Jacquelyn Jacobs LTS 504

MODULES 3: PLANNING FOR INSTRUCTION A LESSON PLAN

Your Lesson Plan will be informed by: Module 1 - Needs Assessment, Stage 1: Desired Results and Module 2 - Stage 2:
Assessment Evidence, and Stage 3: Learning Plan Major Activities

LESSON PLAN
Lesson Overview with Rationale and Purpose: Summarize the lesson content. Give the rationale for WHY you
are teaching this lesson and why you chose to teach it this way.

This lesson provides participants with three essential skills of coaching, reflective conversation
skills, building trust and personal reflection. Coaching supports teachers in assessing and
improving their practice. For this to occur, participants have to engage in rich reflective
professional conversations with their colleagues. To provide a safe space for others to reflect
with a coach, the coach must understand reflection, build a trusting relationship and utilize
conversation skills that help the teacher to grow professionally. Each and every member of the
Division of Instruction (DIS) has been tasked with becoming a coach for selected teachers that
they work with in their content areas. It is essential for the members of DIS to be effective
coaches. I decided to organize my lesson by first tapping into participants background
knowledge by asking them to share what they know about reflective conversation skills. From
here participants can make connections to the essential knowledge shared in the video,
defining a coaching conversation and key skills for coaching conversations. Next participants
will also connect their background knowledge with the ideas shared in the video and/or articles
on the importance of building trust. Once participants have completed the activities and
assignments in the flipped learning environment, they are now ready to continue to build their
knowledge and start to utilize those skills in the face-to-face session. Through station
activities, formative assessment and group discussion, participants are able to work with
others to solidify their understandings of reflective conversation skills and trust. Once a strong
foundation has been set, participants start to utilize their newly learned coaching skills by
participating in an authentic coaching conversation. Coaching is not easy, just knowing what
you should do, does not always mean you will be an effective coach. To coach well, you need
to practice coaching skills and plan for those conversations.
Prior Knowledge: What prior content knowledge do you expect students to have and how will you build upon this
knowledge? What prior units of study and lessons are foundational to this lesson? (For example, what activators will
you use?) You should provide an assessment of this prior knowledge.

Although participants do not need to have any prior knowledge or skills in the area of
coaching, every participant has at some point in their teaching career engaged in a
conversation with either a mentor, coach or supervisor. Based on these experiences,
participants will be able to make connections to building trust, reflective conversation skills
and engaging in their own reflections of learning. To pre-assess participants reflective
conversation skills, I will ask them to respond to this question using a Padlet. What are
Reflective Coaching Skills and how do they impact coaching conversations?
https://padlet.com/jackiejacobs2012/62rsqpmtjy8o
This question will be the first thing that participants do in the flipped learning environment
prior to attending the face-to-face session.
Learning Objectives: Drawing on Stage 1 Desired Results - What enduring understandings, essential questions,
knowledge, conceptual understandings, and skills will be developed in this lesson? Which processes and/or practices
do you expect your students to engage in and demonstrate during the lesson? These should be measurable and
bulleted.

Student will:
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Enduring Understandings:
Building trusting relationships creates environments where teachers feel safe to self-reflect.
The use of reflective conversation skills demonstrates that the coach is invested in helping
the teacher to grow in their practice.
The ability to reflect on practice causes coaches to identify new ways to approach different
coaching situations.
Essential Questions:
How does building trusting relationships create an environment where a teacher feels safe
to reflect?
How does the use reflective conversation skills demonstrate the level of investment a coach
has in helping a teacher grow?
Why should coaches reflect on their practice?
Standards Addressed:
Standard 1.1 Use reflective conversation skills to engage individuals and groups in
collaborative problem solving and reflective thinking to promote learning that results in
advancing practice and student learning.
Standard 2.1 Facilitates trust, caring and honesty with and among colleagues to build
ownership and solve problems, resulting in actions that support student learning.
Standard 6.3 Reflects on Instructional coaching practice and program effectiveness in
advancing quality teaching and learning.
Participants will:
Explain the difference between a coaching conversation and other types of conversations.
Explain paraphrasing language, clarifying questions, mediational questions and nonjudgmental responses.
Apply paraphrasing language, clarifying questions, mediational questions and nonjudgmental responses when engaging in a coaching conversation.
Have perspective to see and hear the teachers point of view and display empathy when
engaging in a coaching conversation.
Have self-knowledge through continually asking their self, who is doing the majority of the
talking, am I telling or am I coaching.
Participants will be able to:
Engage in a coaching conversation utilizing paraphrasing language, clarifying questions,
mediational questions and non-judgmental responses.

Engagement/Motivation: What prior knowledge do the students need to do the lesson? How will you activate that
prior knowledge/orient the students thinking? Time: Exactly how will you use the first five minutes of the lesson?

Every participant has participated in a conversation with either a mentor, coach, or supervisor.
Some of these conversations have gone well, while others not so well. This provides us a great
opportunity to tap into the participants experiences about what they feel makes a conversation
go well or not well. In the end, this all comes back to trust. Building trust is a huge component
of being an effective coach. To tap into this prior knowledge, I will start with the following
quote, The coachs role is to create a trusting, collaborative relationship with teachers to
make the process inviting, to listen deeply, to seek to understand teachers needs, and to
support them in meeting their individual, team, school, and district goals. (Killion, et al. 3)
Following the quote I will pose this question: How will you go about building a trusting
relationship? Participants will display their answers using the following Answer Garden:
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http://answergarden.ch/view/391891

Participants are limited to 20 characters, however they can put in as many answers as they
would like.
This will be the first thing that participants do in the face-to-face session.
Lesson Development Instructional Sequence: What specific activities, investigations, problems, questions, or
tasks will students be independently and/or collaboratively? The following should be included at some point in the
lesson: (1) Direct Instruction, (2) Guided Practice, (3) Independent Practice, (4) Questions, (5) Explanations, (6)
Ongoing Formative Assessment (7) A rubric if it would be useful to support student understanding of task requirements
and teacher evaluation of student work, (8) Differentiated instruction and activities in face-to-face and flipped learning
environments to address the needs of student groups identified in your Needs Assessment; (9) Differentiated
integration of technology, (9) Add or adapt a UDL Learning Tool or an idea gleaned from the CAST.org web site
Important: Activities, investigations, problems, questions, or tasks may take place in face-to-face and/or flipped
learning environments.

Instructional Procedures Description (activities, investigations, problems, questions, or tasks students will tackle
independently and/or collaboratively)

This lesson begins in the Flipped Learning Environment

1. Participants will be pre-assessed on reflective conversation skills: To pre-assess
participants reflective conversation skills, I will ask them to respond to this question
using a Padlet. What are Reflective Coaching Skills and how do they impact coaching
conversations? https://padlet.com/jackiejacobs2012/62rsqpmtjy8o (ongoing
formative assessment)
2. Direct Instruction/Individual: Participants will watch the screencast titled Coaching
Conversations. While watching the video they will utilize the following documents:
a. Conversations
b. Coaching Skills
c. Coaching Conversation Notetaking Guide
3. Direct Instruction/Investigation: Participants will choose to read one of the following
articles or watch the video. Both articles and the video discuss the importance of
building a trusting relationship with those you coach. Participants will be instructed to
be prepared to share their thoughts on building trust in the face-to-face session.
a. Teacher-coach relationships by Joellen Killion, Cindy Harrison, Chris Bryan and
Heather Clifton
b. The Character of a Coach by Kay Psencik
c. Why Trust is Integral to Quality Video Coaching by Edthena
Face-to-Face Learning Environment
4. Lesson activator (Independent Practice): The coachs role is to create a trusting,
collaborative relationship with teachers to make the process inviting, to listen deeply, to
seek to understand teachers needs, and to support them in meeting their individual,
team, school, and district goals. (Killion, et al. 3) How will you go about building a
trusting relationship? Participants will display their answers using the following Answer
Garden: http://answergarden.ch/view/391891 Participants are limited to 20 characters,
however they can put in as many answers as they would like. Once everyone has had a
chance to input their responses, I will ask participants the following questions (Direct
Instruction/Guided Practice/Questions):
a. What is most important to this group in building trust?
b. Does trust look the same way to everyone?
c. How did the reading/video you selected in the online environment impact your
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response to the activator question?

d. Is there any questions that you have based on the responses?
e. Personal reflection (individual) Take a moment to reflect on a relationship where
you felt trust did not exist. What caused this lack of trust to exist? What was
your role? How might this information help you when establishing trust with a
person you are coaching? (Participants will share their response to this last
question with an elbow partner.)
5. Guided Practice Collaborative Investigation Station Activity: Coaching Language.
In this activity, participants will be placed into groups of four based on the information
provided in the Padlet. I want to make sure that in each group I have someone that has
a strong understanding of reflective conversation skills and someone that is not as
strong so that can support each other in the learning process. At each station,
participants will be provided a card that explains the station topic along with a set of
directions. Participants will discuss the topic, how it connects to coaching conversations,
share examples of how the language has been used in their prior experiences and then
practice using the language with each other. Participants will also be given a graphic
organizer to record what they have learned (see page 11). Participants can also
reference the screencast from the flipped learning environment during this time.
a. Station 1: Paraphrasing
b. Station 2: Clarifying
c. Station 3: Mediational Questions
d. Station 4: Non-Judgmental Responses
6. Whole Class Discussion: After the Station Activity, each group will be given one of the
following questions to answer and present to the group. Each group will have 5 minutes
to share followed by 4 minutes of questions posed by the whole group.
(Explanations/Informal Assessment/Questions)
a. What is paraphrasing and how, when and why should we use it?
b. What is Clarifying and how, when and why should we use it?
c. What are mediational questions and how, when and why should we use them?
d. What are non-judgmental responses and how, when and why should we use
them?
7. Independent reflection (Questions): Once all groups have shared, participants will be
asked to reflect individually to the following question. Reflect on how you have either
used or talked with someone using these four types of coaching langue. How did the
use of these types of coaching language help the participants reflect on their practice?
8. Formative Assessment (collaborative): Participants will watch a video of a coaching
conversation that requires them to answer embedded questions asking them what they
would do. The video is available using the following link (UDL Learning Tool):
https://www.playposit.com/play/503900?temp=%2Ftemp%2F503900%2Ft5e22a%2F
9. Formative Assessment (Independent Practice): Participants will be given a traditional
test with multiple choice questions and one free response question. Participants will use
the following link to record their answers:
https://forms.office.com/Pages/ResponsePage.aspx?
id=yp8tAqNgrEqakMGOUaxSfkp57cXCI1FCpAbCe0QkOF9UOFJLVE1RSlM0QTk5UVNCWlpF
QURNNlU5SS4u
10.Summative Assessment: Participants will be placed in groups of three. One participant
will be the coach, one will be the teacher and the third participant will be the evaluator.
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The teacher will share an issue/concern that they have been working on over the last
month. The coach will have 5 minutes to process the information shared. When 5
minutes has passed the coach will engage the teacher in a coaching conversation. The
evaluator will assess the effectiveness of the coach using the rubric on page 9 and share
their ratings with the team. Participants will rotate responsibilities so that each person
is a coach, teacher and evaluator. The evaluator will also share their ratings with the
facilitator of the workshop.
11. Closure: Participants will be asked to review the essential questions for this session:
a. How does building trusting relationships create an environment where a teacher
feels safe to reflect?
b. How does the use reflective conversation skills demonstrate the level of
investment a coach has in helping a teacher grow?
c. Why should coaches reflect on their practice?
Participants will be asked to reflect on these questions and share their responses to
these questions with their tablemates. Once time has been given for sharing at tables,
each table will be asked to share the answer to one of the essential questions with the
whole group. I will then share that in our next session we will continue to practice the
skills we learned in this lesson and we will build our toolbox by focusing on power tools
for talking, protocols that can be used to enrich coaching conversations. Finally,
participants will be asked to individually reflect on this experience and determine where
they need additional support moving forward this information will be used to make
adjustments to our upcoming session. Participants will place their answers on a sticky
note and post to the door as they leave.
Face-to-Face Learning Environment

Flipped Learning Environment

Activities 4, 5, 6, 7, 8, 9, 10 and 11 will

occur in the face-to-face environment.
Participants will be discussing and
continuing to build their understanding
of building trust, reflective coaching
skills and the value of reflection.

Activities 1, 2 and 3 will occur in the Flipped

Learning Environment. Participants will be building
their knowledge of trust and reflective coaching
skills so that they can engage in power
conversations regarding these skills in the face-toface session.
https://www.sophia.org/tutorials/coaching-language

Options for Differentiation

Options for Differentiation

Participants will be grouped by ability

for the station activity so that each
group has someone who has a good
foundation of the skills and someone
that is very new to coaching.
Participants can determine how they
want to show their response to the
station activity question they are
assigned.
Participants will be grouped by like
abilities for the playposit video
Reminders will be sent to participants

Participants can self-select the article they would

like to read.
Participants can stop and replay the video as
often as is needed.
Participants can elect to complete the online
session with a small group.

regarding expectations of completed

online activities and readings.
Participants can elect to come one
day prior to complete the online
activities and readings with me. This
is provided to help those in the group
who are not comfortable with the
technology. I will guide them through
the requirements.
Options for Technology Integration

Options for Technology Integration

Use of the Answer Garden for

participants to respond to the lesson
activator
At each station, I could use a quick
video as a resource for participants.
o Paraphrasing:
https://www.youtube.com/watc
h?v=xKtDolOUuLU
o Clarifying:
https://www.youtube.com/watc
h?v=S9EGumF8AQg
o Mediational questions:
https://www.youtube.com/watc
h?v=MynAJP5D1vs
o Non-judgmental responses:
https://www.youtube.com/watc
h?v=_2hhBm009fM
Participants can use technology to
share their answers to the question
from the station activity. They could
create a Power Point slide, or Padlet
to share their responses.
Participants can use technology such
as MS Word to document their
reflections.
Formative assessment uses playposit.

Use of the Padlet for the warm-up

Participants can take notes in a word document
or other tech tool that works best for them.
Participants could use Kurzweil to listen to the
article versus reading the article.

Rubric (optional - to support student

Rubric (optional - to support student understanding of task and

understanding of task and teacher evaluation)

teacher evaluation)

See page 9 for rubric

No rubric required

Closure: Tie the lesson back to the essential question. How will you connect ideas that were introduced in the lesson?
How will your foreshadow the content for the next lesson? What homework/follow-up activities are needed? Plan for
them and how you will deliver them to the students.

Closure: Participants will be asked to review the essential questions for this session:
1. How does building trusting relationships create an environment where a teacher feels
safe to reflect?
2. How does the use reflective conversation skills demonstrate the level of investment a
coach has in helping a teacher grow?
3. Why should coaches reflect on their practice?
Participants will be asked to reflect on these questions and share their responses to these
questions with their tablemates. Once time has been given for sharing at tables, each table
will be asked to share the answer to one of the essential questions with the whole group. I will
then share that in our next session we will continue to practice the skills we learned in this
lesson and we will build our toolbox by focusing on power tools for talking, protocols that can
be used to enrich coaching conversations. Finally, participants will be asked to individually
reflect on this experience and determine where they need additional support moving forward
this information will be used to make adjustments to our upcoming session. Participants will
place their answers on a sticky note and post to the door as they leave.
Debriefing and Next Steps: Connect new knowledge to existing knowledge and future knowledge. How will
students report their findings? How will you summarize and conclude the lesson?

During this session we tapped into your prior knowledge of effective conversations and then
used this to build our understanding of reflective coaching skills, building trust and our own
personal reflection. These skills are essential to facilitating productive coaching conversations.
Moving forward we will continue to refine our skills by participating in coaching scenarios and
will add to our toolbox by learning about protocols that we can use to enrich our coaching
conversations.
Formative/Summative Assessment - Evidence of Success: How will you pre-assess; assess how students
are progressing by using formative/summative assessment? How will you assess what they produce or do? Is there a
provision for student self-reflection or self-assessment? Assessment should be aligned to stated
standards/indicators/skills. What exactly do you expect students to be able to do by the end of this lesson, and how will
you measure student success? How are you going to ensure that all students got what they needed out of this lesson?
How will you know who understood what? That is, deliberate consideration of what performances will convince you
(and any outside observer) that your students have developed a deepened and conceptual understanding? Important:
Assessments may take place in flipped and face-to-face learning environments.

Formative Assessment (Collaborative )

Formative Assessment (collaborative): Participants will watch a video of a coaching
conversation that requires them to answer embedded questions asking them what they would
do. The video is available using the following link: https://www.playposit.com/play/503900?
temp=%2Ftemp%2F503900%2Ft5e22a%2F
Options for Differentiation

Options for Technology Integration

Participants can use their coaching

language cardstock to help them
determine their response to each
question.
Participants will be placed in groups
of similar ability. This will help me to

Playposit, provided the opportunity for

participants to watch a video which contains
embedded questions.

see who is continuing to struggle and

those that are ready to move on.
I could also work with a group to help
facilitate their thinking prior to
answering the questions.

Rubric
No rubric required.
Formative Assessment (Individual)
Formative Assessment (Individual): Participants will be given a traditional test with multiple
choice questions and one free response question.
The multiple choice questions will require participants to identify paraphrasing language,
clarifying language, mediational questions, and non-judgmental responses. Each
question will give a quick scenario that includes what the teacher said and the coachs
response. Participants will select if the coachs response was paraphrasing language,
clarifying language, mediation question or a non-judgmental response. A key will be
used to score the assessment. Example:
o Teacher said, I am working hard not to get emotional and anxious during this last
month before my students are going to take the statewide assessment. Loss of
instructional time and pressure to cover all of the content really get me worked
up. If I plan well, like I did last year, I probably wont get so anxious.
o Coach said, You already know that this time of year is a stress inducer, and you
have a strategy to draw upon to make it easier.
o Was this an example of paraphrasing, clarifying, mediation question or a nonjudgmental response?
The free-response question will require the participant to share how they would response
to a statement that a teacher made in a meeting. The response will be scored correctly
if the participant used paraphrasing language, clarifying language, mediational
questions or non-judgmental responses.
o Teacher says, All of my third period students are beyond help. As a coach how
would you use clarifying language to respond? Responses will be scored correctly
if they responded in a way that utilized the type of language requested.
Instructional Alignment:
Standard 1.1 Use reflective conversation skills to engage individuals and groups in
collaborative problem solving and reflective thinking to promote learning that results in
advancing practice and student learning.
Participants will use the following link to record their answers:
https://forms.office.com/Pages/ResponsePage.aspx?
id=yp8tAqNgrEqakMGOUaxSfkp57cXCI1FCpAbCe0QkOF9UOFJLVE1RSlM0QTk5UVNCWlpFQURN
NlU5SS4u
Options for Differentiation

Options for Technology Integration

A graphic organizer can be given to

participants for them to enter
information they remember about
paraphrasing, clarifying, mediational

Participants will use a MS Form to submit their

responses.
The use of a video as one of the scenarios can
be used instead of text.
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questions and non-judgmental

responses. Participants who choose
to use the graph organizer can fill out
the organizer prior to taking the
assessment.
Questions can be read aloud to those
participants that need to hear the
conversation versus reading the
conversation.

Rubric
No rubric required
Summative Assessment (Collaborative )
Summative Assessment: Participants will be placed in groups of three. One participant will be
the coach, one will be the teacher and the third participant will be the evaluator. The teacher
will share an issue/concern that they have been working on over the last month. The coach
will have 5 minutes to process the information shared. When 5 minutes has passed the coach
will engage the teacher in a coaching conversation. The evaluator will assess the effectiveness
of the coach using the rubric below and share their ratings with the team. Participants will
rotate responsibilities so that each person is a coach, teacher and evaluator. The evaluator will
also share their ratings with the facilitator of the workshop.
Options for Differentiation

Options for Technology Integration

Allow for additional time for the coach

to reflect on the information shared
prior to engaging in the coaching
conversation.
Allow for the coach if needed to take
a timeout of the coaching
conversation to gather their thoughts.

The evaluator can use a device to record their

thoughts during and after the coaching
conversation.
If needed, participants can use SKYPE to hold
their coaching conversations if they are not able
to meet face-to-face.

Coaching Conversation Rubric

Builds Trust

Level 3
Establishes and
displays clear norms
of mutual respect for
professional
interactions, including
honesty, integrity,
and confidentiality.

Responses

All responses are nonjudgmental.

Use of Coaching
Strategies

Allows for a balance

of coaching strategies
accurately chosen
based on needs of
teachers and
situations.
Teacher reflection is
consistently utilized.

Reflection

Level 2
Inconsistently
establishes and
displays clear norms
of mutual respect for
professional
interactions, including
honesty, integrity,
and confidentiality.
Some of the
responses are
judgmental.
Uses coaching
strategies to support
the situation and
goal.

Level 1
Fails to establishes
and displays clear
norms of mutual
respect for
professional
interactions, including
honesty, integrity,
and confidentiality.
The majority of the
responses are
judgmental.
Coaching strategies
do not always support
the situation or goal.

Provides teachers
opportunities for
reflection.

Inconsistently uses
reflection with
teachers.

Student Resources: Resources such as online student tools, research sites, student handouts, tools, tutorials,
templates, and assessments. Again, these resources should be developmentally appropriate. Include MLA citations in
the Bibliography.

Sophia.org and Microsoft Office 365 Forms

Padlet: https://padlet.com/jackiejacobs2012/62rsqpmtjy8o
Conversations
Coaching Skills
Coaching Conversation Notetaking Guide
Teacher-coach relationships by Joellen Killion, Cindy Harrison, Chris Bryan and Heather
Clifton
The Character of a Coach by Kay Psencik
Why Trust is Integral to Quality Video Coaching by Edthena
Answer Garden: http://answergarden.ch/view/391891
Paraphrasing: https://www.youtube.com/watch?v=xKtDolOUuLU
Clarifying: https://www.youtube.com/watch?v=S9EGumF8AQg
Mediational questions: https://www.youtube.com/watch?v=MynAJP5D1vs
Non-judgmental responses: https://www.youtube.com/watch?v=_2hhBm009fM
Formative Assessment and Support Resource: Mentoring Language
Playposit: https://www.playposit.com/play/503900?temp=%2Ftemp%2F503900%2Ft5e22a
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%2F
Test: https://forms.office.com/Pages/ResponsePage.aspx?
id=yp8tAqNgrEqakMGOUaxSfkp57cXCI1FCpAbCe0QkOF9UOFJLVE1RSlM0QTk5UVNCWlpFQU
RNNlU5SS4u
Rubric on page 9

Teacher Resources: Resources such as on and offline technologies, books, articles, etc. Include MLA citations in
the Bibliography.

What is a coaching Conversation Chapter 1 from Opening the Door to Coaching

Conversations
Playpostit.com
Power Tools for Talking
YouTube.com
Power Point Mix
Office 365 Forms

Bibliography: Include all resources used to complete the project in correct MLA format. These may be curriculum
guides, textbooks, books, web sites, etc.

Bradburry, Scott. "Coaching: The Power of Questions." YouTube, 27 Oct. 2009,

www.youtube.com/watch?v=MynAJP5D1vs. Accessed 27 Nov. 2016.
Cheliotes, Linda Gross, and Marceta Fleming Reilly. Opening the Door to Coaching
Conversations. Thousand Oaks, Corwin, 2012.
Coaches Tube. "CfA Coaching Core Comps, Be There/ Non Judgemental and Safe Space."
YouTube, 4 Sept. 2015, www.youtube.com/watch?v=_2hhBm009fM. Accessed 27 Nov.
2016.
Edthena. "Why Trust is Integral to Quality Video Coaching." YouTube, 15 Feb. 2016,
www.youtube.com/watch?v=6eJuDL4jCXE. Accessed 27 Nov. 2016.
Hypnosistoronto. "Become a More Effective Communicator - Paraphrasing." YouTube, 6 May
2014, www.youtube.com/watch?v=xKtDolOUuLU. Accessed 27 Nov. 2016.
Killion, Joellen, et al. "Teacher-coach Relationships." Tools for Learning Schools, vol. 17, no. 4,
Summer 2014, pp. 1-3.
"Mentoring Language." Formative Assessment and Support Resource, Aptos, California, New
Teacher Center, 2013.
Mr. Electric. "Asking Clarifying Questions: Monday Message." YouTube, 27 Apr. 2015,
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www.youtube.com/watch?v=S9EGumF8AQg. Accessed 27 Nov. 2016.

Psencik, Kay. "The Character of a Coach." JSD, vol. 36, no. 1, Feb. 2015, pp. 52-55.
Watanabe, Tracy. "Coaching Conversations: Shifting Up or Down." YouTube, 6 Jan. 2012,
www.youtube.com/watch?v=HbrITzGgApA. Accessed 27 Nov. 2016.

Coaching Language Graphic Organizer

Paraphrasing

Clarifying

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Mediational Questions

Non-Judgmental Responses

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*Differentiation: You should provide for differentiation and learning styles by including aspects of UDL and Multiple
Intelligences (verbal/linguistic, musical/rhythmic, logical/mathematical, visual/spatial, body/kinesthetic, intrapersonal,
interpersonal). Plan to differentiate content, processes, context, and products. What are the accommodations,
modifications, extensions, and/or enhancements? How will you accommodate to meet individual needs, including special
needs (ELL/Special Education/GT)?
Rubric support:
EasyTagger: Integrates Common Core Standards into the rubric http://www.essaytagger.com/commoncore
RubiStar http://rubistar.4teachers.org/index.php
TeAchnology Rubric Maker http://www.teach-nology.com/web_tools/rubrics/
Rubric Builder http://landmark-project.com/classweb/tools/rubric_builder.php3
iRubric http://www.rcampus.com/indexrubric.cfm
Annenberg Learner Rubric Maker http://www.learner.org/workshops/hswriting/interactives/rubric/
Pre-Designed Rubrics - Kathy Schrock Assessment and Rubrics http://www.schrockguide.net/assessment-andrubrics.html

The lesson plan was adapted from the AASL Action Example Template, p. 116 in Standards for the 21st Century Learner
in Action, various Maryland school district counties' lesson plan guidelines, the MSDE English Language Arts Instructional
Lesson Plan template, wording from the University of Nebraska at Kearneys SLM Assessment 5, and the McDaniel
College Education Lesson Plan.

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