Lesson Plan 2

Instructions: Assign a score to each indicator for every Lesson Element. Place a checkmark next to the indicator that is reflective of the work. Enter only one checkmark per indicator (each line). Place a checkmark to the left of the descriptor you have selected. Enter a total score for each Lesson Element and a total Rubric Score at the end.

Teacher Candidate: Scoring: Candidates must earn a minimum score of 108 (equals a 2.75 cumulative mean).

Unit Broader unit not identified or does not align with the lesson/topic.

Identifies unit that does not align with lesson content.

Identifies broader unit that the lesson fits within.

Identifies broader unit that the lesson fits including further learning and/or real world application.

Standards State standard(s) and/or grade-level indicator(s) missing. Does not refer or include ISTE standards or application of appropriate technology.

State standard(s) listed but misaligned and/or grade-level indicator(s) unclear. Vaguely refers to ISTE standards and/or application of appropriate technology.

Lists corresponding state standard(s) and/or grade-level indicator(s). May include ISTE standards and/or application of appropriate technology.

Lists state standard(s) from various subjects and/or grade-level indicator(s). Includes ISTE standards and/or application of appropriate technology.

Total Score Context of the Lesson/Unit /8

Comments

Aligned missing. loosely or vaguely aligned with content of the standard(s).

aligned with content of standard(s). directly aligned with the standard/indicator(s) content.

Cognitive Difficulty

not aligned with the standard(s) content.

vaguely aligned with the cognitive difficulty of the standard(s).

aligned with the cognitive difficulty of the standard(s).

directly aligned with standard cognitive difficulty and listed from lower- to higher-level cognitive processes (Bloom’s/Webb’s).

Clear/Concise not aligned with the standard(s) cognitive level.

vague, unclear, or too lengthy. clear and concise. clear and concise.

Assessment not measurable. unclear or invalid method of assessment measures learning outcomes.

viable method of assessment directly measures learning outcomes.

valid method of assessment directly measures learning outcomes.

Developmentally Appropriate

not developmentally adequate. vaguely developmentally adequate; or too many/few for one lesson.

developmentally appropriate for one lesson.

developmentally appropriate for one lesson.

Total Score Learning Objectives /20

Comments

Lesson Element 2 = Developing 1 = Below Standard

2 = Developing

Lesson Plan Rubric UNK Teacher Education

Lesson Element

3 = Proficient 4 = Advanced

3 = Proficient 4 = Advanced

Context of the Lesson/Unit

Learning Objective(s) Are:

1 = Below Standard

Previous Knowledge

Plan reflects no understanding of prerequisite knowledge or relationships among topics and concepts

Plan reflects a limited understanding of prerequisite knowledge and relationships among topics and concepts.

Plan reflects a general understanding of prerequisite knowledge and relationships among topics and concepts.

Candidate’s plans and practices reflect advanced understanding of, and dedication to, prerequisite knowledge and relationships among topics and concepts.

Current Lesson Previous knowledge addressed is not tied to the lesson plan objective or the current lesson activities

Previous knowledge addressed is tied to the lesson plan objective but not to the current lesson activities.

Previous knowledge is related to the lesson plan objective and the current lesson activities.

Previous knowledge is specific to the lesson plan objective and tied directly to the current lesson activities.

Future Knowledge

Future knowledge is not addressed Future knowledge identifies subsequent learning objectives that are vaguely related to the current objective.

Future knowledge identifies subsequent learning objectives that are moderately related to the current objective.

Future knowledge identifies subsequent learning objectives directly related to the current objective.

Total Score Previous Knowledge/Sequence of Learning /12

Comments

Aligned Pre-assessment does not align with the objective(s).

Pre-assessment vaguely aligns with the objective(s).

Pre-assessment vaguely aligns with the objective(s).

Pre-assessment is directly aligned with the objective(s).

Data Use Data is not used to inform instructional decisions

Some data is used to inform instructional decisions

Data is used to inform instructional decisions

Data is purposefully used to inform instructional decisions.

Measures Mastery

Does not measure mastery of learning objective(s).

Insufficiently/indirectly measures mastery of learning objective(s).

Directly measures mastery of learning objective(s). Applies most identifiefd success criteria to evaluate students' mastery of the learning objective(s).

Directly measures mastery of learning objective(s) using a success criteria to evaluate students' knowledge or abilities.

Total Score of All Assessments Below Formative Assessment Comments

Post (Summative) Assessment

Diagnostic/Pre- Assessment

1 = Below Standard

Previous Knowledge/ Sequence of

Learning

1 = Below Standard 2 = Developing 3 = Proficient 4 = Advanced Lesson Element

3 = ProficientLesson Element 2 = Developing 4 = Advanced

Developmental Characteristics

Does not identify developmental characteristics/strengths (social, emotional, cognitive, physical, language) of learners.

Limited identification of developmental characteristics/strengths (social, emotional, cognitive, physical, language) of learners.

Identifies known developmental characteristics/strengths (social, emotional, cognitive, physical, language) of most learners.

Identifies known developmental characteristics/strengths (social, emotional, cognitive, physical, language) of all learners.

Identity traits Does not identify individual identity traits (races, ethnicities, nationalities, gender identities/ expressions, religions, political affiliations, SES backgrounds, and disclosed sexual orientations, interests, and any relevant information.)

Limited identification of individual identity traits (races, ethnicities, nationalities, gender identities/expressions, religions, political affiliations, SES backgrounds, disclosed sexual orientations, interests, any relevant information.)

Identifies known individual identity traits (races, ethnicities, nationalities, gender identities/ expressions, religions, political affiliations, SES backgrounds, and disclosed sexual orientations, interests, and any relevant information.)

Identifies known individual identity traits and interests (races, ethnicities, nationalities, gender identities/ expressions, religions, political affiliations, SES backgrounds, and disclosed sexual orientations, interests, and relevant information.)

Multi-language Needs

Does not Identify multi- language/emergent bilingual needs.

Identifies but provides no way to support multi-language/emergent bilingual needs.

Identifies and provides mechanisms for supporting multi-language/emergent bilingual needs.

Identifies and provides multiple mechanisms for supporting multi- language/emergent bilingual needs.

IEP and/or 504 Plans

Not outlined as identified by the IEP and/or 504 Plan.

Some are outlined as identified by the IEP and/or 504 Plan.

Outlined as identified by the IEP and/ or 504 Plan.

Each accommodation specifically outlined as identified by the IEP and/ or 504 Plan.

Total Score Learner Background /16

Comments

Lesson Element

Learner Background

1 = Below Standard 2 = Developing 3 = Proficient 4 = Advanced

List of Materials Missing list of materials needed to implement the lesson.

Partial list of materials and/or little connection of how materials will be used in the lesson

Full list of materials and/or applied technology needed to implement the lesson

Specific list of materials and/or applied technology used and how they connect the lesson.

Resources Resources not ready-to-use; no attachments/links

Some resources may be ready-to-use; errors with attachments/links

Most resources are ready-to-use and attached/linked correctly.

All resources are ready-to-use and attached/linked.

Cited Materials Adopted or borrowed materials not cited or hyperlinks that do not work correctly.

Adopted or borrowed materials incorrectly cited.

Adopted/borrowed materials correctly cite OR N/A.

All adopted or borrowed materials are correctly cited in APA form or N/A.

Enhances the Lesson

Materials and/or applied technology in the form of appropriate tools/materials is not incorporated in the lesson.

Identifies how some materials and/or applied technology/ are incorporated, but do not enhance lesson.

Identifies how materials and/or applied technology are incorporated.

Identifies how all materials and/or applied technology are purposefully incorporated to enhance the lesson.

Total Score Materials & References /16

Comments

Materials & References

Lesson Element 1 = Below Standard 2 = Developing 3 = Proficient 4 = Advanced

Hook/ Anticipatory Set

Does not include a hook/anticipatory set.

Hook/anticipatory set is not clearly identifiable; the hook/anticipatory set does not engage students in the lesson’s topic(s).

Begins with hook/anticipatory set that engages students in the lesson’s topic(s).

Begins with captivating hook/anticipatory set that engages students in the lesson’s topic(s).

Communicates Objective(s)

Does not communicate objective(s). Attempts to communicate objective(s). Communicates objective(s). Clearly communicates objective(s).

Relevance of Objective(s)

Does not communicate relevance of objective(s) for application to interest/motivation for future learning.

Attempts to communicate relevance of objective(s) for application to interest/motivation for future learning.

Communicates relevance of objective(s) for application to interest/motivation for future learning.

Clearly communicates relevance of objective(s) for application to interest/motivation for future learning.

Experiences Align with Standards/ Objectives

Learning experiences are not aligned with the standards and objectives.

Some learning experiences are aligned with the standards and objectives.

All learning experiences are aligned with the standards and objectives.

All learning experiences intentionally align with the standards and objectives to motivate learning.

Sequence of Learning

The sequence does not maximize/allocate time.

Only portions of the sequence maximize time; assigned times uneven.

Majority of the instructional sequence maximizes and adequately designates available time.

Develops sequencing of learning experiences that effectively utilizes and assigns available time.

Modes of Engagement

Does not plan to use varied modes of participation in the instructional process (singular mode).

Provides underdeveloped plans to use varied modes of participation in the instructional process (i.e., partner work, pair share, performance tasks, Kagan cooperative working strategies, Talk Moves, inquiries).

Plans at least 2 modes of engagement in the instructional process (i.e., partner work, pair share, performance tasks, Kagan cooperative learning strategies, Talk Moves, inquiries).

Intentionally plans 3+ means of engagement are incorporated to optimize learning opportunities (i.e., partner work, pair share, performance tasks, Kagan cooperative learning strategies, Talk Moves, inquiries).

Sufficient Detail Substantial gaps in instructional detail; vastly insufficient detail for implementation.

Gaps in instruction; insufficient detail for implementation.

Sufficiently detailed instructions to implement from beginning to end.

Sufficient detail to guide instruction with ease; anyone could pick up and teach it.

Questions Does not provide any question(s) connected to the learning objective(s).

Provides various basic or singular question(s) connected to the learning objective(s).

Provides varied levels (Bloom’s) of questions that will be productive for discussion and are connected to the learning objective(s).

Provides guided/intentional and varied levels (Bloom’s) of questions that stimulate productive discussion connected to the learning objective(s).

Closure Does not state a plan for evaluating mastery of objective(s). There is no closure.

States a loosely defined plan for evaluating mastery of objective(s) or plan that is not measurable. (Closure)

States a plan for evaluating and measuring mastery of objective(s) (Closure).

States a clear plan for evaluating mastery of learning objective(s). (Closure)

Total Score Detailed Sequence of Teaching & Estimated Time /36 Comments

Detailed Sequence of Teaching &

Estimated Time

Lesson Element 1 = Below Standard 2 = Developing 3 = Proficient 4 = Advanced

Purposeful Adjustments

No purposeful adjustment to the lesson plan to meet the needs of student(s) (Ex. interest, readiness, UDL: multiple means of representation/ engagement/expression; varied and intentional grouping).

Plans adjustments to the lesson plan that do not directly meet student(s)’ needs (Ex. interest, readiness, UDL: multiple means of representation/ engagement/expression; varied and intentional grouping).

Plans to meet student(s)’ needs through purposeful adjustments to the lesson plan (Ex. interest, readiness, UDL: multiple means of representation/ engagement/expression; varied and intentional grouping).

Plans to meet a variety of student(s)’ needs through purposeful adjustments to the lesson plan (Ex. interest, readiness, UDL: multiple means of representation/ engagement/expression; varied and intentional grouping).

Tied to Objective(s)

Not tied to the learning objective(s).  Vaguely tied to learning objective(s).  Tied to the learning objective(s).  Clearly tied to the learning objective(s). 

Throughout Sequence

No plans for differentiation. Limited description of differentiation within the instructional sequence.

Provides detailed description of differentiation strategies in the instructional sequence.

Provides detailed description of differentiation strategies throughout all sections of the instructional sequence.

Total Score Differentiation /12

Comments

Incorporated Into Instruction

Does not reflect a knowledge of or respect for individual student identities, incorporating students’ lived experiences into instruction.

Reflects little knowledge of and respect for individual student identities, incorporating students’ lived experiences into instruction.

Reflects a knowledge of and respect for individual student identities, incorporating students’ lived experiences into instruction.

Reflects a knowledge of and respect for individual student identities, incorporating students’ lived experiences ​​into instruction.

Makes Modifications

Does not make appropriate accommodations/modifications in the lesson plan as dictated by the IEP and/ or 504 Plan.

Makes appropriate accommodations/modifications in few areas of the lesson plan as dictated by the IEP and/or 504 Plan.

Makes appropriate accommodations/modifications in most areas of the lesson plan as dictated by the IEP and/or 504 Plan.

Makes appropriate accommodations/modifications in all areas of the lesson plan as dictated by the IEP and/or 504 Plan.

Total Score Accommodation(s) /8 Comments

Accommodation(s) (IEPS and/or 504

Plans)

Differentiation

Lesson Element

Lesson Element

1 = Below Standard

4 = Advanced 1 = Below Standard 2 = Developing 3 = Proficient

3 = Proficient2 = Developing 4 = Advanced

Aligned to Objectives

Not aligned to objectives. Portions are aligned to objectives. Aligned to objectives. Directly aligned to objectives.

Continuous Assessment

Plan does not evaluate learning progression toward mastery.

Generalized plan to evaluate learning progression toward mastery using one check for understanding, probing questions, checklist, indicators, and/or success criteria.

Detailed plan with 2+ ways to evaluate learning progression toward mastery, such as checks for understanding, probing questions, checklist, indicators, and/or success criteria.

Detailed plan to continuously evaluate learning progression toward mastery such as ongoing checks for understanding, probing questions, checklist, indicators, and/or success criteria. (3+)

Data-Modified Instruction

Doesn't plan for collecting information/data to alter instruction.

Plans for collection of information/data to modify instruction without indication of how that's done.

Collects information/data and modifies instruction in most of the lesson.

Collects information/data to modify instruction throughout the lesson.

Self-Analyze Does not provide opportunities for learners to analyze their own progress of mastery of the learning objective.

Attempts to provide at least one opportunity for learners to analyze their own progress, but it is not related to objective(s) or is dependent on teacher.

Provides at least 1 opportunity for learners to monitor their own progress of mastery of the learning objective(s).

Provides various, clear opportunities for learners to analyze their own progress of mastery of the learning objective(s).

Total Score All Assessments (Diagnostice-Pre + Post [from above] + Formative) /28

Comments

Lesson Plan Total (All Elements) /156

Formative Assessments

Lesson Element 1 = Below Standard 2 = Developing 3 = Proficient 4 = Advanced

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