Unit Wide Lesson Plan Rubric Name: Program: Pre-Candidacy Post-Candidacy Internship or Student Teaching Lesson topic/Title: Grade Level: Lesson Length: Learning Objectives & Content Standard Alignment – Selects, creates, and sequences learning experiences and performance tasks that support learners in reaching rigorous curriculum goals based on content standards. CCTS/ InTASC Standard Lesson Plan Component No Evidence / Incomplete Evidence Beginning Developing Proficient 1, 4, 7 Learning Objective(s) No Evidence/ Incomplete Evidence The pre-service teacher… Includes objective(s) in lesson plan And… States measurable/ observable learning objective(s) based on target knowledge and skills; And… Uses learning objective(s) that are on student development and needs and are age appropriate. 1, 4, 7, 11.6 Content Standard(s) No Evidence/ Incomplete Evidence The pre-service teacher… Includes content standard(s) And… Aligns content standard(s) with learning objective(s) And… Uses learning objective(s) that are content appropriate. Assessment – Uses assessment flexibly to expand and deepen understanding of learner performance and determines best supports for continued learner growth. CCTS/ InTASC Standard Lesson Plan Component No Evidence / Incomplete Evidence Beginning Developing Proficient 6 Assessment No Evidence/ Incomplete Evidence The pre-service teacher… States assessment used and identifies type of assessment. (pre, formative, summative etc.) And… Aligns assessment(s) with objective(s). Identifies how the assessment results may be used to inform instruction. Describes methods of analyzing student learning data, and of providing feedback. (6c) And… Adapts classroom assessments and testing conditions appropriately to enable all learners to demonstrate their knowledge and skills. Incorporates required accommodations / modifications / extensions in assessments and testing conditions for all students with identified needs (learners with disabilities, language learning needs and gifted and talented)
States potential adaptations in assessments for students to be able to demonstrate their learning. (6p; 6t; 6u) Discusses how analysis of assessment data will be used to inform instructional decision- making. Instructional Materials & Resources – Stays current in content knowledge and expands expertise in reviewing instructional materials from the perspectives of both the discipline and individual learner needs. CCTS/ InTASC Standard Lesson Plan Component No Evidence / Incomplete Evidence Beginning Developing Proficient 1, 2, 4, 5, 8 Materials Resources and/or technology No Evidence/ Incomplete Evidence The pre-service teacher… Identifies teacher and student materials, tools, resources, and technologies (if applicable) necessary to achieve the lesson objectives. And… Includes content/age appropriate materials including handouts, manipulatives, models, etc. Provides a description of specific technology tools and/or applications if appropriate. And… Selects instructional resources and curriculum materials that are accurate, accessible, and relevant to the learners’ backgrounds, experiences, and interests, including associated with disabilities, language needs, and/or giftedness Instructional Methods – Selects, creates, and sequences learning experiences and performance tasks by using a variety of instructional approaches, strategies, and technologies that make learning accessible to all learners and support learners in reaching rigorous curriculum goals. CCTS/ InTASC Standard Lesson Plan Component No Evidence / Incomplete Evidence Beginning Developing Proficient 5, 6, 7, 8, 11 Teaching and Learning Sequence No Evidence/ Incomplete Evidence The pre-service teacher… Plans and sequences learning experiences and tasks. And… Develops appropriate sequence of learning experiences connected to the learning objectives. States a learning sequence that clearly defines the order and timeframe of the lesson Specifically states introduction and closure of lesson in the sequence. Communicates the lesson objective to students when age appropriate. Uses technology to engage learners in meeting learning objectives when appropriate. And… Provides details for the instructional sequence including examples of specific strategies, instructional dialogue, and student engagement with content. Sequence includes process for monitoring student progress. Incorporates technology in a variety of ways in planning when appropriate (e.g., managing learner records, expanding options for learner choice, and documenting performance).
CCTS/ InTASC Standard Lesson Plan Component No Evidence / Incomplete Evidence Beginning Developing Proficient 1, 2, 7, 8 Meeting Students’ Needs (differentiation, extensions, modifications, accommodations) No Evidence/ Incomplete Evidence The pre-service teacher… Identifies potential adaptations (accommodations, modifications, assistive technology, etc.) in lesson development. And… Identifies specific students who may need adaptations, scaffolding, enriching and/or extending learning activities. Identifies common misconceptions and addresses them by planning appropriate scaffolds and/or differentiated instruction. Incorporates multiple instructional strategies that engage a range of learner preferences and/or abilities. Incorporates required accommodations / modifications / extensions in instructional sequence for all students with identified needs. (learners with disabilities, language learning needs and gifted and talented) And… Plans learning experiences that allow for learner choice/interest that result in a variation of pace, process, product, and/or environment. States specific activities that will adapt, scaffold, enrich and/or extend instruction in order to appropriately challenge specific students. Scoring Guide: 1) Check all indicators that the Candidate has met. 2) Determine Candidate’s level of proficiency for each category based on the highest level in which all indicators for that category are met.