Key
standards are referenced. Lesson is guided by standards.
Some
relevant standards are referenced. Lesson is influenced by standards. Too
many or too few standards are included. (Lesson may name many standards
instead of focusing on important, key standards; alternately, lesson may not
name relevant key standards).
Standards are alluded to in lesson, and lesson is related to standards.
No
standards are mentioned in lesson. Lesson is not related to standards.
Objectives
Objectives provide a clear sense of what students will know and be able to
do as a result of the lesson. All objectives are clearly and closely related
to standards.
Objectives provide some sense of what students will know and be able to do
as a result of the lesson. Most of the objectives are related to standards.
Objectives do not provide a clear sense of what students will know and be
able to do as a result of the lesson. Some of the objectives are related to
standards.
Objectives are missing, unclear, or are unrelated to standards.
Assessment
Assessment is directly related to objectives and standards. Assessment
provides opportunities for students with varying learning styles and
strengths to excel.
Assessment is related to objectives and standards. Assessment is less
accessible for students with certain learning styles and strengths.
Assessment is somewhat related to objectives and standards. Assessment is
not appropriate for all students' learning styles and strengths.
Assessment is unrelated to objectives and standards.
Instructional Activities
Activities provide a logical path to meeting objectives. No activities are
extraneous or irrelevant. Students of many learning styles and strengths can
benefit from activities.
Activities relate to objectives. A few activities may be extraneous or
irrelevant. Activities are accessible to students of more than one learning
style or strength.
Activities relate peripherally to objectives. Some activities are extraneous
or irrelevant. Activities are not accessible to students with different
learning styles and strengths.
Activities are unrelated to objectives. Many activities are extraneous and
irrelevant. No attempt is made to individualize activities for learning
styles or strengths.
Differentiated Instruction
Lesson
clearly offers appropriate, creative, and well-integrated challenges for
students of all levels, including gifted students and students with special
needs.
Lesson
includes some differentiated instruction for gifted students and students
with special needs.
Lesson
plan includes minimal differentiated instruction, limited to either gifted
students OR students with special needs.
No
differentiation of instruction is mentioned.
Supporting Materials & Resources
Supporting materials and student handouts are clear, complete, and appealing
to students. Materials enhance lesson significantly. Resources needed for
this lesson are included in plan, and notes about assembling materials,
contacting outside guests, or locating additional resources are included, as
well.
Supporting materials and student handouts are clear and complete. Materials
enhance lesson. Resources needed for this lesson are included in plan.
Supporting materials and student handouts are messy, incomplete, and/or
unappealing to students. Materials do not enhance lesson. Some resources
needed for this lesson are not included in plan
No
supporting materials are included. Many resources needed for lesson are not
included in plan.
Mechanics
Spelling and grammar in lesson plan are flawless.
The
lesson plan contains few spelling and grammar errors.
The
lesson plan contains many spelling and grammar errors.
Spelling and grammar are unacceptable.
Grade Level Appropriateness
All
objectives and activities are appropriate for the intended grade level.
Most
objectives and activities are appropriate for the intended grade level.
Some,
but not all, objectives and activities are appropriate for the intended
grade level.
Objectives and activities are inappropriate for the intended grade level.
Time
Allotment
Flexible time
allotment allows for objectives to be accomplish by all.
Objectives are accomplishable by almost all students in the time allotted.
Objectives may not all be accomplishable for many students in the time
allotted.
Objectives are not accomplishable for most students in the time allotted.
