Lesson Plan Rubric Name__________________________________ Dimensions Developing (0-6) Acceptable (7-8) Exemplary (9-10) Points Overall organization/ Lesson not clearly articulated and Lesson somewhat articulated but lacks Lesson plan is clearly articulated with appearance/presentation/ insufficient detail for someone else to sufficient detail for someone else to enough detail that someone else could mechanics teach the lesson. successfully teach the lesson. teach it. Virtually no grammar or Many grammar or mechanical errors. Few grammar or mechanical errors mechanical errors are present. Approving Approving signature(s) (if required) was Approving signature(s) (if required) was signature(s) (if required) was included included before the lesson was taught. included before the lesson was taught. before the lesson was taught. _______ Learning Focus Focus is not clearly explained and does Focus is somewhat questionable but Focus is clearly explained including the not include specific content to be includes the content to be addressed. content to be addressed. Focus is clearly addressed. Focus is not clearly connected Focus is somewhat connected to all connected to all objectives and to all objectives and assessments. objectives and assessments. assessments. Materials Appropriate materials, (including media, Appropriate materials (including media, Appropriate materials (including media, (including media and and technology if appropriate) are not and technology if appropriate) are and technology if appropriate) are technology if appropriate) clearly identified and do not make a identified but do not make a contribution. identified, are integrated into the lesson, contribution – or inappropriate materials Advanced preparation is partially and make a contribution. Thorough _______ were selected. Directions for advanced complete. Safety issues (if needed) are advanced preparation is evident including preparation are incomplete. Safety issues not thoroughly addressed. the placement of students in the room. (if needed) are not addressed. Safety issues (if needed) are addressed. Prerequisites Skills and concepts needed are not Some skills and concepts are articulated All skills and concepts are correctly complete and/or correct for lesson and correct for lesson objectives. identified and clearly articulated. objectives. Learner Differences A description of learner population is A vague description of learner population A complete description of learner _______ incomplete. is provided. population is provided, i.e. grade level, special needs (IEPs, 504 plans, ESL), developmental levels, learning styles, prior experiences, SES, religions, cultures, races, genders, family structures, prior experiences. State Standards & Objectives Standards are not clearly identified and/or Standards are somewhat identified but not Standards are clearly identified and (Including Technology inappropriate for content and students. entirely appropriate for content and appropriate for content and students. Standards if appropriate) Limited relationship to lesson objectives. students. Adequate relationship to lesson Strong relationship to lesson objectives. objectives. _______ Objectives The objectives are unclear, do not identify Some of the objectives are stated in terms All of the objectives are stated in the measurable behaviors that will take of student behavior, identify the behavioral terms; identify the measurable place, are not appropriate to content or measurable behaviors that will take place, behaviors that will take place; are student population or are missing are appropriate to the content or student measurable or observable; and are important aspects of the content for population. appropriate to the content and student complete learning. population. Assessment / Objective Assessments are not aligned with the Assessments are somewhat aligned with Assessments are aligned with the Alignment objectives and do not provide evidence the objectives and provide evidence that objectives and provide clear evidence of that students will achieve the lesson’s students will achieve the lesson’s whether or not lesson objectives have _______ objectives. Modifications are not objectives. Insufficient modifications are been met. Modifications for special included for special populations. included for special populations. populations are evident in the assessment. Formative/ Embedded / Formative, embedded and/or summative Some formative and embedded Formative and embedded assessments are Summative Assessments assessments are largely missing. assessments are indicated. Summative present and appropriate. Summative assessments are present, if appropriate, assessment is present, if appropriate, and _______ but in traditional formats. authentic in nature. Procedures – Introduction Activity is not imaginative, thoughtful, or Activity is reasonably interesting and Activity is relevant to lesson objectives, creative. Does not build on prior engaging. Provides limited student interesting, engaging, and provides for knowledge. Does not make a connection participation. Builds on prior knowledge active student participation throughout. _______ to real life of students. Does not stimulate and provides a bridge to new knowledge. Builds on prior knowledge and provides a students to want to learn the topic. bridge to new knowledge. Makes a connection to students’ life or previous learning experiences. Procedures – Development Procedures neither detail teaching Procedures somewhat detail teaching Procedures detail teaching strategies and strategies nor are they relevant to lesson strategies and are somewhat relevant to are relevant to lesson objectives and objectives and student population. (For lesson objectives and student population. student population. (For example, example, only teacher-centered activities (For example, some student-centered numerous student-centered activities and are included. Activities are not designed activities are included. Higher-order activities where students collaborate are to help students reach objectives.) thinking is somewhat limited. Activities included. Activities engage students in _______ Content and skills lack sequential are designed to help students reach inquiry, problem-solving, and higher- presentation. Scaffolding is not objectives.) Activities are somewhat out order thinking,) Activities are sequenced provided. Inaccurate information is of sequence. Needed scaffolding is appropriately. Information provided is provided. Transitions are not provided. partial or missing. Transitions are accurate/appropriate. Transitions are Sufficient time is not allotted. provided. Sufficient time is allotted. provided. Sufficient time is allotted. Information is accurate. Procedures – Modifications Modifications are not provided. Modifications are not clearly articulated. Modifications are explicitly described. (A substitute would know to provide (A substitute could easily provide them.) them.) _______ Procedures – Management No alternative activities given for students Some alternative activities are given for More than two alternative activities are Strategies who may complete the lesson or the students who may complete the lesson or provided in the event that some, or all, of lesson ended earlier than planned. the lesson ended earlier than planned. the students complete the lesson earlier than planned. Procedures – Closure Closing activities are missing or poorly Closing activities are relevant to the Closing activities are relevant to the developed and fail to review the major objectives and provide a clear opportunity objectives and provide a clear opportunity _______ objectives of the lesson taught that day. to conduct a final check for to conduct a final check for understanding, but are primarily teacher- understanding. Students are active centered. participants. Closing provides a connection to other content areas and Total: students’ experiences. _______ Comments: Scoring: 10 points: Overview and Learning Focus 10 points: Materials 10 points: Prerequisites and Learner Differences 10 points: State Standards and Objectives 10 points: Assessment / Objective Alignment 10 points: Formative / Embedded / Summative Assessment 10 points: Procedures – Introduction 10 points: Procedures – Development 10 points: Procedures – Modifications and Procedures – Management Strategies 10 points: Procedures – Closure 100 possible points possible. 90-100 = A 80-89 = B 70-79 = C 60-69 = D Below 60 = F A range of scores is possible at each of the levels (developing, acceptable, and exemplary). The reviewer will assign a score within the range of choice based on how many of the elements included in the dimension are met. Unmet elements will be circled to help the student understand the scoring decision. A comments area will be provided for narrative feedback.
Pages to are hidden for
"Lesson Plan Rubric Name"Please download to view full document