University of Northern Iowa Level Two Lesson Planning Assessment

Task 3: Scaffolded Lesson Plan 1 2

Instructions: You will design one lesson plan incorporating the six elements of effective lesson plans.  Utilize information
gathered in Task 2 to inform your design of the lesson.  As you design your lesson, consult the six ELP handout, exemplary
lesson plans, and the lesson design rubric.  Turn in your lesson plan in advance to your Field Experience Coordinator for
feedback/revisions in preparation for implementing it.

Lesson Topic
•Your mentor teacher’s recommendations and curriculum
•Prior learning of class
•Student needs and interests

I will be building off of Friday’s lesson and teaching spending vs. saving plus charitable giving.

Aligned Standard(s) Learning Goal(s) Assessments

•Are goals meaningfully aligned to standard(s)?
•Consider content, process, and 21st Century Skills standards
•Are goals are measurable and observable?
•Are goals are meaningfully aligned to standard(s)?
•What do students already know about this topic?
•How will you find out more about student
understanding of your topic before your lesson,
during your lesson, and at the end of your lesson?
•Do assessments provide clear evidence of student
understanding of your learning goal(s) and
standard(s)?
Consider strategies: performance observation
participation checklists; written product that reflects
student thinking (i.e., graphic organizer, quick write,
exit card); analysis of student comments  and
questions; rubric evaluation of product or
performance; student self-evaluation or peer
evaluation; other

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 University of Northern Iowa Level Two Lesson Planning Assessment

This lesson aligns to PFL Math 1.9C, “distinguish • Students have already learned about
between spending and saving,” and PFL Math 1.9D, income, wants vs. needs, and goods vs.
“consider charitable giving.” services.
• At the beginning of the lesson, students will
review what they learned Friday. Student
comments will show me that they’re ready
to build on what they already know.

• Students will distinguish between saving
and spending money.
• As a large group, we will define spending
and saving, and students will sort examples
of each into categories with partners.This
will show me that students can distinguish
between the two.

• Students will construct scenarios about
when they should spend and when they
should save up to buy a more expensive
item.
• We will discuss saving up our money so that
we can buy costly items vs. spending our
money immediately. Students will work in
partners to make up scenarios when they
personally would spend/save.

• Students will define charitable giving and • We will define what charitable giving is, and
how they can use their resources to give students will independently practice
to charities. designing “budgets” in which they find room
to donate to charitable organizations.

Depth of Knowledge and Bloom’s Taxonomy

•Do goals target appropriate depth(s) of knowledge/Bloom’s level(s) of thinking?

Each learning goal targets a higher depth of knowledge, starting with recall and ending with extended thinking.

Materials
• Existing materials in classroom
•technology resources
•materials you will bring in
•what supporting documents or materials will you develop (worksheet, PowerPoint, graphic organizer, etc.)
•time needed to set up or organize materials

Students will need their notebooks for writing.

I will use the wants/needs cards to review that concept.

Academic Language
•What vocabulary is critical?

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 University of Northern Iowa Level Two Lesson Planning Assessment

• spending (gasto)
• saving (ahorro)
• charitable giving (donación caritativa)
• charity (organización benéfica)
• donate (donar)

Instructional Sequence Assessments Expectations, Transitions

•What activities will you use to model, guide, and support •Align your assessments from above to your •how will you set expectations for student behavior
students in reaching your learning goal? instructional sequence. before and during the lesson? (picking up materials;
Consider Strategies: small group/cooperative learning; collaborative work time; listening behaviors)?
extended discussion/questioning; hands-on activity/project, •how will you transition from one activity or place to
manipulatives, problem-based learning;Other the next?
Consider: •Approximately how much time do you plan for each
•How will you introduce the lesson in an engaging way (hook, learning activity
launch, anticipatory set)?
•What are key questions you will ask?
•Approximately how much time do you plan for each learning
activity?
•How will you conclude the lesson and summarize learning?

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 University of Northern Iowa Level Two Lesson Planning Assessment

• To engage the class, we’ll start off by reviewing • Before starting the lesson and before
income, wants and needs, and goods and services. releasing the students to work in small
I’ll ask for volunteers to define each word, use the groups and independently, I’ll remind them
picture cards to review wants and needs, and ask that I expect quiet work. If they have
for examples of goods and services. (5 minutes) questions, they can wait quietly until I can
- Key questions: What is income? What are wants help them. To gauge when students are
and needs, and examples of each? What are goods and ready to move on, I’ll have them give me a
services, and examples of each? silent thumbs-up.

• We will define spending and saving as a large group, • assessment through student comments
and discuss spending money immediately vs. saving
it up to buy more expensive items. (3-5 minutes)
- Key questions: What is spending? What is saving?
When should we spend our money right away, and on
what kinds of things? When should we save up?

• Students will sort examples of spending and saving • assessment through lists students make
with partners. (3-5 minutes)
- Key questions: What is the difference between
spending and saving?

• Students will work with partners to create scenarios • assessment through partner quick writes
about when they would spend and when they would
save. (5 minutes)
- Key questions: When is it better to spend, and
when should we save?

• We will define charitable giving. (5 minutes) • assessment through student comments

- Key questions: What is a charity? What is
charitable giving? How can we use our resources
(money and physical items) do donate to charities?

• Students will work independently to find room in a • assessment through independent quick
“budget” for donating to charities. (5 minutes) writes
- Key questions: How can we use the extra
resources we have to help others?

Plan for Differentiation

Consider strategies: the specific needs of a target student in the class (student A); differentiated questioning (planned extensions/scaffolds); student choice; scaffolded task (e.g.,
skeleton notes, word banks, essay template, graphic organizer, think alouds, physical fitness adaptation); additional equipment (assistive technology, manipulatives); pacing or length of
assignment; strategic grouping

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 University of Northern Iowa Level Two Lesson Planning Assessment

Since the class as a whole needs practice with writing, I’m having them do writing-based activities where they have to think about how the
concepts apply to their life. Students who are less comfortable with content have the chance to work with partners twice before working
independently on their own. I am aware of which students need more support, and plan to spend time helping them during independent and
partner work.

Post-teaching Reflection
Respond to these questions after you teach your first lesson.
1) How well did your lesson activities support attainment of your learning goals?

2) How well did your differentiation strategies allow Student A and others to access the learning goals?



3) In reflecting on your instruction in relation to student learning, what 5-10 minute segment of this lesson best captures the
most effective instance of teaching and learning? In answering, consider especially positive learning environment, active
student engagement in learning, and effective implementation of learning strategies.





4) In reflecting on your instruction in relation to student learning, what would you change and why?

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 University of Northern Iowa Level Two Lesson Planning Assessment

Task 3 Scaffolded Lesson Plan 1: Rubric for Planning Lesson Plan Assessment– (Completed by instructor)

Level 1 Level 2 Level 3 Level 4

not met partially met met exceeded
Learning Goals Learning goals are Learning goals are Learning goals are Learning goals clearly and
alignment not aligned to superficially aligned to aligned to standards consistently aligned to standards sd
standards standards

Learning Goals Learning goal/s are Learning goal/s are Learning goal/s are Learning goal/s are clearly and
observable and consistently not partially measurable consistently measurable consistently measurable
measurable measurable
Depth of Learning goals focus Learning goals focus Learning goals focus on Learning goals focus primarily on
thinking solely on lower primarily on lower order lower AND higher order higher order thinking skills with
order thinking skills thinking skills with some thinking skills some attention to lower order
(i.e., procedures, attention to higher order thinking
recall, defining…) thinking skills
Alignment of Learning goals are Learning goals are loosely Learning goals are Learning goals are clearly and
learning goals to not aligned to aligned to assessment/s aligned to assessment/s consistently aligned to assessment/
assessment/s assessment/s s
Learning The sequence of and The sequence of and The sequence of and The sequence of and instructional
progressions instructional instructional activities instructional activities activities planned are clearly
and activities planned planned are loosely planned are connected connected and will provide
instructional are not connected connected and will and will provide support strategic support to help students
plan and will provide provide limited support to to help students meet meet learning goals
little to no support help students meet learning learning goals
to help students goals
meet learning goals
Planned There are no The planned supports for The planned supports for The planned supports clearly
supports planned supports for students are generic with students clearly address address a variety of student
addressing students little to no relation to at least one student learning needs
student needs student learning needs learning need

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 University of Northern Iowa Level Two Lesson Planning Assessment

Comments

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