Part 1: Mini-Lesson Plan
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Prior to going into your clinical field experience classroom this week, use the data received from the pre-assessment to complete the “Social Studies Mini-Lesson Plan” template. This mini-lesson plan will be administered to the selected group of students to support instruction to meet the selected standards. The “Social Studies Mini-Lesson Plan” includes:
- Social Studies standard, arts standard, and grade level
- Learning objective(s)
- Instructional Strategy
- 100-150 word description of a learning activity that successfully integrates social studies and the arts
- Formative assessment
Part 2: Mini-Lesson Implementation
After completing the “Social Studies Mini-Lesson Plan,” share it with your mentor teacher for feedback. Provided permission, teach the mini-lesson plan to the small group of selected students. During your lesson, ensure you are answering questions from your students, asking questions that support critical thinking and problem-solving, and observing to see if each student understands the content (this might require formative assessments before, during, and after the lesson to determine understanding).
Part 3: Reflection
In 250-500 words, reflect on the process of using pre-assessment data to develop a lesson plan, and on your experiences teaching the lesson (if applicable).
Include:
- How you used the data to develop the instruction, selected strategies, and differentiation strategies to meet learning needs.
- Other accommodations that would have supported the learning.
- How integrating other content areas might engage students.
- How this lesson could support short-term and long-term instructional planning.
- How you will use your findings in your future professional practice.
Submit your reflection and “Social Studies Mini-Lesson Plan” as one deliverable.
APA format is not required, but solid academic writing is expected.
Clinical Field Experience C: Social Studies Mini-Lesson Plan
Part 1: Social Studies Mini-Lesson Plan
Social studies standard:
Arts standard:
Grade level:
Learning objective:
1-2 learning objectives:
Instructional strategy:
Description of the learning activity that successfully integrates social studies and the arts (100-150 words):
Formative assessment:
Part 3: Reflection
Rubic_Print_Format
| Course Code |
Class Code |
Assignment Title |
Total Points |
| ELM-550 |
ELM-550-O501 |
Clinical Field Experience C : Social Studies
| Mini-Lesson Plan |
25.0 |
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
| Content |
100.0% |
Mini-Lesson Plan
|
| 35.0% |
|
| Not addressed. |
Mini-lesson plan is incomplete, and objectives, modeling, and formative and summative assessments are missing or unfocused and poorly align to social studies standards. |
Mini-lesson plan is complete, but objectives, modeling, and formative and summative assessments are underdeveloped and only partially align to social studies standards. |
Mini-lesson plan includes direct and clear objectives, modeling, and formative and summative assessments, aligned to social studies standards. |
Mini-lesson plan includes effective and thoughtful objectives, modeling, and formative and summative assessments, skillfully aligned to social studies standards. |
| Reflection |
35.0% Not addressed.
Reflection includes poor details unrelated to how data supports decisions in instruction, strategies, differentiation, and modifications. An inadequate explanation of how integrating various content areas engages learning, and how the lesson supports short- and long-term planning is basically provided. |
Reflection includes limited details to describe how data supports decisions in instruction, strategies, differentiation, and modifications. A superficial explanation of how integrating various content areas engages learning, and how the lesson supports short- and long-term planning is basically provided. |
Reflection is detailed in describing how data supports decisions in instruction, strategies, differentiation, and modifications. A credible explanation of how integrating various content areas engages learning, and how the lesson supports short- and long-term planning is provided. |
Reflection is in-depth and insightful in describing how data supported decisions in instruction, strategies, differentiation, and modifications. A proficient explanation of how integrating various content areas engages learning, and how the lesson supports short and long term planning is skillfully provided. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
30.0% |
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. |
Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. |
Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language. |
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Total Weightage |
100% |
