Lesson Plan w/ Rubric

Teacher Jason Mills Date 4/27/2021

Candidate: Taught:

Cooperating School /
Teacher: District:

Grade: 6th Grade Field

Supervisor:

Unit / U.S. History to 1865

Subject:

Lesson Title / Revolution and the New Nation: 1770s to the Early 1800s
Focus: USI.6 The student will apply social science skills to understand the causes
and results of the American Revolution by
a) explaining the issues of dissatisfaction that led to the American
Revolution
b) describing how political ideas shaped the revolutionary
movement in America and led to the Declaration of
Independence
d) explaining reasons why the colonies were able to defeat Great
Britain.
The unit Lesson Plan will be implemented over a three-day period.

DAY 1: Introducing content based primary images and virtual museum tour
that will lead students to learn and express the support and lack of support for
the American colonists to fight for their independence.

DAY 2: Introducing content based primary sources to the students that will
allow them to understand the overall political policy of the colonies leading to
the creation of the Declaration of Independence. The students will
concentrate their focus on the preamble of the Declaration of Independence to
be able to create their own preamble.

DAY 3: Introducing the reasons through digital video, why the American
colonies were able to defeat Great Britain and gain their Independence as a
new nation. The students will learn and express their understanding for the
cause-and-effect relationships for those events.
PLANNING AND PREPARATION

Content Knowledge How was this lesson developed based on your research and knowledge of
content and the discipline?
➢ I researched and created this lesson plan to gain insight on how much background
knowledge my students have is as it pertains to the reasoning behind the goals and
aspirations of the American Revolution. In this lesson plan my students will have the
opportunity to use critical thinking skills to develop an understanding and reasoning of
why it was necessary and possible for the American colonists to work together for the
common goal of Independence, form their own government, and defeat the great
military power of Great Britain.

Learner Differences
How did this lesson develop as a result of your examination of research and data about student
learning needs, how diverse students learn your content/lesson topic and how you can employ
culturally sustaining pedagogies, difficulties students might have, gaps in their knowledge, assets
they have, and so on?
➢ I developed this lesson on the understanding that the students will already have the
background knowledge of how the American colonies gained their Independence from
Great Britain. The lesson will have students take the facts they already know and have
them think critically to form their own opinions on how and why the American
Revolution was crucial in the creation of our nation.
➢ Diverse students will have accommodations presented to them during all lesson plan
activities. ADHD students will be given different options to be used during primary
instruction to help them remain focused attentive during the lesson.
➢ Diverse EL students will be provided learning material such as books and videos in their
own language to follow the lesson to help them makes connections of the learning
activity.
➢ My Gifted students will be tasked to explore their critical thinking abilities to address a
learning opportunity to be presented to the class, that will follow the lesson plan.
➢ The lesson plan will be a continuation of standards the students will have learned through
their years of schooling. By activating their background knowledge and giving them
opportunities to think critically about the lesson material, the students will be able to
bridge gaps in their level of knowledge to help with difficulties they may have
encountered over the same material in previous grade levels.
➢ Using students background knowledge to help them create an understanding of material
they have already learned will be a true asset in their understanding of how to put all the
knowledge they have acquired for their development of future learning and mastery of
the material.
Outcomes/Goals What will students be expected to know or do as a result of this lesson?
➢ The students will learn what events happened that led to the American Revolution, the
political mindset of the American colonies to create the Declaration of Independence
during the American Revolution, and the students will learn how the overmatched and
outmanned Continental Army was able to defeat Great Britain.
➢ The students will know how The Stamp Act, The Townshend Act, The Boston
Massacre, The Boston Tea Party, and The Coercive Acts heightened the American
colonist’s aggression towards Great Britain
➢ The students will know the Revolutionaries point of view towards Independence
➢ The students will know the Loyalist point of view towards Independence
➢ The students will know why the colonies decided to create the Declaration of
Independence
➢ The students will know and understand the meaning of the preamble in the Declaration
of Independence
➢ The students will know how the American colonists were able to defeat Great Britain
Are these learning target(s)/outcome(s) appropriate based on your prior assessment/knowledge of
students’ understandings? Yes

Are your targets/outcomes observable and measurable? Yes

What are your essential questions that align with the outcomes?
List all outcomes associated with this lesson.
• Why did the American colonists have aggression towards Great Britain?
• What was the Revolutionaries point of view towards Independence?
• What was the Loyalist point of view towards Independence?
• Why was it necessary for the American colonies to create the Declaration of
Independence?
• Why is the preamble an important part of the Declaration of Independence?
• How were the American colonies able to defeat Great Britain?
• What events took place to help the American colonies defeat Great Britain?
Standards Which content, state, and national standards connect with your outcomes? List the
state, content, and national standard or standards that are being addressed.
USI.6 The student will apply social science skills to understand the causes and results of
the American Revolution by
a) explaining the issues of dissatisfaction that led to the American Revolution

NCSS #2 – Time, Continuity, and Change

Social studies programs should include experiences that provide for the study of the past and its
legacy.
Studying the past makes it possible for us to understand the human story across time.
Knowledge and understanding of the past enable us to analyze the causes and consequences
of events and developments, and to place these in the context of the institutions, values, and
beliefs of the periods in which they took place.

b) describing how political ideas shaped the revolutionary movement in America

and led to the Declaration of Independence

NCSS #6 – Power, Authority, and Governance

Social studies programs should include experiences that provide for the study of how people
create, interact with, and change structures of power, authority, and governance.

The development of civic competence requires an understanding of the foundations of

political thought, and the historical development of various structures of power, authority,
and governance. It also requires knowledge of the evolving functions of these structures in
contemporary U.S. society, as well as in other parts of the world.

Through study of the dynamic relationships between individual rights and responsibilities,
the needs of social groups, and concepts of a just society, learners become more effective
problem-solvers and decision-makers when addressing the persistent issues and social
problems encountered in public life.

In schools, this theme typically appears in units and courses dealing with government,
politics, political science, civics, history, law, and other social sciences.

d) explaining reasons why the colonies were able to defeat Great Britain.

NCSS #9 – Global Connections

Social studies programs should include experiences that provide for the study of global
connections and interdependence.

Global connections have intensified and accelerated the changes faced at the local, national,
and international levels.
Resources and Materials What resources and other materials will be incorporated and how will
they promote active learning? Be specific. List all materials and resources needed for the lesson.
• Pencil
• Laptop
• Chrome Book
• Tablet
• Content Based Primary Images
• Content Based Primary Sources
• https://vimeo.com/227148345
• https://www.youtube.com/watch?v=faa5YMquv_8
• https://www.youtube.com/watch?v=-IkOktUiGe4

Technology
Does technology enhance the design and delivery of your lesson? Yes

Does the use of technology promote active learning? Be specific. Yes, technology allows the
students another method of learning through a digital platform and the ability to promote their
critical thinking skills in a fun, exciting, and creative way.

List all technology needed for both students and teacher.

➢ Flocabulary music video
➢ YouTube instructional Videos
➢ Using Laptops, Chrome Books, and Tablets to look up Content Based Primary Images
and Sources on a Word Document
➢ Use Word Document to create personal preamble

INSTRUCTIONAL DELIVERY

Learning Environment How will you support individual and collaborative learning and foster
positive interaction in the classroom?
➢ The students will be able to look over the Content Based Primary Images and Sources
individually to gather information for their comprehension. The students will get together
in groups of 4 and each student will take turns discussing and reviewing chosen primary
images and sources together.
Introduction/Activating Strategies
How will you engage learners in the lesson and learning?
➢ I will present to the class the subject of the American Revolution. I will ask students to
give me any examples they can remember from the American Revolution or the
Revolutionary War.

How will you launch the lesson?

➢ I will present a Flocabulary music video to the class that discusses the important events
of the American Revolution. The music video is a great tool to get the students engaged
with the lesson activities. https://vimeo.com/227148345

How will you activate prior knowledge?

➢ Through the class discussion and the Flocabulary instructional music video, the students
will be using these activities to activate any background knowledge they have and to ask
questions prior to the lesson.

Instructional Strategies What learning activities do you have planned for the students? Include
a variety of teaching strategies (methods). Activities are to be learner-centered ( e. g. solve
problems, construct models, design and perform experiments, read authentic resources, answer
open-ended questions, support ideas with evidence, compose, analyze and interpret maps, draw
conclusions.) Include guided process of learning. Include the opportunities learners will have to
expand and solidify their understanding of the concept and/or apply it to a real-world situation.
List any independent practice activities.

DAY 1
Learning Goal: The students will learn what events happened that led to the American
Revolution
➢ The students will look up the Content Based Primary Images word document that will be
provided to them through laptop, chrome book, or tablet. The primary images word
document will contain pictures and brief explanations of different events that took place
during the American Revolution that encouraged the American Colonies to believe they
needed to break free and declare their independence from Great Britain. The students will
look up the Content Based Primary Images individually and then get together
collaboratively to discuss their opinions about the events that led to Revolutionary War
based on the primary images.
 ➢ We will discuss as a class that not every colonist was in support of the effort in gaining
independence from Great Britain. The students will use the following website to go on a
virtual museum tour during the Season of Independence from January to July 1776. The
tour covers the support and lack of support for independence in the 13 colonies.
https://www.amrevmuseum.org/learn-and-explore/for-students-and-educators.

➢ The students will pay close attention to the different viewpoints of the Revolutionaries
and Loyalists. The students will consider what each of the people during the virtual
museum tour had to say about the support for and lack of support for Independence and
why. The students will then complete a t-chart worksheet explaining on one side the
support for Independence and the other side the lack of support for Independence.

➢ Once the t-charts are completed will we do a class discussion for student assessment of
the lesson material.

DAY 2
Learning Goal: The students will learn the political mindset of the American colonies during
the American Revolution
➢ The students will look up the Content Based Primary Sources word document that will
provided to them through laptop, chrome book, or tablet. The primary sources word
document will contain pictures and brief explanations that led to the colonists overall
political philosophy of adopting independence and would in turn lead them to believe that
America needs to become an independent nation and declare their independence from
Great Britain by drafting the Declaration of Independence.

➢ The students will view a YouTube video on the making of the Declaration of
Independence. The video will show the students the different sections of the Declaration
of Independence with emphasis being given to the preamble of the Declaration of
Independence. https://www.youtube.com/watch?v=faa5YMquv_8

➢ We as a class will talk about the preamble of the Declaration of Independence and what it
is really explaining to Great Britain about what we as a new nation believed our rights as
Americans are. The students will be given a word document worksheet with the quote of
the preamble of the Declaration of Independence on top. The students will explain in two
paragraphs what the preamble of the Declaration of Independence means to them with an
emphasis based on the understanding of Life, Liberty, and the Pursuit of Happiness.

➢ Once the preamble worksheets are completed, I will have each student present their
understanding of one of the aspects of the preamble explaining either Life, Liberty, or the
Pursuit of Happiness in their own words for student assessment of the lesson material.
DAY 3
Learning Goal: The students will learn how the overmatched and outmanned Continental Army
was able to defeat Great Britain
➢ We will discuss as a class how the colonial army basically upset the greatest world power
at that point in history of Great Britain to become an independent free nation. I will ask
the students if they know how we defeated Great Britain? Did the colonial army have
better training? Did the colonial army have better military uniforms and leaders? Was the
army of Great Britain too overconfident? Was the colonial army just lucky or did we
have help in defeating Great Britain?

➢ The students will view a YouTube video on how the powerful army of Great Britain lose
to the heavily overmatched over matched American colonial army.
https://www.youtube.com/watch?v=-IkOktUiGe4

➢ During the video, the students will pay close attention to the cause-and-effect events that
lead the American colonial army to defeat the powerful army of Great Britain. The
students will be given a word document cause-and effect worksheet to complete
explaining the causes and effects of how the American colonial army was able to defeat
Great Britain.

➢ Once the cause-and-effect worksheets are completed we will have a class discussion for
student assessment of the material.

Closure How will you bring closure to the lesson?

➢ I will bring closure to the lesson by having the class participate in a Thumbs
up/Thumbs Down/Thumbs Sideways comprehension activity. I will ask various
questions to the class about the lesson plan we have discussed over the last three days.
They will answer the questions by giving a Thumbs up/Thumbs Down/Thumb
Sideways. The students will be required to explain their answers.

Differentiation How will you adjust instruction, including incorporating technology, to meet the
needs of a diverse set of learners?

➢ I will have accommodations for my diverse learners to be able to be actively engaged

through the lesson plan. I will have exercise bouncing balls that my ADHD students can
utilize to sit in during instruction. I will provide stress balls or rubber balls my ADHD
students will be able to possess and to roll on their desk while I am instructing the class.
 ➢ My EL students will be partnering up with another student during the lesson plan
activities. This will give my EL students a way to follow along during plan activities. My
EL students will be given lesson plan activities and videos in their own language to be
able to make connections of the instruction material.

➢ My Gifted Students will be asked to research the differences in military conditions

between the Colonial Army and Great Britain. I will have them explain if the differences
in the military conditions should have made a difference of the outcome during the
Revolutionary War.

Assessment:
How will you measure understanding of the outcomes and standards?

➢ I will measure my students understanding of the lesson material through both formative
and summative assessment.

What type(s) of formative and summative assessment tasks/instruments (e.g., test, paper) and
rubrics will be used?

➢ During the entire lesson plan my students have expressed their understanding of the
material by verbal formative assessments during class discussion of the material at the
end of each lesson and to close the lesson my students expressed their understanding
through thumb expression of up, down, and sideways with explanations of their
understanding.

➢ Since we started out our history lesson with a Flocabulary rap song about the American
Revolution. I will have my students create either a rap song or poem pertaining to what
we have just discussed during the lesson plan about the American Revolution. The rap
song or poem will need to be 6 to 8 sentences long and will contain the following criteria
for the students to follow (Information, Theme, Creativity, and Organization). The
following rubric will measure the summative assessment of the poem or rap song.
 American Revolution Rap Song/Poem Rubric

Category 4 3 2 1
The rap The rap song/poem The rap The rap song/ poem
song/poem included great song/poem poor information
Information included information and included good and detail.
exceptional detail. information and
information and detail.
detail.

The rap The rap song/poem The rap The rap song/ poem
song/poem has song has a great song/poem has a has a poor theme.
an exceptional theme. good theme.
theme.
Theme

The rap/song The rap/song poem The rap/song The rap song/ poem
poem included included great poem included has poor creativity
exceptional creativity and good creativity and detail.
creativity and detail. and detail.
Creativity
detail.

The rap/song The rap/song poem The rap/song The rap song/ poem
poem included included great poem included has poor
exceptional organization and good organization organization and
organization and detail. and detail. detail.
Organization
detail.
PROFESSIONAL LEARNING

Reflection
How will you evaluate your practice?
➢ I have used Summative Assessment rubric for a rap song/poem on the American
Revolution to gauge my students understanding of the lesson material.

Where did learners struggle in the lesson?

➢ I believe my learners may struggle with comprehension due to the amount of material
needed to be covered in the amount of time given for the lesson.

How can the lesson be strengthened for improved student learning?

➢ I plan to give my students a blank 3 x 5 index card with a question stating – What
happened during the American Revolution? The students will take the card with the
question home with them over the weekend. The students will write down as much
information as they can research on the front and back of the card and bring it back on
Monday to discuss prior to the lesson on the American Revolution.

Did the lesson reflect culturally sustaining pedagogies?

➢ Other cultures and countries have dealt with uprisings and revolutionary uprisings all
over the world at certain times. I will research these events and cross reference with the
events pertaining to the American Revolution.

The following word documents contain the Content Based Primary Images, the Content Based
Primary Sources, and the student’s activity worksheets the students will complete during the
lesson plan.
Content Based Primary Images
1. The Stamp Act – March 1765 – The first act of Parliament that started the wheels in motion
towards the American Revolution. The colonies were upset at the notion of not just having to
buy goods from Britain but being taxed on them as well did not settle well with the colonies.
Benjamin Franklin got the British to drop the Stamp Act, but the Americans started to realize
they could make a stand against Britain.

(Sheet of penny revenue stamps printed by Britain for the American Colonies)
2. The Townshend Act – June-July 1767 – The British again tried to put a tax on American
goods that came from Great Britain. The British wanted to stop the Americans from smuggling
goods into America. The Americans were starting to boycott British goods and the British in
return sent troops to America to intervene in the American boycotts.

(The tax on tea was a clause in the Townshend Act)

3. The Boston Massacre – (March 1770) –
Tensions between the American colonists and
British troops in Boston were at a boiling point. There was an argument between an apprentice
and a British soldier, which drew a crowd of 200 American colonists around 7 British soldiers.
The angry mob began to harass throw items at the British soldiers. The British soldiers in return
fired into the crowd killing four Americans and mortally wounding two. The outcome became a
huge push for the war against Britain.
 (Photo of the Boston Massacre)
4. The Boston Tea Party – (December 1773) – Great Britain decided to remove troops from
Boston as well dropping a great amount of legislation from the Townshend Acts, except for tea.
Britain created the Tea Act to help them financially and to undercut the Americans who were
trying to get tea from the Dutch. A radical group known as “The Sons of Liberty” retaliated by
dumping 92,000 pounds of British Tea into the Boston Harbor.

(Photo of the Boston Tea Party)

5. The Coercive Acts – (March-June 1774) – Great Britain passed laws known as the Coercive
Acts. These Coercive Acts were implemented to punish the colonists for “The Boston Tea
Party”. The Coercive Acts closed the Boston Harbor until the lost tea was paid for and denied
any colonial town hall meetings without approval. The first Continental Congress was set up to
argue for American rights against the Coercive Acts.
(Photo of First Continental Congress)
Content Based Primary Sources
1. Proclamation of 1763 – A document made by Great Britain after The French and Indian War
to prevent colonists from moving west of the Appalachian Mountains to lands won by Great
Britain during the war. The idea was to keep Great Britain in control of trade and to prevent
Native American attacks on white settlers and white settlers’ attacks on Native Americans.

(Proclamation of 1763)
2. Declaration of Independence – A document drafted on July 4, 1776 declaring the original
thirteen colonies independence from Great Britain. The document declared the United States as
an independent nation.

(Declaration of Independence)
3. Articles of Confederation – A written document between the original thirteen colonies that
served as the first Constitution of the United States. The Articles of Confederation decided what
power the Continental Congress had during the Revolutionary War, European relations, and
Native American territory issues. The Articles were replaced by the U.S. Constitution.
 (Articles of Confederation)
4. The United States Constitution – This document improved on the Articles of Confederation to
make a stronger federal government. The Constitution created three branches of government the
Executive, Legislative, and Judicial. The United States Constitution was ratified in 1788 and is
still the oldest written constitution being used.

(The United States Constitution)

5. The Federalist Papers – Were 85 essays written by Alexander Hamilton, John Jay, and James
Madison to encourage ratification of the United States Constitution. The Federalists Papers
supported the opinion that the United States should oversee their own government and belief in
democracy.
(The Federalist Papers)
Name: T-Chart Date:

What are the supporting factors for American Colonial

Independence?

Reasons for Support Reasons for Lack of Support

The preamble of The Declaration of Independence explains the beliefs and ideals of colonial
philosophy and contains the most notable quote from the document.
“We hold these truths to be self-evident, that all men are created equal, that they are endowed by
their Creator with certain unalienable rights, that among these are Life, Liberty and the Pursuit
of Happiness.”
The students will explain in two paragraphs what the preamble means to them, with an emphasis
based on the understanding of Life, Liberty, and the Pursuit of Happiness. The students will
write their name on the bottom of the document when completed.
Name: Date:

Cause and Effect

Why were the American Colonies able to defeat Great
Britain?
Cause Effect
Lesson Plan Scoring Guide.

Criterion Does Not Developing Meets Exceeds

Meet Expectation Expectation
Expectation

Planning

Content Knowledge-- Candidate does Candidate reflects Candidate plan Candidate plan
Candidate develops a not display some awareness reflects research reflects extensive
lesson plan informed knowledge of of the important and knowledge research and
the content, concepts in the knowledge of the
by research and of the content
relationships discipline, content, relations
knowledge of content between relations between and relations between important
and the discipline. different them and of the between concepts, and of
InTASC 4; CAEP 1.2 aspects of the instructional important multiple
content, or of practices specific concepts, and of instructional
the to that discipline. instructional practices specific
instructional practices to that discipline.
practices
specific to that
specific to that
discipline. discipline.
Learner Differences-- Candidate Candidate Candidate Candidate
Candidate develops a demonstrates demonstrates an demonstrates an demonstrates an
lesson plan informed little or no understanding of understanding understanding of
each students’
by knowledge of knowledge of students’ of students’
backgrounds,
learner differences. students’ backgrounds, backgrounds, cultures, skills,
backgrounds, cultures, skills, cultures, skills, language use,
InTASC 2 cultures, skills, language use, language use, interests, and
CAEP 1.2 language use, interests, or interests, and special needs from
interests, and special needs, special needs, a variety of
special needs but does not use and uses this sources.
Candidate uses
or this knowledge to knowledge to
this knowledge
consideration design instruction design to design
of these to meet the needs instruction. instruction that is
differences for of all students. creative, effective,
instruction. and maximizes
learning for all
students.

Outcomes-- Candidate Candidate Candidate Candidate Candidate

identifies outcomes identifies identifies identifies identifies
and goals to support outcomes that outcomes that outcomes that outcomes that
student learning. are unsuitable reflect moderate reflect high- reflect rigorous
for students, rigor, more than level learning learning and
InTASC 7 not one type of and curriculum curriculum goals.
measurable, learning, and are goals. They are They are
represent suitable for some measurable, measurable,
trivial or low- students. Some of represent represent different
level learning, the outcomes are different types types of content
or are stated measurable. of content and and take account
only as are suitable for of the needs of
activities. most students in individual
the class. students.
Standards-- Candidate Candidate does Candidate Candidate Candidate includes
identifies not identify displays some includes national and state
national/state national and awareness of appropriate standards that are
standards that align state national and state national and state clearly aligned
with outcomes and are standards that standards and standards, and with rigorous
relevant to learners. are logically alignment they are aligned learning outcomes
aligned with with relevant to
InTASC 7 with the learning learning learners.
CAEP 1.4 learning outcomes relevant outcomes
outcomes to learners. relevant to
relevant to learners.
learners.

Resources and Candidate does Candidate shows Candidate Candidate selects

Materials-- not select some familiarity displays resources
Candidate selects resources with resources ( awareness of (manipulatives),
resources to (manipulatives, manipulatives, resources and digital and
maximize content etc.) and etc.), and digital (manipulatives), interactive
learning. digital and and interactive and digital and technology
interactive technology interactive designed to
InTASC 7 technology designed to technology implement and
CAEP 1.5 designed to implement and designed to assess student
implement and assess student- implement and centered learning
assess student- centered learning assess student- and extends the
centered but they do not centered learning
learning purposefully learning experience or rigor
experiences engage or experiences that of the lesson with
that engage improve student engage and these tools.
and improve learning. improve
learning. learning.

Technology -- Candidate Candidate is Candidate Candidate designs

Candidate makes offers little or utilizing designs learning authentic learning
effective use of no evidence of technology, but activities that activities that align
technology that designing with a align with with content area
instruction predominant content area standards and use
supports student enhanced with focus on teaching, standards and digital tools to
learning. the use of but does not use digital tools maximize active,
technology. engage students to engage in deep learning.
in active learning. active learning. Technology is
InTASC 7 Technology does Technology is used to create,
CAEP 1.5 not accommodate used to create, adapt, and
for learner adapt, and personalize
differences and personalize learning
needs. learning experiences that
experiences that foster independent
foster learning and
independent accommodate
learning and learner differences
accommodate and needs, which
some learner promote critical
differences and and/ or creative
needs. thinking.

Instruction
Learning The candidate The candidate The candidate The candidate
Environment-- develops a plan develops a plan develops a plan develops a plan
Candidate develops a that fosters that that that
lesson plan that fosters negativity, encourages encourages encourages
interactions guided by insensitivity to interactions, both interactions activities that
respect and rapport. cultural between the steeped in establish positive
backgrounds, teacher and civility and interactions among
sarcasm, and students and respect students and
put-downs among students, characterized fosters a respectful
InTASC 3 between that reflect between teacher relationship
teacher and insensitivity or and students between the
students, and lack of and among teacher and
among responsiveness to students. These individual student,
students. cultural or reflect general reflecting
developmental caring, and are sensitivity to
differences appropriate to students’ cultures
among students. the cultural and and levels of
developmental development.
differences Activities are
among groups structured such
of students. that all students
feel safe and
comfortable to ask
questions,
comment, discuss
and share ideas.
Introduction/Activatin Candidate Candidate reflects Candidate Candidate
g Strategies-- demonstrates a limited reflects accurate documents
Candidate develops a lack of content awareness of the understanding developed
plan that includes knowledge and relationship of the strategies and an
opportunities to demonstrates between prior relationship understanding of
engage students and little knowledge and between prior the relationship
access and build on (?) understanding new learning knowledge and between prior
their prior knowledge. of the concepts. new learning knowledge and
relationship Identified concepts. A new learning
InTASC 8 between prior knowledge gaps plan to address concepts, creating
knowledge and are inaccurate or student a link to necessary
new learning incomplete. knowledge gaps cognitive
concepts. The is developed to structures to
plan does not further their ensure student
consider learning. understanding.
knowledge Activities uncover
gaps when student
planning. misconceptions
and addresses
them before
proceeding.
Instructional Candidate uses Candidate uses a Candidate's Candidate's plan
Strategies-- a series of series of learning plan reflects a reflects a
Candidate plans a learning experiences that coordination of coordination of
series of learning experiences demonstrate knowledge of knowledge of
experiences aligned that are poorly partial alignment content, of content, of
with instructional aligned with with instructional students’ students’ cultural
outcomes presented in the outcomes, some cultural heritage heritage and its
a coherent structure. instructional of which are and its importance, and of
outcomes and likely to engage importance, and resources, to
do not students in of resources to design a series of
InTASC 8 represent a significant design a series learning
coherent learning. The of learning experiences
structure. They structure of the experiences aligned to
are suitable for strategies is aligned to instructional
only some recognizable and instructional outcomes,
students. reflects partial outcomes and differentiated
knowledge of suitable to where appropriate
students, groups of to make them
including their students. The suitable to all
cultural heritage structure of the students and likely
and its strategies is to engage them in
importance, and clear and likely significant
resources. to engage learning. The
students in structure of the
significant strategies is clear
learning. and allows for
different pathways
according to
student needs.
Closure-- Candidate Candidate’s Candidate's plan Candidate's Candidate's plan
develops a plan that plan displays displays some plan includes displays extensive
includes opportunities no opportunity awareness of solid strategies knowledge of
for student reflection for students to strategies to to give students strategies designed
and closure. reflect and provide students an opportunity to provide
clarify their the opportunity for reflection students the
InTASC 7 understanding. for reflection and and closure of opportunity for
closure on the the lesson. reflection and
lesson to clarify closure to clarify
understanding. understanding.

Differentiation-- Candidate does Candidate Candidate Candidate includes

not include displays an includes some a variety of
Candidate identifies teaching awareness of appropriate teaching strategies
methods to strategies and appropriate teaching and methods
differentiate methods that teaching strategies and developed to meet
instruction to engage can engage and strategies and methods that the needs of
and challenge challenge all methods with are individual learners
variety of learners. students. differentiation for differentiated that can engage
different students and can engage and challenge all
InTASC 8 that can engage and challenge students.
and challenge all all students.
students.
Assessment-- Candidate does Candidate uses Candidate Candidate uses
not establish assessment in regularly uses assessment in a
Candidate designs assessment plan, through assessment in sophisticated
and/or selects practices in some formative plan to monitor manner to monitor
multiple assessments plan, either monitoring of the progress of the progress of
to gauge students’ formatively or progress of groups of individual students
levels of guided student learning by the students and provide high-
understanding. self-assessment teacher and/or through use of quality continuous
The candidate students. continuous and specific
has not Formative formative and formative and
InTASC 6
provided assessment plans summative summative
CAEP 1.2 students with are not fully assessment feedback aligned
the criteria and developed to techniques with the
performance provide adequate aligned with instructional
standards by information about instructional outcomes in both
which their individual student outcomes. content and
work will be performance. Developed process. Teacher-
evaluated and Feedback to assessments are designed
does not students is uneven used to monitor assessments are
monitor and inconsistent, student learning authentic with
student assessment progress by real-world
progress or criteria is vague, teachers and application, as
\provides poor and students are students appropriate, or
quality aware of only through developed with
feedback in an some of the feedback to student
untimely assessment students. involvement to
manner. criteria used to Students are establish
evaluate their aware of the assessment criteria
work. Some assessment and provide
instructional criteria used to opportunities for
outcomes are evaluate their student choice and
assessed work. self-assessment.
inconsistently and Lesson plans Assessment results
only as a whole indicate are used to plan
class. possible future instruction
Assessment adjustments for individual
results are not based on students.
used to plan for formative
future instruction assessment data
for groups of
students.
Professional Learning
Reflection-- Candidate does Candidate Candidate Candidate’s
not accurately provides a provides an reflection on the
InTASC 9 assess the partially accurate accurate and lesson is
effectiveness and objective objective thoughtful and
of the lesson, description of the description of the accurate, citing
and has no lesson, but does lesson, citing specific indicators
ideas about not cite specific specific of effectiveness
how the lesson evidence. Teacher evidence. based on multiple
could be candidate makes Teacher data points.
improved. only general candidate makes Thoughtful
Candidate does suggestions as to some specific consideration is
not self-reflect how the lesson suggestions as to made to reflecting
or self- might be how the lesson on meeting the
reflection does improved. might be needs of diverse
not indicate improved. learners. Teacher
understanding Teacher candidate draws
of the candidate on an extensive
adjustments engages in self- repertoire to
needed to reflection of suggest specific
improve teaching practice alternative actions
professional but does not and predict the
practice and its articulate likely success of
impact on adjustments each.
diverse needed to
learners improve personal
practice and its
impact on
diverse learners.
Appendix

CAEP Standard 1 Candidate Knowledge, Skills, and Professional Dispositions

Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career- readiness standards.
1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate
progression level(s) in the following categories: the learner and learning; content; instructional
practice; and professional responsibility.
1.2 Providers ensure that candidates use research and evidence to develop an understanding of
the teaching profession and use both to measure their P-12 students’ progress and their own
professional practice.
1.3 Providers ensure that candidates apply content and pedagogical knowledge as reflected in
outcome assessments in response to standards of Specialized Professional Associations (SPA),
the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting
bodies (e.g., National Association of Schools of Music – NASM).
1.4 Providers ensure that candidates demonstrate skills and commitment that afford all P-12
students access to rigorous college- and career-ready standards (e.g., Next Generation Science
Standards, National Career Readiness Certificate, Common Core State Standards).
1.5 Providers ensure that candidates model and apply technology standards as they design,
implement and assess learning experiences to engage students and improve learning; and enrich
professional practice.

InTASC standards:

● Standard #1: Learner Development. The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary individually within
and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
● Standard #2: Learning Differences. The teacher uses understanding of individual
differences and diverse cultures and communities to ensure inclusive learning
environments that enable each learner to meet high standards.
● Standard #3: Learning Environments. The teacher works with others to create
environments that support individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and self-motivation.
● Standard #4: Content Knowledge. The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and creates learning
 experiences that make the discipline accessible and meaningful for learners to assure
mastery of the content.
● Standard #5: Application of Content. The teacher understands how to connect concepts
and use differing perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global issues.
● Standard #6: Assessment. The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and to
guide the teacher’s and learner’s decision making.
● Standard #7: Planning for Instruction. The teacher plans instruction that supports every
student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and
the community context.
● Standard #8: Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content
areas and their connections, and to build skills to apply knowledge in meaningful ways.
● Standard #9: Professional Learning and Ethical Practice. The teacher engages in
ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
● Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership
roles and opportunities to take responsibility for student learning and development, to
collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.