Program: Single Subject Credential Program PLO #3: Instruction- Design differentiated instruction based on the needs of students

Course #/Title: EDSU 533: Content Specific Methods Courses Assignment Title: EL Lesson Design and Student ssessment !ubric Week Assessment Occurs: 5 Total Points for Assignment: "#

ED ! "33 Lesson Design an#

A#)ance# &*+ ,ts( I/ Lesson Plan $ Lesson topic and Curriculum: curriculum content are Connection clearl% rele&ant and 0et1een appropriate to the academic Content standard' grade le&el' and tan#ar# an# subject matter( Learning 2oals $ cademic learning goals &*3 +45( for students are clearl% and succinctl% articulated( $ Strong connections ha&e been made bet)een academic content standard' curriculum frame)or*' and learning goals( $ cademic learning goals can clearl% and reasonabl% be achie&ed )ith this lesson(

tu#ent Assessment $u%ric &' ignature Assignment(

De)elo,ing &. ,ts( Incom,lete &3 ,ts( $ Lesson topic and $ Lesson topic and,or curriculum content are curriculum content are inappropriate for the not included or academic standard' grade inade+uatel% described le&el' or subject matter( -missing academic $ Poorl% defined academic standard' grade le&el' or learning goals are gi&en( subject matter.( $Limited connections $ /o academic learning made bet)een academic goals are gi&en( content standard' $ /o connections made curriculum frame)or*' bet)een academic and academic learning content standard' goals for this lesson( curriculum frame)or*' $ Lesson does not support and academic learning the academic learning goals for this lesson( goals or meet content $ Lesson does not meet standards )ith major content standards( re&isions( II/ Instruction: $ Clearl% communicates the $ de+uatel% communicates $ California academic $ California academic Communicatio California academic content the California academic standards and,or learning standards and,or learning n of standard to be met )ith content standard to be met goals are communicated goals are not 2oals/ tan#ar# lesson to students( )ith lesson to students( to students' but need communicated to s Lesson $ Lesson purpose and $ Lesson purpose and clarification( students( e6uence3 learning goals are clearl% learning goals are present' $ Standards or learning $ Standards or learning Teac7ing articulated to students as but not ade+uatel% goals are not e0plained or goals are not presented trategies an# part of the instruction( e0plained or communicated communicated to to students( caffol#ing for $ Lesson se+uence is )ell to students( students( $ Lesson se+uence is

Proficient &- ,ts( $ Lesson topic and curriculum content are ade+uatel% rele&ant and appropriate to the academic standard' grade le&el' and subject matter( $ cademic learning goals for students are included' but statement lac*s clarit%( $ de+uate connections made bet)een academic content standard curriculum frame)or*' and academic learning goals( $ cademic learning goals ma% be achie&ed )ith this lesson )ith some re&isions(

A#)ance# &*+ ,ts( EL an# ,ecial organi1ed' logical' and 8ee#s &*3 +45( practical( $ Uses at least 3 effecti&e strategies to scaffold learning for all students $ 2ncludes effecti&e strategies listed for adapting instruction for EL and special needs students(

Proficient &- ,ts( De)elo,ing &. ,ts( $ Lesson se+uence is $ Lesson se+uence is ade+uate but some steps unclear or unorgani1ed( need further clarification( $ Limited strategies used $ Uses 345 strategies to to scaffold learning for scaffold learning for all students( students $ Limited strategies used $ de+uate or partial to adapt instruction for EL strategies listed to adapt and,or special needs instruction for EL and special students are listed( needs students' but ma% need clarification or adaptation( III/ tu#ent $ Plan for student acti&ities $ Some planning for student $ Lac*s ade+uate Acti)ities: or groupings for age or acti&ities or groupings is planning for student tu#ent grade le&el is e0plicit' e&ident but ma% be grouping and,or student 2rou,ing logical' manageable' and ineffecti&e for meeting acti&ities( tu#ent practical( learning goals' $ 2nappropriate student Engagement $ Creati&e ideas for unmanageable or grouping for age or grade 9aterials3 engaging and moti&ating impractical for particular le&el Tec7nolog:3 students to learn the subject subject' age' or grade le&el( $ Minimal connections $esources matter content( $ Some ideas for engaging bet)een acti&ities and 8ee#e# &*3 $ Ma*es clear connections students are included' but learning goals( +45( bet)een acti&ities and unclear if students )ill be $ Minimal use of creati&e academic learning goals( moti&ated to learn the materials' technologies' $ Effecti&e use of materials' subject matter content as a and resources to engage technologies' and resources result( or moti&ate students )ill clearl% ma*e content $ Ma*es ade+uate $ Limited methods' plans comprehensible and connections bet)een for grouping' or student engaging( acti&ities and academic acti&ities to help ma*e learning goals( content comprehensible $ de+uate use of materials' technologies' and resources' but unclear if or ho) resources )ill help ma*e content comprehensible and,or engaging( I;/ $ Effecti&e progress $ de+uate progress $ Limited progress Assessment: monitoring assessment ideas monitoring assessment ideas monitoring assessment to

Incom,lete &3 ,ts( illogical( $ /o strategies used to scaffold learning for students( $ /o strategies to adapt instruction for EL and,or special needs students are listed(

$ /o plan included for student grouping and,or student acti&ities( $ /o e0planation of student grouping for age or grade le&el $ /o connections made bet)een acti&ities and learning goals( $ Limited or no use of creati&e materials' technologies' and resources to engage or moti&ate students $ /o methods' plans for grouping' or student acti&ities included to help ma*e content comprehensible

$ /o progress monitoring assessment to e&aluate

A#)ance# &*+ ,ts( Entr: Le)el to e&aluate student progress Progress during the lesson allo)ing 9onitoring an# for teacher to adjust ummati)e instruction Assessment $ Summati&e assessment $u%ric Ta%le rubric clearl% measures &*3 +45( student progress to)ard meeting learning goals and achie&ing master% )ith academic standards $ Each rubric categor% and criteria is thoroughl% and concisel% defined )ith rich detail( $ Connections bet)een learning goals and assessment are clear and concise( ;/ $eflection: $ Effecti&el% addresses Antici,ate# anticipated potential Pro%lems problems )ith lesson( A#a,tations $ Demonstrates strong for EL an# understanding of ho) to ,ecial 8ee#s e&aluate student 8e<t te, Plan achie&ement to)ard 0 &*3 +45( meeting desired academic learning goals( $ Clear presentation of ideas for supporting English Learners and Students )ith Special /eeds $ Demonstrates strong understanding of o&erall unit and semester planning $ Presents creati&e alternati&e for plan 6(

Proficient &- ,ts( De)elo,ing &. ,ts( during the lesson allo)ing e&aluate student progress teacher to adjust instruction( during the lesson( $ Summati&e assessment $ Summati&e assessment rubric does not clearl% or rubric ade+uatel% measures accuratel% measure student progress to)ard student progress to)ard meeting learning goals and meeting learning goals or achie&ing competenc% )ith achie&ing competenc% academic standards( )ith academic standard( $ Each rubric categor% and $ Some rubric categories criteria is ade+uatel% defined and,or criteria are not in the rubric but some could e0plained )ith ade+uate use more detail( detail( $ Connections bet)een $ Connections bet)een learning goals and learning goals and assessment are present' but assessment are limited or ma% be &ague( inade+uatel% defined(

Incom,lete &3 ,ts( student progress during the lesson( $ Summati&e assessment rubric not included( $ Missing rubric categories and,or assessment criteria $ Connections bet)een learning goals and assessment are not defined(

$ ttempts to address $ Does not ade+uatel% $ Does not address anticipated potential address anticipated anticipated potential problems )ith lesson( potential problems )ith problems )ith lesson( $ Demonstrates ade+uate lesson( $ Does not foster student understanding of ho) to $ Lac*s understanding of achie&ement to)ard e&aluate student ho) to e&aluate student meeting desired achie&ement to)ard achie&ement to)ard academic learning goals( meeting desired academic meeting desired academic $ /o ideas included for learning goals( learning goals( supporting English $ Some ideas for supporting $ Limited ideas for Learners and Students English Learners and supporting English )ith Special /eeds Students )ith Special /eeds' Learners and Students $ /o reference to but need further e0planation )ith Special /eeds understanding of o&erall or clarification( $ Limited reference to unit and semester $ Demonstrates ade+uate understanding of o&erall planning understanding of o&erall unit unit and semester $ /o alternati&e for plan and semester planning( planning 6( $ Presents ade+uate $ Limited alternati&e for alternati&e for plan 6( plan 6(