Internship Lesson Plan

Name: Katiana Cokinos

Date: 11/09/2016
School: North Elementary/Principia College
Part 1: Learning Plan
Subject: Special Lesson
Grade Level: 2nd
Topic: Veterans Day
State/Common Core Standard: N/A
Local curriculum expectation/objective:
1) Students will know what Veterans Day
2) Students will understand why we celebrate Veterans Day
3) Students will write a letter to a real veteran to personalize their learning
Lesson Learning Targets:
Knowledge targets: What is critical for all students to know? Students will know when
Veterans Day is, what its all about, and why we celebrate it.
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 recite the basic information about Veterans
Day.
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 be able to understand why it is important in acknowledging and
appreciating our veterans by celebrating Veterans Day.
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 begin the lesson with an index card where each student
will answer the question: what is Veterans Day and why do we celebrate it? This is for my
personal sake to understand where the students are before the learning happens. Then, I will
give them a reading comprehension worksheet where they read a few paragraphs about the
holiday and answer questions. We will watch a video and then the students will write letters to
real veterans. The students who want to share their letter will come to the front and present.
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 a student read the agenda, have learning goals on the
board (already there).
o Tell how they will show learning - Reading comprehension worksheet and their letters
o Activate background knowledge - Tell about warm up index cards, say Ill collect them
Modeling (not telling)
o Think aloud show fun video of characters from Madagascar talking about Veterans Day
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 - worksheet/letter
Guided Practice
o Students are given an example task to complete with you - Letter to real veteran (at the end)
o Assess when they are ready to do independent practice
Independent Practice
o Ensure they are practicing correctly - Walking around/helping students during the reading
comprehension worksheet and letter
Closure
o Restate critical learning goals -Discussion after students present letters

Also plan how you will do the following:

Materials/Learning resources needed - Laptop/Projector, Index cards, reading
comprehension worksheet, letter template
Differentiate instruction to meet different learning needs regular, special ed, cultural Video, writing, reading, discussing with class, presentations
How you will engage all students to be thinking and processing all important ideas - writing
and discussion gives them time to process the information they learned
Effective questioning and direction giving that activates thinking and engagement Questions are simple and clear, Direction giving will be clear and concise, written on the board
Transitions and management strategies - following classroom management of Ms. Droste-heads down if needed, reminder of cupcakes for hard working students at the end of lesson

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:

The following criteria must be met before the lesson can be

considered for
evaluation as a requirement for completion of Student Teaching.

____
____
____
____
successfully

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
learn and demonstrate the expected learning goals.

Instructional
Performance
Indicators
Learning
Community
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

Distinguishe
d
4

Targe
t
3

Developin
g
2

Not
Yet
1

Not
Observe
d

Comments

 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

Instructional
Performance
Indicators
Instructional
Support
Transition to
lesson focuses
students to new
task
Student
attention is
achieved before
all directions and
instruction is
given

Clear directions
are given in an

Distinguishe
d
4

Targe
t
3

Developin
g
2

Not
Yet
1

Not
Observe
d

Comments

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

Modeling
shows how to
think and do the

learning
o Think aloud not
tell
o Students watch
and listen without
materials
o Students process
what was modeled
Guided Practice
helps students with
task

o Learning
assessed to
determine next
steps
o Corrective
instruct given

Independent
Practice
assigned when
ready
o Assess that
learning is
correctly shown
o Corrective
instruct given
o Differentiate as
needed

Closure
restates learning

Instructional
Performance
Indicators
Assessment
Clearly tells
students how
they will be

Distinguishe
d
5

Targe
t
4

Developin
g
2

Not
Yet
1

Not
observe
d

Comments

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 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