Social Studies Lesson Plan Scoring Rubric

 

Strong

5

Proficient

3

Beginning

1

Grade/Subject/
Context
Grade or developmental level of students indicated. Lesson clearly situated within foundational knowledge or previous lessons. Grade or developmental level of students indicated. Some reference to previous work is provided Grade or developmental level of students is lacking. No description of previous work or foundational knowledge is given.
Standards
Lesson plan references Oregon or national standards or benchmarks it is designed to address Lesson not clearly connect to the standards or benchmarks it is designed to address Lesson fails to reference standards or benchmarks it is designed to address
Learning Targets
Learning targets directly connect with the relevant standards and are thoughtfully shared with students Learning targets are somewhat connected with the standards and are shared with students. Learning targets are not connected with standards and/or are not being shared with students.
Content Objectives
1-4 content objectives are clearly stated. Objectives contain a time frame (context), a conceptual element (concept), and some observable assessable behavior (concrete representation). It should be clear what is expected of the learners. Content objectives are stated but may be a bit unclear. Objectives generally contain a context, conceptual element and a connection to assessment. Learners will have some understanding of teacher expectations. Content objectives are unclear or not connected to lesson assessment. Objectives do not contain all three elements. Learners will not have a clear understand of what is expected.
Language Objectives
1-3 specific language objectives specify the way in which students will demonstrate learning of the content by writing, speaking or using language. Objectives align tightly with ELPA standards for English Learners.
Language objectives indicate the way in which students will demonstrate learning of the content. Objectives are somewhat aligned with ELPA standards for English Learners.
Language objectives do not indicate the way in which students will demonstrate learning of the content. Objectives are not aligned with ELPA standards for English Learners.

 

Student
Assessment

 

Methods for assessing student learning and evaluating instruction are authentic and clearly delineated. Assessments are directly connected with lesson objectives.

Methods for assessing student learning and evaluating instruction are described delineated. Assessments are generally connected with lesson objectives.

Methods for assessing student learning and evaluating instruction are missing.

Materials/
Preparation
Preparations for the lesson are thoroughly described. Materials, room structure, and any supplemental help are clarified. Necessary time is noted. Preparations for the lesson are not adequately described. Materials, room structure, and help support are under described . Necessary time is noted. Preparations for the lesson are not described. Materials, room structure, and help support are missing . No time frame is noted.
Introduction
The manner in which the lesson will be introduced and purposes of the lesson will be described to the students is clearly articulated. Required time is noted. Lesson introduction and description to the students of lesson purposes are generally acceptable. Time is noted. Lesson introduction and description to the students of lesson purposes is inadequate. Time is missing.
Communication
of learning Targets
Carefully delineates how you will share the purpose or learning targets of the lesson with students. Includes timing and modality States how you will share the purpose or learning targets of the lesson with students. Plan is not clear on how the targets will be shared with students.
Learning Activities
Organized flow of pedagogical elements and student activities is comprehensively described. Activities build on each other to create a conceptually clear lesson progression. Appropriate instructional technologies are utilized Necessary time is noted for each element. Organized flow of pedagogical elements and student activities is included. Activities connect with each other. Times are included. Flow of pedagogical elements and student activities is not well organized and described. Activities are not practically or conceptually connected. Times are missing.

 Instructional Strategies

Instructional strategies are well designed to foster instructional objectives. Strategies are based on appropriate learning theory and best practices.

Instructional strategies are designed to foster instructional objectives. Strategies are mindful of appropriate learning theory and best practices.

Instructional strategies are unconnected to instructional objectives. Strategies appear to be either developmentally inappropriate or superficially constructed.

Closure
Closure is provided that encourages students to be reflective of the lesson concepts and to integrate their experience with future or previous learning. Closure encourages reflection on lesson concepts. Closure is either lacking or does not connect lesson concepts with previous or future experiences.
Field Notes
Elements of the lesson anticipated to be challenging are identified and thoughtful strategies for coping are provided. Thoughtful reflections are provided Elements of the lesson anticipated to be challenging are identified and strategies for coping are provided. Potentially challenging lesson elements are not identified or poor coping strategies are provided.

 Specific Assignment Elements 

Lesson plan incorporates student-centered social studies topic-appropriate techniques.

Lesson plan appropriately incorporates Social studies pedagogical techniques

Lesson plan utilizes proscriptive or instructionist approach and does not support active student learning.

Writing and Organization

Lesson plan is well composed and written with no grammatical or spelling errors.

Lesson plan is well composed and written with few grammatical or spelling errors.

Lesson plan is not well composed or written and contains many errors.

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Page last updated on Monday, September 5, 2016