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iRubric: Lesson Plan Evaluation rubric

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Lesson Plan Evaluation Lesson Plan Evaluation This evaluation provides a step by step method for addressing key procedures needed in lesson plan development. Rubric Code: TX5293W By David813G Ready to use Public Rubric Subject: (General) Type: Assignment Grade Levels: (none)

Lesson Plan Evaluation
	Poor There is no effort to include important steps in the development of the lesson plan (N/A)	Fair The steps are included in the lesson plan however data or explaination is vague or incomplete. (N/A)	Excellent The important steps are incorported into the lesson plan and provide clear direction and guidance that will allow another educator to follow the lesson plan. (N/A)
Title Section The student understands the importance of including the descriptive title in the lesson plan.	Poor The title is missing.	Fair The title is included. The title captures the essence of the lesson. Words that describe student learning and teaching approach are missing or are vague.	Excellent The title is included. The title captures the essence of the lesson. Includes words that describe student learning and teaching approach are included.
Identification Section The student understands the importance of including proper identification in the lesson plan.	Poor There is no identification of the author, cooperative teacher(s), school where you are teaching, and grade level.	Fair The identification of the lesson plan author, cooperative teacher(s), the school where you are teaching, and grade level is incomplete.	Excellent The identification of the lesson plan author, cooperative teacher(s), the school where you are teaching and grade level are included.
Learning Focus Section
Subject Unit and Time Estimation The student understands to add the subject unit and a time estimation into the lesson plan	Poor Subject unit and time estimation are not included	Fair Subject unit or time estimation is missing.	Excellent Subject unit and time estimation are included.
Learning Focus The student understands that the learning focus is the most important section of the lesson plan and incorporates the learning focus into the lesson plan.	Poor The learning focus is not included in the lesson plan.	Fair The learning focus is included into the lesson plan however it is unclear or vague.	Excellent There is a clearly defined learning focus for the unit of instruction incorporated into the lesson plan.
Overview Section
Materials Needed. The student understands to add a list of materials needed to complete the unit of instruction	Poor There is no list of materials needed to complete the unit of instruction	Fair	Excellent A list of materials needed to complete the unit of instruction is included in the lesson plan.
Objectives The student understands the importance of adding clear student objectives as well as matching appropriate state standards.	Poor There are no objectives or matching of state standards noted in the lesson plan.	Fair The learning objectives are listed but do not reflect what the students will know, understand, value, or be able to do in the lesson. State standards are not matched with the objectives.	Excellent Specific learning objectives are listed, and describe what the students will know, understand, value, or be able to do in the lesson. The learning objectives are matched with one or more state standards. (if required).
Teaching and Assessment Overview The student understands that incorporating a teaching and assessment overview allows the student and others to see your teaching and assessment approach.	Poor A teaching and assessment overview is not included.	Fair	Excellent A teaching and assessment overview is incorporated in the lesson plan.
Teaching Section
Introduction Procedures The student understands that incorporating introduction procedures in the lesson plan is designed to gain the students' attention and ready them for instruction.	Poor Introduction procedures are not incorporated into the lesson plan.	Fair Introduction procedures are incorporated into the lesson plan but do not provide focus for the students' attention or interest in the new subject.	Excellent Introduction procedures are incorporated into the lesson plan and are designed such as to focus the students' attention on the new topic. The introduction is designed to trigger student curiosity, questions activity, and provide motivation for students.
Instructional Procedures The student understands that incorporating instructional procedures will lead directly to the new learing topic.	Poor Instructional procedures are not incorporated into the lesson plan.	Fair	Excellent Instructional procedures are incorporated into the lesson plan.
Transition Guicelines The student understands that guidelines for critical procedures, implementation, or transitions between activities and lessons need be addressed in the lesson plan	Poor Transition guidelines are not addressed in the lesson plan.	Fair Transitional guidelines are incorporated into the lesson plan however guidelines are vague or unclear.	Excellent Transitional guidelines are incorporated into the lesson plan and include guidelines for critical procedures, implentation, and/or transitions between activities and lessons.
Classroom Management The student understands the importance of organizing students' space, time, and materials which includes the physical preparation of learning areas, posting student work, and student behavior.	Poor Classroom management is not addressed in the lesson plan	Fair Classroom management is included in the lesson plan however guidelines are vague or unclear.	Excellent Classroom management is included in the lesson plan and discusses organizing student time, space, and materials so learning can take place. The management of physical preparation of learning areas, plans for posting work, and addressing student behavior is included.
Teaching Inquiry Procedures The student understands to add teacher inquiry procedures into the lesson plans in order to gather data for either teacher research or to provide formative assessment.	Poor Teacher inquiry procedures are not addressed in the lesson plan.	Fair	Excellent Teacher inquiry procedures are addressed in the lesson plan and will provide reminder for the instructor to collect data for either research or formative assessment.
Closing Procedures The student understands that the identification of ways to end the lesson that will provide a time for reviewing student performance, clarifying conceptual problems, or briefing students on what is due for further lessons needs to be added to the lesson plan.	Poor Closing procedures are not addressed in the lesson plan.	Fair Closing procedures are addressed in the lesson plan however do not provide adequate guidance.	Excellent Closiing procedures are addressed in the lesson plan and provide guidance on reviewing performance, clarifying conceptual problems, or breifing students on what is due for future lessons.
Post-Teaching Section
Reflection and Modifications The student understands the importance of adding a reflective process that prompts action and adjustments in daily teaching and allows for lesson modifications.	Poor Reflection and modifications regarding the lesson are not mentioned in the lesson plan.	Fair	Excellent Reflection and modification regarding the lesson are noted in the lesson plan.

Keywords:

Lesson plan, Evaluation.

Subjects:

(General)

Types:

Assignment

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