Backward Planning /UDL Lesson Plan for Micro Teaching 1

Backward Planning /UDL Lesson Plan for Micro Teaching 1 Please review the Lesson Plan guidelines below and submit to this module for a grade. Highlight multiple strategies for student engagement. You may use the sample templates and make modifications, or create your own lesson template. Please review the Lesson Plan Rubric. Backward Planning/ Universal Design for Learning Lesson PlanLesson must be in ELA and 7-12th grade appropriate (preferably 10th grade)Lesson must have all appropriate NYS Standards and Common Core LSLesson must have an authentic and engaging activityLesson must contain Universal Design for Learning for diverse studentsLesson must be culturally appropriateLesson must show steps involved in Backward PlanningPreferably have the lesson on one of the books that is covered in the 10th grade year, Macbeth, Lord of the Flies, The Giver, or Night.
lesson_plan_rubric.pdf

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Lesson Plan rubric
Objectives &
Learning
Targets (LT)
Lesson
Assessment Plan
Instructional &
Differentiated
Strategies &
Activities
Exemplary (4 pts)
Acceptable (3 pts)
Developing (2 pts)
Unacceptable (1 pt)
Objectives/LT are clear and/or
measurable and are fully developed
throughout the lesson. Common
Core Learning Standards (CCLS) or
state standards are listed and
connected to the objectives,
assessments, and activities
Formative and summative
assessments are defined, showing
clear relationship to all objectives
addressed in the lesson. The
differentiation assessment is clear
and detailed and matches the
objective(s)/LT.
The activities planned are scaffolded
yet challenging. They are designed
to cause students to think about
possible strategies and solutions.
Activities are well thought out and
developmentally appropriate.
Problems and activities relate to
studentsâ?? lives and are interesting.
Objectives/LT are too broad
or narrow. CCLS or state
standards are listed but do
not connect to objectives,
assessments, and activities
Objectives/LT are not too
broad or narrow. CCLS or state
standards are not included and
included standards are not
connected to objectives,
assessments, and activities
Formative and/or summative
has clear relationship to the
lesson objective(s)/LT.
Differentiation is created
based on the needs of the
students with adequate
detail.
The activities are scaffolded
and designed to cause
students to think. Activities
are developmentally
appropriate. Problems and
activities relate to studentsâ??
lives.
Assessment provided for the
lesson but inaccurately
measures the objective(s)/LT.
Differentiation is not linked to
the objective(s)/LT.
Objectives/LT are not in correct
format, and/or not measurable or
poorly developed throughout the
lesson. No CCLS or state standard
is listed and no obvious connection
to objectives, assessments, and
activities
No assessment provided for the
lesson, or assessment does not
measure objective(s)/LT
Differentiation is superficial or little
attempt to differentiate when it is
needed.
The planned activities may
require students to use a
formula or memorize definition
to arrive at a solution but are
not designed to challenge them
to think. Activities are
appropriate for the age level of
the students. Problems and
activities do not relate to
studentsâ?? lives and may not
require much thinking or be
interesting or create high
frustration levels.
The planned activities are not
meaningful. Activities are
inappropriate based on the level of
the students and are beyond the
level of the students’ ability.
Key Vocabulary
Vocabulary is adequate. A plan for
vocabulary instruction and
assessment is outlined.
Not enough or too many
vocabulary words are listed.
A plan for vocabulary
instruction or assessment is
not clear.
List of materials and
technology is provided and
accurate for both teacher and
students. All handouts, both
teacher created and those
reproduced from other
resources, are attached.
Lesson plan has clear match
between procedures and
objectives(s)/LT; adequate
teacher modeling or
examples planned;
Procedures list appropriate
pedagogical techniques for
the content and age level.
Co-teaching is listed (if
appropriate).
Resources Media
Technologies
Detailed list of materials/technology
is provided for both teacher and
student use. All handouts, both
teacher created and those from other
resources, are used in the procedures
of the lesson plan and are attached.
Procedures
Lesson plan has explicit match
between procedures and
objective(s)/LT; multiple teacher
modeling and/or examples are
planned; with opportunities for
guided and independent practice;
thoroughly details the teacher’s step
by step actions in first person.
Procedures are explicitly listed using
pedagogical best practices for the
content and age level. Co-teaching
strategy is clearly defined (if
appropriate).
Content
Knowledge
The lesson plan shows that the
teacher possesses solid content
knowledge and has well researched
the concepts to be taught.
The lesson plan is free of
inaccurate content, but could
use further development.
Closure
The lesson plan includes steps for a
thorough review of the lesson by
including motivational strategies and
foreshadowing the next lesson.
The lesson plan includes
information about
summarizing what was
taught and foreshadowing
Not enough or too many
vocabulary words are listed.
Neither a plan for vocabulary
instruction nor assessment is
provided.
List of materials and/or use of
technology is incomplete or
inaccurate. Teacher created
handouts and/or other
reproduced handouts are not
attached.
Vocabulary is not listed.
Lesson plan has limited match
between procedures and
objective(s)/LT; limited
teacher modeling or examples
planned; few opportunities for
guided and independent
practice; plan missing
necessary details for teacherâ??s
actions. Procedures are not
logically planned, lack detail,
and/or lack pedagogical
techniques for the content and
age level. Co-teaching is listed
but not part of the procedures
(if appropriate).
The lesson plan shows
evidence of weak content
knowledge but does not
contain obvious errors in
content knowledge.
The lesson plan includes
limited information about
review and limited
foreshadowing to the next
Lesson plan does not have a match
between procedures and
objectives(s)/LT; no modeling for
guided or independent practice
planned; plan missing necessary
details for teacherâ??s actions.
Procedures are sketchy and employ
questionable pedagogical
techniques for the content and age
level. Co-teaching is neither listed
nor described.
List of materials and use of
technology but given limited
attention in the lesson plan.
The lesson plan shows significant
errors in content knowledge.
The lesson plan does not include a
plan for review or foreshadowing to
the next lesson.
Professional attention to formal
writing is evidenced by clarity in
writing as well as absence of
spelling, usage, and grammatical
errors.
Accommodations for students with
disabilities are clearly identified.
Accommodations Procedures for providing those
accommodations have been
IEP/504
thoroughly explained.
Professional
Writing
with limited student
engagement strategies.
Professional writing is
evidenced by 1-4 errors in
clarity of writing, spelling,
usage and/or grammar.
Accommodations for
students with disabilities
have been listed and
procedures for providing
them have been briefly
mentioned.
lesson; focus on clean-up
rather than student learning.
Fair quality of professional
writing is evidenced by 5-7
errors in clarity of writing,
spelling, usage, and/or
grammar.
Some reference to providing
accommodations to students
with disabilities are made.
Poor quality of professional writing
is evidenced by 8 or more errors in
clarity of writing, spelling, usage
and/or grammar.
No reference to student
accommodations are made in the
lesson plan.

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