need help with a Writing question. All explanations and answers will be used to help me learn. For this week you need to complete the following sections of the lesson plan: "Subject, Grade, and Standards" FOR 6TH GRADE MATH CLASS. You have to use the te
Michelle_Michy
20210122043738lesson_plan_rubric__1_1.pdf
Lesson Plan Rubric Freed-Hardeman University College of Education
Meets Expectations Approaching Expectations Does Not Meet Expectations Not Evident
Subject ● Clearly identifies the subject of the lesson plan
● Identifies the subject of the lesson plan ● Incorrect subject has been listed ● Section is blank or There is not enough evidence to give score
Grade ● One grade level is identified (unless there are multiple grade levels in a single class)
● Correct grade level is identified
● More than one grade level is identified (unless there are multiple grade levels in a single class), or
● Incorrect grade level is identified
● More than one grade level is identified (unless there are multiple grade levels in a single class)
● Section is blank There is not enough evidence to give score
Standards ● All standards must be current Tennessee State Standards
● Both content and literacy standards are included
● Math and/or science lessons include at least one practice standard
● Each standard is listed in its entirety ● Portion of standard focused on for the lesson
is highlighted or bolded
● All standards must be current Tennessee State Standards
● Literacy standards may not be included ● Math and/or science lessons may not
include at least one practice standard ● Each standard is listed in its entirety
● Standards are not current Tennessee State Standards
● Both content and literacy standards are not included
● Math and/or science lessons do not include at least one practice standard
● Each standard is not listed in its entirety
● Section is blank There is not enough evidence to give score
Learning Segment ● Closely aligns with the selected standards ● Clearly names the concept/idea that will be
taught during the five lessons in the unit
● Loosely aligns with the standards ● Names the concept/idea that will be
taught during the five lessons in the unit
● Does not align with the standards, and/or
● Does not name the concept/idea that will be taught during the five lessons in the unit
● Section is blank There is not enough evidence to give score
Central Focus ● Closely aligns with the selected standards ● Clearly identifies HOW the students will
engage with the big idea/concept of the learning segment
● Includes a measurable verb
● Aligns with the selected standards ● It is unclear HOW the students will
engage with the big idea/concept of the learning segment
● Includes a measurable verb
● Does not align with the selected standards,
● It is unclear HOW the students will engage with the big idea/concept of the learning segment, and/or
● Does not include a measurable verb
● Section is blank There is not enough evidence to give score
Learning Context ● All components of the learning arc are listed, labeled, and clearly explained
● Aligns with the learning segment and central focus
● Appropriately outlines a learning arc for the selected lesson
● Most components of the learning arc are listed, labeled, and clearly explained
● Aligns with the learning segment and central focus
● Some or none of the components of the learning arc are listed, labeled, and clearly explained
● Does not align with the learning segment and central focus
● Section is blank There is not enough evidence to give score
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Meets Expectations Approaching Expectations Does Not Meet Expectations Not Evident
Lesson Title ● Closely aligns with the selected standards and learning segment
● Clearly identifies the sub-topic of the learning segment that will be taught during the lesson
● Loosely aligns with the selected standards and learning segment
● Identifies the sub-topic of the learning segment that will be taught during the lesson
● Does not align with the selected standards and/or learning segment, and/or
● Does not accurately identify what will be taught during the lesson
● Lesson topic is not a sub-topic of the learning segment
● Section is blank There is not enough evidence to give score
Learning Objectives ● All learning objectives are closely aligned with the selected standards for the lesson
● Includes the best measurable verb for the learning goal
● Each learning objective: ○ contains a single skill ○ is concise, and ○ begins with an appropriate acronym
● All learning objectives are aligned with the selected standards for the lesson
● Includes a measurable verb for the learning goal
● Learning objectives not aligned with the selected standards for the lesson
● Section is blank There is not enough evidence to give score
Assessments ● All assessments are closely aligned to the selected standards and learning objectives for the lesson
● Specific measurement criteria for all assessments are included
● In-lesson formative, end-of-lesson formative, short-term summative, and long-term summative assessments are listed and labeled
● Detailed description of each assessment is provided
● Require a written task
● All assessments are aligned to the selected standards and learning objectives for the lesson
● Measurement criteria for some or most of the assessments are included
● In-lesson formative, end-of-lesson formative, short-term summative, and long-term summative assessments are listed and labeled
● Description of each assessment is provided
● Listed assessments are not aligned to the selected standards and learning objectives for the lesson
● Measurement criteria is not included for any assessments
● In-lesson formative, end-of-lesson formative, short-term summative, and long-term summative assessments are not listed and/or labeled
● Detailed description of each assessment is not provided
● Section is blank There is not enough evidence to give score
Knowledge Levels (of Assessments)
● The appropriate and accurate Bloom’s Taxonomy level of each assessment listed is identified
● Assessments cover a range of Bloom’s levels with an intentional effort to include higher order thinking
● The accurate Bloom’s Taxonomy level of most assessments listed are identified
● Assessments cover a range of Bloom’s levels
● The accurate Bloom’s Taxonomy level of the assessments listed are not identified, and/or
● Assessments do not cover a range of Bloom’s levels
● Section is blank There is not enough evidence to give score
Vocabulary (General)
● Appropriate term(s) for how the students will engage with the content are listed
● Each term has an accurate definition
● Term(s) for how the students will engage with the content are listed
● Each term has an accurate definition
● A definition is not provided for each term, and/or
● Inaccurate definitions are provided
● Section is blank There is not enough evidence to give score
Vocabulary (Academic)
● Appropriate academic vocabulary term(s) related to the content is listed
● Each term has an accurate definition
● Academic vocabulary term(s) related to the content is listed
● Each term has an accurate definition
● A definition is not provided for each term, and/or
● Inaccurate definitions are provided
● Section is blank There is not enough evidence to give score
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Meets Expectations Approaching Expectations Does Not Meet Expectations Not Evident
Language Function ● Measurable verb(s) from the learning objective(s) is listed
● Appropriate measurable verb(s) for the lesson is listed; however, it is not the measurable verb(s) from the learning objectives for the lesson
● Verb(s) listed is neither from the learning objective(s) for this lesson, nor is it appropriate for the lesson
● Section is blank There is not enough evidence to give score
Discourse and Syntax
When included: ● Discourse clearly identifies how students will
engage in discourse using the academic vocabulary listed and defined, and/or
● Syntax clearly identifies what the students will do to organize their thoughts/learning
● Is included in the procedure AND learning activities sections of the lesson plan
When included: ● Discourse identifies how students will
engage in discourse using the academic vocabulary listed and defined, and/or
● Syntax identifies what the students will do to organize their thoughts/learning
When included: ● Discourse does not identify how
students will engage in discourse using the academic vocabulary listed and defined, and/or
● Syntax does not identify what the students will do to organize their thoughts/learning
● Section is blank There is not enough evidence to give score
Questioning Techniques: Learning Objectives(s)
● All learning objectives in this section are identical to the ones in the Learning Objectives, Assessments, and Knowledge Level table
● Most learning objectives in this section are identical to the ones in the Learning Objectives, Assessments, and Knowledge Level table
● Some or none of the learning objectives in this section are identical to the ones in the Learning Objectives, Assessments, and Knowledge Level table
● Section is blank There is not enough evidence to give score
Questioning Techniques: Questions
● Question sequence is closely aligned to the selected standards and learning objectives for the lesson
● All questions are sequenced with attention to the instructional goals
● Questions are varied and high quality, providing a balanced mix of question types:
○ knowledge and comprehension; ○ application and analysis; and ○ creation and evaluation
● Questions require students to cite evidence throughout the lesson
● Questions are consistently purposeful and coherent
● Questions assess and advance student understanding
● Questions are provided in list form ● Questions are included in the procedure
section AND are identified by highlighting or bolding
● Question sequence is aligned to the selected standards and learning objectives for the lesson
● Some questions are sequenced with attention to the instructional goals
● Questions are varied and high quality, providing for some, but not all, question types:
○ knowledge and comprehension; ○ application and analysis; and ○ creation and evaluation
● Questions are purposeful and coherent ● Questions are provided in list form
● Question sequence is not aligned to the selected standards and learning objectives for the lesson
● Questions are not sequenced with attention to the instructional goals
● Questions are inconsistent in quality and include few question types:
○ knowledge and comprehension; ○ application and analysis; and ○ creation and evaluation
● Questions are random and lack coherence
● Section is blank There is not enough evidence to give score
Questioning Techniques: Bloom’s Levels
● The appropriate and accurate Bloom’s Taxonomy level of each question listed is identified
● The accurate Bloom’s Taxonomy level of most questions listed is identified
● The accurate Bloom’s Taxonomy level of the questions listed are not identified
● Section is blank There is not enough evidence to give score
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Meets Expectations Approaching Expectations Does Not Meet Expectations Not Evident
Lesson Activities
● All lesson activities are closely aligned to the selected standards and learning objectives for the lesson
● Students list, in bullet form, all activities to be used in the lesson
● Provides a clear picture of what would be seen if the lesson were being observed
● Some lesson activities are aligned to the selected standards and learning objectives for the lesson
● Students list all activities to be used in the lesson
● Provides a picture of what would be seen if the lesson were being observed
● Lesson activities are not aligned to the selected standards and learning objectives for the lesson
● Does not provide a picture of what would be seen if the lesson were being observed
● Items listed are learning objectives
● Section is blank There is not enough evidence to give score
Length of Lesson ● Length of lesson is appropriate for lesson detail
● Time identified is for one class period
● Length of lesson is not appropriate for lesson detail or
● Time identified is for more than one class period
● Length of lesson is not appropriate for lesson detail, and/or
● Time identified is for more than one class period
● Section is blank There is not enough evidence to give score
Introduction ● Includes a strong hook ● No instruction (new learning) is taking place ● Learning is identified with an I Can or Target
statement ● Introduction is concise
● Includes a hook ● No instruction (new learning) is taking
place ● Learning is identified with an I Can or
Target statement
● Does not include a hook, ● Instruction (new learning) is taking
place, and/or ● Learning is not identified with an I Can
or Target statement
● Section is blank There is not enough evidence to give score
Instruction ● All instruction is closely aligned to the selected standards and learning objectives for the lesson
● Instruction methods/strategies are both relevant and content appropriate
● Activities require students to interpret information rather than reproduce it
● Activities require students to draw conclusions and support them through writing
● There is an appropriate balance of input and monitor
● Monitoring is meaningful ● A high frequency of questions is asked ● Input and monitor are accurately labeled
● Most instruction is aligned to the selected standards and learning objectives for the lesson
● Instruction methods/strategies are both relevant and content appropriate
● There is a balance of input and monitor ● Monitoring is meaningful ● A moderate frequency of questions is
asked ● Input and monitor are labeled
● Instruction is not aligned to the selected standards and learning objectives for the lesson
● Instruction methods/strategies are neither relevant nor content appropriate
● Activities require students to mostly reproduce information
● Activities rarely require students to draw conclusions and support them through writing
● A low frequency of questions is asked ● Input and monitor are not labeled
● Section is blank There is not enough evidence to give score
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Meets Expectations Approaching Expectations Does Not Meet Expectations Not Evident
Closure
● The closure is closely aligned to the selected standards and learning objectives for the lesson
● Sections are correctly labeled I Do, We Do, and You Do
● Closure provides a time of concise lesson summary
● Closure includes all of the following: ○ Teacher briefly provides an appropriate
summary for the learning in the lesson ○ Students engage in a brief activity that
allows them to summarize/reflect on their learning in the lesson
○ Students briefly work independently to provide evidence of their progress toward the daily learning objective(s)
● The closure is aligned to the selected standards and learning objectives for the lesson
● Sections are correctly labeled I Do, We Do, and You Do
● Closure includes most of the following: ○ Teacher provides a summary of the
learning in the lesson ○ Students engage in an activity that
allows them to summarize/reflect on their learning in the lesson
○ Students briefly work independently to provide evidence of their progress toward the daily learning objective(s)
● Closure is not aligned to the selected standards and learning objectives for the lesson,
● Sections are not correctly labeled I Do, We Do, and You Do, and/or
● Closure does not include at least one of the following:
○ Teacher briefly summarizes the learning in the lesson
○ Students engage in a brief activity that allows them to summarize/reflect on their learning in the lesson
○ Students briefly work independently to provide evidence of their progress toward the daily learning objective(s)
● Section is blank There is not enough evidence to give score
Procedure
● Provides appropriate time for all parts of the lesson (introduction, instruction, student work (within the instruction), and closure)
● Lesson is appropriate for the age, knowledge, and interests of most learners
● The introduction, instruction, and closure sections are:
○ Clearly listed and labeled ○ Scripted appropriately in great detail ○ Labeled with either timestamps or activity
lengths
● Provides time for all parts of the lesson (introduction, instruction, student work (within the instruction), and closure)
● Lesson is appropriate for the age, knowledge, and interests of some learners
● The introduction, instruction, and closure sections are:
○ Mostly listed and labeled ○ Scripted ○ Not labeled with either timestamps
or activity lengths
● Does not provide appropriate time for all parts of the lesson (introduction, instruction, student work (within the instruction), and closure)
● Lesson is not appropriate for the age, knowledge, and interests of the learners
● The introduction, instruction, and closure sections are:
○ Not clearly listed and labeled ○ Not scripted
● Section is blank There is not enough evidence to give score
Extended Learning ● Activity/activities extend the lesson’s learning in a meaningful way and are closely aligned to the selected standards and learning objective(s) for this lesson
● Activity/activities extend the lesson’s learning and are aligned to the selected standards and learning objective(s) for this lesson
● Activity/activities do not extend the lesson’s learning and/or and are not aligned to the selected standards and learning objective(s) for this lesson
● Section is blank There is not enough evidence to give score
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Meets Expectations Approaching Expectations Does Not Meet Expectations Not Evident
Differentiated Instruction: Enrichment
● Identifies how the teacher will challenge the learners who more easily master the content of the lesson
● Strategy is appropriate for the activity/activities
● Identifies how the teacher will challenge the learners who more easily master the content of the lesson
● Does not identify how the teacher will challenge the learners who more easily master the content of the lesson,
● Pairs students with those who need support,
● Gives the students more work instead of more challenging work, and/or
● States the learners do not need differentiation because they will easily master the content
● Section is blank There is not enough evidence to give score
Differentiated Instruction: Support
● Identifies how the teacher will support the learners who struggle with mastering the content of the lesson
● All students are expected to meet minimum grade level standards
● Strategy is appropriate for the activity/activities
● Identifies how the teacher will support the learners who struggle with mastering the content of the lesson
● All students are expected to meet minimum grade level standards
● Does not identify how the teacher will support the learners who struggle with mastering the content of the lesson ,
● Pairs students with those who need enrichment,
● All students are not expected to meet minimum grade level standards
● Gives the students less work instead of appropriate support, and/or
● Only states that IEP/504 accommodations and/or modifications will be met
● Section is blank There is not enough evidence to give score
Differentiated Instruction: ELL/ESL
● Identifies how the teacher will support the learners whose native language is not English and need additional support
● Strategy is appropriate for the activity/activities
● Identifies how the teacher will support the learners whose native language is not English and need additional support
● Does not identify how the teacher will support the learners whose native language is not English and need additional support,
● States that they will provide materials in the student’s native language,
● States an aid will work with the student(s), and/or
● States they do not need to provide any strategies because they do not have any ELL/ESL students
● Section is blank There is not enough evidence to give score
Materials Used in the Lesson
● All necessary resources for this lesson are listed and/or attached
● Most of the necessary resources for this lesson are listed and/or attached
● Few of the necessary resources for this lesson are listed and/or attached
● Section is blank There is not enough evidence to give score
Mechanics ● Contains no major spelling and/or grammar mistakes
● Contains few major spelling and/or grammar mistakes
● Contains many major spelling and/or grammar mistakes
● Numerous mistakes
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Some indicators in this document were taken from the Tennessee TEAM rubric found at http://team-tn.org/wp-content/uploads/2013/08/TEAM-General-Educator-Rubric-2018-19.pdf on July 9, 2018.
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