Lesson Plan Rubric (100 pts) - Tennessee State University
Lesson Plan Rubric (100 pts)
Name______________________________ Date_____________________ Lesson Plan Title______________________________
| Criteria |Unacceptable |Developing |Acceptable |Exemplary |Points |
| |0 |1 |2 |3 | |
| |74> |75-84% |85-92% |93-100% | |
|Context for Learning |Incomplete or no description of|Description of target population and |Description of target population and |The unique attributes of your target population| |
|(10 pts) |target population and learning |learning environment is vague and/or, |learning environment is general and |and learning environment are very clear and the| |
| |environment |the appropriateness of the lesson (for|the appropriateness of the lesson (for|appropriateness of the lesson (for this group) | |
| | |this group) is not convincing. |this group) is clear. |is obvious. | |
|Common Core/State |Common Core/State standards are|Common Core/State standards are not |Common Core/State standards are listed|Common Core/State standards are thoroughly | |
|Curriculum Standards |not included. |included |but missing for each objective |listed for each objective. | |
|(10 pts) | | | | | |
|Objective(s) |Behavior, criteria, conditions,|Two of the three (behavior, criteria, |Behavior, criteria, conditions, and |Behavior, criteria, conditions, and academic | |
| |and language expectations are |and/or conditions) are apparent, but |language expectations are somewhat |language expectations are clearly communicated | |
|(10 pts) |unclear or missing. |unclear or poorly written. |clearly communicated. |and clearly and concisely written (no | |
| | | | |unnecessary word). | |
| Assessments |No assessment procedures |The behaviors assessed are |Includes both summative and formative |Includes both summative and formative | |
| |included. |inconsistent with the behavior |assessments. The behaviors assessed |assessments. The behaviors assessed exactly | |
|(20 pts) | |described in the objective and |resemble the behaviors described in |match the behaviors described in the objectives| |
| | |description of the lesson. |the objective and description of the |and description of the lesson. (Scoring guides| |
| | | |lesson. |or rubrics are provided if appropriate.) | |
| | | | | | |
|Procedures |Procedures are incomplete or |The lesson is poorly introduced. |The lesson is introduced in manner |The lesson is introduced in a logical and | |
| |missing. |Procedures are unclear and difficult |that may be somewhat confusing to |engaging manner so that students know what to | |
|(20 pts) | |to follow. |students in order to know what to |expect and what is expected of them. Procedures| |
| | | |expect and what is expected of them. |are clear and detailed to enable a third party | |
| | | |Procedures are vague, lacking detail |follow the lesson without aid. | |
| | | |required for a third party to follow | | |
| | | |the lesson. | | |
|Modifications |No modifications included. |Include vague modifications for |Include some modifications for diverse|Includes detailed modifications for diverse | |
|(10 pts) | |special needs students, learning |learners special needs students, |learners, special needs students, learning | |
| | |styles, English Language Learners and |learning styles, English Language |styles, English Language Learners and other | |
| | |other anticipated problems. |Learners and other anticipated |anticipated problems you may encounter and how | |
| | | |problems you may encounter and how to |to solve them. | |
| | | |solve them. | | |
|Closure |No procedures for lesson |Includes vague procedures for closing |Includes procedures for closing the |Includes procedures for closing the lesson and | |
|(10 pts) |closure are included. |the lesson and transitioning to the |lesson and transitioning to the next |transitioning to the next or follow up | |
| | |next or follow up activity. Key points|or follow up activity. Key points of |activity. Key points of the lesson are clearly | |
| | |of the lesson are missing. |the lesson are included, but poorly |articulated. | |
| | | |articulated | | |
|Reflection |Reflection is vague and/or |Includes a reflection but does not |Includes a somewhat thoughtful |Includes a thoughtful reflection describing the| |
|(10 pts) |incomplete |describe the lesson, areas for growth,|reflection describing the lesson, |lesson, areas for growth, strengths, and | |
| | |strengths, and/or modifications for |areas for growth, strengths, and |modifications for future lessons. | |
| | |future lessons. |modifications for future lessons | | |
| | | |and/or lacks detail. | | |
|Comments: |Total Points | |
|One or more grammar, spelling, or typographical errors may result in a deduction of up to 10 point of total points awarded. | | |
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