Courtney Favreau

Indiana Wesleyan University

Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson
UNIT BIG IDEA
Finishing the race together

LESSON RATIONALE
This lesson needs to be taught because cause and effect relationships are a daily occurrence in life. This
skill allows students to analyze an event and the certain/varying results that have or will follow. (CAEP
K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will understand how to analyze, reflect, and create their own cause and effect
relationships.
B. Objective(s)
1. After completing this lesson, students will be able to recognize cause and effect relationships
within a given text.
2. After completing this lesson, students will be able to create their own cause and effect
relationships.
3. After completing this lesson, students will be able to determine an appropriate effect when
prompted with a cause and vice versa.
C. Standard(s): 5.RN.2.3 Describe two or more characters, settings, or events in a story or play,
drawing on specific details in the text, and how they impact the plot (CAEP K-6 3.c)
II. Management Plan- Time per lesson element, use of space, list of materials. Describe
expectations and procedures.
Time:
Anticipatory Set- (5 minutes)
Instruction- (8 minutes)
Guided Reading/Stations (4 stations, 12 minutes each)

Space:
Anticipatory Set- Students will be seated and then standing at their desks
Instruction-Students will be seated at their desks, able to discuss in groups
Guided Reading/Stations- Students will be around the room at designated spaces

Behavior: Students will be expected to:

-Engage during instruction by taking notes and participating in the discussion
-Sit quietly at their seats and raise their hands to be called upon during instruction
-Respect other students when they are speaking or asking questions
-Actively participate during independent practice
-Read the entire text given to them during guided reading
Materials:
o Easel Paper/ Poster
o Sticky Notes
o Strips of paper (green and blue)
o 2 Children’s Literature Books:
 The Rain Came Down by David Shannon
 Those Shoes by Maribeth Boelts
o Pennies (1 per pair in each group)
o Real-Life Pictures Assortment

III. Anticipatory Set

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 To begin today’s lesson, I would like to introduce all of you to a little song I found that talks about
a concept you are all familiar with: Cause and effect. I will sing the song first so that everyone can
catch the tune of the song. (Tune of Addams Family)

Whenever something happens

There always is a reason
You must ask WHY it happened
To understand the cause
Cause and effect (clap clap) Cause and effect (clap clap)
Cause and effect, cause and effect, cause and effect (clap clap)

The cause makes something happen

It really gets things snappin
Ask yourself what happened
To understand the effect
Cause and effect (clap clap) Cause and effect (clap clap)
Cause and effect, cause and effect, cause and effect (clap clap)

“I am going to hand a copy of the song to each of you. You will notice that some of the phrases of
the song are highlighted. The highlighted parts are the phrases you will sing. If there is a phrase
that is not highlighted, then you will not sing that part. Please only sing the parts that are
highlighted on your individual card. Everyone will sing the phrases that say ‘Cause and effect
(clap clap) Cause and effect (clap clap)
Cause and effect, cause and effect, cause and effect (clap clap)’”.

Then hand out a copy to each student with specific parts highlighted. Some students will sing the
first section, and then all students will sing together the “Cause and effect” part. The other half
other half of the class with sing the second section and then once again all students will sing the
“Cause and effect” part together. Ask the students to stand and lead them in singing the song
through a couple of times.

“Great job everybody, thank you for participating and singing this song with me!”.

Purpose: Today we will be learning find and create our own cause and effect relationships. This is
important because we encounter situations everyday in which an event occurs and then there is a
result of that event.

PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners

Learning Disabilities: The students that fall into this category will be one of the guided reading
groups. I will personally guide them in finding cause and effect relationships within a given text. I will
also be present to answer questions the students may have.

Mental Illness (Anxiety): Adequate time will be provided for each station so that students do not
have to rush through the activity. Guidance will be provided by the co-op teacher and additional
student teacher who will be walking around during the lesson.

Intellectual Disabilities: During one of the stations, students will work in partners so that they are
able to work together and bounce ideas off of one another. When working independently, the
students will have a helpful poster that will be in the front of the room to reflect on and guide them.

Highly Intuitive Learners: Allow these students to answer some of the posed questions. It could be
beneficial to use their thoughts and assistance in demonstrating part of the lesson. (CAEP K-6 1.b)

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V. Lesson Presentation (Input/Output) (CAEP K-6 3.f)
o Mini-Lesson
“Now that we have sung the song, I would like to review exactly what cause and effect
are. So, I have prepared this poster to help us remember”. Go over each part of the
poster including the definitions and the examples. Scaffold the lesson, begin by modeling
and thinking aloud, and end by having students tell you answers. Then, introduce stations
(and their locations) and describe the activity the will accomplish at each station
 Station 1: Coin Flip and Paper Chains
 Station 2: Cause and Effect with Real-life Images
 Station 3: Cause and Effect with Sticky Notes
 Station 4: If My Student Teacher Turned Into a Turkey
o Coin Flip and Paper Chains
 Students will work in pairs for this activity. Each side of the coin will be specified
as cause or effect; heads will be cause and tails will be effect. The students will
take turns flipping the coin. The first partner (Student A) will flip the coin. If it
lands on heads then they will come up with a cause and write it on a blue strip of
paper. If the coin lands on tails then Student A will describe an effect and write it
on a green strip of paper. The second partner (Student B) will then complete the
relationship by creating the piece left out by Student A. For instance, Student A
flips a coin and the coin lands on tails. Student A will then create an effect and
write it on a green strip of paper. Then Student B will create a cause that
corresponds to the effect given by Student A. Once the pair has completed the
relationship, they will create a chain link with the strips of paper. Each time that
the pair creates a complete cause and effect relationship, they will add it on to
their chain. As one more twist, the pairs will be given a word bank of
Thanksgiving-themed words. The students and will need to include at least 4 of
the given words into their cause and effect relationships.
o Cause and Effect with Real-life Images
 Students will be given a stack of real-life pictures. Independently, students should
choose a picture and glue it in the middle of a blank sheet of paper. Then on the
outside, they will write a cause in one color and an effect in another color.
Students must create as many cause and effect relationships as they can with a
single image. However, all students should have at least two different cause and
effect relationships per image. If the students finish early, they may choose
another image to complete this activity with on the back of their sheet of paper.
o Cause and Effect with Sticky Notes
 On a large sheet of paper or a poster, six causes will be listed. Individually, the
students will come up with an effect for each cause. They will write the effect they
have created on a sticky note and then stick it to the poster in the corresponding
column and row. Once the students are finished writing an effect for each cause,
they will choose one effect that they did not write and then illustrate that cause
and effect relationship.

o If My Student Teacher Turned Into a Turkey

 Miss Favreau has turned into a turkey! What will she do now? Since she has
turned into a turkey, students will have to determine the effects of this crazy
occurrence! Students will be given a Thanksgiving themed paper to write down
what Miss Favreau effects such as what she will wear, how she will escape the
Thanksgiving table, what she will eat, and where she will live.

o BDA Lesson 1: The Rain Came Down

o Grouping: Students in this guided reading group have a learning or intellectual disability.
The text is chunked into more parts, the cause and effect relationships are more explicit,
and I will provide additional guidance throughout the lesson.

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 Before/ Pre-reading: “Before we begin, I want to know, how do you all feel about
rainy days? If you don’t like rainy days tell me why you don’t like them. If you
enjoy rainy days, tell me why you like them. What type of activities do you do
when it is raining outside?”. Allow students to share and respond to the posed
questions. “Today we are going to read a book about one rainy day and all of the
crazy events that happened just because it was raining outside! Our book is
called The Rain Came Down by David Shannon”. Distribute books to each
student in the group. “Okay, so remember today we are talking about cause and
effect. Does anyone remember what a cause is? Allow students to answer and
respond accordingly. “Great, so we remember what a cause is, but then what is
an effect?”. Allow students to answer and respond accordingly.
“Great job, so now we are going to be on the lookout for causes and effects as
we read”.
 Reading: Throughout the reading, students will use the charts given to them to fill
in the correct cause and effect relationships pertaining to the story.

“I would like you to begin by reading to page two silently on your own”. Allow
adequate time for students to complete this chunk. “What kind of weather was
there on Saturday?”. Students should respond that it was raining. “So, because it
was raining, what happened?”. The students should respond that the chickens
began to squawk. “What is our cause or event that happened?”. Students will
state that it was raining. “So, if our cause is that it was raining, then what was our
effect or the result of the rain?”. Students should discuss that the chickens began
to squawk because of the rain.
“Now I would like you to continue reading independently until you reach
page four”. Allow enough time for students to complete this chunk. “On page
four, the author tells us that the dog began to bark, but why? What was the event
that resulted in the dog barking?”. Students should respond that the cat ‘meowed’
at the chickens.
“Okay, now you may continue reading until page ten. As you are reading
look for cause and effect relationships in the story”. Allow enough time for
students to finish reading this chunk. “As I was reading, I found an event that
happened. So, my cause is the policeman stopped at the house and blocked the
road, what was the effect or result of this event?”. Students should respond that
the woman in the back of the taxi began to get upset because she was worried
about missing her plane. “Great job! As I was reading, I also found a result of an
action. My effect is the truck driver got upset and began to honk back. What was
the cause of this?”. Students should respond that the taxi driver began to honk
his horn.
“Now I would like you to continue reading until you reach page eighteen.
But, as you are reading, make sure to look for cause and effect relationships in
the story”. Allows enough time for students to complete this chunk. “Can anyone
tell me a cause and effect relationship you found while you were reading?”. Allow
multiple students to share their thoughts and discuss each relationship
mentioned.
“Please continue reading until you reach page twenty-four. Continue to
look for cause and effect relationships in the story”. Allow adequate time for
students to complete the specified reading. “At the end of this section, what
significant event occurred?”. Students should discuss how it finally stopped
raining. “So, our cause or event that occurred is that it stopped raining. What is
the effect or result then?”. Students may discuss how a rainbow appeared, the
town became quiet, or the townspeople stopped bickering.
“Okay now I would like you to finish the book on your own. When you are
finished, please complete the table with the correct causes and effects”.
Distribute the cause and effect chart to each student.

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  Responding:
 “Now that we have completed ‘The Rain Came Down’, what did you think
of the book?”
 “How did you feel when it finally stopped raining?”
 “Have you ever been in a place where the noise keeps getting louder
and louder? Where?”
 Exploring:
 Was there a part of the book that made you feel anxious because of all
of things going on? Share that part of the story with a friend.
 Applying:
 “Now, since Thanksgiving is coming up, I would like you to pretend that
you are hosting a Thanksgiving dinner at your house. You need to
prepare the turkey and mashed potatoes, clean the house, get some
groceries from the store, and send out all of your invitations. I would like
you to write about what happens while you are preparing for the
Thanksgiving dinner. Make sure to include at least three cause and
effect relationships in your writing”.

o BDA Lesson 2: Those Shoes

o Grouping: Students in this guided reading group are highly intuitive learners. The text is
chunked into fewer parts, the cause and effect relationships are less explicit, and I will
prompt more independent learning throughout the lesson.

 Before/ Pre-reading: Give each of the students a real quarter except for one
student. Then ask that student how he/she feels about everyone else being given
a quarter except for him/her. Allow the student to respond and pose this question
to the other students as if they were the ones being left out. Then give the
student who had nothing a fake quarter. Again, ask that student how he/she feels
and pose this question to the rest of the group as well. Then ask the group,
“Have you ever felt upset because you didn’t have something and everyone else
did? What did everyone else have?”. Allow students to respond and share with
the rest of the group.
“Today we are going to read a book called Those Shoes and, in this book, there
is a young boy who feels left out because he doesn’t have something that
everyone else does”. Pass out books to each student.

 Reading: Throughout the reading, students will use the charts given to them to fill
in the correct cause and effect relationships pertaining to the story.

“I would like everyone to read the first seven pages silently to themselves and
then stop.” Allow students to complete specified reading. “On the fifth page, the
text says that Brandon T. comes to school with those shoes. What occurs as a
result of or what does Brandon say as a result of wearing those shoes to
school?”. Students should answer that Brandon T. says that he is the faster
runner now. “So, our cause, or the event that happened was the Brandon T.
came to school with those shoes and our effect or result of that event is that
Brandon T. said he is the faster runner now”.

Comprehension Questions
What does Jeremy tell his grandma that he wants?
How many people have those shoes at his school?

“Now if we go a little further in the book to page seven, what happens to

Jeremy’s shoe so that he can’t wear it anymore?”. Allow the students to respond
that when Jeremy was outside playing kickball, one of his shoes fell apart. “So,
as a result of Jeremy’s shoe falling apart what happens?”. Students should

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 discuss how Mr. Alfrey, the guidance counselor, helped him find some shoes out
of a box of stuff designed for kids who might need something.

Comprehension Questions
How does Jeremy feel about his new shoes that Mr. Alfrey gave him?

“Now I would like you to continue reading until page thirteen. As you are reading,
look for cause and effect relationships within the story”. Allow adequate time for
students to read this chunk of the text. “One of the effects I found was Jeremy’s
grandma told him they could go check out those shoes. What is the cause of this
result?”. Students should discuss how Jeremy’s grandmother set a little bit of
money aside. “Great, now one of the causes I found the price of those shoes was
too expensive at the shoe store. What happens as a result of this event?”.
Students should discuss that Jeremy decided to go to the thrift shops to try and
find those shoes there.
Comprehension Questions
Who is the one student that is not laughing at Jeremy’s new shoes from
Mr. Alfrey?
Why does Jeremy think he might find those shoes at a thrift store?

“Okay, please continue reading until page twenty. Again, look for cause and
effect relationships within the story as you are reading”. Allow adequate time for
the students to read the assigned chunk. “Can anyone tell me a cause and effect
that they found while you were reading?”. Allow students to answer. For each
response reinforce why the student’s cause and effect relationship is correct or
guide the students through finding the correct combination for the relationship.
Allow multiple students to share their ideas.
Comprehension Questions
Does Jeremy find those shoes?
Why does Jeremy hope that his toes will fall off when he is trying those
shoes on?
Who ends up buying those shoes?

“Now I would like you to read the rest of the book. When you are finished, I have
a worksheet with some causes and effects from the end of the story that I would
like you to complete”. Allow adequate time for students to complete the book. Go
over the cause and effect relationships from the end of the story.
Comprehension Questions
What does Jeremy notice about Antonio?
Why did Jeremy keep saying ‘I’m not going to do it’?

 Responding
“Now that we have completed “Those Shoes”, what did you think of the book?”
“How did you feel when Jeremy found those shoes at the thrift shop? Did your
feelings change when you read that the shoes didn’t quite fit?”
“Why do you think Jeremy decided to leave those shoes on Antonio’s doorstep?”

 Exploring
“Find the point in the story where Jeremy looked down at his feet and finally felt
happy. Share this text with someone sitting next to you.”

“Find a part in the book that evoked some kind of feeling (sadness,anger, etc),
then share that text and feeling(s) with the rest of the group.”

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  Applying
“Now, since Thanksgiving is coming up, I would like you to think of something
that you could do for someone else and what the result would be. When you
have your cause and effect, I would like you to write them down on the paper I
will give you and then draw a picture underneath to illustrate your cause and
effect relationship”.

Class Group 1 Group 2 Group 3 Group 4

Ms. Berry Cory Olivia Wyatt Jason
Luke Logan Amos Shaynia
Mikaha Abby Kam Olivia
Danendra Ava Sawyer Kristian
Alea Kyler Livie
Mrs. Klee Niriya Harry Selah Teddy
Georgia Maddie Caleb Ben
Gabby Olivia ZaJuan Sawyer
Lincoln Brody Kendal Vanessa
Ella Emma
Sophia

Group 1 Group 2 Group 3 Group 4

Rotation
1
Rotation
2
Rotation
3
Rotation
4

Station 1: Coin
Flip and Paper
Chains
Station 2: Cause
and Effect with
Real-life Images

Station 3: Cause
and Effect with
Sticky Notes

Station 4: If my
student teacher
turned into a
turkey

Station 5:
Guided Reading
with Miss
Favreau

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 (CAEP K-6 3.d)

VI. Check for understanding

 During the rotations, I will help guide the students through the activity and I will check their work.
The students at the rest of the stations will be monitored by my co-op teacher and an additional
student teacher. Both adults will assist the students as necessary.
 If an individual or group of students continuously asks for assistance, I or one of the other
teachers will reteach the cause and effect concept for those individuals.
 At the end of the rotations, I will ask the students to put a number on a sticky note ranging from 1-
5;
1= I do not understand this lesson at all and would like more help
2= I think I understand this lesson but would like to do more examples to ensure my
understanding.
3=I am beginning to have a strong grasp of this lesson but would like a few more
example
4=I am confident in this lesson
5= I completely understand this lesson and could teach it to a friend
VII. Review learning outcomes / Closure
After the students have completed all four of their assigned rotations, I will ask a few of them
to share their illustrations of a cause an effect relationship and then a few students to share
their “If my student teacher turned into a turkey” writing in front of the class. Then, I will ask
the students a few questions to recall the concept of cause and effect and reflect on the
stations. I will ask, “Did you enjoy the different stations and activities that you got to do? What
was your favorite station, why? What was you least favorite station, why? and Do you think
you can find a cause and effect relationship in your own life?”.

PLAN FOR ASSESSMENT (CAEP K-6 3.a)

Formative Assessment:
 The two additional teachers will walk around the room to gain insight into each student’s level of
comprehension, even making notes on a clipboard if necessary.
 At the guided reading station, I will guide the students through the lesson to ensure that their
conceptual knowledge is accurate.
Summative Assessment:
 Students will take a pretest in which they will underline the causes and circle the effects to
provide insight into what they already know. Then, at the end of the lesson, students will take a
similar assessment with different sentences to provide evidence of their learning.

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. Did the chosen children’s literature and BDA structure challenge the students and help them to
gain a deeper conceptual understanding?

2. What adjustments did I make to reach varied learning styles and ability levels?

3. How should I alter the stations in the future to create a more effective learning environment?

4. Did the size of each guided reading group work well for the lesson?

5. Did the stations help the students to master the concept of cause and effect relationships?

6. Which one of the stations was the students’ least favorite and why?

7. How could this specific station be improved?

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 SAMPLE POSTER FOR MINI-LESSON

Word Bank For Flip Coins and Paper Chains

Thanksgiving Turkey Grateful Orange Mashed Potatoes Corn Family Friends

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 If My Student Teacher Turned Into a Turkey Writing

The Rain Came Down Cause and Effect Chart Example

Cause Effect
It began to rain
The truck driver began to honk his horn
The rain stopped

Those Shoes Cause and Effect Chart Example

Cause Effect
Brandon T. came to school in those shoes
Mr. Alfrey gave Jeremy some shoes
Those shoes are too expensive at the shoe store

Real-Life Image Examples

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 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Reading Lesson
Rationale
The Beginning
Candidate
Rationale Candidate demonstrates
little or no understanding
of how planning is
related to how children
CAEP K-6 1.a grow, develop, and learn.
Readiness
The Beginning
Candidate
Goals/ Lesson objectives are
Objectives/ poorly written and/or
Standards have little or no
connection to learning
goals or standards. Little
connection exists
INTASC 4 between objectives and
lesson activities and
CAEP K-6 3.c
assessments.
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
Adaptation to opportunities are
Individual included. Any
Differences and instructional
Diverse Learners opportunities are not
developmentally
CAEP K-6 1.b appropriate or adapted
to individual students.
InTASC 2
Diversity
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Candidate uses Candidate uses Candidate uses
understanding of how understanding of how understanding of how
children grow and children grow and children grow and develop
develop across the develop across the across the developmental
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.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Lesson objectives are The lesson plan contains The lesson plan contains
correlated with learning objectives that connect clearly stated content
goals and standards. The goals and standards with objectives. Objectives are
connection between lesson activities and logically connected to
objectives and lesson assessments. appropriate goals and
activities and standards and are
assessments is weak or consistent with lesson
unclear. activities and assessments.
Instructional planning is
based on individual
student needs.
The connection between The anticipatory set is The anticipatory set
the anticipatory set and clear and direct and connects the current
lesson objectives and focuses students’ lesson with previous and
content is weak or attention on the lesson. future learning and
unclear. focuses students’ minds
and attention on the day’s
lesson.
A statement of purpose is The statement of purpose The statement of purpose
included in the LP, but is clearly connected to has the power to capture
has little power to the content of the lesson the imaginations of
motivate students and and is presented in terms students and motivate
capture their that are easily them to accomplish the
imaginations. understood by students. expected learning.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are provided
provided in this lesson; provided in this lesson. in this lesson that
however, they are not The opportunities are demonstrate the
adapted to individual developmentally candidate’s understanding
students. appropriate and/or are of individual learner
adapted to individual characteristics and how
students. these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
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 are included for individual
students.

Plan for Instruction, cont.

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
The candidate’s lesson is somewhat demonstrates an demonstrates strong
not developmentally developmentally understanding of developmentally
appropriate. appropriate. developmentally appropriate practice
Lesson appropriate practice. including a variety of ways
Presentation The candidate’s lesson The candidate’s lesson to teach content.
And does not use includes the basic level of The candidate’s lesson
Workstations appropriate modeling modeling. includes both modeling The candidate’s plan
and guided practice. and guided practice. includes multiple ways to
Workstations include model and guide practice.
Workstations include activities that encourage Workstations are
little opportunity for student participation, but purposeful, literacy-based, Workstations are
InTASC 5 students to engage in lack purpose or depth. engaging, and tiered; and purposeful, literacy-based,
CAEP K-6 3.f relevant and active includes relevant activities engaging, and tiered; and
learning. that encourage student support student
participation and critical motivation through
thinking. relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.

The candidate’s plan is The candidate’s plan is The candidate’s plan is The candidate’s plan is
not differentiated for differentiated according to differentiated according to differentiated according to
subsets of students or a subset of learners and learners and includes learners and includes
individual students. includes multiple guided multiple guided reading multiple guided reading
Differentiated
Guided reading lessons reading lessons that follow lessons that follow the lessons that follow the
Instruction
do not follow the stages the stages in the reading stages in the reading stages in the reading
And
in the reading process. process. process and that address process and address
Guided Reading
individual interests and individual interests and
Groups
preferences for learning. preferences for learning.
CAEP K-6 3.d The candidate
differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
included to check for is included in the lesson plan and the means to understanding of the
Check for student understanding plan, but the connection check for student content are an integral
Understanding or to reteach concepts with the lesson understanding of the part of the lesson, and
that elude students presentation is weak lesson. A provision is include frequent questions
InTASC 4
during the initial and/or unclear. included to reteach all or and other actively
presentation. part of the lesson to all or engaging forms of
part of the class. formative assessment
during guided practice.

Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
InTASC 4 elements of the lesson.
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content and
unrelated to the content of IP activities is not likely learned skills; All activities lead to student mastery.
InTASC 5 of the lesson. to result in lesson mastery match lesson objectives.

12
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.
Evaluation
The Beginning
Candidate
Reflection and Self-answer questions
Post-Lesson are not included in the
Analysis lesson plan.
CAEP K-6 3.b
InTASC Standard 9
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.
The Developing
Candidate
Self-answer questions are
included, but do not fit
the content or purposes
of the lesson.
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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.
The Competent
Candidate
The lesson plan includes
all required self-answer
questions. Questions are
included to plan, monitor,
and adapt instruction
based on the lesson
assessments.
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.
The Accomplished
Candidate
Additional self-answer
questions are included that
specifically address unique
lesson content and
methodology. Questions are
included to plan, monitor,
and adapt instruction based
on the lesson assessments.
 Indiana Wesleyan University Differentiated Lesson Plan
Elementary Education—CAEP 2018 K-6 Elementary Teacher Preparation Standards
Student Teaching Admission Summary Scoring Sheet
Reading Lesson

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.

Revision Date: October, 2018

CAEP 2018 K-6 Standards
2013 InTASC Standards

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