Plan an interdisciplinary lesson that relates to a current event

1) The grade and content area in which you are pursuing licensure. (7th Grade Texas History)
2) A link to a news story about the current event
3) Name of all content area disciplines that you are using in your plan and why you chose the other discipline as a corollary to your own. If you are a K-6 teacher, choose more than one discipline, e.g. math and science or math and art.
4) Learning objectives with the specific state standards to which you are aligning copied and pasted into the lesson. Standards addressed should reference your content area at least one other content area as defined in item 2. (You may refer to course 5200 or any other credible resources about learning theory.)
5) Warm-Up
6) Instructional Strategies: Explain how you will use high yield strategies to teach your objectives and guide the learning
7) List of materials needed for the lesson
8) Lesson closure / Formative Assessment. Note you must address BOTH components in order to earn full points on the rubric. Your closure activity may include a formative assessment component, but if you are combining the two, you must make this explicit in your plan.
9) Summative Assessment plan (include formative and summative assessments. Formative assessment may be informal, e.g. questioning strategies during the warm-up.)
10) Provide a homework plan or a plan to reinforce the learning in classroom

Grading Rubric
 3210
ExemplaryProficientEmergingUnsatisfactory
Link to News Story and List of Related Content DisciplinesThe candidate has identified a current event and provided a link to a current (within the last month) news story. There is a clear link between the news story and all the content area disciplines to be addressed in the plan. The candidate explains why the selected news story is likely to spark the students’ interest or can be related to their daily lives.The candidate has identified a current event and provided a link to a current (within the last month) news story. There is a clear link between the news story and all the content area disciplines to be addressed in the plan.The candidate has identified a current event and provided a link to a current (within the last month) news story. There is a clear link between at least one of the content area disciplines named and the news story.The candidate has not identified a current event. The candidate has identified a current event, but the relationship between the selected event and the the named content areas for the lesson is unclear.
Learning ObjectivesThe lesson plan includes 3-5 learning objectives aligned to state standard in at least 2 content areas. At least three of the objectives promote higher-order thinking by developing skills at the top two levels of Bloom’s taxonomy.The lesson plan includes 3-5 learning objectives aligned to state standards in at least 2 content areas. At least two of the objectives promote higher-order thinking by developing skills at the top two levels of Bloom’s taxonomy.The lesson plan includes at least 2 learning objectives aligned to state standards in at least 2 content areas.The lesson plan does not include 2 learning objectives aligned to state standards in at least 2 content areas.
Warm-UpThe lesson plan has a warm-up that is aligned to the objectives and seems reasonable to complete in a timely manner. The warm-up addresses both disciplines that will be taught during the lesson and introduces the relationship of the material to students’ lives or a real-world situation.The lesson plan has a warm-up this is aligned to the objectives and seems reasonable to complete in a timely manner. The warm-up addresses both disciplines that will be taught during the lesson.The lesson plan has a warm-up but it is not well-aligned to the objectives or seems likely to take too long to be effective. The warm-up does not address both disciplines that will be taught during the lesson.The lesson plan does not have an appropriate warm-up.
Instructional StrategiesThe lesson plan includes specific instructional strategies that are aligned to the learning objectives for both disciplines and engage students in actively problem-solving for a real-world situation. The plan includes at least two high-yield strategies. The candidate has explained in detail exactly how the instructional strategies will be used to teach the objectives and guide the learning, including what the candidate plans to do and say during the lesson. The candidate includes a list of prepared questions to ask students throughout the lesson in order to promote critical thinking.The lesson plan includes specific instructional strategies that are aligned to the learning objectives for both disciplines. The plan includes at least one high-yield strategy. The candidate has explained in detail exactly how the instructional strategies will be used to teach the objectives and guide the learning, including what the candidate plans to do and say during the lesson.The lesson plan provides specific instructional strategies, but no high-yield strategies are used. The candidate has not fully explained how the instructional strategies will be used to specifically teach the lesson objectives.The lesson plan does not include specific instructional strategies.
Materials (Including Technology)The lesson plan provides a comprehensive list of needed materials, including technology. The selected technology seems likely to positively impact student learning during the lesson and students are of the appropriate age to use technology like professionals or practitioners of the discipline(s).The lesson plan provides a comprehensive list of needed materials, including technology.The lesson plan cites needed materials, but some materials referenced in the instructional strategies appear to be missing from the list. The teacher does not plan to use technology in delivering instruction.The lesson plan does not cite any needed materials.
Closing and Formative Assessment: Must have both to earn full pointsThe lesson plan includes a strong closing activity that is directly tied to the lesson objectives and a framework for formative assessment. The candidate demonstrates a thorough grasp of the role of formative assessment in learning. The plan provided is feasible and clear. The plan provides evidence of how each objective will be informally assessed. Because it is well-connected to learning objectives, the formative assessment seems very likely to positively impact student learning.The lesson plan includes a strong closing activity that provides for appropriate review of the objectives and a framework for formative assessment. The candidate demonstrates a good grasp of the role of formative assessment in learning. The plan provided is feasible and clear. The plan provides evidence of how each objective will be informally assessed.The lesson plan includes a brief closing activity and a framework for formative assessment, but the candidate demonstrates limited grasp of the role of formative assessment in learning. The plan provided is infeasible or unclear, or does not provide evidence of assessing the lesson objectives.The lesson plan does not contain a closing or a plan for formative assessment.
Summative AssessmentThe lesson plan includes a framework for summative assessment, and the candidate demonstrates a thorough grasp of the role of summative assessment in learning. The plan provided is feasible and clear. The assessment is focused on measuring 3 or more objectives at the two highest tiers of Bloom’s taxonomy. The candidate has explained in detail the specific tasks required of the students to assess the lesson objectives. Because it is well-connected to learning goals, the summative assessment seems very likely to positively impact student learning.The lesson plan includes a framework for summative assessment, and the candidate demonstrates a good grasp of the role of summative assessment in learning. The plan provided is feasible and clear. The assessment seems likely to measure at least two objectives at the two highest tiers of Bloom’s taxonomy. The candidate has explained the specific tasks required of the students to assess the lesson objectives.The lesson plan includes a framework for summative assessment, but the candidate demonstrates limited grasp of the role of summative assessment in learning. The plan provided is infeasible or unclear, or does not provide evidence of assessing the lesson objectives.The lesson plan does not include a plan for formative assessment.
Homework or Plan to Reinforce LearningThe lesson plan includes a plan for homework or, if no homework is assigned, provides a plan to reinforce learning. The planned reinforcement or homework seems sufficiently well-aligned to the lesson to be effective and seems likely to develop higher-order thinking from the highest tiers of Bloom’s taxonomy.The lesson plan includes a plan for homework or, if no homework is assigned, provides a plan to reinforce learning. The planned reinforcement or homework seems sufficiently well-aligned to the lesson to be effective.The lesson plan includes a plan for homework or, if no homework is assigned, provides a plan to reinforce learning. However, the planned reinforcement does not seem sufficiently well-aligned to the lesson to be effective.The lesson plan does not provide any plan for homework or reinforcing learning after the lesson.
Spelling and GrammarThe work is written at a graduate level or post-graduate level. The writing is well-organized and clear.The work contains no spelling or grammatical errors that interfere with the clarity of the work. The work is written at a graduate level.The work contains 1-3 spelling or grammatical errors, or the writing is basic in sentence structure. The lack of proofreading or writing mastery detracts from the clarity of the work but the writer’s overall meaning is still clear.The work contains 4 or more spelling or grammatical errors, or the work is not written at a graduate level. The lack of proofreading or writing mastery significantly interferes with the clarity of the work.