UBD Lesson Plan Framework and Rubric

Name: Katiana Cokinos

Date: November 16, 2016
School: North Elementary
Part 1: Learning Plan
Subject: Special
Grade Level: 2
Topic: Thanksgiving
State/Common Core Standard:
Local curriculum expectation/objective: (If known often found in a textbook,
if used. Otherwise found in a curriculum guide. Use Blooms Taxonomy power verbs
to guide the level of thinking desired.)
Students will do fun activities (read-aloud, video, coloring) based off of their
Thanksgiving background knowledge (already taught in class by Ms. Droste).
Lesson Learning Targets:
Knowledge targets: What is critical for all students to know? Students will
use what they already know(how Thanksgiving began, why we celebrate it) and
apply it various activities.
Skill targets: What is critical for students to be able to do? Be careful not
to list a learning activity. Students will be able to use their listening/processes skills
to interpret and comprehend the read-aloud book, activate prior knowledge by
watching a cartoon, and use their creativity for their independent work afterwards.
Understanding targets: What is the big content understanding that
requires students to use their knowledge and skills in a way that shows conceptual
understanding? Students will understand what the Thanksgiving holiday is all about.
Assessment Plan:
How will you know (what evidence will you look for) that the students have
learned the knowledge, skill, and understanding learning targets. Be intentional.
Plan how you will assess formatively during instruction to adjust your guided
practice and independent practice feedback. Also plan summative assessment
indicators worksheet, homework, project, demonstration, test, etc.
I will read a Thanksgiving book aloud to the class with a discussion afterwards to
reflect on what we read. The Thanksgiving video I will show will activate prior
knowledge about the history of Thanksgiving, previously learned in class. The
coloring activity will allow the students to get creative on how they will disguise
their turkeys. Students who want to present will do so.
Part 2: Instructional Planning
Design your learning activity that requires students to demonstrate all learning
targets.
Design how you will teach through your assessment plan so that students can
successfully show they have learned the learning targets in the manner in which
you want to see evidence of learning. Use the following framework to guide your
instructional delivery

Introduction
o Clearly state learning goals- have students read agenda and goals (will
already be on the board).
o Tell how they will show learning-discussion after reading, presentation
after activity (they will be posted outside on the bulletin board)
o Activate background knowledge-students will watch a fun Thanksgiving
cartoon based off of information they learned this past week.

Modeling (not telling)

o Think aloud show your thinking as a
reader/mathematician/writer/scientist
o Students should not have an example in front of them you want their full
attention on you
o Have students process/transform the information into their own words
I will have my own disguised turkey to model for them; will come up with a
background story for modeling purposes. Will come up with ideas for disguising our
turkeys as a class, written on board.

Guided Practice
o Students are given an example task to complete with you-disguised turkey
o Assess when they are ready to do independent practice-discussion

Independent Practice
o Ensure they are practicing correctly-walk around/help students with their
activity

Closure
o Restate critical learning goals-after presentations

Also plan how you will do the following:

Materials/Learning resources needed-childrens book, laptop/projector,
worksheets
Differentiate instruction to meet different learning needs regular, special ed,
cultural-read-aloud, video, activity, presentations
How you will engage all students to be thinking and processing all important
ideas-asking questions during read-aloud
Effective questioning and direction giving that activates thinking and
engagement-clear directions will be given and written on board. Expectations
will be stated before each activity.
Transitions and management strategies-following classroom management of
Ms. Droste-heads down, pulling cards, complimenting students, Dojo points,
treasure box
Summary Reflection - (After you have taught the lesson.)
For each

lesson/unit plan, include the following reflective summary:

What was effective in the lesson plan design and lesson delivery?
How well did the students learn what you wanted them to learn?
How do you know that they learned? (Provide examples/evidence of how
you determined that they learned.) THIS IS THE MOST IMPORTANT
PART OF YOUR REFLECTION! How valid is your claim about how well

they learned the knowledge, skills, and understanding expected? You

need to be able to clearly defend your claim.
What did you learn to improve future lessons?

Teaching the Lesson

Your job as a teacher is to teach in a manner that causes students to learn. When
you teach your lessons, the key is to clearly communicate to your students what
you want them to learn, clearly state how they are supposed to show their learning,
and teach them until they actually learn it and demonstrate they have learned it.
The integrity of your lesson plan is played out in the validity of your claim that
students have learned through their actual performance on final summative
assessments.
The following rubric will be used to evaluate your teaching. The performance
expectation is for you to demonstrate competence in all the areas shown. I need to
observe a completely competent math and reading lesson before I can sign off that
you have achieved a beginning teacher level of instructional ability.

Principia College
Education Program
Lesson Evaluation Form
Candidate:

Date:

Faculty/ Cooperating Teacher Evaluator:

Grade Level of Class:

Subject:
Pre-observational Criteria:
be considered for

The following criteria must be met before the lesson can

evaluation as a requirement for completion of Student

Teaching.

____ A complete lesson plan is provided in advance of the lesson.

____ Learning goals are clearly and accurately described.
____ The assessment plan clearly articulates how learning will be
assessed.
____ The learning activity is aligned with and designed to help
students successfully

1Not Yet

2Developing

3Target

Instructional
Performance
Indicators
Learning
Community

ed Distinguish

learn and demonstrate the expected learning goals.

Not
Obser
ved

Comments

Instructional
Support
Transition to lesson
focuses students
to new task

1Not Yet

2Developing

3Target

Instructional
Performance
Indicators

edDistinguish

Students respect
candidate as
their teacher
strong and
appropriate
relationship
Routines are
clearly
established and
followed
Clear expectations
for behavior are
evident
Consistently
follows through
with redirecting
behavior
Uses effective
language when
disciplining and
praising behavior
Supports
motivational
needs of all
students
Overall
management of
class allows
teaching and
learning to occur
Evident that
classroom
activities are
focused on
learning targets
Evidence of
differentiation to
accommodate
diversity
Not
Obser
ved

Comments

 Student attention is
achieved before
all directions and
instruction is
given

Clear directions
are given in an
effective manner
so that all
students know
what to do
Effective openended questions
are posed for all
students to
answer
All students are
engaged in
processing
important ideas
throughout
lesson
Learning activity is
organized with all
materials and
steps efficiently
planned
Uses professional
and correct
language
Instructional
Delivery
Introduction sets
students up for
the lesson
o
o

Learning goals
stated
How learning
must be
demonstrated is
clarified
Background
knowledge is
activated

Modeling shows
how to think and
do the learning
o
o

Think aloud
not tell
Students watch
and listen
without
materials
Students
process what
was modeled

Guided Practice helps

students with task

Learning
assessed to
determine next
steps

Corrective
instruct given

Independent
Practice assigned
when ready
o
o
o

Assess that
learning is
correctly shown
Corrective
instruct given
Differentiate as
needed

Clearly tells
students how
they will be
expected to show
their learning
Formatively
assesses during
lesson to check
that learning is
occurring
Demonstrates
accurate
awareness of
individual and
collective
progress toward
learning goals
Adjusts lesson and
provides
corrective
instruction based
on assessed
learning needs
Moves to
independent
practice upon
determining that
learning has
occurred
Specifically
coaches students
to successfully
demonstrate that
they have
learned expected
targets according
to assessment
criteria
Assigns homework
based on

1Not Yet

2Developing

4Target

Instructional
Performance
Indicators
Assessment

edDistinguish

Closure restates
learning
Not
observ
ed

Comments

assessment that
students know,
can do, and
understand
correctly the task
and expected
learning
Links current
lesson to and
communicates to
students what,
when, and how
they will be
summatively
assessed
Plans and
implements a
balance of
multiple ways of
assessing
learning including
checking for
understanding
and performance
tasks
Adjusts future
lessons based on
assessment of
learning to
ensure targets
are met