iRubric: Lesson Plan Rubric

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Lesson Plan Rubric

Based on class discussion as well as models of lesson plan rubrics we discussed in class

Rubric Code: EB2C95

By sylviamason

Ready to use

Public Rubric

Subject: Education

Type: Assignment

Grade Levels: Graduate

Lesson Plan Rubric
	Does not Meet Standard 1 pts	Approaching Standard 2 pts	Meets Standard 4 pts	Exceeds Standard 4 pts
Initial Planning
Historical Background	Does not Meet Standard Does not provide an explanation of the concepts addressed in the lesson that is thorough or historically accurate <BR> OR<BR> plagiarizes/does not provide references	Approaching Standard Provides explanations of the concepts addressed in the lesson that are mostly not thorough nor historically accurate <BR> <BR> Provides appropriate references; does not plagiarize	Meets Standard In the author’s own words<BR> AND<BR> Provides an explanation of the concepts addressed in the lesson that is mostly thorough and historically accurate<BR> <BR> Provides appropriate references; does not plagiarize	Exceeds Standard Provides an explanation of the concepts addressed in the lesson that is thorough and historically accurate (includes appropriately referenced graphics, where needed to support the explanation). <BR> <BR> Provides appropriate references; does not plagiarize.<BR> <BR> A complete bibliography with working links to online sources is provided.
Curriculum & Standards	Does not Meet Standard The lesson provides no connection to state content standards (TEKS).	Approaching Standard The lesson provides limited connection to state content standards (TEKS).	Meets Standard Connections to the identified standards are obvious in some but not all major phases of the lesson plan.	Exceeds Standard The lesson provides significant and clear connections to state content standards (TEKS) in all major phases of the lesson plan.
Interdisciplinary	Does not Meet Standard Does not incorporate any standard(s) from other content areas.	Approaching Standard Attempts to incorporate standard(s) from another content area, but relationship to the primary lesson standard is unclear, inappropriate, superficial, or inadequately explained	Meets Standard Incorporates standard(s) from another content area into the lesson, but relationship to the primary standard may be somewhat superficial. Related standards may appear as more of an add-on than a thoughtful integration.	Exceeds Standard Lists any standard(s) from another content area that are meaningfully incorporated into the lesson. Describes where and how any secondary standards are incorporated into the lesson. Integration of standards is clear, appropriate, substantial, and adequately explained.
Lesson Materials and Resources	Does not Meet Standard Materials necessary for both student and teacher use are not listed	Approaching Standard A sketchy list of student and teacher materials is provided. Worksheets are described but are not downloadable	Meets Standard Materials necessary for both the students and the teacher to complete the lesson are listed. Some but not all materials are available for immediate download.	Exceeds Standard All necessary materials are identified. It is clear what materials are refereed in the lesson (e.g. rather than saying “the handout,” it is referred to by name.<BR> All worksheets and reproducible materials are available for immediate download from the lesson site.
**Prereq Knowledge/Prior Learning	Does not Meet Standard Prerequisite skills and concepts not clearly identified and/or incorrect for lesson objective	Approaching Standard Most prerequisite skills and concepts are clearly articulated but some important skills may have been missed	Meets Standard Prerequisite skills and concepts are clearly articulated, complete and are correct for the stated lesson objective	Exceeds Standard Prerequisite skills and concepts are clearly articulated, complete and are correct for the stated lesson objective<BR> <BR> Prerequisite skills and concepts taught in unit are linked or indicated
Objectives	Does not Meet Standard The objective(s) is (are) imprecise or unclear or written in terms of teacher behavior, rather than student behavior	Approaching Standard Some of the objectives are clear and some are not. Not all objectives are stated in terms of student behavior.	Meets Standard Each objective is stated in terms of student behavior; identifies the learning that will take place; and is measurable and observable.<BR> <BR> Knowledge and skills being taught are clear.	Exceeds Standard Each objective is stated in terms of student behavior; identifies the learning that will take place; and is measurable and observable. Knowledge and skills being taught are clear.<BR> <BR> At least 1 objective addresses higher order thinking skills.
Lesson Introduction
Focus or Review	Does not Meet Standard States pre-skills rather than using questions to gauge readiness. Misses opportunity to motivate students and help them make connections to prior learning.	Approaching Standard Individual students checked for pre-skills. Limited questions used to gauge readiness for lesson.	Meets Standard Background knowledge and skills key to student success in this lesson checked to gauge readiness for the lesson. Clear connections made to prior learning or knowledge. If completely new instruction, effort to motivate and engage students in new learning is obvious.	Exceeds Standard Background knowledge and skills key to student success in this lesson checked to gauge readiness for the lesson. Clear connections made to prior learning or knowledge. If completely new instruction, effort to motivate and engage students in new learning is obvious.<BR> <BR> Plan given for what teacher can do if students are obviously not ready for lesson.
Procedures	Does not Meet Standard Lacks description of class activity and the roles of teacher and students.	Approaching Standard Poorly describes class activities, lacking what students and teacher do during the lesson in enough detail to guide other teachers.	Meets Standard Adequately describes class activities, including brief descriptions of what students and teacher do during the lesson.	Exceeds Standard Clearly describes class activities, including detailed descriptions of what students and teacher do during the lesson in enough detail to guide other teachers.
Essential Vocabulary	Does not Meet Standard No essential vocabulary identified	Approaching Standard Limited attention to examples and vocabulary planned for use during the lesson	Meets Standard Clear indication of important vocabulary planned for use in lesson.	Exceeds Standard Critical lesson vocabulary is reviewed and explicitly highlighted or taught if needed (can link back to a previous lesson and/or have teacher review or reference Word Wall if one is included in the unit)
Lesson Body
Content Development	Does not Meet Standard Knowledge and skills lack sequential presentation. No planned examples. Lesson focuses more on an activity than on development of knowledge or skills.	Approaching Standard Knowledge and skills are sequential.	Meets Standard Knowledge and skills are sequential.<BR> <BR> Clear attempt at providing examples for students.	Exceeds Standard Knowledge and skills are presented in a sequential manner likely to facilitate student learning.<BR> <BR> A broad range of examples and non-examples are planned. <BR> <BR> Plan clearly indicates how teacher moves students from concrete to abstract understanding. Practice is scaffolded with the gradual removal of support.
Instructional decision-making	Does not Meet Standard Plans do not indicate when and how student understanding will be checked.	Approaching Standard Lesson segmented to allow for student understanding to be checked. <BR> <BR> No options included for lesson modification if needed.	Meets Standard Lesson segmented to allow for student understanding to be checked. <BR> <BR> At least one check of student understanding is described and teaching option given indicating how lesson could be modified	Exceeds Standard Lesson segmented to allow for student understanding to be checked. <BR> <BR> Frequent checks of student understanding are planned to guide instruction. <BR> <BR> Multiple teaching options indicated in the plans as to how the lesson might be modified based upon student performance.
Lesson Closure
Closing activities	Does not Meet Standard The lesson contains no closure.	Approaching Standard Closing activities are poorly developed and done primarily by the teacher.	Meets Standard Closing activities are relevant to the objective and provide a clear opportunity to conduct a final check for understanding, but are done by the teacher	Exceeds Standard Closing activities are relevant to the objective and provide a clear opportunity to conduct a final check for understanding. Students are active participants.
Assessments	Does not Meet Standard Assessments absent<BR> OR<BR> None of the descriptions of the assessments being used are clear and complete<BR> OR<BR> None of the descriptions of where, how, and when assessment takes place are clear and complete.	Approaching Standard Few of the descriptions of the assessments being used are clear and complete<BR> OR<BR> Few descriptions of where, how, and when assessment takes place are clear and complete.	Meets Standard Most of the descriptions of the assessments being used are clear and complete.<BR> AND<BR> Assessments take place throughout the lesson. <BR> AND <BR> Most descriptions of where, how, and when assessment takes place are clear and complete.	Exceeds Standard Assessments Clear and complete desc of the assessments being used (e.g., questions, performance, products, etc. including answer keys, grading rubrics, or other criteria you will use to eval whether sts have met the obj(s)).<BR> <BR> Assessments take place throughout the lesson (not just at the end!). Include opps for students to eval. their own work and learning.< Clearly and completely describes where, how, and when assessment takes place
Assessments tied to Standards & Obj	Does not Meet Standard Assessments do not measure student achievement of each objective<BR> <BR> Teacher has little evidence of individual student mastery of lesson objectives	Approaching Standard Assessment measures a single objective or standard; ignores other stated standards/objectives<BR> <BR> Teacher has evidence regarding MOST students’ mastery of AT LEAST ONE lesson objective	Meets Standard Most assessments measure student achievement of each objective <BR> <BR> Teacher has evidence regarding MOST students’ mastery of EACH lesson objective	Exceeds Standard Each assessment measures student achievement of a target lesson objective<BR> <BR> Critical lesson objectives are measured more than once.<BR> <BR> Teacher has evidence regarding EACH student’s mastery of EACH lesson objective.
Additional Lesson Features
Use of UDL	Does not Meet Standard Does not provide accommodations for diverse learning needs. Certain lesson elements may potentially create unnecessary academic or social challenges for individual learners with diverse needs or backgrounds, creating barriers to achievement for some students.	Approaching Standard Weak attempt at UDL in either representation or expression phases of lesson but not both.	Meets Standard Strong use of UDL in either representation or expression phases of lesson but not both.<BR> <BR> Does not specifically identify areas of the lesson that will help meet needs of ELL or GT learners.	Exceeds Standard Evidence of UDL in all phases of lesson plan design including teacher input (teaching strategies) and student expression of learning (assessed).<BR> <BR> Specifically identifies areas of the lesson that will help meet needs of the following categories of special needs: ELL and GT
Technology Integration	Does not Meet Standard Technology is not included	Approaching Standard The inclusion of technology is an add-on not complimenting the lesson activities	Meets Standard At least one element of technology is well integrated into the lesson.<BR> <BR> Standards from the Texas Technology Application TEKS are included in the lesson.	Exceeds Standard A variety of technology is integrated appropriately throughout the lesson in a manner that enhances the effectiveness s of the lesson and the learning of the student.<BR> <BR> Standards from the Texas Technology Application TEKS are included in the lesson<BR> <BR> Student accomplishment of technology skills is assessed
Professionalism
Spelling/Typos	Does not Meet Standard 7+ spelling or typos found in the lesson plan.	Approaching Standard 4-6 spelling or typos found in the lesson plan.	Meets Standard 1-3 spelling or typos found in the lesson plan.	Exceeds Standard 0 spelling errors/typos found in lesson plan.
Grammar/Usage	Does not Meet Standard 5+ grammar or usage errors found in lesson plan.	Approaching Standard 3-4 grammar or usage errors found in the lesson plan.	Meets Standard 1-2 grammar or usage errors found in the lesson plan.	Exceeds Standard 0 grammar or usage errors found in the lesson plan.

Subjects:

Education

Types:

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