At grade level/114

Francesca	Yes - 5	Low	Mexican	Spanish	Female	No	None	Grade level	At grade level/162	At grade level/178

Fredrick	No	Low	White	English	Male	Learning Disabled	None	One year above grade level	Two years below grade level/285	Two years below grade level/15

Ines	Yes - 4	Low	Mexican	Spanish	Female	Learning Disabled	Glasses	Grade level	One year below grade level/50	One year below grade level/55

Jade	No	Mid	African American	English	Female	No	None	Grade level	At grade level/183	One year above grade level/224

Kent	No	High	White	English	Male	ADHD	Glasses	Grade level	At grade level/178	One year above grade level/208

Lolita	Yes – 5	Low	Navajo	Navajo	Female	No	None	Grade level	At grade level/110	At grade level/141

Maria	No	Mid	Mexican	Spanish	Female	No	NOTE: School does not have gifted program	Grade level	At grade level/139	Two years above grade level/296

Mason	Yes - 4	Low	Vietnamese	Vietnamese	Male	Yes	High Func-tioning Autism	Grade level	At grade level/154	At grade level/138

Nick	No	Low	White	English	Male	No	None	Grade level	One year above grade level/205	At grade level/180

Noah	No	Low	African American	English	Male	No	Glasses	Grade level	At grade level/193	At grade level/177

Sharlene	No	Mid	White	English	Female	No	None	Grade level	One year above grade level/110	At grade level/125

Sophia	Yes - 5	Mid	Guatamalan	Spanish	Female	No	None	Grade level	At grade level/129	At grade level/152

Stuart	No	Mid	White	English	Male	No	Allergic to peanuts	Grade level	One year above grade level/231	At grade level/116

Terrence	No	Mid	African American	English	Male	No	None	Grade level	At grade level/189	At grade level/192

Wade	No	Mid	White	English	Male	No	Glasses	Grade level	At grade level/179	One year above grade level/223

Welington	Yes – 3	Low	Cuban	Spanish	Male	Learning Disabled	Glasses	Grade level	One year below grade level/82	Two years below grade level/24

Wendell	Yes - 2	Low	Somalian Refugee	Somali	Male	No	None	Grade level	One year below grade level/51	Two years below grade level/45

Yung	Yes - 4	Low	Burmese	Burmese	Male	No	None	One year below grade level	One year below grade level/98	Two years below grade level/65

*Scaled Scores Key: Above Grade Level = 200 +, At Grade Level = 100-199, Below Grade Level = 0-99

World History Lesson Plan

Designing social studies instruction that integrates the arts provides a unique opportunity to align content standards to more creative demonstrations of knowledge and skills. Designing robust, standards-based lesson plans that practice this integration helps teachers to become well-versed in their content area. In addition, lessons that integrate technology provide opportunities for teachers to introduce real-world applications into social studies instruction.

Select a grade level 1-8 world history standard and an arts standard. Using the “Class Profile” and the “COE Lesson Plan Template,” write a complete lesson plan that includes:

1. Classroom and Student Factors/Grouping: Use the “Class Profile” to inform this section, and to differentiate for the needs of students throughout the lesson plan.

2. National/State Learning Standards: Identify one world history standard and one arts standard for your selected grade level.

3. Specific Learning Target(s)/Objectives: Create at least one specific learning objective that includes both standards.

4. Academic Language: List relevant academic language and how it will be modeled.

5. Resources, Materials, Equipment, and Technology: Incorporate at least one media or technology resource that supports real-world applications and scaffolding of social studies standards-based instruction.

6. Multiple Means of Representation: Explain how knowledge and skills will be presented, and how the selected technology supports real-world applications and scaffolding of social studies standards-based instruction.

7. Multiple Means of Engagement: Include at least one learning activity that utilized a technology resource to develop critical thinking and problem-solving skills.

8. Multiple Means of Expression: Formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function.

In a 100-250 word reflection, explain how your selected instructional strategies help to develop critical thinking and problem-solving skills and meet the needs of all students.

APA format is not required, but solid academic writing is expected.

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