Enhance 2 Lesson Plans

Evaluation: Scoring Rubric

CRITERIA Expert (10 pt) Proficient (9 pts) Developing (8 pts) Novice (6 pts)

Strategies for Instruction

Explicit and

detailed

opportunities for

authentic

engagement

through an

anticipatory set,

student

collaboration,

and/or writing

activities.

Small group

instruction fully

supports learning

objectives,

activities and

outcomes.

Instructional

examples,

teacher

modeling, or

other input is

detailed and

explicitly

supports the

objective and

lesson activities.

Explicit evidence

of consideration

of teacher’s role

throughout the

lesson

(facilitator, direct

instruction,

specialist, etc.).

Multiple

strategies for

Meaningful opportunities for authentic engagement through an anticipatory set, student collaboration, and/or writing activities.

Specific evidence of planning for small group instruction (content for different groups, mini- lesson objectives, etc.) where applicable.

Instructional examples, teacher modeling, or other input is specifically aligned with objective and lesson activities.

Teacher’s role (facilitator, direct- instruction, specialist, etc.) is considered and apparent throughout the lesson.

Specific opportunities for student collaboration,

Adequate opportunities for authentic engagement using an anticipatory set, student collaboration, and/or writing activities.

Adequate evidence of planning for small group instruction (content for different groups, mini-lesson objectives, etc.) where applicable.

Instructional examples, teacher modeling, or other input is adequately aligned, but may lack detail or be loosely supportive of the objective and lesson activities.

Some opportunities for student collaboration, problem solving and creativity in lesson activities or outcome products.

Limited opportunities for authentic engagement through an anticipatory set, student collaboration, and/or writing activities.

Instructional examples, teacher modeling, or other input is not aligned with objective or lesson activities.

Minimal opportunity for student collaboration.

learning lesson

content are

available to

students.

Meaningful

opportunities for

student

collaboration,

problem solving

and creativity in

lesson activities

or outcome and

products. May

include

nontraditional

activities, or

assessments.

problem solving and creativity in lesson activities or outcome products.

Differentiation Differentiation explicitly targets the various learning and environmental needs of all students in the classroom. Differentiated learning stations are well utilized.

Explicit evidence or attempt to offer lesson content, questioning, activities, or outcomes at varying levels of Bloom’s Taxonomy

Alternate activities and student products, to support different Bloom’s levels, may be indicated.

Student learning style is specifically considered in

Differentiation adequately targets the various learning and environmental needs of all students in the classroom. Differentiated learning stations are utilized.

Meaningful evidence or attempt to offer lesson content, questioning, activities, or outcomes at varying levels of Bloom’s Taxonomy based on specifically identified needs and levels of students.

Some alternate activities,

Differentiation addresses the various learning and environmental needs of all students in the classroom. Differentiated learning stations are mentioned.

Adequate evidence or attempt to offer lesson content, activities, or outcomes at varying levels of Bloom’s Taxonomy based on generally identified needs and levels of students.

Alternate activities,

Differentiation minimally addresses learning and environmental needs of some students in the classroom. Differentiated learning stations are not utilized.

Minimal evidence or attempt to offer lesson content, questioning, activities, or outcomes at varying levels of Bloom’s Taxonomy based on needs and levels of students.

Lesson may offer 1 or 2 alternatives for students of different levels,

differentiated content.

Flexible grouping is efficiently utilized, where appropriate, and learning is individualized to the maximum extent possible.

products or assessment to support varying levels of Bloom’s Taxonomy are offered.

Differentiation accounts for differences in learning styles of students.

Flexible grouping is offered, where appropriate and some individualization of learning is evident.

products or assessment offered to support some higher levels of Bloom’s Taxonomy are offered.

Differentiation may indirectly account for differences in learning styles of students, but specific evidence may not be present.

Flexible grouping is present but may be missing individualization of learning.

but minimal attempt for individualization is made.

No attempt is made for differentiation.

Flexible grouping is not included in the plan.

Literacy Strategies

Science of Teaching Reading Components (oral language, vocabulary, fluency, comprehension, etc.) are detailed and enhance the lesson content along with literacy development, where appropriate.

*Vocabulary: Detailed information about vocabulary instructional strategies for the lesson are included in the lesson plan.

*Detailed and specific supports (graphics,

Science of Teaching Reading Components (oral language, vocabulary, fluency, comprehension, etc.) enhance the lesson in all appropriate areas.

*Vocabulary: Specific information about vocabulary instructional strategies for the lesson are provided in the lesson plan.

*Meaningful supports (graphics,

Science of Teaching Reading Components (oral language, vocabulary, fluency, comprehension, etc.) are sufficient where appropriate.

*Vocabulary: Adequate information about vocabulary instructional strategies for the lesson are provided.

*Some supports (graphics,

Science of Teaching Reading Components (oral language, vocabulary, fluency, comprehension, etc.) are minimal or may not be present.

*Vocabulary: Limited information about vocabulary instructional strategies for the lesson are provided

*Minimal supports (graphics,

animations, examples, etc.) for academic language included.

*Materials presented are specifically intended for reading level of the students, with consideration given to students below level.

*Writing requirements (if present) are explicitly matched to the level of the students and enhance the learning and engagement of the lesson content.

animations, examples, etc.) for academic language included.

*Materials presented are specifically intended for reading level of the students.

*Writing requirements (if present) are meaningful and well matched to the level of the students.

animations, examples, etc.) for academic language included.

*Materials presented are appropriate for reading level of the students.

*Writing requirements (if present) are appropriately matched to the level of the students.

animations, examples, etc.) for academic language included.

*Materials presented may not be appropriate for reading level of the students.

*Writing requirements (if present) are not well matched to the level of the students.

Use of Technology

*Explicit evidence of integration of technology with pedagogy and content (TPACK) and alignment with ISTE standards.

*Technology is efficiently used for learning in a manner that is inconceivable without the technology.

*Supports student collaboration, creativity, critical thinking, problem solving, and digital citizenship.

*Appropriate evidence of integration of technology with pedagogy and content (TPACK).

*Technology enhances and supports mastery of the objectives.

*Some indication of support of student collaboration, creativity, critical thinking, problem solving, and digital

citizenship.

*Some attempt of alignment with ISTE standards and/or TPACK integration.

*Student use of technology is present, but connection to lesson content is weak.

*Student use of technology may not necessarily enhance learning of content, but it is not a

distraction.

*Teacher’s use of technology is an attempt to model

*Vague alignment with ISTE standards, or standards do not match lesson objective.

*Minimally supports the lesson content.

*Use of technology may be disorganized or feel disconnected to student learning.

*No student use of technology present in lesson.

*Lesson includes meaningful components of blended learning with online assignments, instruction, opportunities for collaboration, or product creation.

*Provides immediate feedback to students about learning.

*Technology is used to address diverse student needs.

*Teacher models digital fluency, innovation or citizenship preparing for student use.

*Technology is used to assess learning when appropriate. May provide some feedback to students about learning.

*Technology is available to address diverse student needs.

digital fluency, innovation or citizenship.

*Used to deliver content, but there may be minimal student interaction with technology.