Lesson Plan Template and Rubric Note: The italicized questions are there to guide your planning. Delete all of the writing in italics as you complete each section. Note: All words and phrases in RED can be found in the Glossary.

Grade Level: 1 grade Subject: literacy skills rhymes word Number of Students:15 Date: Instructional Location:in the classroom

Lesson Goals Lesson Title:

Central Focus of Lesson: What is the important understanding and core concept(s) that you want students to develop within the lesson? The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the learning segment.

State Standard(s) Addressed: What State Learning Standards will be addressed during the lesson? (include the standard's number, text, and link)

Lesson Objectives and Language Demands Content/Skill Objectives: What will the students know and be able to do by the end of the lesson? (use observable language with measurable verbs)

Language Demands: What language (syntax and discourse) skills will students be expected to utilize when demonstrating their understanding and skills related to the lesson objectives?

Key Vocabulary: Resources and Materials Resources: What books, handouts, digital resources, guest experts, library, field trip locations, etc. will you use?

Materials: What materials will be needed (worksheets, games, projector, Smartboard, paper, pencils, art supplies, cards, post-its, etc.)

Sources: If ideas in this lesson were based on work from others, acknowledge your sources here.

NOTE: Attach and/or embed any relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.

Prior Academic Learning and Prerequisite Skills Prior Academic Learning and Prerequisite Skills: What prior knowledge and skills do students need to build upon in order to be successful in this lesson? Misconceptions: What are common misconceptions regarding the concepts addressed in this lesson?

Lesson Plan Details Write a detailed outline of your lesson, including instructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand it well enough to use it. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline. Beginning the Lesson/Introduction Minutes [ ] How will you pique interest and/or curiosity regarding today's topic?

How will you activate and build on prior knowledge and experiences related to the topic?

How will you set a purpose and help students learn why today's lesson is important to them as readers/writers/learners? What Teacher Will Do: What Students Will Do: Introducing New Content/Skills Minutes [ ] How will you introduce and explain the new information or skills so that students will understand both the how and the why? What Teacher Will Do: What Students Will Do: Guided Practice Minutes [ ] How will students be supported as they practice the new skill or interact with the new content?

Formative Assessment: [see the Assessment Guide below for further assistance] How will you monitor learning/check for understanding during these activities? What Teacher Will Do:

What Students Will Do: Independent Practice Minutes [ ] How will students practice the new skill or interact with the new content independently?

Formative Assessment: [see the Assessment Guide below for further assistance] How will you monitor learning/check for understanding during these activities? What Teacher Will Do: What Students Will Do: Closing the Lesson Minutes [ ] How will you restate, clarify key concepts, extend ideas, check for understanding?

How will you engage students in reflection on how the content/skills learned today can be used as readers/writers/learners?

Summative Assessment: [see the Assessment Guide below for further assistance] How will students share or demonstrate the extent to which they met the lesson's learning objectives? What Teacher Will Do: What Students Will Do: Extension How could you extend this lesson if time permits?

What specific extension activity might the students do after this lesson to continue to practice the content and skills?

What will you do to further support those who did not meet learning objectives? What Teacher Will Do: What Students Will Do:

Accommodations/Differentiation Students with Special Needs or IEPs: What will you do to differentiate instruction to meet special needs or accommodate students' special needs or IEP requirements?

English Learners: What will you do to support students whose first language is not English? Lesson Rationale/Justification Principles of Research/Theory on Learning and Teaching: Upon what research (evidence-based practices) and/or theories of learning and teaching did you base this lesson plan?

Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning How will you know whether students are making progress toward the lesson goals and how will you assess the extent to which they have met the goals? Use the chart below to describe and justify at least two assessment strategies you will use in your lesson. Note: Formative Assessment is done during the lesson and may be formal or informal, while Summative Assessment is done at the end and is usually formal. Assessment Strategy #1: Describe assessment strategy here.

Alignment with Lesson Goals: Describe how this assessment is aligned to your stated lesson goals. Which learning objective(s) is it assessing?

Evidence of Student Understanding/Skill: Describe how this assessment strategy provides evidence of student understanding of the concepts or demonstration of skills. Feedback to Students: Describe how you will provide feedback to students to guide their further learning. Assessment Strategy #2: Describe assessment strategy here. Alignment with Lesson Goals: Describe how this assessment is aligned to your stated lesson goals. Which learning objective(s) is it assessing?

Evidence of Student Understanding/Skill: Describe how this assessment strategy provides evidence of student understanding of the concepts or demonstration of skills. Feedback to Students: Describe how you will provide feedback to students to guide their further learning. Note: Add more assessment strategy boxes here if needed.

Glossary [excerpted from edTPA handbooks] Assessment (formal and informal): All activities undertaken by teachers and by their students that provide information to be used as feedback to modify teaching and learning activities. Assessments provide evidence of students' prior knowledge, thinking, or learning in order to evaluate what students understand and how they are thinking. Informal assessments may include, for example, student questions and responses during instruction and teacher observations of students as they work or perform. Formal assessments may include, for example, quizzes, homework assignments, journals, projects, and performance tasks.

Central Focus: A description of the important understandings and core concepts that you want students to develop within the learning segment. The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the lesson.

Discourse: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures) that provide useful ways for the content to be communicated. In the language arts and literacy, there are structures for composing, interpreting, and comprehending expository, narrative, poetic, journalistic, and graphic print materials as well as video and live presentations.

Language Demands: Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding.

Misconceptions: For literacy, includes confusion about a strategy or skill (e.g., misunderstanding about text purpose and structure, application of a skill, or multiple meaning words). For mathematics, a misconception stems from an erroneous framework about mathematical relationships or concepts, sometimes based on informal generalizations from experience. For example, a student may believe that multiplying two numbers always results in a larger number than either of the numbers being multiplied. This misconception is likely to cause difficulty when learning to multiply fractions.

Planned supports: Instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus.

Prior Academic Learning and Prerequisite Skills: Includes students' content knowledge and skills as well as academic experiences developed prior to the learning segment.

Syntax: The set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).

Grading Rubric: [Focus on One Child- TPA Assignment

INTASC Standards: 4 & 7 and NYST Standard: 2 Demonstrating Content Knowledge and Planning for Instruction Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Central Focus/Learning Goal aligned to State Learning Standard(s)

CAEP 1.1 INTASC 4, 7 NYS II.1, II.4 CLO C2, C3 CST MS edTPA Task 1 Central focus/Learning Goal includes only basic knowledge of subject area. Does not include standards. Central focus/Learning Goal includes basic knowledge of subject area and aligns with the learning objective(s). Includes standards. Central focus/Learning Goal includes basic knowledge and conceptual understanding of subject area and aligns with the learning objective(s). Includes standards that are central to the learning objective(s). Central focus/Learning Goal includes basic knowledge and conceptual understanding and higher order thinking skills of subject area and aligns with the learning objective(s). Includes all standards that are central to the learning objective(s). INTASC Standard: 4 & 6 and NYST Standards: 2 & 3 Demonstrating Content Knowledge and Application of Content Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Language Demands

CAEP 1.1 INTASC 1, 2, 7 NYS I.1, 1.2 CLO C2 EAS 0002 CST MS Part One edTPA Task 1 Does not describe the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective. Partially describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective. Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective. Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective and includes opportunity to understand and use academic language. Key Vocabulary

CAEP 1.1 INTASC 7 NYS II.1 CLO C2 EAS 0002 CST MS Part One edTPA Task 1 Key vocabulary is not identified. Key vocabulary is identified but is not aligned to the lesson objective. Key vocabulary is identified and aligns with the lesson objective. Key vocabulary is identified and aligns with the lesson objective and opportunities to extend vocabulary are provided.

INTASC Standards: 6 & 7 and NYST Standards: 2, 3, & 5 Demonstrating Planning for Instruction and Assessment Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Lesson Objective(s) CAEP 1.1, 1.4 INTASC 6, 7 NYS II.4 CLO E3 edTPA Task 1 Lesson objective(s) identifies what students will learn. Lesson objective(s) identifies what students will learn and the observable and measurable behavior that demonstrates learning. Lesson objective(s) identifies what students will learn at what level of knowledge or practice and the observable and measurable behavior that demonstrates learning. Lesson objective(s) identifies what students will learn at what level of knowledge or practice and the observable and measurable behavior that demonstrates learning and includes criteria to indicate how or when the behavior will be observable.

INTASC Standards: 2, 3, & 4 and NYST Standards: 1, 2, 3, & 4 Demonstrating learning differences, learning environments, and content knowledge Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Resources and Materials

Resources & Materials CAEP 1.1 INTASC 7 NYS II.6 CLO C3 edTPA Task 1 Resources and materials are not developmentally appropriate and do not support instructional strategies to address the learning objective(s). Resources and materials are developmentally appropriate but do not support instructional strategies to address the learning objective(s). Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s). Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s). Resources and materials reflect learners' interests and/or support self-regulation. INTASC Standards: 1 & 6 and NYST Standards: 1 & 5 Demonstrating learner development and assessment Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Prior Academic Learning and Prerequisite Skills

CAEP 1.1 INTASC 6 NYS V.1 CLO E2 edTPA Task 1 Pre-assessment information or prerequisite skills are missing Describes baseline information from pre-assessment(s); however, specific data is missing, or pre-assessment and prerequisite skills do not align with stated learning objective(s). Describes baseline information from pre-assessment(s) that are aligned with stated learning objective(s) and uses that data to identify prerequisite skills and plan instruction. Describes baseline information from pre-assessment(s) that are aligned with stated learning objective(s) and uses that data to identify prerequisite skills and plan instruction to promote the learning of all students.

Formative Assessment

CAEP 1.1 INTASC 6 NYS V.2 CLO E2 edTPA Task 1 Plans methods of assessment that do not measure student's developing understanding of skills and concepts related to learning objectives. Plans methods of assessment that somewhat measure student's developing understanding of skills and concepts related to learning objectives. Plans methods of assessment that align with and directly measure student's developing understanding of skills and concepts related to learning objectives. Plans methods of assessment that align with and directly measure student's developing understanding of skills and concepts related to learning objectives and incorporates methods of student self-regulation.

Summative Assessment

CAEP 1.1 INTASC 6 NYS V.4 CLO E2 edTPA Task 1 Plans methods of assessment that do not measure student performance on the stated learning objectives. Plans methods of assessment that somewhat measure student performance on the stated learning objectives. Plans methods of assessment that align with and directly measure student performance on the stated learning objectives. Plans methods of assessment that align with and directly measure student performance on the stated learning objectives and incorporates methods of student self-assessment

INTASC Standards: 6, 7, & 8 and NYST Standards: 2 & 3 Demonstrating Ability to Assess, Plan, and Implement Instructional Strategies Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Beginning the Lesson / Introducing New Content/Skills

CAEP 1.1 INTASC 7, 8 NYS II.5 CLO C2 edTPA Task 1 Procedures in this section do not align with stated learning objective. Procedures in this section align with stated learning objective but do not consider classroom/school context and/or pre-assessment data. Procedures in this section align with stated learning objective and consider classroom/school context and pre-assessment data. Procedures in this section align with stated learning objective and consider classroom/school context as well as each individual student's background and pre-assessment data. INTASC Standards: 1, 2, 6, 7, & 8 and NYST Standards: 1, 2, 3, 4, & 5 Demonstrating Understanding of Learner Development and Differences | Demonstrating Ability to Assess, Plan, and Implement Instructional Strategies Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Guided Practice

CAEP 1.1 INTASC 7, 8 NYS II.2, II.3 CLO C2, C3 edTPA Task 1 This section does not include a logical sequence of activities aligned to the learning objective. This section includes a logical sequence of activities aligned to the learning objective. This section includes a logical sequence of activities aligned to the learning objective and provides differentiation strategies to meet students' needs. This section includes a logical sequence of activities aligned to the learning objective and provides differentiation strategies to meet students' needs and promotes higher order thinking or self-regulation. Independent Practice

CAEP 1.1 INTASC 7, 8 NYS II.2, II.3 CLO C2, C3 edTPA Task 1 This section does not include a logical sequence of independent activities aligned to the learning objective. This section includes a logical sequence of independent activities aligned to the learning objective. This section includes a logical sequence of independent activities aligned to the learning objective and provides differentiation strategies to meet students' needs. This section includes a logical sequence of independent activities aligned to the learning objective and provides differentiation strategies to meet students' needs and promotes higher order thinking or self-regulation.

. INTASC Standards: 7 & 8 and NYST Standards: 1, 3, & 5 Demonstrating Ability to Plan and Implement Instructional Strategies Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Closing & Extending the Lesson

CAEP 1.1 INTASC 7, 8 NYS II.2, II.3 CLO C3 edTPA Task 1

Closing activities focus solely on basic recall skills. Closing activities target recall and comprehension skills. Closing activities promote higher order thinking skills or transfer of learning. Closing activities promote higher order thinking skills or transfer of learning and self-regulation. INTASC Standards: 1, 2, 6, 7, & 8 and NYST Standards: 1, 3, 4, & 5 Demonstrating Understanding of Learner Development and Differences, Assessment, Ability to Plan and Implement Instructional Strategies Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Special Needs/English Language Learners

CAEP 1.1 INTASC 1, 8 NYS I.I, I.2, I.5 CLO B1, B2 EAS 0002, 0003 CST MS Part One CST SWD 0005 edTPA Task 1 Plans are general rather than specific and are insufficient to help the students' progress toward the learning objective.

Plans reflect some of the requirements of the IEPs and 504 plans. However, the planned supports are not specific to the students' strengths and challenges and/or are not aligned to the learning objective.

Lesson Plan Template and Rubric Note: The italicized questions are there to guide your planning. Delete all of the writing in italics as you complete each section. Note: All words and phrases in RED can be found in the Glossary.

Grade Level: 1 grade Subject: literacy skills rhyme the word Number of Students:15 Date: Instructional Location:in the classroom

Lesson Goals Lesson Title:

Central Focus of Lesson: What is the important understanding and core concept(s) that you want students to develop within the lesson? The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the learning segment.

State Standard(s) Addressed: What State Learning Standards will be addressed during the lesson? (include the standard's number, text, and link)

Lesson Objectives and Language Demands Content/Skill Objectives: What will the students know and be able to do by the end of the lesson? (use observable language with measurable verbs)

Language Demands: What language (syntax and discourse) skills will students be expected to utilize when demonstrating their understanding and skills related to the lesson objectives?

Key Vocabulary: Resources and Materials Resources: What books, handouts, digital resources, guest experts, library, field trip locations, etc. will you use?

Materials: What materials will be needed (worksheets, games, projector, Smartboard, paper, pencils, art supplies, cards, post-its, etc.)

Sources: If ideas in this lesson were based on work from others, acknowledge your sources here.

NOTE: Attach and/or embed any relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.

Prior Academic Learning and Prerequisite Skills Prior Academic Learning and Prerequisite Skills: What prior knowledge and skills do students need to build upon in order to be successful in this lesson? Misconceptions: What are common misconceptions regarding the concepts addressed in this lesson?

Lesson Plan Details Write a detailed outline of your lesson, including instructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand it well enough to use it. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline. Beginning the Lesson/Introduction Minutes [ ] How will you pique interest and/or curiosity regarding today's topic?

How will you activate and build on prior knowledge and experiences related to the topic?

How will you set a purpose and help students learn why today's lesson is important to them as readers/writers/learners? What Teacher Will Do: What Students Will Do: Introducing New Content/Skills Minutes [ ] How will you introduce and explain the new information or skills so that students will understand both the how and the why? What Teacher Will Do: What Students Will Do: Guided Practice Minutes [ ] How will students be supported as they practice the new skill or interact with the new content?

Formative Assessment: [see the Assessment Guide below for further assistance] How will you monitor learning/check for understanding during these activities? What Teacher Will Do:

What Students Will Do: Independent Practice Minutes [ ] How will students practice the new skill or interact with the new content independently?

Formative Assessment: [see the Assessment Guide below for further assistance] How will you monitor learning/check for understanding during these activities? What Teacher Will Do: What Students Will Do: Closing the Lesson Minutes [ ] How will you restate, clarify key concepts, extend ideas, check for understanding?

How will you engage students in reflection on how the content/skills learned today can be used as readers/writers/learners?

Summative Assessment: [see the Assessment Guide below for further assistance] How will students share or demonstrate the extent to which they met the lesson's learning objectives? What Teacher Will Do: What Students Will Do: Extension How could you extend this lesson if time permits?

What specific extension activity might the students do after this lesson to continue to practice the content and skills?

What will you do to further support those who did not meet learning objectives? What Teacher Will Do: What Students Will Do:

Accommodations/Differentiation Students with Special Needs or IEPs: What will you do to differentiate instruction to meet special needs or accommodate students' special needs or IEP requirements?

English Learners: What will you do to support students whose first language is not English? Lesson Rationale/Justification Principles of Research/Theory on Learning and Teaching: Upon what research (evidence-based practices) and/or theories of learning and teaching did you base this lesson plan?

Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning How will you know whether students are making progress toward the lesson goals and how will you assess the extent to which they have met the goals? Use the chart below to describe and justify at least two assessment strategies you will use in your lesson. Note: Formative Assessment is done during the lesson and may be formal or informal, while Summative Assessment is done at the end and is usually formal. Assessment Strategy #1: Describe assessment strategy here.

Alignment with Lesson Goals: Describe how this assessment is aligned to your stated lesson goals. Which learning objective(s) is it assessing?

Evidence of Student Understanding/Skill: Describe how this assessment strategy provides evidence of student understanding of the concepts or demonstration of skills. Feedback to Students: Describe how you will provide feedback to students to guide their further learning. Assessment Strategy #2: Describe assessment strategy here. Alignment with Lesson Goals: Describe how this assessment is aligned to your stated lesson goals. Which learning objective(s) is it assessing?

Evidence of Student Understanding/Skill: Describe how this assessment strategy provides evidence of student understanding of the concepts or demonstration of skills. Feedback to Students: Describe how you will provide feedback to students to guide their further learning. Note: Add more assessment strategy boxes here if needed.

Glossary [excerpted from edTPA handbooks] Assessment (formal and informal): All activities undertaken by teachers and by their students that provide information to be used as feedback to modify teaching and learning activities. Assessments provide evidence of students' prior knowledge, thinking, or learning in order to evaluate what students understand and how they are thinking. Informal assessments may include, for example, student questions and responses during instruction and teacher observations of students as they work or perform. Formal assessments may include, for example, quizzes, homework assignments, journals, projects, and performance tasks.

Central Focus: A description of the important understandings and core concepts that you want students to develop within the learning segment. The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the lesson.

Discourse: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures) that provide useful ways for the content to be communicated. In the language arts and literacy, there are structures for composing, interpreting, and comprehending expository, narrative, poetic, journalistic, and graphic print materials as well as video and live presentations.

Language Demands: Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding.

Misconceptions: For literacy, includes confusion about a strategy or skill (e.g., misunderstanding about text purpose and structure, application of a skill, or multiple meaning words). For mathematics, a misconception stems from an erroneous framework about mathematical relationships or concepts, sometimes based on informal generalizations from experience. For example, a student may believe that multiplying two numbers always results in a larger number than either of the numbers being multiplied. This misconception is likely to cause difficulty when learning to multiply fractions.

Planned supports: Instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus.

Prior Academic Learning and Prerequisite Skills: Includes students' content knowledge and skills as well as academic experiences developed prior to the learning segment.

Syntax: The set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).

Grading Rubric: [Focus on One Child- TPA Assignment

INTASC Standards: 4 & 7 and NYST Standard: 2 Demonstrating Content Knowledge and Planning for Instruction Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Central Focus/Learning Goal aligned to State Learning Standard(s)

CAEP 1.1 INTASC 4, 7 NYS II.1, II.4 CLO C2, C3 CST MS edTPA Task 1 Central focus/Learning Goal includes only basic knowledge of subject area. Does not include standards. Central focus/Learning Goal includes basic knowledge of subject area and aligns with the learning objective(s). Includes standards. Central focus/Learning Goal includes basic knowledge and conceptual understanding of subject area and aligns with the learning objective(s). Includes standards that are central to the learning objective(s). Central focus/Learning Goal includes basic knowledge and conceptual understanding and higher order thinking skills of subject area and aligns with the learning objective(s). Includes all standards that are central to the learning objective(s). INTASC Standard: 4 & 6 and NYST Standards: 2 & 3 Demonstrating Content Knowledge and Application of Content Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Language Demands

CAEP 1.1 INTASC 1, 2, 7 NYS I.1, 1.2 CLO C2 EAS 0002 CST MS Part One edTPA Task 1 Does not describe the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective. Partially describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective. Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective. Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective and includes opportunity to understand and use academic language. Key Vocabulary

CAEP 1.1 INTASC 7 NYS II.1 CLO C2 EAS 0002 CST MS Part One edTPA Task 1 Key vocabulary is not identified. Key vocabulary is identified but is not aligned to the lesson objective. Key vocabulary is identified and aligns with the lesson objective. Key vocabulary is identified and aligns with the lesson objective and opportunities to extend vocabulary are provided.

INTASC Standards: 6 & 7 and NYST Standards: 2, 3, & 5 Demonstrating Planning for Instruction and Assessment Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Lesson Objective(s) CAEP 1.1, 1.4 INTASC 6, 7 NYS II.4 CLO E3 edTPA Task 1 Lesson objective(s) identifies what students will learn. Lesson objective(s) identifies what students will learn and the observable and measurable behavior that demonstrates learning. Lesson objective(s) identifies what students will learn at what level of knowledge or practice and the observable and measurable behavior that demonstrates learning. Lesson objective(s) identifies what students will learn at what level of knowledge or practice and the observable and measurable behavior that demonstrates learning and includes criteria to indicate how or when the behavior will be observable.

INTASC Standards: 2, 3, & 4 and NYST Standards: 1, 2, 3, & 4 Demonstrating learning differences, learning environments, and content knowledge Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Resources and Materials

Resources & Materials CAEP 1.1 INTASC 7 NYS II.6 CLO C3 edTPA Task 1 Resources and materials are not developmentally appropriate and do not support instructional strategies to address the learning objective(s). Resources and materials are developmentally appropriate but do not support instructional strategies to address the learning objective(s). Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s). Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s). Resources and materials reflect learners' interests and/or support self-regulation. INTASC Standards: 1 & 6 and NYST Standards: 1 & 5 Demonstrating learner development and assessment Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Prior Academic Learning and Prerequisite Skills

CAEP 1.1 INTASC 6 NYS V.1 CLO E2 edTPA Task 1 Pre-assessment information or prerequisite skills are missing Describes baseline information from pre-assessment(s); however, specific data is missing, or pre-assessment and prerequisite skills do not align with stated learning objective(s). Describes baseline information from pre-assessment(s) that are aligned with stated learning objective(s) and uses that data to identify prerequisite skills and plan instruction. Describes baseline information from pre-assessment(s) that are aligned with stated learning objective(s) and uses that data to identify prerequisite skills and plan instruction to promote the learning of all students.

Formative Assessment

CAEP 1.1 INTASC 6 NYS V.2 CLO E2 edTPA Task 1 Plans methods of assessment that do not measure student's developing understanding of skills and concepts related to learning objectives. Plans methods of assessment that somewhat measure student's developing understanding of skills and concepts related to learning objectives. Plans methods of assessment that align with and directly measure student's developing understanding of skills and concepts related to learning objectives. Plans methods of assessment that align with and directly measure student's developing understanding of skills and concepts related to learning objectives and incorporates methods of student self-regulation.

Summative Assessment

CAEP 1.1 INTASC 6 NYS V.4 CLO E2 edTPA Task 1 Plans methods of assessment that do not measure student performance on the stated learning objectives. Plans methods of assessment that somewhat measure student performance on the stated learning objectives. Plans methods of assessment that align with and directly measure student performance on the stated learning objectives. Plans methods of assessment that align with and directly measure student performance on the stated learning objectives and incorporates methods of student self-assessment

INTASC Standards: 6, 7, & 8 and NYST Standards: 2 & 3 Demonstrating Ability to Assess, Plan, and Implement Instructional Strategies Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Beginning the Lesson / Introducing New Content/Skills

CAEP 1.1 INTASC 7, 8 NYS II.5 CLO C2 edTPA Task 1 Procedures in this section do not align with stated learning objective. Procedures in this section align with stated learning objective but do not consider classroom/school context and/or pre-assessment data. Procedures in this section align with stated learning objective and consider classroom/school context and pre-assessment data. Procedures in this section align with stated learning objective and consider classroom/school context as well as each individual student's background and pre-assessment data. INTASC Standards: 1, 2, 6, 7, & 8 and NYST Standards: 1, 2, 3, 4, & 5 Demonstrating Understanding of Learner Development and Differences | Demonstrating Ability to Assess, Plan, and Implement Instructional Strategies Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Guided Practice

CAEP 1.1 INTASC 7, 8 NYS II.2, II.3 CLO C2, C3 edTPA Task 1 This section does not include a logical sequence of activities aligned to the learning objective. This section includes a logical sequence of activities aligned to the learning objective. This section includes a logical sequence of activities aligned to the learning objective and provides differentiation strategies to meet students' needs. This section includes a logical sequence of activities aligned to the learning objective and provides differentiation strategies to meet students' needs and promotes higher order thinking or self-regulation. Independent Practice

CAEP 1.1 INTASC 7, 8 NYS II.2, II.3 CLO C2, C3 edTPA Task 1 This section does not include a logical sequence of independent activities aligned to the learning objective. This section includes a logical sequence of independent activities aligned to the learning objective. This section includes a logical sequence of independent activities aligned to the learning objective and provides differentiation strategies to meet students' needs. This section includes a logical sequence of independent activities aligned to the learning objective and provides differentiation strategies to meet students' needs and promotes higher order thinking or self-regulation.

. INTASC Standards: 7 & 8 and NYST Standards: 1, 3, & 5 Demonstrating Ability to Plan and Implement Instructional Strategies Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Closing & Extending the Lesson

CAEP 1.1 INTASC 7, 8 NYS II.2, II.3 CLO C3 edTPA Task 1

Closing activities focus solely on basic recall skills. Closing activities target recall and comprehension skills. Closing activities promote higher order thinking skills or transfer of learning. Closing activities promote higher order thinking skills or transfer of learning and self-regulation. INTASC Standards: 1, 2, 6, 7, & 8 and NYST Standards: 1, 3, 4, & 5 Demonstrating Understanding of Learner Development and Differences, Assessment, Ability to Plan and Implement Instructional Strategies Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Special Needs/English Language Learners

CAEP 1.1 INTASC 1, 8 NYS I.I, I.2, I.5 CLO B1, B2 EAS 0002, 0003 CST MS Part One CST SWD 0005 edTPA Task 1 Plans are general rather than specific and are insufficient to help the students' progress toward the learning objective.

Plans reflect some of the requirements of the IEPs and 504 plans. However, the planned supports are not specific to the students' strengths and challenges and/or are not aligned to the learning objective.

Plans reflect specific students' needs beyond those required in IEP and 504 plans by including scaffolding or structured instructional supports to help students gain access to content and meet the learning objective The learning specific planned supports reflect appropriate levels of challenge as well as individual strengths and needs and interests. Plans reflect specific students' needs beyond those required in IEP and 504 plans by including scaffolding or structured instructional supports to help students gain access to content and meet the learning objective and the learning specific planned supports reflect appropriate levels of challenge as well as individual strengths and needs and interests. Plans include strategies for the focus learner to move forward using knowledge of his/her strengths and needs to self-manage the supports. INTASC Standards: 1, 2, 6, 7, & 8 and NYST Standards: 1, 2, 3, 4, 5, & 7 Demonstrating Understanding of Learner Development and Differences, Assessment, Ability to Plan and Implement Instructional Strategies Lesson Plan Component Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points) Lesson Rationale

CAEP 1.1 INTASC 7 NYS II CLO A1 EAS 0001, 0002, 0003 edTPA Task 1 Justification of instruction and support strategies is either missing or represents a deficit view of the focus learner. Justification of instruction and support strategies makes a general connection to the focus learner's needs or vague/unclear connections to research and/or theory. Justification of instruction and support strategies makes clear connections to the focus learner's needs and research and/or theory. Justification of instruction and support strategies is makes clear connections to the focus learner's needs and research and/or theory. Candidate's justification includes the development of maintained, generalized and/or self-directed use of knowledge and skills.

TotalPossible= 56 points