Description of Lesson Plan Benchmark

Lesson planning is a critical thinking process, not merely the filling in of a lesson plan template.
The well-constructed lesson plan functions like an instructional blue print that sequentially
guides teaching-learning activities to meet the interests and needs of students.
Ability to plan effective lessons is a complex skill that is progressively developed and formally
assessed by means of the Annsley Frazier Thornton School of Education (AFTSE) Lesson Plan
Benchmark. The purpose of this benchmark is to monitor and insure each candidates continuous
progress in developing knowledge of pedagogy that results in creation of engaging, standardsbased lessons to improve student achievement. Alignment to Danielson framework is denoted
parenthetically in the template below (e.g. 1A).
Therefore, all initial certification candidates are required to submit three formal lesson plans
composed in the Lesson Plan Benchmark Template to LiveText. In addition to the Lesson Plan
Template itself, candidates are also expected to submit to LiveText as supporting evidence any
instructional materials created for use in the lesson (PowerPoint, graphic organizers,
assessments, etc.), analysis of student work, and reflection upon student work as well as the
candidates teaching performance.

The first Lesson Plan Benchmark is submitted at the beginning of education course work
(before admittance to the school of education) and represents a lesson taught to peers in
the School of Education. A candidate is required to perform at the Emerging Level.

The second Lesson Plan Benchmark is submitted at the mid-point of education course
work (for admittance to the professional semester) and represents a lesson taught to
students in a field classroom. A candidate is required to perform at the Developing Level.

Revised December 2015

The third Lesson Plan Benchmark is submitted at the conclusion of a content area
methods class before advancing to the professional semester (student teaching). A
candidate is required to perform at the Proficient Level. This lesson plan must not only
be taught in a field classroom and videotaped for the candidates self-assessment but the
lesson is also observed by a Bellarmine instructor who evaluates the candidates teaching
performance using the Bellarmine Pre-Professional Semester Observation Form.

Lesson Planning and Preparation

Name:______________________________________ Date of Observation :_____________ Cycle:______
Ages/Grades
of
Students _____
______

Number of
Students in
Class ______

Number of
Number of
Number of
Students
Gifted
Students
having IEP ____
Students ______
having ELL

Lesson Title:______________________________________________________________

1. Content (1A)
Identify the enduring skills, concepts, and processes that your students should master by the end of the class/lesson.

2. Student Characteristics (1B)

a. Identify your students abilities regarding the identified enduring skills, concepts, and processes for your class.
b. Identify your students backgrounds, special needs, cultural differences, interests, and language proficiency.

3. Learning Environment (2A-2E)

a. Provide a rationale for learning theory or brain research applied in this lesson to meet students needs. (2B)

b. Describe strategies to support collaborative and individual learning. (2A)

Revised December 2015

c. Describe strategies to foster an environment respectful of diversity. (2A)

d. Identify research-based classroom management strategies used in this lesson to support a positive learning environment (i.e.
classroom procedures (2C), managing student behavior (2D), and organizing physical space (2E).

a)

4. Learning Target(s)/Objectives (1E)

The lessons learning targets/objectives should be student-centered, observable and measureable. The connections to the state
curriculum/content area standards should be focused on the knowledge, skills, and/or processes identified in the learning
targets/objectives.

b)
Learning Objective(s)
(1C)

Objective #
I can describe the
narrators point of view.

I can identify details

from the text which
illustrate how the

Revised December 2015

Formative
assessment
Item(s)
Include the
actual item(s)
and attach
scoring
rubric.
(1F)

Cognitive
Level
Level of
cognitive
demand using
the Taxonomy,
1956
(knowledge,
comprehension
, application,
etc.) for each
assessment
item. (3D)

National
and/or
Kentucky
Curricular
Standards
(1F)

Adaptations and/or
Accommodations
For example,
differentiated
readability, guided
notes, assistive
technology, students
with IEP's (1B)

POV
Organizer,
5 question
quiz on
Interactive
Whiteboard

Analysis

RL.5.6:
Describe how
a narrators
or speakers
point of view
influences
how events
are described.
ISTE*S3:
Students
apply digital
tools to
gather,
evaluate, and
use
information.
RL.5.6:
Describe how
a narrators

Pair-Work for
students

POV
organizer,
POV word

Analysis

Interactive Point of
View organizer
Interactive
whiteboard activity
YouTube video of
the Three Little
Pigs

Pair-Work for
students

narrators point of view

influences how events
are described.

sort on
Interactiv
e
Whiteboa
rd

or speakers
point of view
influences
how events
are described.

Interactive Point of
View organizer
Interactive
whiteboard activity
that kicks out
incorrect answers

5. Resources (1D)
Identify the resources including appropriate technology to support your instruction. Explain how the selected resources and
technology contribute to student learning. Cite sources when applicable.
a.

Resources:
The True Story of the Three Little Pigs by Jon Scieszka
Interactive Point of View Organizer

b.

Technology:
Interactive Whiteboard activities: point of view word sort, 5-question assessment quiz, You-Tube: Three Little Pigs
(https:/www.youtube.com/watch?v=r6k_ZdtL4CA)

Scope and Sequence

6. Lesson Procedures (1E)
In the table below, describe the chronological sequence of instruction. Add rows as needed. Ensure content-specific strategies
showcase your pedagogical content knowledge.
Expectations for Learning (3A)
Differentiated Activities (3C)
Formative Assessments (3D)
Class Discussion Questions (3B)
Pedagogical Content Knowledge (1A)
Developmentally Appropriate Activities (3C)

Time

Description

10 minutes

Read learning targets aloud as a group, and briefly discuss point of view.- Watch
short you-tube video of the Three Little Pigs on the Interactive Whiteboard. Discuss
who the narrator is. Who is the hero of the story? Who is the villain?
Read The True Story of the Three Little Pigs by Jon Scieszka.

7 minutes
20 minutes

15 minutes
5 minutes

Discuss who the narrator is. Who is the hero of the story? Who is the villain? How
does this story, where the wolf is the narrator, differ from the story of the Three
Little Pigs? Discuss how the narrator effects the events in the story. Students will
complete point of view word sort on the Interactive Whiteboard.
Fill out graphic organizer in pairs. Students will use the mentor text to identify
specific evidence that supports the wolfs point of view.
Group discussion to conclude: which story do you believe to be true? Did point of
view of either of the stories help to convince you which one to believe?

Reflection on Teaching and Learning

7. Analysis of Evidence of Student Learning (4A)
Reflect on the items below for each lesson you taught. On the following table, use student data to determine the success of the
lesson(s) you taught and to guide plans for future teaching.

Formative Assessment Item

Revised December 2015

Student Group

Correctives and Enrichments

Include the actual item(s) for each

objective and attach scoring rubric.

Sort each student into groups based on

Not Met Criteria & Met Criteria.

Met Criteria

Design Enrichments

Met Criteria

Design Correctives

Not Met Criteria

Design Enrichments

Not Met Criteria

Design Correctives

8.

Flexibility & Responsiveness (3E)

Describe how you demonstrated flexibility and responsiveness during instruction.

9.

Reflective Practices (4A)

If you had the opportunity to teach this lesson again to the same group of students, what would you do differently and why?

10. Evaluation of Instruction for Professional Growth (4E)

What do you see as the next step(s) in your professional growth for addressing the needs you have identified through personal
reflection?

Communication
11. Collaboration (4D)
Reflect on the ways in which you collaborated with mentor teachers, colleagues, other school partners, and/or your professional
community in the design/implementation of this lesson.

Revised December 2015