| Lesson plan rubric Criteria listed in bold. Level of Quality indicated by numbers 1 - 4 4 - clear, measurable, student centered objectives for the lesson. Vocabulary objectives are included. 3 - clear, measurable, student centered objectives; weak vocabulary objectives 2 - objective(s) are not student centered or measurable; and/or no vocabulary 1 - objective is unclear and poorly communicated & not student centered; no vocabulary 0 - no objectives indicated Motivation/Purpose of the lesson: 4 - Clear statement of purpose is given to help students understand why this lesson is being presented. Purpose is communicated to students in 'kid language' during the lesson. 3 - Purpose is general, not specifically stated in lesson. 2 - Language used for purpose statement is teacher focused and not student centered; not stated in lesson. 1 - Purpose is vague and not communicated to students Appropriate level of learning: 4 - Lesson sets high expectations for the students and engages them in critical thinking 3 - Lesson attempts to set high expectations; some critical thinking is included 2 - Lesson level is too difficult or too simple for grade level Declarative and Procedural Knowledge: 2 - All declarative (facts) and procedural knowledge (processes) are specifically identified and reflected in objectives. 1 - Some of the declarative (facts) and procedural knowledge (processes) are identified and some are reflected in the objectives. 0 - Declarative (facts) and procedural knowledge (processes) are not identified accurately in relation to the objectives.
4 - 'Teachers' participate equally in the lesson; lesson is well organized and teachers know what to do and when things are happening; good communication between teachers 3 - Both participate but time and/or distribution of teaching is uneven; lesson is organized 2 - One individual 'takes the lead' for more of the time than others. Lesson is less organized than it could be; communication between teachers is not as effective 1 - One person takes on the role of lead teacher and the other takes direction from him/her and takes care of cosmetic factors (hands out papers, fills in gaps, no actual teaching or facilitating); AND/ OR lesson is not well organized 0 - One person does the teaching. The other teacher is ‘hanging back’; lesson is not well organized 4 - Includes a description and dirctions for the use of the student centered methodologies in the lesson; (such as active learning; cooperative learning; technology, discussion, etc.); & addresses higher level learning. Method(s) are named in the lesson plan and the use and implementation of each method is appropriate. 3 - Accurate, but limited use of student centered methodology such as: active learning; cooperative learning; technology, etc. to address higher level learning. Methods are named in the lesson plan. 2 - Attempts to use active learning; cooperative learning; etc., but organization or directions to students 1 - Limited student involvement; teachers directs most of the lesson; content knowledge focus; method not named or is incorrectly identified 0 - Lecture /teacher talk is primary component of lesson; content knowledge is the only level of learning Differentiated Instruction/SIOP model/ Modifications for ELL: 4 - Several specific ways of meeting your students' identified needs are described (i.e. interaction strategies; varied levels of activities; modified lesson, adaapted materials, or objectives, etc.) that reflectthe SIOP medel; Clear explanation of how these SIOP componenets will be used in the lesson. Adaptations for ELL students identified. Students who would need these differentiated practices are identified. Specific language modifications are planned and used by the teachers. 3 - Several methods of meeting students’ individual needs are described; but these are general descriptions. Students who need these differentiated practices are identified. Some general language modifications are made. 2 - One general alternate method of meeting students’ individual needs is described but no mention of 1 - Vague methods are mentioned; specific student needs are not identified 0 - No attempt is made to describe or include differentiated instruction 4 - Lesson effectively uses visuals (overheads, handouts, posters) or other materials to enhance the lesson; information is accurate 3 - Lesson uses a few visuals or other materials in the lesson; information is accurate 2 - Lesson uses limited visuals or other materials; however; materials distract from the lesson; information is accurate 1- Lesson does not use visuals or other materials; accuracy of information is questionable 0 - Lesson contains inaccurate information; no visuals or other materials used 4 – Detailed, logical plan for teachers to follow; Includes approximate times for parts of the lesson; specific questions, directions, information to be shared and grouping arrangement/strategies as well as indicating who is responsible for each part of the lesson. 3 – Plan for teachers to follow, not detailed or may lack logic or specific times, questions or grouping 2 – Limited plan for teachers to follow; no time estimations given; no questions or grouping 1 – sketchy plan; no logic or order; poor attention to detail 0 – no chronology of lesson included in plan 4 - Daily assessment is appropriate and clearly linked with day’s objectives and evidence of students' ability to meet the objectives is gathered 3 - Daily assessment is included but there is no evidence gathered to identify if students can meet the 2 - Daily assessment is included but is not clearly linked to the day’s objectives 1 - Assessment is inappropriate for the day’s objective 0 - Assessment is written for the unit of study; not daily objective or is not included Instructor comments:
note: (It this form is not returned by the classroom teacher, this portion of the evaluation will be gathered from the description included in the lesson plan created by the students.) Comments: Environment: (for both students) 4- Teachers convey warmth and interest in their students; interactions are fair and appropriate; student input is valued; team has planned for focusing students and managing and structuring the class during the lesson and keep students on task 3 - Team conveys interest in their students, interactions are fair and appropriate; not a clear process for focusing the class but they are able to get students' attention 2 – Team is fair and appropriate; however, focusing the class is challenging for them 1 - Team communication may occasionally reflect negativity or inappropriate comments
Gustavus student name: ___________________ 4 - Very effective teacher presence, communication (observed during the teaching) and professionalism 3 - Good teacher presence, communication and professionalism 2 - Need to work on some aspects of your classroom interaction 1 - Inadequate classroom presence; communication professionalism 0 - Did not participate adequately Comments:
Classroom teacher comments: Gustavus student name: ___________________ 4 - Very effective teacher presence, communication (observed during the teaching) and professionalism 3 - Good teacher presence, communication and professionalism 2 - Need to work on some aspects of your classroom interaction 1 - Inadequate classroom presence; communication professionalism 0 - Did not participate adequately Comments:
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