Lesson Planning Assessment Name: Date/Assignment Lesson Plan Objectives (learning Boals) /Standards Developing (+-) arelisted edu Ne deta + Assessment but not ceary connected to learning activities. 4 | Prior | Knowledge/Review Little or no reference to prior knowledge or Accommodations | Some mention of inclsion of students | wanspeal eats (Objectives and standards v Assessment is referenced Proficient(+-) ‘Objectives based on standards, relate to assessment, student learning focused, actionable and/or observable Relevant standards and frameworks referenced ‘Clear, appropriate to | development, relevant to objective, includes checking for understanding and progress and is either formal or informal, provides for prescribed ‘accommodations References toprior knowledge and/or review are listed Mere Plans for learning activities and assessments designed for special needs students to | be included in the class, Exemplary Ee monies | assessment | Detailed list of prior knowledge needed for successful completion of objectives and steps to be employed to review and/or reteach if necessary _ _ Plans for the inclusion of learning activities and assessment for students with special needs, disabilities, advanced skills and English Language Learners| Materials/Repertoire/ Regul mate an | Atenda voristnaieapeer Tepertoire are vague or missing — | Learning Sequence/ | Pacing {earning activities are listed in sequence Learning Activities Activities are listed, Gow Late Few do id ~ Ce salyge tb Materials and repertoire are listed and plan for provisioning is present. Teaming activities, pacing references, and sequential activities are clear and logically presented. Activites are described and teacher and student roles are differentiated. a itil Eau ae Aint page All materials and repertoire are listed as well as alternatives. Plan for posted agenda (for students) is included Learning activities , pacing and sequence are logical and include specifics for: Opening, Assessment and ‘summative Activities Teacher and student activity is clear, Pacing is realistic ‘Activities are clearly described, instructional strategies are appropriate. There is clear evidence of student engagement strategies and teacher facilitation of scaffolding of learning, routines and behavior : SBS