` Lesson Plan w/ Rubric

Teacher Ashley Garneau Date March 16th 2021

Candidate: Taught:

Cooperating Mrs. Tricia Gray School / Trantwood Elementary

Teacher: District: School/Virginia Beach City
Public Schools

Grade: 4th Field NA

Supervisor:

Unit / Jamestown
Subject:

Lesson Title / Surviving in Jamestown

Focus:

PLANNING AND PREPARATION

Content Knowledge How was this lesson developed based on your research and knowledge
of content and the discipline?

The content knowledge to create this lesson was derived from the textbook,
Wood, K.E. (2015). Interdisciplinary instruction: Unit and lesson planning strategies K-8. Long Grove,
Illinois: Waveland Press Inc. ISBN-13: 978-1478627128 ISBN-10: 1478627123.

Learner Differences
How did this lesson develop as a result of your examination of research and data about
student learning needs, how diverse students learn your content/lesson topic and how you
can employ

1 ELL Student
Accommodations:
Student will use Google Translate during the lesson to determine the correct usage and
understanding of words. In addition, they will be paired with a student who will be best capable
of assisting them with some teacher supervision during partner activities.

Outcomes/Goals What will students be expected to know or do as a result of this lesson?

Are these learning target(s)/outcome(s) appropriate based on your prior
assessment/knowledge of students’ understandings? Are your targets/outcomes observable
and measurable? What are your essential questions that align with the outcomes? List all
outcomes associated with this lesson.

 Students will understand English settlers had to interact with Native

Americans to survive.
 Students will understand that Jamestown was a colony solely formed to
economic reasons.
 Students will understand that the settlers in Jamestown were using acts of
survival.

Standards Which content, state, and national standards connect with your outcomes? List
the state, content, and national standard or standards that are being addressed.

Virginia Reading SOL 4th Grade

4.6 The student will demonstrate comprehension of information resources to research a topic.
a) Construct questions about a topic.
b) Collect information, using the resources of the media center, including online, print,
and media resources.
c) Evaluate and synthesize information.

Virginia History SOLs

 The English settlers interacted with the Native Americans for survival. The relationship
between the Native Americans and English settlers wavered.
 An English colony was established at Jamestown for economic reasons.

Resources and Materials What resources and other materials will be incorporated and how
will they promote active learning? Be specific. List all materials and resources needed for
the lesson.
  Pencil
 Paper
 Chrome Book – For JamBoard

Technology Does technology enhance the design and delivery of your lesson? Does the use
of technology promote active learning? Be specific. List all technology needed for both
students and teacher.
 The students will use JamBoard to sort the positive and negative experiences of the
settlers.

INSTRUCTIONAL DELIVERY

Learning Environment How will you support individual and collaborative learning and
foster positive interaction in the classroom?

This lesson will take place in a whole group classroom. The students will work collaboratively in
groups and as a whole group.

Introduction/Activating Strategies How will you engage learners in the lesson and
learning? How will you launch the lesson? How will you activate prior knowledge?
 Have the students list on the board as a class what they know about Jamestown so far.
 After we spend a few minutes listing the facts that they can remember about Jamestown
that they have learned, I will pull up the quotations that the student reviewed with the
Gifted Resource Teacher.

Instructional Strategies What learning activities do you have planned for the students?
Include a variety of teaching strategies (methods). Activities are to be learner-centered ( e. g.
solve problems, construct models, design and perform experiments, read authentic
resources, answer
 For the first part of the lesson, we will spend time briefly going through the second half
of the quotations to ensure we all are in understanding of the meaning of the quotations.
 After going through the quotations, the students will be put into partners to complete a
sort.
o https://jamboard.google.com/d/1F-
VPE41KpkuNMDV_i9CIbvqDiofYc6U00O7ScoEV0C4/viewer?f=8
 o The sort is placed on a JamBoard for them to complete collaboratively on their
computers with their partner. Prior to beginning the sort, they will be assigned a
page to complete the sort.
o For the sort, they will have to sort the quotations we went over into positive and
negative times of the settlers based on the quote.
o The students will have 10 minuets to complete the sort.
 After the students complete the sort, we will come back whole group and I will give the
students five minutes to pick out one quote they felt that the settlers were experiencing a
negative time and write three ways they thought they could possibly have survived or
how they did survive it on their white board.
 Once they have written those down, we will take 4 or 5 students to share about which
quote they wrote about, why, and how they think the settlers could have survived and
how they did survive. This should take approximately 5-10 minuets.
 Lastly, the students will act out with their partner how they thought the settlers could
have survived this difficult time better or how they may have survived this time. (The
students will have about 10-15 minuets to put together their presentation)
 Once they have it come up with a way to “act it out” 3-4 different groups will share their
demonstrations with the class! (10-15 minuets)

Closure How will you bring closure to the lesson?

 For the closure activity, the students will return to their seats and they will have to write
one paragraph about how their survival ideas of what happened or what could have
happened were different than their peers.
 Prior to this, they will be reminded that a paragraph has a topic sentence, details and a
conclusion.
 Lastly, at the bottom of their paper, the students should write one question they would
ask the settlers!

Differentiation How will you adjust instruction, including incorporating technology, to

meet the needs of a diverse set of learners?

1 ELL Student

Accommodations:
Student will use Google Translate during the lesson to determine the correct usage and
understanding of words. In addition, they will be paired with a student who will be best capable
of assisting them with some teacher supervision during partner activities.
Assessment: How will you measure understanding of the outcomes and standards? What
type(s) of formative and summative assessment tasks/instruments (e.g., test, paper) and
rubrics will be used?

Assessment will be based off of the students writing during the closure activity and their
understanding of the survival of the settlers.

PROFESSIONAL LEARNING

Reflection How will you evaluate your practice? Where did learners struggle in the lesson?
How can the lesson be strengthened for improved student learning? Did the lesson reflect
culturally sustaining pedagogies?

I plan to evaluate my practice based on my mentor teacher feedback and the understanding of the
students through their understanding throughout the lesson and their writing.
Lesson Plan Scoring Guide.

Criterion Does Not Developing Meets Exceeds

Meet Expectation Expectation
Expectation

Planning

Content Knowledge-- Candidate does Candidate reflects Candidate plan Candidate plan
Candidate develops a not display some awareness reflects research reflects extensive
lesson plan informed knowledge of of the important and knowledge research and
the content, concepts in the knowledge of the
by research and of the content
relationships discipline, content, relations
knowledge of content between relations between and relations between important
and the discipline. different them and of the between concepts, and of
InTASC 4; CAEP 1.2 aspects of the instructional important multiple
content, or of practices specific concepts, and of instructional
the to that discipline. instructional practices specific
instructional practices to that discipline.
practices
specific to that
specific to that
discipline. discipline.

Learner Differences-- Candidate Candidate Candidate Candidate

Candidate develops a demonstrates demonstrates an demonstrates an demonstrates  an
lesson plan informed little or no understanding of understanding understanding  of
each students’
by knowledge of knowledge of students’ of students’
backgrounds,
learner differences. students’ backgrounds, backgrounds, cultures, skills,
backgrounds, cultures, skills, cultures, skills, language use,
InTASC 2 cultures, skills, language use, language use, interests, and
CAEP 1.2 language use, interests, or interests, and special needs from
interests, and special needs, special needs, a variety of
special needs but does not use and uses this sources.
Candidate uses
or this knowledge to knowledge  to
this knowledge
consideration design instruction design to design
of these to meet the needs instruction. instruction that is
differences for of all students. creative, effective,
instruction. and maximizes
learning for all
 students.

Outcomes-- Candidate Candidate Candidate Candidate Candidate

identifies outcomes identifies identifies identifies identifies
and goals to support outcomes that outcomes that outcomes that outcomes that
student learning. are unsuitable reflect moderate reflect high- reflect rigorous
for students, rigor, more than level learning learning and
InTASC 7 not one type of and curriculum curriculum goals.
measurable, learning, and are goals. They are They are
represent suitable for some measurable, measurable,
trivial or low- students. Some of represent represent different
level learning, the outcomes are different types types of content
or are stated measurable. of content and and take account
only as are suitable for of the needs of
activities. most students in individual
the class. students.

Standards-- Candidate Candidate does Candidate Candidate Candidate includes

identifies not identify displays some includes national and state
national/state national and awareness of appropriate standards that are
standards that align state national and state national and state clearly aligned
with outcomes and are standards that standards and standards, and with rigorous
relevant to learners. are logically alignment they are aligned learning outcomes
aligned with with relevant to
InTASC 7 with the learning learning learners.
CAEP 1.4 learning outcomes relevant outcomes
outcomes to learners. relevant to
relevant to learners.
learners.

Resources and Candidate does Candidate shows Candidate Candidate selects

Materials-- not select some familiarity displays resources
Candidate selects resources with resources awareness of (manipulatives),
resources to (manipulatives, ( manipulatives, resources and digital and
maximize content etc.) and etc.), and digital (manipulatives), interactive
learning. digital and and interactive and digital and technology
 interactive technology interactive designed to
InTASC 7 technology designed to technology implement and
CAEP 1.5 designed to implement and designed to assess student
implement and assess student- implement and centered learning
assess student- centered learning, assess student- and extends the
centered but they do not centered learning
learning purposefully learning experience or rigor
experiences engage or experiences that of the lesson with
that engage improve student engage and these tools.
and improve learning. improve
learning. learning.

Technology -- Candidate Candidate is Candidate Candidate designs

Candidate makes offers little or utilizing designs learning authentic learning
effective use of no evidence of technology, but activities that activities that align
technology that designing with a align with with content area
supports student instruction predominant content area standards and use
learning. enhanced with focus on teaching, standards and digital tools to
the use of but does not use digital tools maximize active,
technology. engage students to engage in deep learning.
InTASC 7 in active learning. active learning. Technology is
CAEP 1.5 Technology does Technology is used to create,
not accommodate used to create, adapt, and
for learner adapt, and personalize
differences and personalize learning
needs. learning experiences that
experiences that foster independent
foster learning and
independent accommodate
learning and learner differences
accommodate and needs, which
some learner promote critical
differences and and/ or creative
needs. thinking.

Instruction
Learning The candidate The candidate The candidate The candidate
Environment-- develops a plan develops a plan develops a plan develops a plan
Candidate develops a that fosters that that that
lesson plan that fosters negativity, encourages encourages encourages
interactions guided by insensitivity to interactions, both interactions activities that
respect and rapport. cultural between the steeped in establish positive
backgrounds, teacher and civility and interactions among
sarcasm, and students and respect students and
put-downs among students, characterized fosters a respectful
InTASC 3 between that reflect between teacher relationship
teacher and insensitivity or and students between the
students, and lack of and among teacher and
among responsiveness to students. These individual student,
students. cultural or reflect general reflecting
developmental caring and are sensitivity to
differences appropriate to students’ cultures
among students. the cultural and and levels of
developmental development.
differences Activities are
among groups structured such
of students. that all students
feel safe and
comfortable to ask
questions,
comment, discuss
and share ideas.

Introduction/ Candidate Candidate reflects Candidate Candidate

Activating Strategies-- demonstrates a limited reflects accurate documents
Candidate develops a lack of content awareness of the understanding developed
plan that includes knowledge and relationship of the strategies and an
opportunities to demonstrates between prior relationship understanding of
engage students and little knowledge and between prior the relationship
access and build on (?) understanding new learning knowledge and between prior
their prior knowledge. of the concepts. new learning knowledge and
relationship Identified concepts. A new learning
InTASC 8 between prior knowledge gaps plan to address concepts, creating
knowledge and are inaccurate or student a link to necessary
new learning incomplete. knowledge gaps cognitive
concepts. The is developed to structures to
plan does not further their ensure student
consider learning. understanding.
knowledge Activities uncover
gaps when student
planning. misconceptions
and addresses
them before
proceeding.
Instructional Candidate uses Candidate uses a Candidate's Candidate's plan
Strategies-- a series of series of learning plan reflects a reflects a
Candidate plans a learning experiences that coordination of coordination of
series of learning experiences demonstrate knowledge of knowledge of
experiences aligned that are poorly partial alignment content, of content, of
with instructional aligned with with instructional students’ students’ cultural
outcomes presented in the outcomes, some cultural heritage heritage and its
a coherent structure. instructional of which are and its importance, and of
outcomes and likely to engage importance, and resources, to
do not students in of resources to design a series of
InTASC 8 represent a significant design a series learning
coherent learning. The of learning experiences
structure. They structure of the experiences aligned to
are suitable for strategies is aligned to instructional
only some recognizable and instructional outcomes,
students. reflects partial outcomes and differentiated
knowledge of suitable to where appropriate
students, groups of to make them
including their students. The suitable to all
cultural heritage structure of the students and likely
and its strategies is to engage them in
importance, and clear and likely significant
resources. to engage learning. The
students in structure of the
significant strategies is clear
learning. and allows for
different pathways
according to
student needs.

Closure-- Candidate Candidate’s Candidate's plan Candidate's Candidate's plan

develops a plan that plan displays displays some plan includes displays extensive
includes opportunities no opportunity awareness of solid strategies knowledge of
for student reflection for students to strategies to to give students strategies designed
and closure. reflect and provide students an opportunity to provide
clarify their the opportunity for reflection students the
InTASC 7 understanding. for reflection and and closure of opportunity for
closure on the the lesson. reflection and
lesson to clarify closure to clarify
understanding. understanding.

Differentiation-- Candidate does Candidate Candidate Candidate includes

not include displays an includes some a variety of
Candidate identifies teaching awareness of appropriate teaching strategies
methods to strategies and appropriate teaching and methods
differentiate methods that teaching strategies and developed to meet
instruction to engage can engage and strategies and methods that the needs of
and challenge challenge all methods with are individual learners
variety of learners. students. differentiation for differentiated that can engage
different students and can engage and challenge all
InTASC 8 that can engage and challenge students.
and challenge all all students.
students.

Assessment-- Candidate does Candidate uses Candidate Candidate uses

not establish assessment in regularly uses assessment in a
Candidate designs assessment plan, through assessment in sophisticated
and/or selects practices in some formative plan to monitor manner to monitor
multiple assessments plan, either monitoring of the progress of the progress of
to gauge students’ formatively or progress of groups of individual students
levels of guided student learning by the students and provide high-
understanding. self-assessment teacher and/or through use of quality continuous
The candidate students. continuous and specific
has not Formative formative and formative and
InTASC 6
provided assessment plans summative summative
CAEP 1.2 students with are not fully assessment feedback aligned
the criteria and developed to techniques with the
performance provide adequate aligned with instructional
standards by information about instructional outcomes in both
which their individual student outcomes. content and
work will be performance. Developed process. Teacher-
evaluated and Feedback to assessments are designed
 does not students is uneven used to monitor assessments are
monitor and inconsistent, student learning authentic with
student assessment progress by real-world
progress or \ criteria is vague, teachers and application, as
provides poor and students are students appropriate, or
quality aware of only through developed with
feedback in an some of the feedback to student
untimely assessment students. involvement to
manner. criteria used to Students are establish
evaluate their aware of the assessment criteria
work. Some assessment and provide
instructional criteria used to opportunities for
outcomes are evaluate their student choice and
assessed work. self-assessment.
inconsistently and Lesson plans Assessment results
only as a whole indicate are used to plan
class. possible future instruction
Assessment adjustments for individual
results are not based on students.
used to plan for formative
future instruction assessment data
for groups of
students.

Professional Learning
Reflection-- Candidate does Candidate Candidate Candidate’s
not accurately provides a provides an reflection on the
InTASC 9 assess the partially accurate accurate and lesson is
effectiveness and objective objective thoughtful and
of the lesson description of the description of the accurate, citing
and has no lesson but does lesson, citing specific indicators
ideas about not cite specific specific of effectiveness
how the lesson evidence. Teacher evidence. based on multiple
could be candidate makes Teacher data points.
improved. only general candidate makes Thoughtful
Candidate does suggestions as to some specific consideration is
not self-reflect, how the lesson suggestions as to made to reflecting
or self- might be how the lesson on meeting the
reflection does improved. might be needs of diverse
not indicate improved. learners. Teacher
understanding Teacher candidate draws
of the candidate on an extensive
adjustments engages in self- repertoire to
needed to reflection of suggest specific
improve teaching practice alternative actions
professional but does not and predict the
practice and its articulate likely success of
impact on adjustments each.
diverse needed to
learners improve personal
practice and its
impact on
diverse learners.
Appendix

CAEP Standard 1 Candidate Knowledge, Skills, and Professional Dispositions

Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career- readiness standards.
1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate
progression level(s) in the following categories: the learner and learning; content; instructional
practice; and professional responsibility.
1.2 Providers ensure that candidates use research and evidence to develop an understanding of
the teaching profession and use both to measure their P-12 students’ progress and their own
professional practice.
1.3 Providers ensure that candidates apply content and pedagogical knowledge as reflected in
outcome assessments in response to standards of Specialized Professional Associations (SPA),
the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting
bodies (e.g., National Association of Schools of Music – NASM).
1.4 Providers ensure that candidates demonstrate skills and commitment that afford all P-12
students access to rigorous college- and career-ready standards (e.g., Next Generation Science
Standards, National Career Readiness Certificate, Common Core State Standards).
1.5 Providers ensure that candidate’s model and apply technology standards as they design,
implement and assess learning experiences to engage students and improve learning; and enrich
professional practice.

InTASC standards:

● Standard #1: Learner Development. The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary individually within
and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
● Standard #2: Learning Differences. The teacher uses understanding of individual
differences and diverse cultures and communities to ensure inclusive learning
environments that enable each learner to meet high standards.
● Standard #3: Learning Environments. The teacher works with others to create
environments that support individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and self-motivation.
● Standard #4: Content Knowledge. The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and creates learning
 experiences that make the discipline accessible and meaningful for learners to assure
mastery of the content.
● Standard #5: Application of Content. The teacher understands how to connect concepts
and use differing perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global issues.
● Standard #6: Assessment. The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and to
guide the teacher’s and learner’s decision making.
● Standard #7: Planning for Instruction. The teacher plans instruction that supports every
student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and
the community context.
● Standard #8: Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content
areas and their connections, and to build skills to apply knowledge in meaningful ways.
● Standard #9: Professional Learning and Ethical Practice. The teacher engages in
ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
● Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership
roles and opportunities to take responsibility for student learning and development, to
collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.