All of the basics of the lesson are included:

• Your name
• The grade level
• The materials you'll be using
• Bibliographic information on the literature book you're using and for any other references you used in coming up with the lesson.

6 points

Math Content:

• You know and can articulate what the math is that you're teaching and tieing in to the lesson.
• This means you have a clear and narrowly focused list of math topic(s) that are being explored or practiced in the lesson (narrowly focused means instead of saying "addition", you would say: "solving JRU problems", or "solving problems using a use doubles strategy"). (4 points)
• You have identified the Common Core State Standards for math (if any) that describe your math content. (2 points)
• You have analyzed and explained how your lesson teaches the math content. (4 points)
• About 1/2 of the lesson time should be devoted to discussing math questions or doing a math exploration or activity. (4 points)

14 points

(I know that with such a short lesson, that this section won't necessarily be very long, but you should have something to say in each of the appropriate places on the lesson plan)

Literature connection:

• You should be including at least 3 questions that you will ask that tie the math in to the book. These can be questions you plan to ask as you are reading (identify the page numbers where you will ask each question) or they can be questions you will ask after you read the book. (2 points each)
• Your planned math time (discussion or exploration) should be clearly supported by the book reading time. (4 points)

10 points

Having a cohesive and well thought out lesson:

• The content should be appropriate for the children--not too easy and not too hard. If it doesn't seem to be at the right level to me, you should be able to justify why you chose the level of problems that you did.
• The parts of the lesson should fit together. You should have 1 main math content idea with, perhaps, some supporting ideas, and the math part of the lesson should all be focused on that one goal (you shouldn't be trying to do several different things--your lesson time is too short for that).
• The parts of the lesson should fit together with the book: The book, discussion and activity should fit and flow together.
• The manipulatives and materials you plan to use should be appropriate to the tasks. You may plan to use manipulatives that are already there in the classroom--you don't have to provide them.
• Your lesson should be teach-able: When I read the lesson I should think to myself "yes, one could do that with real children and it would work". I know this is a vague criterion, and the things I've listed above should help in acheiving this, but it's impossible to spell out all things that could go wrong. Indeed, while I will catch things that might go wrong that you wouldn't catch, your cooperating teacher may be able to catch things that neither of us would catch. If I see something that I don't think is teachable, I'll do my best to help you correct it in the revision.

10 points

40 points total