This document provides guidance on planning a lesson for the Apply and Evaluate assignment. It discusses the expectations for the Presenting Instructional Content and Thinking indicators. For Presenting Instructional Content, it emphasizes using visuals to establish the lesson purpose and organization, including internal summaries, and modeling expectations. For Thinking, it requires teaching one type of higher-order thinking such as analytical, practical, creative, or research-based thinking and providing opportunities for students to generate ideas and analyze problems from multiple perspectives. The document provides examples and strategies to help teachers meet these criteria in their Apply and Evaluate lesson plan.

1. PLANNING FOR THE
APPLY AND EVALUATE
LESSON
Understanding Indicators and Analyzing
Instruction

2. Objectives
◻ I can review Presenting Instructional Content
descriptors
◻ I can review Thinking descriptors
◻ I can understand the expectations for the A
and E assignment

3. What Does TAP Say About
PIC?
3
Priority TAP
order
1 Visuals that establish:
a) the purpose of the lesson,
b) preview of the organization of the lesson
c) include internal summaries of the lesson
2 Examples, illustrations, analogies, and labels for new
concepts
and ideas.
3 Modeling by the teacher to demonstrate his or her
performance expectations.
4 Concise communication
5 Logical sequencing and segmenting all essential
information
6 No irrelevant, confusing or non-essential information

4. YOUR TURN: Prioritize
◻ There are 6 bullets and 3 sub-bullets listed
under Presenting Instructional Content.
◻ Prioritize the bullets based on what you
think are most important.
◻ Be ready to explain your choices.
4

5. Share your order…
Visuals that establish:
a) the purpose of the lesson,
b) preview of the organization of the
lesson
c) include internal summaries of the
lesson
Examples, illustrations, analogies, and
labels for new concepts and ideas.
Modeling by the teacher to demonstrate his or her
performance expectations.
Concise communication
Logical sequencing and segmenting all
essential information
No irrelevant, confusing or non-essential information

6. MY ANSWERS:
Prioritize
6
Priority TAP
order
Descriptor for Presenting Instructional Content
3-2 1 Visuals that establish:
a) the purpose of the lesson,
b) preview of the organization of the lesson
c) include internal summaries of the lesson
4 2 Examples, illustrations, analogies, and labels for new
concepts and ideas.
2-3 3 Modeling by the teacher to demonstrate his or her
performance expectations.
sympto
m
4 Concise communication
1 5 Logical sequencing and segmenting all essential
information
sympto
m
6 No irrelevant, confusing or non-essential information

7. Modeling
◻ Why is it important for the teacher to model
his/her expectations for students?
◻ How do you plan for effective modeling during
a lesson?
◻ How do students clearly know your
expectations for their assignments and for
what they are to learn?

8. SOME CRITICAL ATTRIBUTES
OF MODELING:
1. Break tasks to be learned into clearly defined
steps or processes that are visually organized
or ordered.
2. Make the steps easy to understand and easy
to see.
3. Align steps to actions and visuals.
8

9. INFORMAL ASSESSMENT: Find the example
that probably includes effective modeling and why
1. Teacher passes out worksheet and goes
over the first problem.
1. Teacher teaches the ‘3 steps’ needed to
solve problems while she solves the
problem.
1. Teacher solves a problem on the overhead
then asks students to solve the next
problem.

10. INFORMAL ASSESSMENT: Find the example
that probably includes effective modeling and why
1. Teacher passes out worksheet and goes
over the first problem.
1. Teacher teaches the ‘3 steps’ needed to
solve problems while she solves the
problem.
1. Teacher solves a problem on the overhead
then asks students to solve the next
problem.

11. Visuals
◻ Visuals are anything seen by students as content:
◻ on the board
◻ on the walls
◻ on the overhead
◻ on the document camera
◻ in a book
◻ what you gesture
◻ what you demonstrate
11

12. Regarding Instruction…..
◻ Telling when used alone, results in 70% recall
three hours later and 10% recall three days
later.
◻ Showing when used alone, results in 72%
recall three hours later, and 20% recall three
days later.
◻ A blend of telling and showing results in 85%
recall three hours later and 65% recall three
days later.

13. What are internal summaries??
◻ “It is important to note that internal summaries (mini
reviews within a lesson of what has been taught) may
be provided visually or orally by the teacher and
students. When a teacher continually reviews sub-
objectives in order to connect to the next sub-
objective, students are led to ultimately move towards
mastery of the lesson objective. Internal summaries
provide students opportunities to have concepts
restated and to reflect within a lesson on what they
are learning as opposed to waiting for a review of
all concepts at the end of the lesson. Teachers can
lead students in providing these summaries through
his/her questions and group discussions. “
◻ ©2010 National Institute for Excellence in Teaching.

14. Look at your A and E lesson
plan…
◻Where do you see evidence in your plan of:
 Visuals that establish the purpose of the
lesson, preview the organization of the lesson,
and include internal summaries of the lesson
 Modeling by the teacher to demonstrate his or
her performance expectations;
 Examples, illustrations, analogies, and labels
for new concepts and ideas;

15. What about thinking?
Significantly Above Expectations (5) At Expectations (3) Significantly Below Expectations (1)
Thinking The teacher thoroughly
teaches two or more types of
thinking:
• analytical thinking, where students
analyze, compare and contrast, and
evaluate and explain information;
• practical thinking, where students
use, apply, and implement what they
learn in real-life scenarios;
• creative thinking, where students
create, design, imagine, and suppose;
and
• research-based thinking, where
students explore and review a variety
of ideas, models, and solutions to
problems.
The teacher provides opportunities
where students:
• generate a variety of ideas and
alternatives;
• analyze problems from multiple
perspectives and
viewpoints; and
• monitor their thinking to ensure
that they understand
what they are learning, are attending
to critical
information, and are aware of the
learning strategies
that they are using and why.
The teacher thoroughly teaches
one type of thinking:
• analytical thinking, where
students analyze, compare and
contrast, and evaluate and explain
information;
• practical thinking, where students
use, apply, and implement what
they learn in real- life scenarios;
• creative thinking, where students
create, design, imagine, and
suppose; and
• research-based thinking, where
students explore and review a
variety of ideas, models, and
solutions to problems.
The teacher provides opportunities
where students:
• generate a variety of ideas and
alternatives; and
• analyze problems from multiple
perspectives and viewpoints.
The teacher implements no learning
experiences that thoroughly teach
any type of thinking.
The teacher provides no opportunities
where students:
• generate a variety of ideas and
alternatives; or
• analyze problems from multiple
perspectives and viewpoints.

16. The teacher thoroughly teaches
one type of thinking:
◻ Analytical
◻ Practical
◻ Creative
◻ Research

17. What is practical thinking?
◻ use and apply to real life situations
◻ How can we use the ABC punctuation to apply
to real life?
By connecting this activity to REAL reading
and paying attention to punctuation to change
our voices.

18. What is creative thinking?
◻ create, design, imagine and suppose
◻ How can this Graphic Organizer be modified to encourage
creative thinking?
◻

19. What is creative thinking?
◻ create, design, imagine and suppose
◻ Maybe the students will create the layers of the
rain forest through drawing? OR Imagine they
live in the RF. What layer would they live on and
why?
◻

20. What is research-based
thinking?
◻ explore and review a variety of ideas, models
and solutions to problems

21. Thinking also says…
The teacher also provides opportunities where
students generate ideas and analyze problems
from multiple perspectives.

22. The teacher also provides opportunities where students generate ideas and
analyze problems from multiple perspectives.
These 5th graders
learned about inferring
by looking at the picture
and making inferences
about what they see.
Because there are many
ideas listed and
different students have
different ideas students
are using multiple
perspectives.

23. The teacher also provides opportunities where students
generate ideas and analyze problems from multiple
perspectives.
These students picked
their favorite
person…their teacher 
They wrote an expository
text on why she is their
favorite in SHARED
WRITING to convince the
school that she is the
BEST!

24. The teacher also provides opportunities where students
generate ideas and analyze problems from multiple
perspectives.

25. Think about how
author’s purpose
is an example of
using multiple
perspective….

26. Modeling for your A and E
lesson (an example)
TEK from Guided Reading lesson:
◻ (B) identify important facts or details in text,
heard or read;
Objective from Guided Reading lesson:
◻ The student will read and identify facts and
details found in their guided reading book.

27. In the guided reading portion, I will:
◻ Question before and after the reading with
What if you had a pet lion? What would this
lion need to survive in Lubbock?
◻ (generating ideas AND multiple perspectives!)

28. After guided reading, we would use our
objective of facts and details to determine:
Big 5/Vocabulary lesson:
◻ Semantic Web of lions (what they look like, where they live, other)
Lives: Looks like:
Other interesting facts:
◻ Here I would be MODELING. Also, I would go back to the
objective (internal summary). This would include a visual AND
because we are working on facts and details my thinking would be
RESEARCH! Finally, because this is together, we are
GENERATING IDEAS.
Lions

29. After the vocabulary chart..
Writing:
◻ Write one fact that you learned about
lions/tigers using one of the words from the
index of the book or from the web. Try to
include a detail with this fact.
◻ I could model this first. And again, because I
want them to go to the index or web, we are
researching.

30. ◻ Remember:
◻ 1. The 2 indicators for this A & E assignment
◻ 2. One is Presenting Instructional Content and the
other is Thinking.
◻ 3. To get a 3 in PIC, you need to model, provide
internal summaries, and include visuals that
establish the purpose.
◻ 4. To get a 3 in Thinking, you need to teach one
type of thinking thoroughly AND analyze from
different perspectives AND generate a variety of
ideas.

31. Why are we doing this A and E
assignment?
“Learning deepens when students (and
teachers!) engage in reading, talking and writing
across many different instructional contexts.”
Fountas and Pinnell, 2007
For more information about the A
and E assignment, please refer to
the syllabus, in Appendices 1-6.

32. Objectives
◻ I can review Presenting Instructional Content
descriptors
◻ I can review Thinking descriptors
◻ I can understand the expectations for the A
and E assignment