lesson Plan
Lesson Plan Rubric with Criteria
Directions: Use the rubric below to assess your lesson plan by putting an “X” through the box for each characteristic that best represents the quality of your work. A wise strategy is to have a peer use the criteria in the rubric to review your lesson plan and give you constructive feedback you can use to improve your plan. Lack of resources will result in a grade of “0”.
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Learners will: |
Criteria |
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All the Way |
On the Way |
Part Way |
No Way |
Pts. |
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Prepare lesson plans on the provided Daily Lesson Plan Format form. |
Typed on format using “landscape” page layout. All sections completed. Includes Q to A form and completed Rubric. Lists resources |
Typed on format but “portrait” page layout. All sections completed. Includes Q to A form and completed Rubric. Lists resources |
Hand written down the page without use of the format. All sections completed. No Q to A form or Rubric No resources |
Hand written down the page and format not used. Some sections incomplete. No Q to A or Rubric. No resources |
5 |
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Identify appropriate National Health Education Standard(s) and Healthy People 2020 Objectives |
Identify at least one clearly applicable National Health Education Standard and one Healthy People 2020 Objective verbatim. |
Entered at least one clearly applicable National Health Education Standard or HP 2020 objective verbatim |
Statements entered but not National Health Education Standards/HP 2020 Obj. OR only number of standard/objective |
No standards or objectives entered |
5 |
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Compose appropriate learning objectives for both health knowledge and health skills. |
Included at least two objectives, one for skills and one for knowledge. All verbs used are at the high level of the cognitive or action domains. |
Included at least two objectives, one for skills and one for knowledge. At least one of the verbs used is at the high level of the cognitive or action domain. |
Objectives only describe what students will know at the end of the lesson using weak, low level verbs such as “understand” and “learn”. |
Objectives describe what the teacher will do or what learners will do during the lesson. |
20 |
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Describe an effective motivational introduction to the lesson. |
Strategy would actively and/or vividly involve learners and allow teacher to assess students prior knowledge of the lesson topic. |
Strategy would actively (e.g., game, small group, brainstorm, skit, etc.) and/or vividly involve learners. |
Lecture-type presentation that provides some information or facts to learners. |
No real teaching strategy—just a statement about the lesson. |
10 |
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List detailed content and skill steps that will be taught in the lesson. |
Lists major concepts (big ideas) with detailed outline and skills with application steps OR detailed content provided with attached materials and handouts. |
Lists major concepts (big ideas) included in the lesson with detailed outlined information, but skill steps not provided. |
Lists some major points about knowledge, but no steps for the skill. |
Lists the lesson behavioral objectives. |
20 |
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Label and describe several teaching strategies, one of which actively involves students in a skill practice or application. Include Differentiation. |
Well described and labeled strategy for both knowledge and skill. Skill strategy involves learners in skill application or practice (active learning). Differentiation included. |
Well described strategy for both knowledge and skill. Skill strategy involves students in skill application or practice.
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Well described strategy for knowledge. Skill strategy not included or, if included, poorly described. Little active learning. |
Minimally described strategy for knowledge only. |
20 |
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Propose a conclusion for each strategy that includes a clear transition to the next strategy. |
Description of conclusion after all strategies along with transitions to the next strategy. Conclusion after last strategy focuses learners back on lesson objectives. |
Description of conclusion after all strategies along with transitions to the next strategy. |
Description of conclusion after all strategies, but no transition statements OR has transitions but no conclusions. |
Brief statement of conclusion after some strategies |
5 |
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Label and describe an assessment method for each teaching strategy. |
Assessment method both well described and labeled (e.g., selected response, constructed response, produce, performance, process). Assessment Planning Chart attached |
Assessment method well described but not labeled. Assessment Planning Chart attached. |
Only name of method listed. No Assessment Planning Chart |
No method listed. No Assessment Planning Chart |
15 |