3. Grading patterns: The teacher uses grading patterns that are fairly administered and based on identified criteria.

a. The basis for determining grades is the level of mastery of learning objectives.

b. The items on which students are graded relate to the school's goals and curriculum.

c. Students have had an equal opportunity to participate in the learning process.

d. No subgroup of the student population is greater at the low end of the mastery scale

than other subgroups.

B. STUDENT ACHIEVEMENT INDICATORS: Students demonstrate mastery of the stated objectives through projects, daily assignments, performance, and test scores.

1. A high level of mastery of the essential skills of the lesson is demonstrated by all students.

2. Percentages of students achieving mastery of the essential skills of the lesson are distributed evenly over all subgroups.

3. Students demonstrate mastery of the essential skills of the lesson in a variety of ways other than written tests.

4. Student progress is shown in other performance areas such as school attendance, independent practice, and attention to mastery

NOTE: This template provides a basis for lesson planning, but is purposefully generic to accommodate a variety of programs and developmental levels. Faculty and/or programs may require additional information. Use this format if your NSU methods instructor does not provide you with a lesson plan format. This plan is a template. You should delete instructional information within parenthetical marks before submitting as a completed assignment.

Nsu lesson plan template

CANDIDATE NAME / DATE

LESSON TITLE

UNIT TITLE (unit to which this lesson relates):

GRADE LEVEL TIME ALLOTED:

CONTEXTUAL FACTORS / STUDENT CHARACTERISTICS:

Gender: Male Female Total # Students

Students w/exceptional learning needs: IEP 504

Language diversity (please explain):

Socio-economic considerations (please explain):

Race / ethnicity considerations (please explain):

UNIT LEARNING GOAL (unit to which this lesson relates):

SPECIFIC LESSON OBJECTIVES (*Teacher Management Indicator #1):

What do you want your students to know and be able to do after instruction?

ALIGNMENT OF LESSON OBJECTIVES TO STATE & NATIONAL STANDARDS:

1. Identify Common Core standards that align to this lesson:

2. Identify PASS objectives that align to this lesson:

LESSON ASSESSMENT

1. Pre-Assessment of Student Knowledge & Skills

How will you assess students’ prior knowledge and skills?

2. Formative Assessment (*Instructional Indicator #8)

How will you monitor students’ understanding during instruction?

3. Post Assessment (*Student Achievement Indicator)

How will you assess students’ understanding at the end of the lesson?

Instructional design

1. Introduction/Set Induction/Hook (*Teacher Instructional Indicators #1-3)

Describe how you will interest and involve your students so that they are motivated to learn.

2. Instructional Procedures (*Teacher Instructional Indicators #4-8)

Describe what the teacher and students will actually DO as they engage in learning.

1. Adjustments/Adaptations (*Teacher Instructional Indicator #9)

Describe how you will adjust your instruction to accommodate students with exceptional learning needs, language diversity or other learning variations.

2. Guided Practice (*Teacher Instructional Indicator #10)

Describe the type of practice students will do with your supervision.

3. Independent Practice (*Teacher Instructional Indicator #11)

Describe the type of practice students will do independently.

3. Closure/Summary (*Teacher Instructional Indicator #12)

How will you end the instruction, summarize, or help students connect the lesson’s concepts to previous or future learning?

RESOURCES AND MATERIALS (including technology)

SUPPLEMENTARY / ENRICHMENT ACTIVITIES

REFLECTION

This part of the lesson plan should be completed once the lesson has been taught and appropriate assessment data collected.

1. To what extent did students learn what you intended? What is the evidence?

2. Did you do anything differently than what you planned? If so, why?

3. If you were going to teach this lesson again, what would you do differently? Why?

4. Identify a group or individual who did well with the lesson. Based on the data, how would you account for this (attendance, reading levels, language diversity, cognitive abilities)? What might you do in the future to ensure their continued success?

5. Identify a group or individual who had difficulty with this lesson. Based on the data, how do you account for this (attendance, reading levels, language diversity, cognitive abilities)? What interventions / modifications could you use to help the students achieve lesson objectives?

NOTE: This unit/lesson plan is a template which will provide ideas for either unit plans or lesson plans. Use this format only if your NSU methods instructor does not provide you with a Unit guide. You should delete instructional information within parenthetical marks before submitting as a completed assignment. This template provides a basis for unit planning and providing summary information, but is purposefully generic to accommodate a variety of programs and developmental levels. Faculty and/or programs may require additional information.