lesson plan in evaluation format

Lesson Plan Rubric 1 2 3 4 Name________________________________

1. Standards

1. Standards are missing.

2. Standards are provided and partially correlate to lesson objectives and tasks by reference number only.

3. Standards are provided (including reference number) and correlate with learning objectives and tasks.

4. Standards are provided (including reference number) and correlate with learning objectives and tasks; standards reflect integration of another subject area OR multiple parts of the standard are addressed in the objectives.

2. Learning Objectives

1. Student learning objectives provide a broad focus for instruction; objectives are teacher centered.

2. Student learning objectives provide a clear focus for instruction.

3. Student learning objectives are clear, measurable, and specific to the standard(s) and include active (action) verbs that define what all students will do.

4. Student learning objectives are clear, measurable, and specific to the standard(s); objectives provide differentiation/accommodations/variability to meet needs of all students.

3. Assessment

1. Assessment partially measures objective(s).

2. The assessment strategy is teacher observation OR assessment inaccurately measures the objective(s).

3. Formative and/or summative assessment align to the lesson objective(s).

4. Formative and summative assessments are defined, aligning to all objectives addressed in the lesson; include

how students will receive timely, effective, and descriptive feedback toward quality work based on

assessment results.

4. Differentiation/Accommodation

1. All students receive the same instruction.

2. Lesson includes vague modifications for some students.

3. Differentiated learning/accommodations are linked to individual learner variabilities.

4. Academic and behavioral differentiation/accommodations are embedded within the lesson to meet the needs of

all students.

5. Procedures: Anticipatory Set

1. The anticipatory set is provided.

2. The anticipatory set connects the previous or future content; attempts to connect prior knowledge skills.

3. Introduction to the lesson is meaningful, engages, motivates, and captures students’ attention; activates prior knowledge, connects to future content, and relates content to students’ lives; sets the expectations for the lesson’s tasks (e.g. group work, whole class discussion, etc.), hook is creative.

4. Introduction is provided in student-friendly language (ex. I can…); connection to previous or future content is made and includes reference to life experiences; includes examples of previous content requiring student participation; the hook is creative and designed to pique students’ interests, feelings, or emotions; student expectations are clearly defined.

6. Procedures: Instructional Procedures

1. Procedures lack alignment with objective(s), are broad with limited detail for candidate’s and students’ action or progresses in a random order.

2. Procedures align with objectives and progress in a logical order; some procedures are vague, lacking detail required for a third party to follow the lesson.

3. Procedures align with objectives, progress in a logical order, and contain detail where a third party can

easily follow.

4. Procedures align with what the teacher with do and what the student will do to meet learning objectives from beginning to end. Procedures follow a logical order, and include a high level of detail; provisions are made for early/late finishers.

7. Procedures: Instructional Strategies

1. Lesson is teacher centered and incorporates minimal student practice; content is conveyed using one modality.

2. Lesson is more teacher centered than student centered offering few opportunities for guided and/or independent practice. Limited multi-sensory support is provided with some variety in teaching strategies

3. Lesson is student centered; multiple teaching strategies are included; multi-sensory support is provided;

individual and group work are present and provide adequate practice.

4. In addition, strategies show creativity and/or originality; lesson integrates multicultural OR interdisciplinary components; tasks provide extensive and/or highly creative practice and engage students in the processes of critical thinking and problem solving in meaningful contexts.

8. Procedures: Closure

1. Focus is on clean-up and/or transition to next activity.

2. The learning objective is restated; homework assigned, if appropriate.

3. Candidate revisits the purpose for the lesson and ties to real-life; lesson is summarized by candidate and refers to future learning; student questions are provided (Candidate centered).

4. Students review the lesson by summarizing and/or sharing what they learned; question responses allow students to express that they have achieved understanding of the lesson’s main concepts; candidate revisits the purpose for the lesson, ties to real-life and/or future learning (Student centered).

9. Materials

1. List of materials given limited attention in the lesson plan; no materials listed

2. List of materials is incomplete or inaccurate. Teacher created handouts and/or other reproduced handouts are not attached to the lesson plan.

3. List of materials and is provided and accurate for both teacher and students. All handouts, both teacher centered and those reproduced from other resources, are attached to the lesson plan.

4. Detailed list of materials is provided for both teacher and students. All handouts, both teacher created and those from other resources, are referenced in the procedures and attached to the lesson plan and include active URL hyperlinks.

10. Technology

1. Candidate selects technology/media unrelated to lesson objective.

2. Candidate selects technology and or media for the lesson.

3. Candidate engages learners in content and skill development utilizing media and technology to meet learning objective.

4. Candidate engages learners supported by media and technology throughout the lesson to promote student learning and creativity.

11. Quality of Writing

1. Candidate's lesson plan may show a limited range of language skills; organization, vocabulary, spelling, and/or mechanics. Writing may demonstrate a limited ability to use the syntactical (sentence level) skills necessary to create flow. The required lesson plan template is used.

2. Candidate's lesson plan is organized and purposeful, but may demonstrate problems in usage, spelling, or mechanics. Writing may demonstrate a limited range of langue skills or lack of fluidity at times.

The required lesson plan template is used.

3. Candidate's lesson plan is skillful in organization, purpose, and language use. Candidate observes the specifications within the assignment and demonstrates a range of appropriate language skills (i.e., vocabulary, punctuation, spelling, grammar, usage) that allow the writing to flow at the paragraph and sentence level. The required lesson plan template is used.

4. Candidate's lesson plan is skillful and purposeful in organization, shows a deep understanding of the purpose of the task, and language use is exceptional. Candidate observes the specifications within the assignment and demonstrates a range of appropriate language skills (i.e., vocabulary, punctuation, spelling, grammar, usage) so that the writing flows smoothly at every level. The required lesson plan format is followed.

Aligned with Spring 2022 rubric—NH

What changed in January 2022

Assessment 3, 4

Differentiation 3, 4

Instructional Procedures all 4

Instructional Strategies 2-4

Writing all 4

The only real difference from the past is no longer needing research for instructional strategies. The other changes are in wording and don’t change the meaning.