SOE Teacher Directed Lesson Plan Rubric - (Revised F10) Levels/Criteria Exceeds Expectations (3) Meets Expectations (2) Needs Improvement (1) Not Present (0) Score/Level Safety/Management Concerns (3%) Learning Environment (SLO 5) All relevant safety concerns and precautions are listed and described in detail. Clearly explains classroom management strategies that offer appropriate, creative, and well-integrated details for engaging all students of all levels in a variety of classroom arrangements, including gifted students and students with special needs. All relevant safety concerns and precautions are listed. Provide a detailed explanation of how students will be grouped such as small group, cooperative learning group, and whole group. Include any other relevant classroom management strategies. All safety concerns are not acknowledged. Plan details are limited for providing instruction in a variety of arrangements appropriate to the lesson in order to continually engage all students. No safety concerns are acknowledged. Plan details are omitted for providing instruction in a variety of arrangements appropriate to the lesson in order to continually engage all students. Materials (3%) Learning Environment (SLO 5) 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 Provide a list of materials that are needed by both student and teacher. (Examples: children's book title, media, pictures, posters, etc.) Supporting materials and handouts are messy and/or incomplete. Materials do not enhance lesson delivery. Supporting materials and handouts are not available to students.
are clear, complete, and appealing to students. Materials enhance lesson significantly. Standards (5%) Subject Matter (SLO 1) All relevant standards are referenced and are explicitly linked to portions of the lesson. Key standards are referenced. Lesson is aligned and guided by standards. Too many or too few standards are included. (Lesson may name many standards instead of focusing on important, key standards; alternatively, lesson may not name relevant key standards). No standards are referenced. Technology Integration (5%) Instructional Strategies (SLO 4) A technology component and implementation of the technology component are clearly linked to the objectives of the lesson. Selection and application of technologies is appropriate for the learning environment and intended learning Indicate how technology is used in this lesson to enhance teaching and learning. The technology component and use of technology is not clearly linked to the objectives of the lesson. Selection and application of technologies is nonexistent or Does not include a technology component.
outcomes. Technologies are applied to enhance learning. inappropriate for the learning environment and intended learning outcomes. Focus (5%) Communication (SLO 6) Instructional activities provide a focus and logical path to meeting objectives. No activities are extraneous or irrelevant. Activities are provided to focus the attention of students of many learning styles and strengths. Multiple examples of what will be done as a "grabber" to connect to prior knowledge. Instructional language is included. Focus should 1) relate to prior knowledge of learning, 2) relate directly to objective, and 3) involve and motivate learner. Hook the learner's attention to the lesson. Activities are unrelated to the objective or are extraneous and irrelevant. No attempt is made to individualize activities for learning styles or strengths. No provision is made for focusing learner's attention or connection with student's prior knowledge. Objective (10%) Subject Matter (SLO 1) Objectives are stated in observable/measurable terms and provide learners with a clear understanding of what is expected of the student (what they will do to show they State in observable/measurable student terms what you want the learner to be able to do at the conclusion of the lesson. Objectives are unclear, not observable or measurable or are unrelated to standards. Objectives do not provide learners with a Objectives are missing.
understand) as a result of the lesson. All objectives are clearly and closely related to standards. All objectives and activities are appropriate for the intended grade level. Objectives are accomplishable in the time allotted. sense of what they will know and be able to do as a result of the lesson. Objectives are not related to standards. Objectives are not accomplishable in the time allotted. Rationale (3%) Diverse Learners (SLO 3) Student learning is related to the individual and/or discipline of the students accounting for students of various learning styles, cultures, experiences, interests, and special needs. Show how the learning is relevant to the student. State why the learning is important to the individual or the discipline. An unclear attempt is made to relate student learning to individual students. No attempt is made to relate student learning to individual students. Instructional Input (3%) Subject Matter (SLO 1) Explicit relevant content information is included for each concept taught (concepts, definitions, explanations, generalizations, etc.). Content information that is disseminated to the students is included(concepts, definitions, explanations, generalizations, etc.). Plan minimally reflects content. Plan does not include content information.
Teacher Modeling (15%) Instructional Strategies (SLO 4) Logical detailed descriptions of how the information will be sequentially disseminated to the students. Demonstrate the skill or intended learning by modeling the steps to follow (process) and/or the completed version (product.) A picture or drawing of the finished product is attached. Include how the information will be sequentially disseminated to the students. Demonstrate the skill or intended learning by modeling the steps to follow (process) and/or the completed version (product.) Plan is not logical or sequential. Provisions are unclear for demonstrating the intended outcome, skill or learning. Provisions are omitted for demonstrating the intended outcome, skill or learning. Check for Understanding (10%) Assessment (SLO 8) Checking for comprehension is detailed with multiple examples of how the teacher will do this periodically throughout instruction. Indicate how you will check for understanding. May use a variety of techniques including 1) individual or group questioning; 2) verbal or nonverbal signaling, or 3) purposeful observation. *These processes are ongoing throughout the lesson. Indicates only one strategy for checking for understanding. Checking for comprehensive is not stated anywhere in the lesson plan. Guided Practice (10%) Learning Environment (SLO 5) Opportunities are provided for each student to demonstrate a grasp of the new learning such as through an activity or Perform the intended behavior with guidance by the teacher. Indicate what the students will DO to show Opportunities for students to demonstrate their grasp of the new learning under Opportunities for students to demonstrate their grasp of the new learning under the teacherâ€™s
exercise with the teacherâ€™s guidance. Several examples of activities are included that incorporate alternative learning styles. understanding. Must relate to the objective. the teacherâ€™s direct supervision are vague. direct supervision are omitted. Independent Practice (10%) Planning Instruction (SLO 7) Lesson provides for reinforcement practice that is clearly linked to the lesson and is provided without teacher supervision. Several examples of activities are included that incorporate alternative learning styles and may include individualized or cooperative work groups. Students are expected to successfully perform the task independently for the purpose of reinforcing behavior and creating fluency. May list homework, seatwork assignments, learning centers, or tests the students may be given. Lesson does not provide for demonstration of learning independent from the teacherâ€™s guidance. No independent practice is mentioned. Closure (5%) Communication (SLO 6) Actions or statements are provided that are designed to bring a lesson presentation to an appropriate conclusion. Apply the concepts learned in the lesson. Summarize the primary learning (concepts, definitions, or generalizations, etc.) of the lesson. Summary may be provided by the teacher or students. Closure is vague and does not summarize and reinforce critical attributes of the lesson. Closure is missing. Assessment/ Rubrics (5%) The lesson includes multiple assessment strategies (formal or Indicate how it will be determined if the Assessment of student learning and instruction Assessment of student learning and instruction is
Assessment (SLO 8) informal) that are related to the stated objectives and standards. Data collection is planned for and multiple alternative assessment strategies are described in detail. Assessment methods can be readily used for expert, peer and/or self-evaluation. Assessment provides opportunities for students with varying learning styles and strengths to excel. objective has been met. has little relevance to the stated objectives. not mentioned in the lesson. Modifications/ Extensions (5%) Diverse Learners (SLO 3) The plan includes differentiating instruction through modifications, extensions and implementation procedures that are clearly stated and appropriate for various learning styles and for students with special physical and/or learning needs including extensions for early finishers. List accommodations, modifications, or extensions needed to ensure maximum learning experiences for all students (ELL, special needs, gifted, early finisher, etc.). Modifications and extensions are not clearly identified (e.g., are confusing, not sequential). Modifications and extensions are missing.
Lesson clearly offers appropriate, creative, and well-integrated challenges for students of all levels, including gifted students and students with special needs. Writing Mechanics (3%) Communication (SLO 6) The lesson plan is well organized and presented in a professional fashion. Spelling and grammar are flawless. The lesson plan is well written. The plan is clear, concise, sequential, neat, well organized and understandable. Few spelling and grammar errors are present. Plan is unorganized, unprofessionally prepared, and/or contains numerous errors in spelling and grammar. The lack of organization or unprofessional writing leaves the plan incomprehensible.