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The template supports flexible adjustment of components, adding directions and scaffolds to meet classroom and student needs, while requiring alignment to the MSUM common lesson plan rubric. 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Instructors can adjust the template to suit the needs of their class and/or students. Directions or additional text can be added to components to provide scaffolds/supports for students. Please be sure to refer to the common lesson plan rubric to ensure any adjustments that are made align to the rubric.  \nTeacher Candidate Name(s):    \n\n| Background Information |  |\n| --- | --- |\n| Lesson Title: |  |\n| Subject Area: |  |\n| Grade Level: | Length of Lesson (time): |\n| MN/ND Benchmark/Standard/Grade Level Expectation: |  |\n| Component 1: Preplanning Tasks |  |\n| Central Focus/Big Idea: |  |\n| Lesson Objective(s): |  |\n| Objective Rationale: |  |\n| Key Content Terms/Vocabulary: |  |\n| Academic Language Related to Lesson: |  |\n| Materials/Equipment and Technology: |  |\n| Component 2: Lesson Set-Up |  |\n\n\n| Gaining Attention (Pedagogy): |\n| --- |\n| Communication of Behavior Expectations: |\n| Component 3: Lesson Opening |\n| Introduction/Engagement/Connection to Personal Experience or Prior Knowledge and/or Review (Curriculum): |\n| State Objective/Learning Target in Student-Friendly Language: |\n| State Purpose of Learning Objective: |\n| Component 4: Lesson Body |\n| Lesson Model (i.e., Explicit Instruction, 5E, Structured Discovery, et cetera): |\n| Depending on the lesson model being implemented the lesson body will look different and contain different components. However, at a minimum the lesson body should state specifically what the teacher will say and do during the lesson. The lesson body should also reflect elements of universal design for learning, differentiation, and diversity responsive practices. The lesson body should also include evidence of best practices such as capitalizing on student assets, visual supports, active participation strategies, and formative assessments/checks for understanding.\u003Cbr>[Course instructors can/will provide directions/support on how the lesson body should be developed] |\n| Lesson Body: |\n| Component 5: Lesson Closing |\n| Lesson Close: |\n| Component 6: Evaluation/Assessment |\n| Evaluation/Assessment: |\n\nMSUM Common Lesson Plan Rubric  \n\n| Criteria | Satisfactory (3 points) | Emerging (2 points) | Unsatisfactory (1 point) | No attempt (0 points) |\n| --- | --- | --- | --- | --- |\n| Background Information (3 pts) |  |  |  |  |\n| Background Information | An appropriate title, subject area, age/grade level and duration are provided | A title, subject area,\u003Cbr>age/grade level are provided but they are not aligned. | Missing either the title, subject area, or age/grade level | This component of the lesson plan template is not completed. |\n| Component 1: Preplanning Tasks (12 pts) |  |  |  |  |\n| Standards and Objective\u003Cbr>(x2) | A specific\u003Cbr>standard/benchmark is identified and appropriate for the age/grade and content area. The objective states the learner’s outcome of the lesson and is aligned to the standard. The objective is measurable and includes what the learner will be able to do, under what condition, and at what criterion. | A specific\u003Cbr>standard/benchmark is identified and is appropriate for the content area. The objective is stated and is aligned to standard but not clearly measurable. | A specific\u003Cbr>standard/benchmark is not identified or is not at the appropriate level for the group of learners and/or the objective is not aligned to the standard. | This component of the lesson plan template is not completed. |\n| Academic Language Considerations | Lesson plan identifies vocabulary and/or symbols AND additional language demands associated with the language function. The lesson plan clearly includes targeted support(s) for use of vocabulary and/or symbols as well as additional language demands. | Lesson plan identifies vocabulary and/or symbols AND additional language demands associated with the language function. The lesson plan includes general sup","cbCaiugukCklvkNj","https://ap.wps.com/l/cbCaiugukCklvkNj","pdf",208061,10,"English","# MSUM Common Lesson Plan Template\n## Background Information\n## Component 1: Preplanning Tasks\n## Component 2: Lesson Set-Up\n## Component 3: Lesson Opening\n## Component 4: Lesson Body\n## Component 5: Lesson Closing\n## Component 6: Evaluation/Assessment\n# MSUM Common Lesson Plan Rubric\n## Criteria and Performance Levels","[{\"question\":\"What is the MSUM Common Lesson Plan Template used for?\",\"answer\":\"It provides a lesson-planning template for teacher candidates to use for instruction across any level or content area.\"},{\"question\":\"How should instructors adjust the template to meet student needs?\",\"answer\":\"Instructors can add directions or additional text to components to provide scaffolds and supports, as long as changes align with the common lesson plan rubric.\"},{\"question\":\"What does the rubric evaluate in the lesson plan?\",\"answer\":\"The rubric assesses components such as background information, preplanning tasks (including standards/objectives and academic language considerations), lesson setup and opening, materials/technology, and evaluation/assessment using satisfaction levels.\"}]","MSUM Common Lesson Plan Template - Rubric | PDF",1789192329]