DANIELSON MODEL LESSON TEMPLATE

Class: Human Services Date:

Unit: 3 Lesson Title: Analysing Case Studies
Content Standard Alignment:
7.5 Evaluate services for individuals and families with a variety of conditions that could impact their well-being.

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Students will identify strategies that help participants make informed choices, access resources and support, follow
through on responsibilities, and take appropriate risks.

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

Throughout this unit students have defined wellbeing, conditions that affect wellbeing, researched services to
improve wellbeing, and illustrated these strategies through planning and creating products to cope with stress.
Now, students will evaluate services and identify strategies that can help individuals and families make responsible
choices and access support.

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

PowerPoint
Copies of the assessment
Pencils
Mints

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
Students may misunderstand that “one shoe fits all” for individuals and families in need of services. However, every
family’s situation is different and requires different services.

Concept Prerequisites:
Wellbeing: the state or condition of satisfaction and happiness in life.
Resources: materials or other assets that can assist in adverse circumstances.
Evaluate: assess, judge, and form an idea.
Analyze: examine or inspect to interpret.

Introduction- Present Slide 1 from the PowerPoint as students enter the classroom.
Anticipatory Set:
Make sure students turn in their completed activities from yesterday if they had to
take it home to finish.

To prepare students for the test, review strategies to calm test anxiety. (Slide 2) (5
minutes)
- Test anxiety is real and it’s normal. Take a deep breath because you’ve done
all of this before in our class activities, research, products and presentations.
- Give each student a mint as you pass out the tests.

Instructional Activities:
Includes questioning techniques,
grouping strategies, pedagogical
approaches.
It’s go time! Put yourself in the shoes of a human services worker like our guest
speaker the other day.
Students will have 40 minutes to complete their assessment. (40 minutes)

Teacher will be available by walking around and observing students who may be
struggling or have questions. Always stay in a position where you can see all
students.

Give students a 20 minute warning and a 5 minute warning before they have to wrap
 up.

When time is up, all students must bring their papers to the teacher’s desk. Students
who did not complete their test will put their papers in a separate pile.

Wrap Up- Exit ticket: students will write down what they felt like they knocked out of the park
Synthesis/Closure: and what they wish they were more prepared for taking this test. (Slide 3) (5
minutes)

Teacher will stand at the door as students leave. Students will tell them what their
strategy was to take this test confidently. Give them a fist pump as they go!

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
For learners with an IEP:
- Provide students with a word bank of the names of services.

Kinesthetic learners:
- may take their test standing up in the back of the room as to not distract the other students.

Students who struggle writing in paragraphs may write their answers in bullet points.

For incomplete tests, teacher can collect them and keep them in a secure place until the next day. Students will
have time to finish their test during the next class.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
Summative assessment: Students will analyze case studies for individuals and families that are facing conditions
that affect their wellbeing. They will evaluate services and strategies that would benefit these families.

How your Plan Affects Teaching

RUBRICS for the FRAMEWORK for TEACHING

Below are 35 instances where the word “Plan” is listed in the Danielson Framework. Keep these areas in
mind when developing your own lesson plans for students.

Component 1a: Knowledge of Content Pedagogy

Level 4
Teacher’s plans and practice reflect understanding of prerequisite relationships among topics and concepts
and provide a link to necessary cognitive structures needed by students to ensure understanding. Teacher’s
plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline,
anticipating student misconceptions.
Level 3
Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and
concepts. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical
approaches in the discipline.
Level 2
Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such
knowledge may be inaccurate or incomplete. Teacher’s plans and practice reflect a limited range of
pedagogical approaches to the discipline or to the students.
CRITICAL ATTRIBUTES
 Lesson and unit plans use limited instructional strategies, and some may not be suitable to the
content.
Level 1
 In planning and practice, teacher makes content errors or does not correct errors made by students.
Teacher’s plans and practice display little understanding of prerequisite relationships important to student’
learning of the content. Teacher does not consider prerequisite relationships when planning.
 Teacher’s plans use inappropriate strategies for the discipline.

Component 1b: Demonstrating Knowledge of Students

Level 4
CRITICAL ATTRIBUTES
In addition to the characteristics of a level of performance 3:
 The teacher maintains a system of updated student records and incorporates medical and/or
learning needs into lesson plans.
Level 3
CRITICAL ATTRIBUTES
 The teacher is well informed about students’ cultural heritage and incorporates this knowledge in
lesson planning.
Level 2
CRITICAL ATTRIBUTES
 Teacher cites developmental theory but does not seek to integrate it into lesson planning.

Component 1c: Setting Instructional Outcomes

Level 4
CRITICAL ATTRIBUTES
 Teacher plans make reference to curricular frameworks or blueprints to ensure accurate sequencing.
 Component 1e: Designing Coherent Instruction
Level 4
Plans represent the coordination of in-depth content knowledge, understanding of different students’ needs,
and available resources (including technology), resulting in a series of learning activities designed to engage
students in high-level cognitive activity.

CRITICAL ATTRIBUTES
 Lesson plans differentiate for individual student needs.
Level 3
CRITICAL ATTRIBUTES
 The plan for the lesson or unit is well structured, with reasonable time allocations.
Level 1
CRITICAL ATTRIBUTES
 Lesson plans are not structured or sequenced and are unrealistic in their expectations.

Component 1f: Designing Student Assessments

Level 4
Teacher’s plan for student assessment is fully aligned with the instructional outcomes and has clear criteria
and standards that show evidence of student contribution to their development. Teacher intends to use
assessment results to plan future instruction for individual students.
Level 3
Teacher’s plan for student assessment is aligned with the instructional outcomes; assessment methodologies
may have been adapted for groups of students. Teacher intends to use assessment results to plan for future
instruction for groups of students.

CRITICAL ATTRIBUTES
 Plans indicate modified assessments for some students as needed.
 Plans include formative assessments to use during instruction.
 Lesson plans indicate possible adjustments based on formative assessment data.
Level 2
Teacher intends to use assessment results to plan for future instruction for the class as a whole.

CRITICAL ATTRIBUTES
 Only some of the instructional outcomes are addressed in the planned assessments.
 Plans refer to the use of formative assessments, but they are not fully developed.
 Assessment results are used to design lesson plans for the whole class, not individual students.
Level 1
Teacher has no plan to incorporate formative assessment in the lesson or unit nor any plan to use
assessment results in designing future instruction.

CRITICAL ATTRIBUTES
 Assessment results do not affect future plans.