Comprehensive Lesson Plan

Comprehensive Lesson Plan

Submitted During EDUC 201
Candidate Name*

First NameLast Name
Today's Date*

MonthDayYear
Date
Evaluator*

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Evaluator

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Assessment Type*

EDUC 201 - Regularly Scheduled AssessmentSpecial Administration of Assessment (Assigned by Dr. Bishop - Candidate Reviews an Example Lesson Plan)Special Administration of Assessment (Post-EDUC 201)
Directions: Use the following numbers to rate the lesson plan based on the following scale by selecting the corresponding number on each row.

0-Does Not Meet Expectation
1-Developing
2-Meets Expectations
Component 1: Central Focus

Captures or summarizes the overarching concept of the unit. Often found in the unit introduction.
Central Focus*

0 Needs Improvement: Central focus relates to a topic rather than addressing overarching concept of learning segment.1 Developing: Central focus supports students in developing competencies and skills without addressing the concept of the learning segment.2 Meets Expectations: Central focus supports students in developing competencies and knowledge on a conceptual level.
Comments About Central Focus
Component 2: Standards

NAD or state standards central to student learning that will be supported throughout the learning segment. Must align with central focus.
Standards*

0 Needs Improvement: Standards do not align with objectives and activities.1 Developing: Standards align with objectives and activities but are not completely relevant to the central focus.2 Meets Expectations: Standards align with objectives and activities as well as relevant to central focus.
Comments About Standards
Component 3: Clear Learning Targets (CLTs)

Concrete goals written in student language describing what they will learn and be able to do. Must align with standard.
Clear Learning Targets (CLTs)*

0 Needs Improvement: CLTs fail to align with essential question, and do not address DOK levels.1 Developing: CLTs align with the standard and essential question and define what students will do as a result of instruction. Only DOK levels 1 or 2 are included.2 Meets Expectations: CLTs align with the standard and essential question and define what students will do as a result of instruction. At least one DOK level 3 or 4 is included.
Comments About Clear Learning Targets
Component 4: Essential Question

Frames the concept of the lesson. It is a meaningful question designed to enable students to generalize the learning. The EQ is a guiding question that must be addressed in the lesson sequence.
Essential Question*

0 Needs Improvement: Essential question refers to a fact rather than a concept.1 Developing: Essential question refers to a meaningful concept.2 Meets Expectations: Essential question refers to a meaningful concept and referenced throughout the lesson sequence.
Comments About Essential Question
Component 5: Resources

Supports the lesson allowing students to acquire knowledge, skills, or concepts through a variety of modalities. Must include the specific reference to the high-quality teaching materials that were used to prepare for the lesson.
Resources*

0 Needs Improvement: Resources are limited and fail to support the lesson.1 Developing: Resources include a reference to high-quality teaching materials and support the lesson, but are not differentiated to foster engagement for multiple modalities..2 Meets Expectations: Resources include a reference to high-quality teaching materials, support the lesson ,and represent differentiation to foster engagement for multiple modalities.
Comments About Resources
Component 6: Language Demand (LD) & Language Support Strategies (LSS)

This component is not included in the EDUC 201 lesson plan.
Component 7: Assessment Strategies

Must include a worthwhile task that allows students to demonstrate growth toward eventual mastery (culminating task). This assessment must be aligned to the standard(s) and CLT. Assessment strategies include formative (formal and informal) and summative (formal) methods of determining student understanding.
Assessment Strategies*

0 Needs Improvement: Assessment strategies focus more on demonstration of factual knowledge; without consideration as to types of meaningful feedback.1 Developing: Assessment strategies aligned to CLTs but do not enable students to demonstrate conceptual knowledge. Explanations of feedback are provided but are more general than meaningful.2 Meets Expectations: At least two assessment strategies are outlined Each aligns to CLTs with one assessment strategy enabling students to self-assess. Explanations of types of meaningful feedback are provided.
Comments About Assessment Strategies
Component 8: Instructional Sequence

Includes providing detailed descriptions of Launch, Explore, and Summarize. Each component of the sequence supports the CLTs and assessment of the worthwhile task. NOTE: Guiding questions, including the EQ, MUST be identified and included in the lesson sequence.
Instructional Sequence*

0 Needs Improvement: Descriptions lack sufficient detail and do not indicate alignment to CLTs. Guiding questions are not included1 Developing: Descriptions provide sufficient detail for most components and show some alignment to CLTs and assessment. Includes guiding questions2 Meets Expectations: Descriptions provide sufficient details for each component and align with CLTs and assessment. Includes guiding questions
Comments About Instructional Sequence
Component 9: Differentiated Instruction

This component is not included in the EDUC 201 lesson plan.
Component 10: Theory and Practice

This component is not included in the EDUC 201 lesson plan.
Total Score (Out of 14 Points Possible):
Sufficiency Criteria: A minimum of 7/14.*

Criteria MetCriteria Not Met
General Comments
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Comprehensive Lesson Plan

Component 1: Central Focus

Component 2: Standards

Component 3: Clear Learning Targets (CLTs)

Component 4: Essential Question

Component 5: Resources

Component 6: Language Demand (LD) & Language Support Strategies (LSS)

Component 7: Assessment Strategies

Component 8: Instructional Sequence

Component 9: Differentiated Instruction

Component 10: Theory and Practice