Create a Social Studies Lesson Plan Including Spatial Awareness.

University of Maine at Presque Isle Rubric for Lesson Plan Name : ______________________________________ Date :______________ Course :______________ Performance Expectations Beginning 1 Developing 2 Proficient 3 Exemplary 4 Rubric Score Standards No reference made to standards Related content standards are minimally identified Related content standards are mostly detailed from MLR/CCSS Related content standards are fully detailed from MLR/CCSS Objectives (SWBAT know/do) Lesson objectives lack clar ity &/or measurability; connection to standards not apparent Lesson objectives somewhat clear & measurable; partial connection to the standard Lesson objectives are clear, measurable, and specific to the standard Lesson objectives are clear & measurable; learning progression is evident Materials & Use of Technology List of materials and use of technology given limited attention in the lesson plan List of materials and/or use of technology is incomplete or inaccurate. Teacher created handouts and/or oth er reproduced handouts are not attached to the lesson plan. List of materials and technology is provided and accurate for both teacher and students. All handouts, both teacher created and those reproduced from other resources, are attached to the lesson pl an. Detailed list of materials/technolo gy is provided for both teacher and students. All handouts, both teacher created and those from other resources, are referenced in the procedures and attached to the lesson plan. Introduction Little or no attempt to gather students’ attention and/or set a purpose for the lesson Inadequate attempt to gather students’ attention and/or set a purpose for the lesson Introduces the lesson by sharing purpose, relevance, and eliciting schema in student friendly language; partially states what the teacher will say Introduces the lesson by sharing purpose, relevance, and eliciting schema in student friendly language; fully states what the teacher will say Performance Expectations Beginning 1 Developing 2 Proficient 3 Exemplary 4 Rubric Score Procedures Lesson plan has no match between procedures and objectives; no modeling; no evidence for guided or independent practice; plan missing necessary details for teacher’s actions Lesson plan has limited match between pr ocedures and objectives; limited teacher modeling or examples provided; few opportunities for guided & independent practice; plan missing necessary details for teacher’s actions Lesson plan has clear match between procedures and objectives; adequate teache r modeling or examples provided; some opportunities for guided & independent practice; sufficiently details teacher’s actions step -by -step in first person Lesson plan has explicit match between procedures and objectives; multiple teacher modeling or exampl es provided; with opportunities for guided & independent practice; thoroughly details teacher’s actions in first person Assessment (Formative & Summative) No assessment provided for the lesson, or assessment does not measure objectives Assessment provided for the lesson but inaccurately measures the objectives Formative and/or summative assessments have clear relationship to the lesson objectives Formative and summative assessments are defined, showing clear relationship to all objectives addressed in the lesson Closure Lesson ends without review; limited to clean -up and/or transition to next activity Lesson ends with limited review; focus on clean -up rather than student learning Teacher reviews lesson by summarizing and/or reviewing what was ta ught; some student engagement Students review the lesson by summarizing and/or sharing what they learned; teacher revisits the purpose for the lesson Accommodations & Differentiation Superficial or little attempt to differentiate Differentiation is not linked to learner characteristics Differentiation is linked to individual learner characteristics with adequate detail Anticipates and plans ahead for any necessary class -wide differentiation Professional Writing Poor quality of professional writing is evidenced by 8 or more errors in clarity of writing, spelling, usage &/or grammar Fair quality of professional writing is evidenced by 5 -7 errors in clarity of writing, spelling, usage &/or grammar Professional writing is evidenced by 1 -4 errors in clarity of writing, spelling, usage &/or grammar Professional attention to formal writing is evidenced by clarity in writing as well as absence of spelling, usage and grammatical errors Note: A “3” in each category is considered “proficient” toward meeting course proficiencies. By the end of the course, you must demonstrate proficiency in writing lesson plans.

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