The lesson plan is ELA, not Math or multiplication its reading.ELA Lesson Plan and Rationale. I have only two hours left to turn in this assignment. Please Note to Review Appendix B of the Common Core Standards and select a fifth-grade exemplary informational text. Create a lesson plan using the COE lesson plan template that incorporates assistive technology, the fifth-grade exemplary informational text, and a Common Core Standard on Reading: Informational Text. Along with your completed lesson plan, submit a 250-500-word rationale supporting your instructional choices. Attach is the resources. 27906025_1COELessonPlanTemplate.pdf 27906025_2Appendix B.pdf This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion The expert should pay more and close attention to assignment instructions and assignment rubrics for this assignment and subsequent ones.

5.0 %Mechanics No submission. The lesson plan contains inappropriate, incoherent language and/or sentence structures. The lesson plan contains mechanical and conventional errors or non-relevant language that affects meaning and clarity. The lesson plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. The lesson plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topic-related language. 100 %Total Weightage

15.0 %PLANNING: Assessments to Monitor Student Learning No submission. Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of the student. Planned assessments are inadequate for monitoring the understanding and skill development of students in the content area. The assessments are not well aligned to the stated learning targets and do not include adequate modifications for the individual student. Planned assessments provide clear, basic methods to monitor the deep understanding and skill development of students in the content area throughout and at the end of the lesson. They are generally aligned to the stated learning targets and include simple modifications for the individual student. Planned assessments creatively allow for multiple forms of evidence in order to monitor the understanding and skill development of students in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for the individual needs of students.

15.0 %PLANNING: Meeting the Varied Learning Needs of Students No submission. Lesson plan instruction and instructional supports ignores the learning needs of the students. Lesson plan does not fully differentiate instructional activities and supports. It inadequately addresses the needs of the students. Lesson plan includes basic differentiated instructional activities and supports that are designed to generally meet the needs of students. Lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. 15.0 %PLANNING: Meeting the Language Needs of Students No submission. Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of the student.

15.0 %Lesson Plan Rationale No submission. Lesson plan rationale fails to support lesson plan choices. Lesson plan rationale is insufficient in supporting lesson plan choices. Lesson plan rationale is sufficient in supporting lesson plan choices. Lesson plan rationale is comprehensive and professional in supporting lesson plan choices. 15.0 %PLANNING: Instructional Script and Materials No submission. Lesson plan does not use effective, verbal, nonverbal, and assistive technology tools and techniques in a way that would create opportunities for learning and collaboration. Lesson plan does not adequately address student or class needs, and/or include thinly designed use of verbal, nonverbal, and assistive technology tools and techniques to create opportunities for learning and collaboration. Lesson plan includes basic, appropriate use of student-centered verbal, nonverbal, and assistive technology tools and techniques to create opportunities for learning and collaboration.

Assignment 2 Rubric: ELA Lesson Plan and Rationale 1 No Evidence 0.00% 2 Nominal Evidence 69.00% 3 Unacceptable Evidence 74.00% 4 Acceptable Evidence 87.00% 5 Target Evidence 100.00% 100.0 %Criteria 20.0 %Lesson Plan Content No submission. Lesson plan does not include learning objectives and instructional activities that are meaningful and are not aligned to Common Core standard on Reading: Informational Text and a fifth grade exemplar informational text. Lesson plan learning objectives and instructional activities are not developed enough to Common Core standard on Reading: Informational Text and a fifth grade exemplar informational text. Lesson plan includes appropriate instructional activities aligned to Common Core standard on Reading: Informational Text and a fifth grade exemplar informational text. Lesson plan includes engaging instructional activities aligned to Common Core standard on Reading: Informational Text and a fifth grade exemplar informational text.

45.0 %Application of Conclusions to Practice [InTASC: 7, 9; CEC 5, 6, 7] No submission. Responses on applying conclusions to practice is not related to assignment or not submitted. Responses on applying conclusions to practice are unclear or under-developed. Application of conclusions drawn reflects development as a professional. Application of conclusions drawn reflects development as a professional with an awareness of the needs of students. 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) No submission. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.

Assignment 1 Rubric: Field Experience B: Assessment 1 No Evidence 0.00% 2 Nominal Evidence 69.00% 3 Unacceptable Evidence 74.00% 4 Acceptable Evidence 87.00% 5 Target Evidence 100.00% 100.0 %CRITERIA 50.0 %Reflections on Assessments [InTASC: 6, 9; CEC: 4, 5] No submission. Reflections are not related to the assignment or not submitted. Reflection does not integrate and/or apply knowledge of students, and/or learning theory, and/or subject matter content, and/or connections among concepts and/or content areas. Reflection integrates knowledge of students, learning theory, subject matter content, and connections among concepts and content areas. Thoroughly reflects on planning for instruction that integrates and applies knowledge of students, learningtheory, subject matter content, and connections among concepts and content areas.

45.0 %Application of Conclusions to Practice [InTASC: 7, 9; CEC 5, 6, 7] No submission. Responses on applying conclusions to practice is not related to assignment or not submitted. Responses on applying conclusions to practice are unclear or under-developed. Application of conclusions drawn reflects development as a professional. Application of conclusions drawn reflects development as a professional with an awareness of the needs of students. 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) No submission. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.

APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Assignment 1 Rubric: Field Experience B: Assessment 1 No Evidence 0.00% 2 Nominal Evidence 69.00% 3 Unacceptable Evidence 74.00% 4 Acceptable Evidence 87.00% 5 Target Evidence 100.00% 100.0 %CRITERIA 50.0 %Reflections on Assessments [InTASC: 6, 9; CEC: 4, 5] No submission. Reflections are not related to the assignment or not submitted. Reflection does not integrate and/or apply knowledge of students, and/or learning theory, and/or subject matter content, and/or connections among concepts and/or content areas. Reflection integrates knowledge of students, learning theory, subject matter content, and connections among concepts and content areas. Thoroughly reflects on planning for instruction that integrates and applies knowledge of students, learningtheory, subject matter content, and connections among concepts and content areas.