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iRubric: Jack Robey Colt Special rubric
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Jack Robey Colt Special
Jack Robey Colt Special
Lesson Plan Evaluation
Rubric Code:
GXBWW45
By
gxowens
Ready to use
Public Rubric
Subject:
Education
Type:
Assessment
Grade Levels:
6-8
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Lesson Plan Rubric
Poor
1 pts
Fair
2 pts
Excellent
4 pts
Good
3 pts
Essential Question(s)
Poor
Essential question(s) needs clarification, is not appropriate, or is not
present
Fair
Essential question(s) is clear and appropriate
Excellent
Essential question is clear, appropriate, well developed, and creative
Good
Essential question(s) is clear, appropriate and well-developed
Rationale for lesson
Poor
Rationale not provided or insufficient
Fair
Explanation of why students need to learn this content needs clarification
Excellent
Clearly and thoroughly explains why students need to learn this content. Connects rationale to ethical, global, or social issues
Good
Provides a clear explanation of why students need to learn this content.
Objectives
Poor
Objectives to match each major component of the lesson are missing
Fair
Objectives are included and generally match most major components of the lesson
Excellent
Objectives are included to match major components of the lesson, are well- constructed without ambiguous language, and can reasonably be completed within the scope of the lesson.
Good
Objectives are included to match major components of the lesson and are well- constructed without ambiguous language
AR State Standards
Poor
Appropriate AR state standards for this lesson are not identified
Fair
Appropriate AR state standards for this lesson are correctly identified
Excellent
Appropriate AR state standards and subject matter standards for this lesson are correctly identified, and detailed information is provided.
Good
Appropriate AR state standards and subject matter standards for this
lesson are correctly identified
Assessment: Formative
Poor
Means of assessing student attainment of objectives throughout the lesson (formative) are ineffective or missing
Fair
One or more effective means of assessing student attainment of most objectives is evident throughout the lesson, but may need further explanation
Excellent
Varied types of assessments, which evaluate student attainment of each objective, are evident throughout the lesson
Good
At least one effective means of assessing student attainment of each objective is evident throughout the lesson and clearly explained
Assessement:Summative
Poor
Means of assessing student attainment of objectives, if applicable, at the end of the lesson (summative) are ineffective
or missing.
Fair
At least one clear means of assessing student attainment of most objectives is evident, if applicable, at the end of the lesson.
Excellent
Varied types of assessments, which evaluate student attainment of each objective, are evident, if applicable, at the end of the lesson.
Good
At least one clear means of assessing student attainment of each objective is evident, if applicable, at the end of
the lesson.
Connections Acrosss the Curriculum
Poor
Connections across the curriculum, where applicable, are
inappropriate or missing
Fair
Where applicable, appropriate connections across the curriculum are identified
Excellent
Where applicable, appropriate connections across the curriculum are identified, explained, and actively
addressed.
Good
Where applicable, appropriate connections across the curriculum are
identified and explained
Materials and/or Resources
Poor
Materials are not described.
Resources are not identified.
Materials inappropriate for lesson or for students
Fair
All materials are described. All resources are identified
Excellent
All materials are described. All resources are identified.
All materials appropriate for lesson and include adaptations for diverse students.
Materials/resources are unique or exceptionally relevant to students
Good
All materials are described.
All resources are identified.
All materials appropriate for lesson and students
Plan of Action
Poor
Student outlines few or no steps that will be taken in order to implement the lesson. Student provides estimated timing for few or no steps.
Student does not explain steps or explanation may need a great deal of
elaboration
Fair
Student outlines most steps that will be taken in order to implement the lesson.
Student provides estimated timing for most steps.
Student explains steps but explanation may need some elaboration
Excellent
Student outlines all steps that will be taken in order to implement the lesson.
Student clearly provides detailed timing for each step.
Student provides vivid, detailed explanation of all steps in lesson so someone else could step in and implement the lesson with no difficulty.
Good
Student outlines all steps that will be taken in order to implement the lesson.
Student provides estimated timing for each step.
Student explains steps with enough detail so another person could implement the lesson
with little difficulty
Room organization:Estimated Time of
Poor
Organization of the classroom (materials and physical setup) not noted or not appropriate for lesson.
Timing is not defined or appropriate for most sections of the lesson
Fair
Organization of the classroom (materials and physical setup) noted.
Timing defined and appropriate for most sections of the lesson
Excellent
Organization of the classroom (materials and physical setup) noted and highly effective at maintaining student engagement at appropriate level.
Timing defined and appropriate for all sections of the lesson.
Good
Organization of the classroom (materials and physical setup) clearly noted and appropriate for lesson.
Timing defined and appropriate for all sections of the lesson.
Method of Instruction
Poor
Directions or explanations are unclear. Some strategies may be consistent with research, learning theory, student development, objectives,
and standards
Fair
Most directions or explanations are clear.
Most strategies are consistent with research, learning theory, student development, objectives and standards
Excellent
All directions or explanations are clear. All strategies are consistent with research, learning theory, student development, objectives and standards.
Strategies clearly and creatively address multiple learning styles
Good
All directions or explanations are clear. All strategies are consistent with research, learning theory, student development, objectives
and standards
Adaptations/Accommodations/Modifica
Poor
Adaptations that address physical or emotional needs of learners are not noted or are not appropriate for learners and lesson content
Fair
Adaptations that address physical or emotional needs of learners are stated.
Excellent
Adaptations that address physical or emotional needs of learners are stated and differentiate instruction in creative and sensitive ways for all learners and lessons.
Good
Adaptations that address physical or emotional needs of learners are stated and differentiate instruction in ways that are appropriate for learners
and lesson content
Use of Technology
Poor
Technology is not
mentioned or adequately
incorporated or the lack
thereof is not explained.
Fair
A standard form of technology is
used in the classroom in a
standard way (Ie. Power Point).
The incorporation of which may
need some development.
Or If technology is not used, you
have inadequately explained why it is not necessary for the lesson.
Excellent
A standard form of technology is used
in the classroom in a standard way and
you have incorporated other technology
in your lesson in a way that is/will be
particularly engaging to your students.
Good
A standard form of
technology is used in the
classroom in a standard
way and you have
incorporated other
technology to support your
lesson (ie. original sound
bites, streaming videos,
digital/scanned pictures or
others).
Or If technology is not used,
you have adequately
explained why it is not
necessary for the lesson.
Closure of Lesson
Poor
A description of steps
that will be taken at the
conclusion of a lesson to
summarize student
learning is limited or not
included.
Fair
A description of steps that will be
taken at the conclusion of a
lesson to summarize student
learning is mentioned but may be
unclear or ineffective.
Excellent
A description of steps that will be taken
at the conclusion of a lesson to
summarize student learning and help
students extend lesson information to
make other connections is included.
Good
A description of steps that
will be taken at the
conclusion of a lesson to
summarize student
learning is included.
Reflection
Poor
Missing or incomplete
Fair
Reflection on lesson outcomes and planning is present but may need development
Excellent
Written with passion, emotion, interest, and insight. Makes connections between lesson outcomes or planning and self, education, or society
Good
Thoughtful & interesting. Adequate reflection on lesson outcomes and planning
Enter Title
Poor
Fair
Excellent
Good
Enter Title
Poor
Fair
Excellent
Good
Subjects:
Education
Types:
Assessment
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