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Benchmark – Comprehensive Lesson and Summative Assessment
As an educator, it is important to develop the skills to write lesson plans that include state standards, effective learning objectives, appropriate instructional strategies, and differentiate to meet the diverse needs of all students.

For this benchmark, you will create a lesson plan that integrates ELA and math standards, with an aligning summative assessment. You may use any prior assignments as applicable from this course to complete the benchmark, provided you incorporate feedback from your instructor. Use the "Class Profile" for background information on your students to plan the lesson plan and summative assessment. The lesson plan and summative assessment must be aligned to the chosen Grades K-8 state standards and learning objectives.

Part 1: Lesson Plan

Use the "COE Lesson Plan Template" for your lesson plan. The lesson must include a variety of instructional strategies that are best suited for the lesson and the needs of the students. Your lesson plan should focus on:

Math and ELA state standards.
Instructional strategies that can be adapted to meet the needs of diverse students.
Technology that supports assessment practices.
Formative assessment.
Differentiation activity for students identified as below grade-level.
Differentiated activity using critical thinking for students identified as above grade-level
Part 2: Summative Assessment

In connection with this lesson plan, you will create a summative assessment that is directly aligned to state standards and highlights how you will use assessment to modify and strengthen instruction to promote the continuous intellectual, social, emotional, and physical development of students.

Your summative assessment must be aligned to the standards in the lesson plan and include:

Description of a summative assessment, which includes specific directions for students.
Three short-answer response items.
10 multiple-choice questions.
One restricted response essay question that clearly identifies the task(s) to be performed.
How you will differentiate to meet the diverse needs of students.
Part 3: Rationale

In 250-500 words, write a rationale for the instructional strategies and assessment practices, both formative and summative, included in your lesson plan and summative assessment. How do your chosen assessments contribute to the development of students? How does your summative assessment work to meet the various learning needs of the students in the "Class Profile"?

Support your findings with a minimum of three scholarly sources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. 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 LopesWrite.

Program competencies and national standards assessed in the benchmark assignment:

3.2: Candidates create instructional opportunities that are adapted to diverse students, based on an understanding of how elementary students differ in their development and approaches to learning. [ACEI 3.2; InTASC 7(b), 7(d), 7(j),7(q), 8(a), 8(j), 8(k), 8(p); ISTE 2c; 4d; MC1, MC5]

4.1: Candidates use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development for students’ individual needs and employ technological resources to engage students and support assessment practices. [ACEI 4.0; InTASC 6(a), 6(b), 6(e), 6(g), 6(i), 6(j), 6(k), 6(p), 6(u); ISTE 2d, 3d; MC5]

Class Profile

Student Name

English Language Learner

Socio-economic

Status

Ethnicity

Gender

IEP/504

Other

Age

Reading

Performance Level

Math Performance

Level

Parental

Involvement

Internet Available

at Home

Arturo

Yes

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Med

No

Bertie

No

Low SES

Asian

Female

No

None

Grade level

One year above grade level

At grade level

Low

Yes

Beryl

No

Mid SES

White

Female

No

NOTE: School does not have gifted program

Grade level

Two years above grade level

At grade level

Med

Yes

Brandie

No

Low SES

White

Female

No

Tier 2 RTI for Math

Grade level

At grade level

One year below grade level

Low

No

Dessie

No

Mid SES

White

Female

No

Tier 2 RTI for Math

Grade level

Grade level

One year below grade level

Med

Yes

Diana

Yes

Low SES

White

Female

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Low

No

Donnie

No

Mid SES

African American

Female

No

Hearing Aids

Grade level

At grade level

At grade level

Med

Yes

Eduardo

Yes

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Low

No

Emma

No

Mid SES

White

Female

No

None

Grade level

At grade level

At grade level

Low

Yes

Enrique

No

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

One year above grade level

One year below grade level

At grade level

Low

No

Fatma

Yes

Low SES

White

Female

No

Tier 2 RTI for Reading

Grade level

One year below grade level

One year above grade level

Low

Yes

Frances

No

Mid SES

White

Female

No

Diabetic

Grade level

At grade level

At grade level

Med

Yes

Francesca

No

Low SES

White

Female

No

None

Grade level

At grade level

At grade level

High

No

Fredrick

No

Low SES

White

Male

Learning Disabled

Tier 3 RTI for Reading and Math

One year above grade level

Two years below grade level

Two years below grade level

Very High

No

Ines

No

Low SES

Hispanic

Female

Learning Disabled

Tier 2 RTI for Math

Grade level

One year below grade level

One year below grade level

Low

No

Jade

No

Mid SES

African American

Female

No

None

Grade level

At grade level

One year above grade level

High

Yes

Kent

No

High SES

White

Male

Emotion-ally Disabled

None

Grade level

At grade level

One year above grade level

Med

Yes

Lolita

No

Mid SES

Native American/

Pacific Islander

Female

No

None

Grade level

At grade level

At grade level

Med

Yes

Maria

No

Mid SES

Hispanic

Female

No

NOTE: School does not have gifted program

Grade level

At grade level

Two years above grade level

Low

Yes

Mason

No

Low SES

White

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

Nick

No

Low SES

White

Male

No

None

Grade level

One year above grade level

At grade level

Med

No

Noah

No

Low SES

White

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

Sharlene

No

Mid SES

White

Female

No

None

Grade level

One year above grade level

At grade level

Med

Med

Sophia

No

Mid SES

White

Female

No

None

Grade level

At grade level

At grade level

Med

Yes

Stuart

No

Mid SES

White

Male

No

Allergic to peanuts

Grade level

One year above grade level

At grade level

Med

Yes

Terrence

No

Mid SES

White

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

Wade

No

Mid SES

White

Male

No

None

Grade level

At grade level

One year above grade level

Med

Yes

Wayne

No

High SES

White

Male

Learning Disabled

Tier 3 RTI for Math

Grade level

One year below grade level

Two years below grade level

High

Yes

Wendell

No

Mid SES

African American

Male

Learning Disabled

Tier 3 RTI for Math

Grade level

One year below grade level

Two years below grade level

Med

Yes

Yung

No

Mid SES

Asian

Male

No

NOTE: School does not have gifted program

One year below grade level

Two years above grade level

Two years above grade level

Low

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