SPRING WIG FLOWERS

Lesson_Plan_Template_1.pdf

LESSON PLAN TEMPLATE
Page 1 of 2
Content Area/Course: Grade(s):
Unit of Study:
Standard(s):
Standard(s)/Unit Goal(s) to be addressed in this Lesson:
Key Vocabulary:
Essential Question(s) to be addressed in this Lesson:
Assessment Pre-assessment/ Formative Summative

LESSON PLAN TEMPLATE
Page 2 of 2
Per class:
Lesson Plan Details
Instructional Resources/Tools
Lesson Sequence and Description Time estimates other notes
Opening (Hook/Do Now):
During:
Closing:
Differentiation (for SPED, ELL, Advanced Learners): Grouping Strategies, Small group
Content:
instruction opportunity
Process:
Product:

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WINGSCH.docx

Please follow the directions.
See attached Please answer every question and read and follow the Criteria
This link goes with the assignment:
 Read sections 3-7 and 12 of the IRIS Center Differentiated Instruction module. Be sure to reference the embedded links and text features to obtain all information.  Also, be sure to click on the low prep vs. high prep link to see examples in section 12. 
2. Complete the activity at the bottom of section 12. Then submit your assignment as a PDF file in the resource folder.
IRIS | Page 12: Classroom Implementation (vanderbilt.edu)

Criteria

Grading Scale

Year 1 Lesson Plan

10
List two or more ways the lesson was differentiated. The candidate uses complete sentences to explain and support their thinking.

7
The candidate only lists one way the lesson was differentiated. The candidate uses complete sentences to explain and support their thinking.

3
The candidate only lists one way the lesson was differentiated. The candidate does not use complete sentences to explain and support their thinking.

0
Not Evident

Year 4 Lesson Plan

10
List two or more ways the lesson was differentiated. The candidate uses complete sentences to explain and support their thinking.

7
The candidate only lists one way the lesson was differentiated. The candidate uses complete sentences to explain and support their thinking.

3
The candidate only lists one way the lesson was differentiated. The candidate does not use complete sentences to explain and support their thinking.

0
Needs Improvement

Identified Low & High Prep Activities

10
The candidate lists the low-prep and high-prep activities demonstrated in each of the lesson plans. The candidate also uses complete sentences to support their thinking.

7
The candidate lists one example of prepped activities demonstrated in each of the lesson plans. The candidate uses complete sentences to support their thinking.

3
The candidate lists one example of prepped activities demonstrated in each of the lesson plans. The candidate does not use complete sentences to support their thinking.

0
Needs Improvement

Explanation of Differentiation

10
The candidate provides a detailed account of the changes in Mr. Shelton’s instructions over time and explains how they affected the progress of differentiated instruction. The candidate also provides evidence to support their thinking.

7
The candidate provides a detailed account of the changes in Mr. Shelton’s instructions over time and explains how they affected the progress of differentiated instruction. The candidate does not provide evidence to support their thinking.

3
The candidate does not provide a detailed account of the changes in Mr. Shelton’s instructions over time and explains how they affected the progress of differentiated instruction. The candidate does not provide evidence to support their thinking.

0
Needs Improvement

Total pts: 40

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