Lesson plans are not structured or Instructional student groups are organized Lesson plans differentiate for individual sequenced and are unrealistic in their thoughtfully to maximize learning and build student needs. expectations. on student strengths. The plan for the lesson or unit is well structured, with reasonable time allocations. Possible Examples The teacher plans to have his 9th graders After the minilesson the teacher plans to The teacher reviews her learning activities The teacher’s unit on ecosystems lists a color in the worksheet after memorizing have the whole class play a game to with a reference to high-level variety of high level activities in a menu; “action the parts of a microscope. reinforce the skills she taught. verbs” and rewrites some of the activities students choose those that suit their Despite having a textbook that is 15 The teacher has found an atlas to use as a to increase the challenge level. approach to learning. old, the teacher plans to use that as the supplemental resource during the The teacher creates a list of historical While completing their projects, the sole resource for his communism unit. geography unit. fiction titles that will expand her students’ teacher’s students will have access to a Possible Examples The teacher organizes her class in rows, The teacher always lets students select knowledge of the age of exploration. wide variety of resources that she has (cont.) seating the students alphabetically; she own working groups because they behave The teacher plans for students to complete coded by reading level so they can make plans to have students work all year in better when they can choose whom they projects in small groups; he carefully selects the best selections. groups of four selected on the basis of want to sit with. group members based on their ability level After the cooperative group lesson, where they are sitting. The teacher’s lesson plans are nicely and learning style. students will reflect on their participation The teacher’s lesson are written on formatted, but the timing for many The teacher reviews lesson plans with her and make suggestions for new group sticky notes in his grade book; they indicate activities is too short to actually cover the principal; they are well structured with arrangements in the future. lecture, activity, or test. concepts thoroughly. pacing times and activities clearly indicated. The lesson plan clearly indicates the concepts taught in the last few lessons; the teacher plans for his students to link the current lesson’s outcomes to those they previously learned.
Lesson plans are not structured or sequenced and are unrealistic in their expectations. Instructional student groups are organized thoughtfully to maximize learning and build on student strengths. The plan for the lesson or unit is well structured, with reasonable time allocations. Lesson plans differentiate for individual student needs. Possible Examples Possible Examples (cont.) The teacher plans to have his 9th graders color in the worksheet after memorizing the parts of a microscope. Despite having a textbook that is 15 old, the teacher plans to use that as the sole resource for his communism unit. The teacher organizes her class in rows, seating the students alphabetically; she plans to have students work all year in groups of four selected on the basis of where they are sitting. The teacher’s lesson are written on sticky notes in his grade book; they indicate lecture, activity, or test. After the minilesson the teacher plans to have the whole class play a game to reinforce the skills she taught. The teacher has found an atlas to use as a supplemental resource during the geography unit. The teacher always lets students select own working groups because they behave better when they can choose whom they want to sit with. The teacher’s lesson plans are nicely formatted, but the timing for many activities is too short to actually cover the concepts thoroughly. The teacher reviews her learning activities with a reference to high-level “action verbs” and rewrites some of the activities to increase the challenge level. The teacher creates a list of historical fiction titles that will expand her students’ knowledge of the age of exploration. The teacher plans for students to complete projects in small groups; he carefully selects group members based on their ability level and learning style. The teacher reviews lesson plans with her principal; they are well structured with pacing times and activities clearly indicated. The teacher’s unit on ecosystems lists a variety of high level activities in a menu; students choose those that suit their approach to learning. While completing their projects, the teacher’s students will have access to a wide variety of resources that she has coded by reading level so they can make the best selections. After the cooperative group lesson, students will reflect on their participation and make suggestions for new group arrangements in the future. The lesson plan clearly indicates the concepts taught in the last few lessons; the teacher plans for his students to link the current lesson’s outcomes to those they previously learned.
danielson_framework_2011_ky.docx