ITEM & IPTS 0 Missing 1 Unsatisfactory 2 Emerging 3 Proficient 4 Exemplary Academic Language Demands No academic language demands are identified. Academic language demands are identified that address fewer than three of the following: key vocabulary, language function, additional language demands, and ways students will use the language. Academic language demands are identified that address at least three of the following: key vocabulary, language function, additional language demands, and ways students will use the language. Academic language demands that address key vocabulary, language function, additional language demands, and ways students will use the language is identified but not defined. Academic language demands that address key vocabulary, language function, additional language demands, and ways students will use the language is identified and defined. Instructional Materials & Teacher Resources No resources or materials are identified. More than two resources missing and/or not cited correctly or four or more necessary materials needed by the students and teachers are missing and requested chart format is not divided into 2 columns. Two resources not listed and/or not cited correctly or two or three necessary materials needed by the students and teachers are missing and/or requested chart format is not divided into 2 columns. One resource is not listed and/or not cited correctly or one necessary material needed by the students and teachers is missing or requested chart format is not divided into 2 columns. Lists all resources used to create the lesson. Where necessary, the appropriate author is properly cited within a proper bibliography and lists all materials needed by the students and the teacher by placing these into the requested chart format with 2 columns. Instructional Procedures/Learning Tasks No instructional procedures or learning tasks were identified. Instructional procedures and learning tasks identified include only one of the following: set/motivator, engagement strategies, teacher modeling/direct teaching strategies, and the independent work/activity. Instructional procedures and learning tasks identified include all but two of the following: set/motivator, engagement strategies, teacher modeling/direct teaching strategies, and the independent work/activity. Instructional procedures and learning tasks identified include all but one of the following: set/motivator, engagement strategies, teacher modeling/direct teaching strategies, and the independent work/activity. Instructional procedures and learning tasks identified include all of the following: set/motivator, engagement strategies, teacher modeling/direct teaching strategies, and the independent work/activity.
ITEM & IPTS 0 Missing 1 Unsatisfactory 2 Emerging 3 Proficient 4 Exemplary Assessment/Evaluation No assessment/ evaluation was included. Assessment/evaluation stays focused on the central focus and includes fewer than three of the following: formative assessment, summative assessment, description of assessment, assessment accommodations and modifications, and evaluation criteria. Assessment/evaluation stays focused on the central focus and includes all but two of the following: formative assessment, summative assessment, description of assessment, assessment accommodations and modifications, and evaluation criteria. Assessment/evaluation stays focused on the central focus and includes all but one of the following: formative assessment, summative assessment, description of assessment, assessment accommodations and modifications, and evaluation criteria. Assessment/evaluation stays focused on the central focus and includes all of the following: formative assessment, summative assessment, description of assessment, assessment accommodations and modifications, and evaluation criteria. Lesson Closure/Assessment of Students’ Voice No closure is indicated. Identifies the lesson closure and fewer than three of the following: student self-assessment, student reflection, feedback strategies, opportunities to extend ideas, and restatement of lesson focus. Identifies the lesson closure and all but two of the following: student self-assessment, student reflection, feedback strategies, opportunities to extend ideas, and restatement of lesson focus. Identifies the lesson closure and all but one of the following: student student reflection, feedback strategies, opportunities to extend ideas, and restatement of lesson focus. Identifies the lesson closure and all of the following: student self-assessment, student reflection, feedback strategies, opportunities to extend ideas, and restatement of lesson focus.
ITEM & IPTS 0 Missing 1 Unsatisfactory 2 Emerging 3 Proficient 4 Exemplary Differentiation & Planned Support No differentiation or planned support was included. Differentiation and planned support was identified and includes fewer than of the following: strategies used to identified and respond to diverse learning needs, steps taken to provide all students access to learning, curricular adaptations, and strategies for addressing gaps in prior knowledge. Differentiation and planned support was identified and includes all but two of the following: strategies used to identified and respond to diverse learning needs, steps taken to provide all students access to learning, curricular adaptations, and strategies for addressing gaps in prior knowledge. Differentiation and planned support was identified and includes all but one of the following: strategies used to identified and respond to diverse learning needs, steps taken to provide all students access to learning, curricular adaptations, and strategies for addressing gaps in prior knowledge. Differentiation and planned support was identified and includes all of the following: strategies used to identified and respond to diverse learning needs, steps taken to provide all students access to learning, curricular adaptations, and strategies for addressing gaps in prior knowledge. Rationale/Theoretical Principles No rational or theoretical principles were included. Rationale for planning decisions, learning tasks, and assessment decisions includes general research or reference to learning theories. Rationale for planning decisions, learning tasks, and assessment decisions includes general research and reference to learning theories. Rationale for planning decisions, learning tasks, and assessment decisions includes detailed research or specific learning theories. Rationale for planning decisions, learning tasks, and assessment decisions includes detailed research and specific learning theories.
ITEM & IPTS 0 Missing 1 Unsatisfactory 2 Emerging 3 Proficient 4 Exemplary Reflection/Future Modifications No reflection was included. Reflection includes at least one of the following: the impact on student learning, identification of changes to be made to the lesson in the future, and research that supports these changes. Reflection includes at least two of the following without detail: the impact on student learning, identification of changes to be made to the lesson in the future, and research that supports these changes. Reflection includes at least two of the following with specific details: the impact on student learning, identification of changes to be made to the lesson in the future, and research that supports these changes. Reflection includes all of the following with details: the impact on student learning, identification of changes to be made to the lesson in the future, and research that supports these changes. Formatting Lesson plan does not follow the specific format provided. Lesson plan follows the specific format provided in few categories. Lesson plan follows the specific format provided in some categories. Lesson plan follows the specific format provided in most categories. Lesson plan follows the specific format provided in all categories.