Lesson Plan Format

A.Objective:_________________( Choose a measurable verb) Try the

Blooms Taxonomy Hanout. !imit your lesson to one or t"o objectives.
B. #eri$cation %tatement: ( %C %tanar that is &resente)
'nclue the (rae level )or "hich this lesson is intene. *x&lain "hy
this &articular content shoul be &resente at this time.
C. +ationale %tatement: ,hy oes this &lan "or-. 'nclue somethin(
about the learnin( styles or evelo&mental levels o) stuents. Tell ho"
it lin-s "ith &rocess s-ills/ Blooms Taxonomy/ 0arners Theories/ or
"ith other isci&lines ( art/ music/ science) *x&lain "hy these methos
su&&ort the content that you &resent.
1. 2aterials ( Boo-s by title/ author3 ho" many o) each item3 s&eci$c)
A# too.
*. 4roceures ( 5umbere. ') you use a 6uestion/ state it. Be very
s&eci$c. 'nclue a&&roximate time )or each &roceure an s&eci$c
content. %&ell out "hat you are (oin( to o an "hat the chilren are
(oin( to o. 7our &roceures shoul inclue/ but not be limite to the
)ollo"in(/ in a lo(ical se6uence:
4roceure 8. Antici&atory %et
4roceure 9. %hort revie" or lin- to &ast learnin(
4roceures :_;..
<inal 4roceures: *nrichment/ +emeiation/ *arly <inishers
!ast 4roceure: Closure
<. Assessment:_______________
0ive Criteria
0ive an exam&le
Attach a rubric or chec-list i) you use one
Notes: Plans must be typed. Plans must be free of grammar and spelling errors.
Lesson Plan Rubric for the School of Education
ID:
Objectives
Unacceptable
Performance
Developing
Performance
Competent
Performance Comments
Earned
Points
Objective 1:
The lesson plan
reflects clear and
appropriate
written
communication
skills and a
professional
appearance
consistent with a
competent,
caring,
committed
teacher
candidate.
0 points 1
point
The plan contains
frequent errors in
spelling, grammar,
and/or syntax.
Inappropriate
wording and unclear
language make the
plan difficult to
understand or to
follow. The plan may
be sloppy, missing
key elements, or
submitted with
unacceptable
elements that
detract from its
professional
appearance. The
plan does not reflect
the planning or effort
associated with a
competent, caring,
committed teacher
candidate.
2 points
The plan contains
or more errors in
spelling/grammar/or
syntax that require
attention. !riting is
acceptable, but not
clear and
descripti"e enough
to fully explain the
requirements for the
teacher or students.
The plan is neat,
organi#ed, and has
all required
elements. The plan
reflects a
de"eloping le"el of
performance and
indicates that the
teacher candidate
has the skills and
dispositions
necessary for
becoming a
competent, caring,
committed no"ice
educator.
3 points
The plan is
written in clear,
concise
language, and
there is
adequate
description of
what the teacher
and students will
accomplish.
There are no
errors in spelling,
grammar, or
syntax that
detract from the
impact of the
plan. The plan is
attracti"e, follows
the format, and
has fully
de"eloped
language,
details, and
professional
appearance that
lend credibility to
the candidate$s
work. The effort
demonstrated in
this lesson plan
reflects the
desired skills and
dispositions of a
competent,
caring,
committed
teacher
candidate.
Objective 2:
The lesson plan
reflects clearly
stated,
appropriate
learning
objectives or
outcomes and is
aligned with
state and when
necessary,
national
standards that
verify the stated
objectives.
0 points 1
point
The ob%ecti"e is
missing completely
or stated unclearly.
The ob%ecti"e is not
appropriate for the
grade or ability le"el
of the students. The
ob%ecti"e is not
aligned with
subsequent
procedures or the
expected outcome
and assessment of
the lesson. The
ob%ecti"e is not
defined in clear,
measurable terms
using an acti"e "erb
and the required
format. The
ob%ecti"e does not fit
with the standard&s'
cited in "erification.
In terms of
"erification, no
standards are cited
or the standard&s'
do not match the
ob%ecti"e and key
concepts of the
lesson. There is no
clear relationship
between the
standard&s' cited
and the ob%ecti"e.
(econdary
education
candidates must
supply both national
and state standards.
In this case, the
national standards
may be missing or
2 points
The ob%ecti"e is
intact, but may not
be the most
appropriate or
useful ob%ecti"e for
the concepts or
skills targeted.
There is alignment
between the
ob%ecti"e,
procedures, and
assessment, but it
is not always clear
or may need further
description. The
ob%ecti"e fits with
the standard&s'
cited in "erification.
(tandards are cited,
but they may not be
written according to
format or may not
be appropriate to
the grade and
ability le"els of the
student. The match
between the
ob%ecti"e and the
standard&s' is
acceptable, but
could be de"eloped
more robustly. The
requisite skills and
dispositions of a
competent, caring,
committed teacher
candidate are
clearly a"ailable
and growing.
3 points
The ob%ecti"e
aligns with
subsequent
procedures and
assessment
statements. The
ob%ecti"e is
written in the
appropriate
format using
acti"e "erbs that
describe what
students are
expected to
know or do. The
ob%ecti"e meets
the instructional
needs of the
students in terms
of their grade
and ability le"els.
There is a
distinct
relationship
between the
ob%ecti"e and the
standard&s' cited
in "erification.
The standard&s'
cited correctly
match the
ob%ecti"e. The
standard&s' are
written clearly
and with the
appropriate
format pro"ided
by the professor.
)rade le"els and
details are
included to
enhance the
direction of the
lesson. This is
incomplete. The
le"el of thinking and
insight to the needs
of the students does
not reflect the
requisite skills and
dispositions of a
competent, caring,
committed teacher
candidate.
the work of a
competent,
caring,
committed
teacher
candidate.
Objective :
The lesson plan
includes a
detailed list of
appropriate
materials and
resources that
are necessary
for student
learning, creative
teaching, and
implementation
of the standards.
0 points 1
point
*aterials are not
listed or key
materials may be
missing. There is
little e"idence that
the candidate has
planned for creati"e
or interesting use of
materials or
resources to
enhance student
learning.
2 points
*aterials are listed
but details such as
the appropriate
number or type of
materials could be
included to enhance
the clarity of the
plan. *aterials and
resources are
adequate but could
be enhanced to
impro"e the quality
of the learning
experience. It is
e"ident that the
teacher candidate
understands the
place and purpose
of materials and
resources in lesson
planning, but is
working to de"elop
skill in identifying,
gathering, and
researching the
best sources to use
in instruction.
3 points
+ll materials with
useful details
such as type,
format, or
amounts are
listed. The
materials listed
are well
organi#ed. The
materials or
resources
selected
demonstrate
creati"e thinking
and attention to
a di"erse student
population. This
section reflects
the
resourcefulness
and thinking of a
competent,
caring,
committed
teacher
candidate.
Objective !:
The lesson plan
reflects the use
0 points 1
point
This lesson plan
does not gi"e
2 points
This plan
demonstrates the
teacher candidate$s
3 points
The lesson plan
incorporates best
practices
of best practice
strategies
including
technology and
the candidate"s
ability to deliver
the content
necessary for
student
achievement.
#$se of
technology is
dependent upon
the situation and
may or may not
be evaluated in
the lesson plan
as criteria.
e"idence of best
practices including
but not limited to:
brain,based
instruction,
cooperati"e groups,
learning styles,
hands,on
instruction, or
inquiry. There is no
e"idence of the use
of technology as a
primary or
secondary resource
where appropriate or
necessary. The plan
does not
demonstrate the
candidate$s grasp of
key content,
"ocabulary, or
concepts necessary
for student
achie"ement.
ability to use at
least one form of
best practice in
instruction. This
best,practice
instruction may
include but not be
limited to: brain,
based instruction,
cooperati"e groups,
higher order
thinking skills,
multiple
intelligences,
differentiated
instruction, inquiry,
learning styles, or
hands,on learning.
+t least one form of
technology was
used to prepare for
or carry out the
lesson. This use of
technology is
appropriate. There
are no blatant
errors in content.
designed to
make instruction
li"ely and
meaningful for a
di"erse student
population. -est,
practice
instruction may
include but not
be limited to:
brain,based
instruction,
cooperati"e
groups, higher
order thinking
skills, multiple
intelligences,
differentiated
instruction,
inquiry, learning
styles, or hands,
on learning. The
candidate may
use se"eral
practices or an
in,depth, skillful
application of a
select strategy.
!here
appropriate or
necessary, there
is e"idence that
the teacher,
candidate is
competent and
comfortable
using technology
and can infuse
technology into
teaching. The
plan for
deli"ering
content is well
de"eloped with
details of terms,
ideas, and key
concepts. The
plan
demonstrates
the work of a
competent,
caring,
committed
teacher
candidate.
Objective %:
The lesson plan
contains detailed
procedures for
delivering a
lesson in a
logical,
meaningful,
organi&ed style
that ma'imi&es
instructional
time.
(ccurate content
supports the
standards cited
in the plan.
0 points 1 point
.rocedures are not
included or not
clearly written.
.rocedures that are
included may not be
in a logical
sequence. There is
little or no
correlation between
stated
ob%ecti"es/standards
and the procedures
described. There is
no anticipatory set,
re"iew of prior
learning, statement
of the ob%ecti"e, or
plan for closure of
the lesson.The
procedures are not
described in enough
detail to enable
someone else to
teach the lesson.
There is no
pro"ision for
duration of steps.
The procedures do
not make use of
best,practice
strategies or
research. There is
little reference to key
concepts or content
to pro"ide the
2 points
The plan includes
procedures that are
logical and make
sense. There may
be missing details
or description that
could enhance the
quality of the
teaching and
learning
experience.
Duration of steps is
pro"ided but may
not make sense
gi"en the situation
or grade le"el. The
procedures mo"e
the ob%ecti"es&s'
foreword but
without much
creati"ity. /ne of
the following may
be missing or
described in "ague
terms: anticipatory
set, re"iew of prior
learning, statement
of the ob%ecti"e, or
closure. (ome
content is pro"ided,
but it is not
complete and
thorough. The plan
may contain some
elements of good
teaching, such as
3 points
The procedures
are clearly
described and
prescribe a
logical sequence
for student
learning.
Duration and
other elements
of timing are
addressed and
reflect a working
knowledge of
pacing and
student needs.
+ll key elements
including
anticipatory set,
re"iew of prior
learning,
statement of the
ob%ecti"e, and
closure of the
lesson are in
place and align
with the
ob%ecti"es and
assessment
plan. The
content,
"ocabulary, and
key concepts are
fully described
and gi"e the
teacher
candidate more
teacher candidate
with necessary
information. /nly
one group si#e
mentioned in the
procedures. .acing
is unclear or
unde"eloped. There
is no pro"ision for
those who complete
the work early or
who are unable to
participate.
multiple modalities
of learning, learning
styles, or ability
le"els but it is not
clear that the
teacher candidate is
able to apply them.
The plan for
students who finish
early or who cannot
participate in the
lesson is intact, but
unclear. The plan
has more than one
group si#e but the
transitions or
reasons for the
changes in group
si#e are
unspecified.
than enough
critical
information to
pro"ide good
information
during the
lesson. 0ontent
is accurate and
represents
required texts,
curricula, and
"aried resources
that are
appropriate.
There is
e"idence of effort
to plan a creati"e
and li"ely lesson
that uses best
practices. There
is a clear set of
procedures to
address early
finishers and/or
those who
cannot
participate fully
so that they will
not suffer a loss
of instructional
time. This is the
work of a
competent,
caring,
committed
teacher
candidate.
Objective ):
The lesson plan
0 points 1
point
There is little
2 points
The plan suggests
that the teacher
3 points
(e"eral
accommodations
reflects the
teacher
candidate"s
knowledge of a
diverse student
population and
his or her ability
to provide
appropriate
accommodations
for differences.
e"idence of
creati"ity or attention
to the needs of a
di"erse student
population. The plan
does not address
multiple modalities
of learning, learning
styles, or ability
le"els. The plan
does not
demonstrate
sensiti"ity to cultural
or gender
differences nor to
ability le"els of
students. /nly one
modality of learning
is in place.
candidate knows
about indi"idual
differences and is
working toward
making
accommodations.
+t least two
modalities of
learning are in
place. There is
some e"idence of
the need to pro"ide
for di"ersity and the
teacher candidate is
working toward that
goal. 1owe"er, the
e"idence of
accommodations
for differences
among students
may be "ague. The
teacher candidate
needs to pro"ide
more details of how
the procedures and
assessment plan
will allow for
multiple modalities
of learning, rates,
and ability le"els.
for student
differences,
interests, and
needs are
demonstrated.
These include
differences in
culture, gender,
ability le"els, and
multiple
intelligences. +ll
three modalities
of learning as
well as other
elements such
as learning
styles, rates,
and ability le"els
are in place to
make the lesson
en%oyable and
producti"e. This
is the work of a
competent,
caring,
committed
teacher
candidate.
Objective *:
The lesson plan
reflects the
competent,
caring,
committed
teacher
candidate"s
ability to plan for
appropriate
assessment that
measures
students+
movement
toward stated
0 points 1 point
The assessment
plan is missing or
poorly described.
There is no logical
and meaningful
alignment between
the ob%ecti"e,
procedures, and
assessment. There
is no plan for
recording or
re"iewing
assessment
information. The
2 points
There is an
assessment plan for
this lesson. It
makes sense, but
may lack details
such as the desired
criterion for student
performance, a
suitable rubric or
checklist, or
detailed questions.
The alignment
between the
ob%ecti"e,
procedures, and
3 points
The assessment
plan is in place
and describes
what students
will know and be
able to do at the
close of the
lesson. There is
a distinct link
between the
stated ob%ecti"e
and an
assessment
thatmeasures
that ob%ecti"e.
objectives and
standards. There
is evidence of
selecting
informal or
formal
assessment and
the ability to
apply strategies
for traditional or
authentic
assessment in
appropriate
situations. ,lans
for recording
and reporting
results are
provided in
accordance with
re-uirements of
the professor or
practicum
setting.
plan does not reflect
the planning or effort
associated with a
competent, caring,
committed teacher
candidate.
assessment plan
may be "ague and
require further
de"elopment. The
plan for recording
grades or
e"aluation results
may be in place but
requires
clarification. The
teacher candidate
understands the
place and purpose
of assessment of
student learning
and is mo"ing
toward de"eloping
strategies and
products that fairly
e"aluate progress
and growth.
There are
detailed criteria
for performance
and grading.
2ecessary
rubrics or
checklists are
attached or
embedded.
Informal
assessment and
obser"ation
strategies are
used with
questions,
criteria, or
descriptions of
what the
teacher,
candidate
expects .The
assessment plan
states where and
how e"aluation
criteria will be
recorded for the
purpose of later
re"iew or
grading. The
assessment plan
reflects the skills
and dispositions
of a competent,
caring,
committed
teacher
candidate.
Score