SCHOOL OF EDUCATION . REFLECTIVE LESSON PLAN MODEL RUBRIC Candidate. q Wg b Sasslen le of Lesson TRODUCTION (Title, Source, Subject Area, Grade Level) ACEI 1.0 NAEYC la CURRICULUM STANDARDS 21-27 NAEYC 4c DESCRIPTION AND BACKGROUND. INFORMATION 7 NAEYC Sc DIFFERENTIATI OF OBJECTIVES ACEI 3.2 NAEYC Ib; Se The candidate includes all introductory components and all components are appropriate to the lesson The cand concise. measur objectives for all standards The candidate varies all objectives to promote rigor and challenge for all ding diverse id s teacher actions that accommodate diverse students’ needs The candidate includes ‘most introductory components that are appropriat are appropriate for the lesson. The candidate describes the lesson’s activities and ‘content in a manner that provides a clear overview of the objectives to promote rigor and a challenge for diverse students’ needs The candidate includes ‘some introductory ‘components that are appropriate to the lesson ] The candidate identifies | some appropriate standards and some inappropriate standards for the lesson, ] The candidate identifies the lesson’s activities and content but fails to provide a clear overview of the lesson_| The candidate includes clearly written objectives that are not measurable e candidate varies some of the objectives to address diverse students’ needs and includes some teacher actions that accommodate those needs Moderately Acceptable ‘component that appropriate to the lesson The candidate lists standards, but standards are inappropriate for the Jesson. The candidate identifies the lesson’s activites or the lesson’s content The candidate includes objectives that are not measurable or clearly written The candidate does not vary the objectives, but the candidate idemifies teacher actions that accommodate diverse students’ needs. + Unacceptable (1 Point) ‘components The candidate fails to The candidate fails to identify the lesson’s activities and content The candidat include objectives for the lesson The candidate fails wo differentiate objectivesay SASVN SV lav Nvisad NOssa1 10u ing “swuapms 94 ay DANN, 01 tov wossel out 20) | 404042291 241 Kq posn | soyoear ow kg past saounosay ‘soounosa4 pur sjeuayeur re | saounosau pue ue sjeLioveI Uoss: 40181] © aprA0sd 941 J0 awos Jo 5) OL S18) avepepurs ayy ONV SIViaLVW sopinoud arepypa 30 S1st] DAIsuoyosdu Sopisoud owprpues oy, wonewosu uopnis 2S AdWN PNAS a4 404 aut | 941 40p wuatu0s aig yr sure 2 ueHOAUY | usps a4p soy tuolu09 om asoauna Bride 01 dsue ou | Jo aouvx9jau ayy uerdxo mbope | oui suieidxa Ajajeudosdde 7 er oduat amp sueidxs | ag INaWal ny, 4s, Swe arpspue 44 | You Soop avepipue au, | ue SOYeUW DtepypueD a4 SvepipteD ayy uy veprpuva sa‘The candidate meaningfully incorporates and describes student used TECHNOLOGY ACEI 3.1-3.5, NAEYC 4b ‘explains why technology cannot be meaningfully PRESENTATIONS & CONVENTIONS ACEIS.1 NAEYC 6b ACRIS3-54 NAFYC 4c TOTAL The candidate meaningfully incorporates and describes teacher used technology in the lesson The candidate competence in spelling, grammar and The candidate incorporates and describes technoloy i burt ‘exhibits several errors. The candidate incorporates technology in the lesson in superfi candidate does not describe the use of technology address the issue of, technology