Lesson Plan and Reflection (MATH)

Lesson Plan

Met:

Advanced

Met:

Proficient

Not Met:

Developing

Not Met:

Not Observed

Subject/Grade/Topic

11–12.5 points

9–10 points

7–8 points

0–6 points

The plan is directed towards the correct subject, grade, and topic, and it is age-appropriate.

The plan is age-appropriate, but is missing the subject, grade, or topic.

The plan is not age-appropriate.

The subject, grade, and topic of the plan are not given.

State/National Standards

11–12.5 points

9–10 points

7–8 points

0–6 points

The plan reflects both National and State Standards.

The plan reflects the National or State Standards, but not both.

The plan weakly reflects National or State Standards.

Neither National Standards nor State Standards are mentioned in the Lesson Plan.

Primary Objective

11–12.5 points

9–10 points

7–8 points

0–6 points

The plan has an objective with an audience, behavior, criterion, and demonstration of performance.

Either the objective is measurable or it is observable.

The objective is neither measurable nor observable.

The objective is not given.

Diversity and Differentiation

11–12.5 points

9–10 points

7–8 points

0–6 points

Differentiated instruction is provided to account for differences in learning styles, cultural diversity, prior knowledge, etc., and addresses exceptional learners including ESL, LD, ED, etc.

The Lesson Plan also considers the necessity of augmentative, alternative, and assistive technologies for students with special needs.

Differentiated instruction is provided to account for differences in learning styles, cultural diversity, prior knowledge, etc. and addresses exceptional learners including ESL, LD, ED, etc.

The plan states ideas for differentiated instruction in vague terms or does not address the concept in any way.

Differentiated instruction is not planned for or addressed at all.

Materials/

Equipment

11–12.5 points

9–10 points

7–8 points

0–6 points

Materials, equipment, and resources are listed for hands-on learning.

Assistive technology is listed for students with disabilities.

The manipulative shows how the teacher and the students will utilize it, and a picture of the manipulative is included.

Materials, equipment, and resources are listed for the lesson.

Assistive technology is listed for students with disabilities.

The manipulative is listed and utilized but does not include a picture of the manipulative.

Materials listed are vague and do not account for hands-on learning or provision of technologies for students with special needs.

The manipulative is listed with no picture or does not show how it is utilized in the lesson.

Materials, equipment, resources, and the manipulative are not given.

Set

11–12.5 points

9–10 points

7–8 points

0–6 points

The set provides a beneficial way to begin the lesson and creates a sense of interest for the students.

The set either provides a beneficial way to begin the lesson or creates a sense of interest.

The set neither provides a beneficial way to begin the lesson nor create a sense of interest.

The set is not given.

Teacher Instruction/

Modeling

11–12.5 points

9–10 points

7–8 points

0–6 points

The plan explains the content and/or skill and how it will be taught so that your understanding is evident.

The plan contains multiple, specific steps.

You clearly know, understand, and use the major concepts, principles, theories, and research related to the development of children and young adolescents to construct multiple learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

The plan explains either the content and/or skill, how it will be taught, or the specific steps.

You clearly know, understand, and use the major concepts, principles, theories, and research related to the development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

You do not clearly know, understand, or use the major concepts, principles, theories, and research related to the development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

No teacher instruction/ modeling is given.

Guided Student Practice

11–12.5 points

9–10 points

7–8 points

0–6 points

The plan provides an assignment, activity, or experience that helps to guide the student to learn the stated objective.

The plan provides an assignment, activity, or experience for the objective, but does not provide guidance.

The plan provides no assignment or skill that matches the objective, nor is it guided practice.

No guided practice is given.

Independent Student Practice

11–12.5 points

9–10 points

7–8 points

0–6 points

The plan provides an assignment, activity, or experience that allows individual practice for positive learning results for the stated objective.

The plan provides an assignment, activity, or experience for the objective, but does not provide for independent practice.

The plan provides an assignment that is homework, but does not provide for independent practice.

The plan does not provide an assignment or skill that matches the objective nor is it individual practice.

Closure

11–12.5 points

9–10 points

7–8 points

0–6 points

A quote, question, summary, etc. is provided that will summarize/solidify the main points.

The conclusion discusses development of maintenance and generalization.

The conclusion restates the concept being taught without summarizing or solidifying key points.

The conclusion provides a quote, question, or summary that does not relate to the lesson plan.

The conclusion is not given.

Summative Assessment

11–12.5 points

9–10 points

7–8 points

0–6 points

Assessment provides an evaluation that matches the objective and attaches the evaluation tool.

Assessment accommodations are provided for students with special needs.

Assessment provides an evaluation that matches the objective, but does not provide an evaluation tool.

There is no mention of adaptations for students with disabilities.

Assessment does not have an evaluation that matches the objective, or states that independent practice is the evaluation.

Assessment is not given.

Professional Writing

11–12.5 points

9–10 points

7–8 points

0–6 points

Plan has correct spelling, grammar, capitalization, and current APA format.

Plan is organized, complete, and thorough.

Plan is organized, complete, and thorough with only a few grammatical errors throughout.

Plan has moderate spelling, grammar, and capitalization errors throughout.

Plan has many spelling, grammar, and capitalization errors throughout.

Total

/150

Instructor’s Comments:

Lesson Plan Reflection

Criteria

Point Value

Points Earned

Instructor’s Comments

All sections are completed.

20

The Lesson Plan Reflection demonstrates evidence of reflective thought and evidence for accuracy of statements.

15

The Lesson Plan Reflection is written in complete sentences.

10

The reflection has correct spelling and grammar.

5

Total

50

Cumulative Tota1 (with Lesson Plan)

200