Table is lesson plan rubric for items being
assessed.
|
Items
being Assessed |
Excellent
3 |
Satisfactory
2 |
Below
standard
1 |
|
Introduction |
|
Stated grade level, topic, content area, and a rationale
statement. |
Left
out one or two areas of the intro. or did not include intro. |
|
Behavioral Objectives
|
|
Instructional goal and behavioral objectives are clear, included
State Standards. |
Instructional goal and behavioral objectives are vague. Did not
use state standards or instruct. goals and obj. are missing. |
|
Anticipatory Set |
Contains multiple examples and detailed a script of what to say;
examples of instruct. language included. |
Focused student attention on the lesson, a ‘grabber’, connected
prior knowledge. |
Not
really focused, did not connect with students’ prior knowledge
or anticipatory set missing. |
|
Teacher Input |
Contains a detailed script and several examples of input for
students to gain content understanding; incorporated alternative
learning styles. |
Provides basic information needed for students to gain the
knowledge or skill. |
Instructional input is vague. Did not define where it is from
the rest of the lesson or teacher input is missing. |
|
Modeling the behavior |
Several examples of how students are to go about completing the
lesson, includes detailed script/description incorporating
alternative learning styles. |
Once
the material has been presented, the teacher uses it to show
students examples of what is expected as an end product of their
work. |
Vaguely showed students what is expected or modeling the outcome
is missing. |
|
Check
for comprehension |
Checking for comp. is detailed with multiple examples of how the
teacher will do this throughout the lesson. |
Checking for comp. is stated with at least one example of how
this will be done. |
Checking for comp. not stated anywhere in the lesson plan. |
|
Guided practice |
Several examples of activities are included that incorporate
alt. learning styles, cooperative groups or individ. work. |
An
opportunity for each student to demonstrate grasp of new
learning by working through an activity or exercise under the
teacher's direct supervision. |
Guided pract. is vague or no guided practice is present.
|
|
Closure
|
Clear, concrete, comprehensive; sets stage for new learning |
Actions or statements are provided that are designed to bring a
lesson presentation to an appropriate conclusion. |
Closure is vague, or there is no closure mentioned. |
|
Independent
Practice
|
Several examples of activities are included that incorporate
alt. learning styles, cooperative groups, or individualized
work. |
Lesson provides for reinforcement practice without teacher help;
indep. practice is clearly linked to the lesson. |
Did
not provide independence from teacher guidance or no indep.
practice mentioned. |
|
Assessment |
Assessment incorporates the stated objectives and reflects
lesson goal with multiple and alternative assessment strategies
described in detail. |
An
assessment is described with relevance to stated objectives;
assess. data is collected or planned for collecting. |
There
is an assessment, it but it has little relevance to stated
objectives or no assess. was mentioned in the lesson. |
|
Materials
|
Examples of worksheets or info. attached with materials clearly
stated and relevant to the lesson; books used are referenced. |
Materials are listed and directly related to the lesson format
and content. |
Materials are incomplete, partly described, or materials are
missing altogether. |
|
Modifications for Students with Disabilities
|
Modifications and implementation procedures are clearly stated
and appropriate for each of the five disability areas: ED, LD,
MR, OI, OHI. |
Modifications and implementations are identified for each of the
five disability areas. |
Modifications and implementations are not clearly identified
(e.g., confusing, not sequential) |
|
Technology Integration |
Technology component and implementation is clearly linked to the
goals and objectives of the lesson Comprehensive |
Technology component and implementation clearly linked to the
goals and objectives of the lesson.
Brief. |
Technology component and implementation not clearly linked to
the goals and objectives of the lesson. |
|
Mechanics
|
|
Neat,
organized, no spelling and grammatical errors are present |
A few
spelling and grammatical errors are present or too many spelling
and grammatical errors are present. |
|
Overall lesson plan evaluation |
Exceeds criteria. Lesson plan is well thought out, content is
sensitive to the students’ needs, and follows criteria in
rubric. |
Lesson plan exhibits satisfactory characteristics as described
in rubric. Meets passing criteria! |
Lesson plan needs to incorporate the missing criteria for a
passing grade |
