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 |