Indiana Wesleyan University Differentiated Lesson Plan

Elementary Education—CAEP 2018 K-6 Elementary Teacher Preparation Standards

Student Teaching Admission Summary Scoring Sheet

The following lesson plan assignment description and assessment rubric is a required element in
the student teaching application and admission process.
Candidates. Submit your completed lesson plan to a teacher education or content faculty of your
choosing for assessment. When you have achieved a passing score, include this entire packet
with your student-teaching application materials.
Faculty. Use the attached rubric to assess the candidate’s lesson plan; complete the following
summary table prior to returning the scored lesson plan to the candidate.
Lesson Plan Elements B D C A Score
Rationale CAEP K-6 1.a     /4
Goals/Objectives/Standards CAEP K-6 3.c     /4
Anticipatory Set     /4
Purpose     /4
Adaptations: Individual Differences CAEP K-6 1.b     /4
Lesson Presentation CAEP K-6 3.f     /4
Differentiated Instruction CAEP K-6 3.d     /4
Check for Understanding     /4
Review/Closure     /4
Independent Practice/ Extending the Learning     /4
Formal and Informal Assessment CAEP K-6 3.a     /4
Integration of Technology     /4
Reflection and Post-Lesson Analysis CAEP K-6 3.b     /4
Total (passing = 39/52)

Scoring Guide. Check the box that corresponds to the rating you gave to each element of the
lesson plan. Add the individual element scores (B=1; D=2; C=3; A=4) to calculate the total
lesson plan score.

Note to faculty
When used for submission in methods course, include data for CAEP standards on collaborative site.
When used for student-teaching admission, all categories apply. No individual element score < 2

Lesson Plan is:

 Approved
 Not Approved; revisions and resubmission required.

_______________________________________ ___________________________________________
Faculty Assessor Candidate
_________________________________
Date

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 Elementary Education Lesson Plan Assignment Description and Assessment Rubric
CAEP 2018 K-6 Elementary Teacher Preparation Standards
Administration and Purpose. While your lesson plans will be assessed multiple times throughout your
program of study, your “official” lesson plan is assessed as part of the materials you will submit with your
student teaching admission application. You will choose your assessor from the teacher education faculty.
The lesson plan assessment has three related purposes. The first and perhaps most obvious is to document
your ability to plan effective instruction; this is one of the hallmarks of the best, most successful teachers.
These teachers consider not only the needs of their students as they plan, but also multiple pathways to
achieve learning goals for each lesson so that each students becomes a successful learner. The second
purpose is to habituate you to the instructional cycle. It consists of planning for and delivering instruction,
assessing student learning, modifying future lessons based on assessment data, followed by planning for new
lessons. The cycle does not end until all students learn the intended material. The third, overarching purpose
of the lesson plan assessment is to provide you with the means to internalize the discipline necessary to
become a successful teacher. The fact is that no teacher, no matter how talented, will ever achieve long-term
effectiveness with diverse populations of students without developing the self-discipline necessary to plan
effective instruction, consistently, over time.

Content of Assessment. The lesson plan assessment is divided into the following sections:
Readiness. Preparing the groundwork for effective instruction.
Plan for Instruction. The blueprint that guides your instruction for each lesson.
Plan for Assessment. Your plan for determining how well your students learn what you teach.
Reflection and Post-Lesson Analysis. One of the characteristics of the most successful teachers is that they
reflect on their teaching. They think about what went well and what could be improved in each lesson, and
they take steps to make each lesson better than the last.
In addition to these lesson plan elements, this assessment also includes the following alignments:
• Council for the Accreditation of Educator Preparation (CAEP) 2018 K-6 Elementary Teacher Preparation
Standards. The IWU Elementary Education program is recognized by the former 2007 Association for
Childhood Education International (ACEI) 2007 standards; this assessment is one of several used to affirm the
strength of our program by that organization. Recent modifications have been made throughout this
document to include the CAEP 2018 K-6 standards.
• Interstate New Teacher Assessment and Support Consortium (InTASC). The InTASC Standards outline
the common principles and foundations of teaching practice that cut across all subject areas and grade
levels and that are necessary to improve student achievement. The ten InTASC Standards are
incorporated into this assessment, and are divided into four categories:
 Learner and Learning (InTASC Standards 1, 2 and 3)
 Content (InTASC Standards 4 and 5)
 Instructional Practice (InTASC Standards 6, 7 and 8)
 Professional Responsibility (InTASC Standards 9 and 10)
• Diversity Thread. Teacher candidates are expected to teach all students well.
• Technology Thread. Teacher candidates are expected to integrate technology into their teaching as a
means to improve student learning.
Criterion for Success. Candidates must achieve a rating of Competent to pass this assessment. For this
assessment, Competent is defined as 80% or more of all rubric elements scored as competent or higher. No
domain or assessment element may be scored as Beginning.

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 Indiana Wesleyan University
Elementary Education Lesson Plan
Emilee Rhoton
Kindergarten at Frances Slocum Elementary School

LESSON RATIONALE
This lesson should be taught because students need to know the impact of the weather in our lives and our community,
my students are interested in patterns of the weather, especially snow and its importance and impact on us.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)— Students will be able to depict the past weather patterns
B. Objective(s)—
 After completing this lesson students will be able to like/show the past weeks weather patterns.
 After completing this lesson students will be able to state how snow effects them and their community.

C. Standard(s):
 K.ESS.3 Investigate the local weather conditions to describe patterns over time.

II. Management Plan-

a. Time per lesson element
Read aloud: 10min
i. Anticipatory set: 3- 5min
ii. Mini-Lesson: 5-10min
iii. Discovery learning/inquiry: 10-15min
iv. Closure: 5min
b. Use of Space
i. Read Aloud: Students will remain in their seats at their tables.
ii. Anticipatory Set: Students will come and gather at the carpet
iii. Mini-Lesson: On the Carpet
iv. Inquiry/Discovery Learning: will take place at student’s tables
v. Closure: On the Carpet
c. list of materials.
1. A Stroll Through the Seasons - by Kay Barnham
2. Frozen song
3. Snow
4. Ice
5. Mixing bowl
6. Milk
7. Vanilla
8. Sugar
9. Mason jar
10. Shaving cream
11. Blue food coloring
12. Warm water
13. Salt
14. Sand
15. Toothpaste
16. Experiment recording sheet
d. Describe expectations and procedures.
1. Students will be expected to follow preexisting classroom rules
2. For transitions student will out their heads down on the table awaiting instruction for where they should
go next.
3. Students will keep their hands to themselves during the dance break
4. Students will not get lauder than a level 2.
III. Anticipatory Set
• After the students are done with their snack time will have a dance break.

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  “OK guys who is ready for a dance break???”
 I will remind the students of the classroom rules regarding dance breaks.
 Play 1-2 Frozen songs depending on how they students act/behave
 Gather students back on the carpet.
 “Guys I love the movie Frozen! It is one of my favorite Disney movies, and my favorite character is Sven, and
Olaf.”
 “who is your favorite Frozen character?”
 *in case there are some students how have never seen the movie have an image of all the character pulled
up on the board, so they don’t feel left out.

IV. Purpose: Well guys, in the movie Frozen they experienced a lot of different seasons and different weather. Today we
are going to be looking bask on out weather data and predict the weather for tomorrow. It is important be able
to predict tomorrows weather, so that we can all be prepared for it. We are also going to be looking at snow a
little closer to understand it better.

*This is the last lesson in the unit. Throughout the entire unit we will be keeping track of the weather every day on the
board, so the information is ready to access for this lesson.

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners—
a. I will be giving all students a 5min warning, a 2min warning and 1min warning, so they are not surprised when
it is time to switch.
b. For students who finish early, I will have some coloring and sorting pages they can do in class.
i. Also making a note to tell the students that if they do not get to finish that, they can take the activity page
home and do it there.
c. Allow some students to be the helper, to give them a role where they feel in some control.
d. Given personalities in the classroom, some students will not be paired together.
e. For students who need differentiated instruction, the activity will be modeled and explained.
VI. Lesson Presentation (Input/Output)
 “Does anyone know what snow is made of?”
 Allow time for student responds, a student may get it right to you may have to just teach the information.
 “Snow is formed in the clouds/air when water freezes.”
 “So, snow is made up of what?!”
o “water, right!”
 It is important for us to know when it is going to snow so we can be prepared.”
 “today we are going to be visiting 4 different stations.”
 Explain each station
o “The first, is the weather recording sheet.” Here students will be prompted to draw the weather for
the past 5 days, and then they are to draw a picture of their prediction on the next days weather.
o “The next station you are going to be discovering how snow falls to the earth.” Explain the cloud in a
jar activity.
o “Next is the Snow ice-cream station” “in this station we are making the ice-cream, but it will take a
little bit to freeze, so we have to be patient. Miss. Lindsay or I will be there to help you with the
instructions.
o “Lastly, is the salt station” “When it does snow a lot there are special people who wake up really early
to get all the snow off of the roads, so we are able to get around.” “At this station I want you guys to
find the best way to melt the snow and ice.”
 Here students will test out salt, sand, warm water and toothpaste, to see what will make the
ice melt.

VII. Check for understanding.

 Throughout the lesson I will be asking students questions, gauging what they know v. what they don’t know.
 Students will be in small groups, with the opportunity foe them to talk to their peers, so I will be monitoring
their conversations, trying to pick up on any misconceptions they may have.’
 At any point that I am seeing the students struggle with information, I will stop the lesson and reteach the
content in order to move forward.

VIII. Review learning outcomes / Closure

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  After the students are done rotating, allow the students to come back to the carpet to finish drawing out what they saw at each
station/experiment.
 “what was your favorite station?”
 “what did you guys learn about melting ice?”
 “What are your predictions tomorrows weather?”
 After asking the students to share about what they learned, and their favorite station instruct the students to turn their work
into the turn in basket.
 Then give Miss. Lindsay control of the class again.
 If time allows read the seasons read aloud to the students.

PLAN FOR ASSESSMENT

For this lesson I will be asking the students questions and taking antidotal notes as they answer me. I will also be
collecting the students weather past and predictions chart as well as their experiments worksheet.

REFLECTION AND POST-LESSON ANALYSIS

How many students achieved the lesson objective(s)? For those who did not, why not?
1. What were my strengths and weaknesses?
2. How should I alter this lesson?
3. How would I pace it differently?
4. Were all students actively participating? If not, why not?
5. What adjustments did I make to reach varied learning styles and ability levels?
6. Did the transitions go well?
7. Did the students meet the objectives?
8. Where you able to properly assess the students and what they learned?
Include additional self-answer questions that specifically address unique lesson content, methodology, and assessment.
Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Rationale Candidate demonstrates Candidate uses Candidate uses Candidate uses
little or no understanding understanding of how understanding of how understanding of how
of how planning is children grow and children grow and children grow and develop
related to how children develop across the develop across the across the developmental
CAEP K-6 1.a grow, develop, and learn. developmental domains developmental domains domains, and is able to
but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.

Readiness
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Goals/ Lesson objectives are Lesson objectives are The lesson plan contains The lesson plan contains
Objectives/ poorly written and/or correlated with learning objectives that connect clearly stated content
Standards have little or no goals and standards. The goals and standards with objectives. Objectives are
connection to learning connection between lesson activities and logically connected to
goals or standards. Little objectives and lesson assessments. appropriate goals and
connection exists activities and standards and are
INTASC 4 between objectives and assessments is weak or consistent with lesson
lesson activities and unclear. activities and assessments.
CAEP K-6 3.c
assessments. Instructional planning is
based on individual
student needs.

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 The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of purpose
is ambiguous or worded
so generally that the
Purpose connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Few or no instructional
opportunities are
Adaptation to included. Any
Individual instructional
Differences and opportunities are not
Diverse Learners developmentally
appropriate or adapted
CAEP K-6 1.b to individual students.
InTASC 2
Diversity
Plan for Instruction, cont.
The Beginning
Candidate
The candidate’s lesson is
not developmentally
appropriate.
Lesson
Presentation The candidate’s lesson
does not use
appropriate modeling
and guided practice.
InTASC 5
CAEP K-6 3.f The lesson presentation
includes little
opportunity for students
to engage in relevant
and active learning.
The candidate’s plan is
not differentiated for
subsets of students or
individual students.
Differentiated
Instruction
CAEP K-6 3.d
The connection between
the anticipatory set and
lesson objectives and
content is weak or
unclear.
A statement of purpose is
included in the LP, but
has little power to
motivate students and
capture their
imaginations.
The Developing
Candidate
Instructional
opportunities are
provided in this lesson;
however, they are not
adapted to individual
students.
The Developing
Candidate
The candidate’s lesson is
somewhat
developmentally
appropriate.
The candidate’s lesson
includes the basic level of
modeling.
The lesson presentation
includes activities that
encourage student
participation, but lack
purpose or depth.
The candidate’s plan is
differentiated according to
a subset of learners and
includes modifying
content or instructional
processes.
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The anticipatory set is
clear and direct and
focuses students’
attention on the lesson.
The statement of purpose
is clearly connected to
the content of the lesson
and is presented in terms
that are easily
understood by students.
The Competent
Candidate
Instructional
opportunities are
provided in this lesson.
The opportunities are
developmentally
appropriate and/or are
adapted to individual
students.
The Competent
Candidate
The candidate’s lesson
demonstrates an
understanding of
developmentally
appropriate practice.
The candidate’s lesson
includes both modeling
and guided practice.
The lesson presentation
includes relevant activities
that encourage student
participation and critical
thinking.
The candidate’s plan is
differentiated according to
learners and includes a
variety of instructional
approaches that address
individual interests and
preferences for learning.
The anticipatory set
connects the current
lesson with previous and
future learning and
focuses students’ minds
and attention on the day’s
lesson.
The statement of purpose
has the power to capture
the imaginations of
students and motivate
them to accomplish the
expected learning.
The Accomplished
Candidate
Specific instructional
opportunities are provided
in this lesson that
demonstrate the
candidate’s understanding
of individual learner
characteristics and how
these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.
The Accomplished
Candidate
The candidate’s lesson
demonstrates strong
developmentally
appropriate practice
including a variety of ways
to teach content.
The candidate’s plan
includes multiple ways to
model and guide practice.
The lesson presentation
supports student
motivation through
relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.
The candidate’s plan is
differentiated according to
learners and includes a
variety of instructional
approaches that address
individual interests and
preferences for learning.
The candidate
differentiates content by
modifying difficulty,
depth, or complexity of

Little or no provision is
included to check for
Check for student understanding
Understanding or to reteach concepts
that elude students
InTASC 4
during the initial
presentation.
Review Lesson closure is not
Learning included, or is not
Outcomes/ related to the goals
Closure and/or content of the
lesson.
InTASC 4
Independent No independent
Practice/ practice activities are
Extending the included in the lesson,
Learning or activities are
unrelated to the content
InTASC 5 of the lesson.
Plan for Assessment
The Beginning
Candidate
The lesson plan does not
Formal and include formative
Informal assessment activities, or
Assessment there is little or no
correlation between
CAEP K-6 3.a planned assessment
InTASC 6
activities and lesson goals
and objectives. Any
assessments included are
not developmentally
appropriate for the
students.
Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to
specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of
appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all
students to achieve the expected outcomes. InTASC Standard 7
The Beginning
Candidate
Integration of The lesson plan reflects
Technology educational decision
making regarding
InTASC 7 available technology that
adversely impacts
Technology
Thread student learning and/or
fails to engage students
at the necessary level to
meet lesson objectives.
A guided practice section
is included in the lesson
plan, but the connection
with the lesson
presentation is weak
and/or unclear.
Lesson closure is weak
and/or poorly written.
Independent practice
activities are not well
conceived and/or written;
student accomplishment
of IP activities is not likely
to result in lesson mastery
The Developing
Candidate
Formative and summative
asessment activities are
included in the lesson, but
they are not well
correlated to and/or do
not cover the full range of
LP goals and objectives.
The assessment strategies
do not promote
development of each
individual student.
The Developing
Candidate
The lesson plan reflects
insufficient or misaligned
decision making regarding
available technology;
statements indicating the
use of instructional,
assistive, or other
technologies are written
in general terms or in
terms unlikely to impact
student learning.
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The lesson plan includes a
plan and the means to
check for student
understanding of the
lesson. A provision is
included to reteach all or
part of the lesson to all or
part of the class.
Lesson closure relates
directly to the lesson
purpose and/or objective.
Assignments or activities
are included that provide
students with the
opportunity to practice
learned skills; All activities
match lesson objectives.
The Competent
Candidate
A plan for formal and
informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the
individual students.
The Competent
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies) to
support learner needs and
the curriculum.
materials.
Plans to check for student
understanding of the
content are an integral
part of the lesson, and
include frequent questions
and other actively
engaging forms of
formative assessment
during guided practice.
Lesson closure is clearly
correlated to the content
of the lesson and actively
engages students in
summarizing the essential
elements of the lesson.
Independent practice
activities are highly
correlated to lesson
objectives and content and
lead to student mastery.
The Accomplished
Candidate
Formal and informal
assessments strategies
are a seamless and
integrated part of the
lesson. The assessments
are highly correlated to
the learning objectives
and promote continuous
intellectual, social,
emotional, and physical
development of each
student.
The Accomplished
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies)
that engage students,
enhance the learning
process, and/or extend
opportunities for learning.
Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions are The lesson plan includes Additional self-answer
Post-Lesson are not included in the included, but do not fit all required self-answer questions are included that
Analysis lesson plan. the content or purposes questions. Questions are specifically address unique
of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
based on the lesson included to plan, monitor,
InTASC Standard 9
assessments. and adapt instruction based
on the lesson assessments.

Revision Date: August 21, 2018

CAEP 2018 K-6 Standards
2013 InTASC Standards

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 Experiment 1 Experiment 2

Experiment 3 What do you predict tomorrows weather

to be?

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 Snow Ice-cream recipe

3-Ingredient Vanilla SNOW Ice Cream – Happy

Hooligans
Prep Time
10 mins
Total Time
10 mins
Make a batch of rich and delicious Vanilla Snow Ice Cream with 2 ingredients and a big bowl
of freshly-fallen snow!
Course: Treat
Cuisine: American
Keyword: Snow Ice Cream, winter treat
Servings: 10 cups
Calories: 152 kcal
Author: Happy Hooligans
Ingredients
 8-12 cups fresh, clean snow
 1 tsp vanilla extract
 300 mls sweetened condensed milk 10 oz
Instructions
1. Scoop clean, fresh snow into a large bowl.
2. Sprinkle vanilla over snow.
3. Drizzle condensed milk over all.
4. Fold all ingredients together, and stir until well -combined.
5. If necessary, add more snow until you’re happy with the consistency of your ice cream.
6. Scoop into a bowl, and enjoy!
7. To freeze leftovers, pat remaining snow ice cream into a freezer -proof container with a
lid.
https://happyhooligans.ca/3-ingredient-delicious-vanilla-snow-ice-cream/

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